Standards - Social Studies

2010 - Social Studies Course of Study Document
Social Studies (2010) Grade(s): KG

SS10.K.1

Sequence events using schedules, calendars, and timelines.

Examples: daily classroom activities, significant events in students’ lives

Unpacked Content

Knowledge

Students know:
  • The difference between today (present), tomorrow (future) and yesterday (past, or history).
  • The names of the days of the week, and the order in which they come.
  • A year is divided into months, and has heard the names of the months repeatedly .
  • Vocabulary: long ago, yesterday, today, tomorrow, history, schedule, calendar, timeline, later, future, before, after

Skills

Students are able to:
  • List events in their lives in the order in which they occurred.
  • Identify a calendar and know that each square or number on the calendar represents a day.
  • Name the present month .
  • Answer questions about their daily schedule:
    • Does recess come before or after lunch?
    • Do they go to library everyday?
    • Do they go to lunch everyday?
  • Identify events that happened a long time ago through the use of personal primary sources.

Understanding

Students understand that:
  • Time is measurable and ongoing.
  • There are events in their lives that have already happened (past), events that are happening or will happen today (present), and events that will happen later (in the future).
  • Some events have happened in their lifetime and some events happened long ago.

Vocabulary

  • schedule
  • calendar
  • timeline
  • event
  • history
  • sequence
  • yesterday
  • long ago
  • tomorrow

Aligned Learning Resources

ReadWriteThink Interactive Timeline Tool
How to Read Calendars and Clocks
Using a Calendar StudyJam
Let's Make a Schedule
Social Studies (2010) Grade(s): KG

SS10.K.2

Identify rights and responsibilities of citizens within the family, classroom, school, and community.

Examples: taking care of personal belongings and respecting the property of others, following rules and recognizing consequences of breaking rules, taking responsibility for assigned duties

Unpacked Content

Knowledge

Students know:
  • They are members of several groups: a family, a classroom, a school, a community.
  • There are different roles for each member of these groups.
  • The people in each of these groups are expected to act in certain ways and follow certain rules for the good of everyone in the group.

Skills

Students are able to:
  • Recognize and identify the roles of individual family members, and various community members.
  • Recognize the name of their school and the community around it.
  • Demonstrate proper care for personal belongings and the belongings of others.
  • Name classroom jobs and understand each duty.
  • Understand classroom rules and know there are consequences for not obeying these rules.
  • Distinguish between items that belong to them and items that belong to someone else.

Understanding

Students understand that:
  • People live and work together and have rules and expectations for pleasant and productive living.

Vocabulary

  • rights
  • responsibility
  • citizen
  • community
  • consequence
  • respect
  • job
  • duty
  • role

Aligned Learning Resources

Protest Signs
Reading "Freedom on the Menu"
Social Studies (2010) Grade(s): KG

SS10.K.3

Describe how rules provide order, security, and safety in the home, school, and community.

Unpacked Content

Knowledge

Students know:
  • The classroom has rules that, when followed, help everyone learn.
  • Following the rules and respecting others should result in positive benefits.
  • The difference between a rule and a procedure.
  • Vocabulary: rule, procedure, order, security, safety, consequence, construct

Skills

Students are able to:
  • Perform classroom and school procedures as prompted by the teacher.
  • Recite the classroom rules and the consequences of breaking a particular rule.
  • Participate in the creation of classroom rules.
  • Participates in the discussion of community rules and laws.

Understanding

Students understand that:
  • Rules exist in the classroom as well as the school, home, and the community.
  • Rules are necessary for people to live and work together.
  • There are consequences to breaking the rules.
  • Procedures are guides that show us how to do things in the most effective way.
  • Procedures are used often, sometimes daily, in the school, class, home and community in order to be efficient and to know what is expected of them.

Vocabulary

  • order
  • security
  • safety
  • construct
  • consequence
  • procedure
  • obey
  • rule

Aligned Learning Resources

Rules Are Made for a Reason
Being Safe at Home
Who Is a Good Citizen at School?
Social Studies (2010) Grade(s): KG

SS10.K.4

Differentiate between needs and wants of family, school, and community.

Unpacked Content

Knowledge

Students know:
  • People need certain things to live.
  • There are things they want but are not necessary.
  • Not all wants can be fulfilled.
  • Vocabulary: choice, need, want, survive, desire, compare, contrast

Skills

Students are able to:
  • Recite items that are needs.
  • Recite items that are wants.

Understanding

Students understand that:
  • There is a difference between a want and a need.
  • Not all wants can be fulfilled.
  • Choices usually have to be made when considering things they want.

