Overarching Big Ideas, Enduring Understandings, and Essential Questions (These spiral throughout the entire curriculum.) Good citizens follow rules.

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1 Course: Social Studies Grade: K Designer(s): Social Studies Committee Overview of Course (Briefly describe what students should understand and be able to do as a result of engaging in this course): Using personal experiences and their initial understanding of themselves in relation to their families, homes, and schools, Kindergarten students will begin the foundation of social studies. Overarching Big Ideas, Enduring Understandings, and Essential Questions (These spiral throughout the entire curriculum.) Big Idea (A Big Idea is typically a noun and always transferable within and among content areas.) Standard(s) Addressed (What Common Core Standard(s) and/or PA Standard(s) address this Big Idea?) Enduring Understanding(s) (SAS refers to Enduring Understandings as Big Ideas. EUs are the understandings we want students to carry with them after they graduate. EUs will link Big Ideas together. Consider having only one or two EUs per Big Idea.) Essential Question(s) (Essential Questions are broad and open ended. Sometimes, EQs can be debated. A student s answer to an EQ will help teachers determine if he/she truly understands. Consider having only one or two EQs per Enduring Understanding.) 5.1 A ID the roles that government services Good citizens follow rules. Why are rules important? 5.1 B ID the purpose of rules and laws Following rules keep us safe. What happens when rules are broken? 5.2 A ID personal rights and responsibilities at school 5.3 A ID services performed by, but not limited to, local government. 6.1 A ID the role of people in the community and what they do to make a living 6.2A ID scarcity as the concept that all resources are limited (why we can t have everything we want) 6.5 A Explain why people work 7.1 A ID the following geographic tools: Maps, globe, map elements, diagrams, and photographs, map key We see all kinds of people each day. People have different jobs. People work in our community. We see many different people at school. People at school do different jobs. Identify the landmarks in our community. People use maps to locate places. Transportation is used in our community. Knowledge, skills, and tools are needed to do a job. How do I respect and appreciate others differences? Who do you see at home each day? What makes a family? Who do you see at school? What other people do you see each day? How can you tell how people feel? What are the jobs at school? What are jobs in our community? What are landmarks in our community?

2 7.2 A ID physical characteristics of places, noting physical properties 7.3A ID How physical systems impact people 8.1A Understand chronological thinking through days, weeks, months, years (calendar time) 8.1 B Begin to develop an understanding of historical interpretation. 8.3A ID important individuals that contribute to U.S. history Photographs can be used to understand text. Machines help to build and maintain a community. An informational text gives facts about a topic. Photos show true pictures of people and things. As the temperature gets warmer or colder, it changes how people respond. Benjamin Franklin played an important role in creating our country. Note writing is a form of communication. Messages are a short note that people write to give others information. The U.S. postal Service delivers mail. Every location can be described by its physical characteristic. A compass is used to locate direction. People and animals can change. Characters in a story can change. It s good to make new friends. Everyone grows up. Fruits can be grown to make different kinds of food and drinks. People can do special things. People are different and can do different things. People in families are different. How do people use maps? What kinds of transportation is used in your community? What kind of knowledge, skills, and tools are needed to do a job? How can a photograph help better understand a selection? What kinds of machines are used to help build and maintain a community? How are cars of today different from the cars of the past? How are the months of the year the same and different? How do temperature and seasons effect what people do? How would our country be different today without Benjamin Franklin s inventions? What can you communicate through a short note? How are short notes different from other kinds of writing? What is needed on a letter to send it through the mail? How can a compass help locate a specific place? How do people/animals change? How do characters change in a story? Why is it good to make new friends? What good things happen to people as they grow up?

3 What foods are made using fruits? How do you feel when you find out that you can do something special? How are families different? How are families the same? Big Ideas, Enduring Understandings, and Essential Questions Per Unit of Study (These do NOT spiral throughout the entire curriculum, but are specific to each unit.) Month of Instruction (In what month(s) will you teach this unit?) Title of Unit Big Idea(s) (A Big Idea is typically a noun and always transferable within and among Standard(s) Addressed (What Common Core Standard(s) and/or PA Standard(s) address this Big Idea?) Enduring Understanding(s) (SAS refers to Enduring Understandings as Big Ideas. EUs are the understandings we want students to Essential Question(s) (Essential Questions are broad and open ended. Sometimes, EQs can be debated. A student s answer to an EQ will help teachers determine if he/she truly understands. Common Assessment(s )* (What assessments will all teachers of this unit use to Common Resource(s)* Used (What resources will all teachers of this unit use to help students understand the Big Ideas?)

4 content areas.) carry with them after they graduate. EUs will link Big Ideas together. Consider having only one or two EUs per Big Idea.) Consider having only one or two EQs per Enduring Understanding.) determine if students have answered the Essential Questions?) Semester 1 Friends and Family Systems 5.1B ID the purpose of rules and laws 5.2 A ID personal rights and responsibilities at school 5.1 A ID the roles that government services 6.1 A ID the role of people in the community and what they do to make a living 6.5A Explain why people work 7.1 A ID the following geographic tools: Maps, globe, map elements, diagrams, and photographs, map key 7.2 A ID physical characteristics of places, noting physical properties 6.2A ID scarcity as the concept that all resources are limited (why we can t have everything we want) 8.1A Understand chronological thinking through days, weeks, months, years (calendar time) 8.1 B Begin to develop an Semester 1 Good citizens follow rules. Following rules keep us safe. We see all kinds of people each day. People have different jobs. People work in our community. We see many different people at school. People at school do different jobs. Identify the landmarks in our community. People use maps to locate places. Transportation is used in our community. Knowledge, skills, and tools are needed to do a job. Photographs can be used to understand text. Why are rules important? What happens when rules are broken? How do I respect and appreciate others differences? Who do you see at home each day? What makes a family? Who do you see at school? What other people do you see each day? How can you tell how people feel? What are the jobs at school? What are jobs in our community? What are landmarks in our community? How do people use maps? What kinds of transportation are used in your community? What kind of knowledge, See Z-Drive LAKESHORE themed boxes to be used as developmental resources (All buildings have 1 set each) * Lakeshore themed boxes: Families/Community & Careers Journeys connection UNIT 1 Lesson 1 selections) What Makes a Family? Poems about families Building with Dad See Week at a glance pg T2 chart Friendly Faces - Small group Leveled readers: Visiting Grandma and Grandpa, My Family Picture, When I Was Little, My Family -Vocabulary Reader: Sisters and Brothers