Vocabulary

  • needs
  • wants
  • desire
  • compare
  • contrast
  • choice
  • survive

Aligned Learning Resources

Do I Need It or Do I Want It?: Making Budget Choices
Social Studies (2010) Grade(s): KG

SS10.K.5

Differentiate between goods and services.

Examples: goods–food, toys, clothing

services–medical care, fire protection, law enforcement, library resources

Unpacked Content

Knowledge

Students know:
  • The differences between goods and services.
  • Vocabulary: goods, services, produce

Skills

Students are able to:
  • Distinguish between goods and services.
  • List goods they receive.
  • List services they receive.

Understanding

Students understand that:
  • There is a difference between goods and services.

Vocabulary

  • goods
  • services
  • produce (to make or create)

Aligned Learning Resources

Goods and Services Around Town
Social Studies (2010) Grade(s): KG

SS10.K.6

Compare cultural similarities and differences in individuals, families, and communities.

Examples: celebrations, food, traditions

Unpacked Content

Knowledge

Students know:
  • Individuals, families, and communities mark special days or events in a variety of ways.
  • Cultures are celebrated in different ways.
  • Cultures follow a variety of traditions.
  • Vocabulary: celebration, tradition, culture

Skills

Students are able to:
  • Identify celebrations and traditions within their culture.
  • Recognize celebrations and traditions of other cultures.

Understanding

Students understand that:
  • There are cultural similarities and differences among individuals, families, and communities.

Vocabulary

  • compare
  • contrast
  • culture
  • celebration
  • tradition

Aligned Learning Resources

What Is Kwanzaa?
How to Dress for the Ponce Carnival
Make Your Own Quilt Square
Make Your Own Carnival Mask
Make Your Own Fish Kite
Grandpa's Drum Molly of Denali
Dog Sled Family Activity | MOLLY OF DENALI™
Land Stewardship/Activity Starter
Peg+Cat/Eid-Al-Adha Adventure
New Nivagi | MOLLY OF DENALI
Suki's Bone | MOLLY OF DENALI
Tooey's Hero | MOLLY OF DENALI
First Fish | MOLLY OF DENALI
Social Studies (2010) Grade(s): KG

SS10.K.7

Describe roles of helpers and leaders, including school principal, school custodian, volunteers, police officers, and fire and rescue workers.

Unpacked Content

Knowledge

Students know:
  • There are many adult helpers and leaders at our school and in our community.
  • Each person has a different job and/or responsibility.
  • Vocabulary: principal, custodian, volunteer, rescue

Skills

Student are able to:
  • Identify and call by role various adult helpers and leaders at their school including teacher, principal, custodian, volunteer, etc.
  • Identify and call by role various adult helpers and leaders at their community including police officers, firefighters, rescue workers, etc.

Understanding

Students understand that:
  • There are roles that various people play that help us in our community.

Vocabulary

  • leader
  • principal
  • custodian
  • volunteer
  • rescue
  • helper

Aligned Learning Resources

Celebrate Community Helpers
A Hero's Gear
Social Studies (2010) Grade(s): KG

SS10.K.8

Recognize maps, globes, and satellite images.

Unpacked Content

Knowledge

Students know:
  • We live on Earth and it is represented in various ways on maps, globes, and imagery.
  • Vocabulary: satellite, map, globe, image

Skills

Students are able to:
  • Recognize that a globe represents Earth.
  • Recognize that a maps and satellite mages represents places on Earth.

Understanding

Students understand that:
  • Maps and globes are representations of places on Earth including their homes, communities and larger world and can be used in a variety of ways.

Vocabulary

  • map
  • globe
  • satellite
  • image

Aligned Learning Resources

The Water Nearby
Maps Are Flat, Globes Are Round
Social Studies (2010) Grade(s): KG

SS10.K.9

Differentiate between land forms and bodies of water on maps and globes.

Unpacked Content

Knowledge

Students know:
  • The difference between water and land and they are represented differently on maps and globes.
  • Vocabulary: land form, body of water, map, globe

Skills

Students are able to:
  • Identify land and water on a map or globe that has been represented in a variety of ways (color, texture, symbols, etc.).

Understanding

Students understand that:
  • Land and water are represented differently on maps and globes.

Vocabulary

  • land form
  • body of water
  • map
  • globe
  • difference

Aligned Learning Resources

The Water Nearby
Earth's Landforms and Bodies of Water
Map Types
Social Studies (2010) Grade(s): KG

SS10.K.10

Apply vocabulary related to giving and following directions.

Example: locating objects and places to the right or left, up or down, in or out, above or below

Unpacked Content

Knowledge

Students know:
  • How to locate objects or tell someone else how/where to locate an object by using certain words.
  • Vocabulary: right, left, up, down, in, out, above, below

Skills

Students are able to:
  • Complete a task by following directions given verbally by the teacher.
  • Complete a task by giving directions verbally.

Understanding

Students understand that:
  • Different words indicate a directions in which one might move or locate an object.

Vocabulary

  • directions
  • following directions
  • giving directions

Aligned Learning Resources

In and Out
Up and Down
Near and Far
Unplugged Coding: Teaching Directional Vocabulary
Social Studies (2010) Grade(s): KG

SS10.K.11

Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. (Alabama)

Examples:

  • symbols – United States flag, Alabama flag, bald eagle (Alabama)
  • customs – pledging allegiance to the United States flag, singing “The Star-Spangled Banner”
  • individuals – George Washington; Abraham Lincoln; Squanto; Martin Luther King Jr.
  • celebrations – Fourth of July Memorial Day Veterans Day

Unpacked Content

Knowledge

Students know:
  • Our state and nation has certain symbols that represent it and its people.
  • There are certain customs common to citizens of our state and nation.
  • There are celebrations common to the citizens of our state and nation.
  • There are certain individuals who are widely recognized as representatives of our state and nation.
  • Vocabulary: symbol, custom, celebrate, celebration, represent, representative, state, nation, Alabama, United States, pledge, allegiance

Skills

Students are able to:
  • Identify various symbols of our state and nation, including the American flag, Alabama flag, bald eagle, etc.
  • Identify various customs of our state and nation, including reciting the "Pledge of Allegiance," singing the "Star Spangled Banner," etc.
  • Identify various famous individuals of our state and nation, including George Washington, Abraham Lincoln, Martin Luther King Jr., etc.
  • Identify various celebrations of our state and nation, including The Fourth of July, Memorial Day, Veterans Day, etc.

Understanding

Students understand that:
  • There are certain symbols, customs, celebrations, and famous individuals recognized by most citizens of our state and nation.

Vocabulary

  • symbol
  • custom
  • famous
  • celebrations

Aligned Learning Resources

Design Your Own Monument
Mr. Lincoln's Hat
Interactive Flag
Math and Measuring the Star-Spangled Banner
Designing Money
Reading "Martin's Big Words"
Remembering King
Imagining Abraham Lincoln
Reading The Flag Maker
Liberty Bell: 1753
Peg+Cat/Eid-Al-Adha Adventure
Blossom and Snappy Go to the Post Office/Count on It
Rosh Hashanah/All About the Holidays
Eid AL-Adha/All About the Holidays
Social Studies (2010) Grade(s): KG

SS10.K.12

Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

Unpacked Content

Knowledge

Students know:
  • Families and communities of today participate in many of the same activities that families and communities of the past participate in.
  • Some aspects of family and community ways of life have changed over time while others have remained the same or similar.

Skills

Students are able to:
  • Name various jobs performed by family and community members in the past and present.
  • Describe the ways schools, communication, transportation, and recreation of the past are similar and different to the ways of today.

Understanding

Students understand that:
  • There are many similarities and differences between the ways people lived in the past and the ways we live today.

Vocabulary

  • community
  • family
  • transportation
  • communication
  • recreation
  • long ago

Aligned Learning Resources

The Steamboat Arabia
John Bull Riding the Rails
Reading "Freedom on the Menu"
Communication Technology: From Smoke Signals to Smartphones
Grandpa's Drum Molly of Denali
Tooey's Hero | MOLLY OF DENALI
First Fish | MOLLY OF DENALI
What is Transportation?/Young Explorers
What Did People Wear?
Social Studies (2010) Grade(s): 1

SS10.1.1

Construct daily schedules, calendars, and timelines.

Unpacked Content

Knowledge

Students know:
  • The purpose of a schedule and how to construct a daily schedule (present).
  • The purpose of a calendar and how to construct a calendar (future).
  • The purpose of a timeline and how to construct a timeline (past).
  • Vocabulary: long ago, yesterday, today, tomorrow, past, present, future

Skills

Students are able to:
  • Sequence daily classroom activities.
  • Create a calendar.
  • Create a timeline.

Understanding

Students understand that:
  • Constructing schedules, calendars, and timelines helps document past, present, and/or future events.

Vocabulary

  • construct
  • apply
  • uses
  • schedule
  • agenda
  • calendar
  • month
  • years
  • days of the week
  • timeline (picture/year)
  • elapsed time
  • past
  • long ago
  • present
  • yesterday
  • today
  • future
  • tomorrow

Aligned Learning Resources

Does Time Really Stand in Line? Learning About a Timeline.
Using a Calendar StudyJam
Past, Present, and Future/Activity Starter
Social Studies (2010) Grade(s): 1

SS10.1.2

Identify rights and responsibilities of citizens within the local community and state.