5 understanding of historical interpretation. 7.3A ID How physical systems impact people Vehicles help to build and maintain a community. An informational text gives facts about a topic. Photos show true pictures of people and things. As the temperature gets warmer or colder, it changes how people respond. skills, and tools are needed to do a job? How can a photograph help better understand a selection? What kinds of vehicles are used to help build and maintain a community? How are cars of today different from the cars of the past? How are the months of the year the same and different? How do temperature and seasons effect what people do? Lesson 2 selections) -How Do Dinosaurs Go to School? -My School Bus -Friends at School See Week at a glance pg T82 chart Friendly Faces - Small group Leveled readers: My Backpack, Show and Tell, Helping Mr. Horse, Tell All About It -Vocabulary Reader: At School Lesson 4 selections) Everybody Works The Elves and the Shoemaker Pizza at Sally s See Week at a glance pg T242 chart Show and Tell - Small group Leveled readers: In The City, The Hay Ride, Going Fast, and Going For a Hay Ride -Vocabulary Reader:

6 My Bike * Lakeshore themed box: Transportation UNIT 2 Lesson 9 selections) What Do Wheels Do All Day? Wheels Long Ago and Today Good Morning Digger (See Week at a glance pg T242) chart Friendly Faces - Small group Leveled readers: The Firefighter, Selling Things, Jobs On the Farm, Let s Sell Things -Vocabulary Reader: Our Jobs Lakeshore themed box: Seasons and Weather UNIT 3 Lesson 11 selections) Jump Into January Holidays All Year Long Every Season See Week at a glance pg T2 chart Outside My Door

7 - Small group Leveled readers: October Days, Fun All Year, June Vacation, A Year of Fun -Vocabulary Reader: Fun in July 2 nd Semester 2 nd Semester Growing and Changing Growth Change 8.3A ID important individuals that contribute to U.S. history 8.1A Understand chronological thinking through days, weeks, months, years (calendar time) 8.1 B Begin to develop an understanding of historical interpretation. 5.3 A ID services performed by, but not limited to, local government. 7.1 A ID the following geographic tools: Maps, globe, map elements, diagrams, and photographs, map key 7.2 A ID physical characteristics of places, noting physical properties 5.1B ID the purpose of rules and laws 5.2 A ID personal rights and responsibilities at school Benjamin Franklin played an important role in creating our country. Note writing is a form of communication. Messages are a short note that people write to give others information. The U.S. postal Service delivers mail. Every location can be described by its physical characteristic. A compass is used to locate direction. People and animals can change. Characters in a story can change. It s good to make new friends. Everyone grows up. People have different How would our country be different today without Benjamin Franklin s inventions? What can you communicate through a short note? How are short notes different from other kinds of writing? What is needed on a letter to send it through the mail? How can a compass help locate a specific place? How do people/animals change? How do characters change in a story? Why is it good to make new friends? What good things happen to people as they grow up? What are jobs in our community? What foods are made Unit 4 Lesson 16 -Benjamin Franklin, Inventor - Dear Mr. Blueberry See Week at a glance pg T2 chart Let s Find Out Lesson 19 (Whole Group - Sheep Take a Hike Pg T242) Lakeshore Theme Box: All About Me Unit 5 Lesson 21 - The Best Friends - Poems About Friends - Simon And Molly Plus Hester T2)

8 6.1 A ID the role of people in the community and what they do to make a living 6.5A Explain why people work 6.2A ID scarcity as the concept that all resources are limited (why we can t have everything we want) 7.3A ID How physical systems impact people jobs. People work in our community. Fruits can be grown to make different kinds of food and drinks. People can do special things. People are different and can do different things. People in families are different. using fruits? How do you feel when you find out that you can do something special? How are families different? How are families the same? Small group leveled readers: The Snow, Mouse and Bear, Kevin and Lucy, and Mouse and Bear are Friends Vocabulary reader: Friends Lesson 22 (Whole group - Leo the Late Bloomer - A Tiger Grows Up T 82) Interactive chart: Growing and Changing Small group leveled readers: Our Family Vacation, A Day At School, Good Job, Sam, and Our School Lesson 25 (Whole group - From Apple Tree to Store T 322) Interactive chart: Growing and Changing UNIT 6 Lesson 26 (Whole group - Something Special

9 - Jobs People Do -Curious George Makes Pancakes T2) Interactive chart: Look At Us - Leveled readers: Time For Breakfast, Things I Can Do, Teamwork, and Things I Like To Do Lesson 27 (Whole group - One Of Three - Cross-Country Trip -Someone Bigger T82) Interactive chart: Look At Us - Leveled readers: Our Room, My Big Brother Ned, Dan and His Brothers, and My Brother Lesson 29 (Whole group - Look At Us - The Three Little Pigs T242) Interactive chart: Look At Us

10 - Leveled readers: Zoom, Riding to School, Lots of Helpers, and Going to School