Unpacked Content

Knowledge

Students know:
  • How to identify their rights as students and citizens in their community and state.
  • How to have respect for their personal belongings and other's belongings.
  • How to understand rules and consequences of breaking rules as students and citizens in their community and state.
  • How to be responsible for classroom jobs and chores at home to contribute to the common good.
  • How to vote in order to make choices or decisions.
  • Vocabulary: rules, laws, rights, responsibilities, community, citizen, state, property, taxes, voting, choices and decisions

Skills

Students are able to:
  • Describe how rules and laws protect rights and property of the people in the community.
  • Describe ways responsible citizens contribute to the common good of the community and state (for example paying taxes).
  • Demonstrate voting as a way of making choices and decisions.

Understanding

Students understand that:
  • There is an importance to their rights and responsibilities as citizens of their community and state.
  • Rules and laws protect citizens' rights and property.
  • It is important to make choices and decisions through voting. Citizens contribute to the common good of their community and state (for example, by paying taxes, conservation, volunteering, etc.).

Vocabulary

  • identify
  • describe
  • demonstrate
  • rules
  • laws
  • rights
  • responsibilities
  • community
  • citizen
  • state
  • property
  • taxes
  • voting
  • choices
  • decisions

Aligned Learning Resources

We the People: Introduction to Civics and Government: Part One
We the People: Introduction to Civics and Government: Part Two
We the People: Introduction to Civics and Government: Part Three
Laws, Rights, and Responsibilities
Lesson: A Simulated Election
Protest Signs
Reading "Freedom on the Menu"
Social Studies (2010) Grade(s): 1

SS10.1.2.2

Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state

Social Studies (2010) Grade(s): 1

SS10.1.3

Recognize leaders and their roles in the local community and state. (Alabama)

Unpacked Content

Knowledge

Students know:
  • The roles of leaders in the community and state including the governor and mayor.
  • The purpose of state map and that Alabama's capital is Montgomery.
  • Vocabulary: community helpers, mayor, city council, governor, capital, state, map

Skills

Students are able to:
  • Describe the roles of public officials in the state of Alabama and leaders in the local community.
  • Use a map to find location of Alabama and its capital Montgomery.
  • Describe and list examples of community helpers.
  • Recognize the role of a leader. Identify the capital on a state map.

Understanding

Students understand that:
  • Leaders in the local community and state, including mayor and governor, have certain roles.
  • The capital of Alabama is Montgomery.

Vocabulary

  • recognize
  • describe
  • understand
  • identify
  • community helpers
  • mayor
  • city council
  • governor
  • capital
  • state
  • map

Aligned Learning Resources

We the People: Introduction to Civics and Government: Part One
We the People: Introduction to Civics and Government: Part Two
We the People: Introduction to Civics and Government: Part Three
The President
Social Studies (2010) Grade(s): 1

SS10.1.4

Identify contributions of diverse significant figures that influenced the local community and state in the past and present. (Alabama)

Example: Admiral Raphael Semmes’ and Emma Sansom’s roles during the Civil War (Alabama)

Unpacked Content

Knowledge

Students know:
  • The important contributions citizens make in their local community and state.
  • Vocabulary: leaders, significant figures, contributions, contributor, state, past, present, roles

Skills

Students are able to:
  • Read and comprehend the role of a contributor.
  • Understand how contributions affect the local community and state.

Understanding

Students understand that:
  • There were important contributions by significant figures, such as Admiral Raphael Semmes and Emma Sansom, who influence the local community and Alabama from the past and in the present.

Vocabulary

  • understand
  • identify
  • distinguish
  • leaders
  • significant figures
  • contributions
  • contributor
  • state
  • past
  • present
  • roles

Aligned Learning Resources

Listening Comprehension Read Aloud-Who Was Ruby Bridges?
All-American Diva, Ruby Bridges
Where Did "The Eagle Has Landed" Come From?/Your Space Place
Puppy Walker
Social Studies (2010) Grade(s): 1

SS10.1.5

Identify historical events and celebrations within the local community and throughout Alabama. (Alabama)

Examples: Selma Bridge Crossing Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, Black History Month (Alabama)

Unpacked Content

Knowledge

Students know:
  • The importance of celebrations and events in the local. community and throughout Alabama.
  • The purpose of primary and secondary sources.
  • Techniques to differentiate between fact and fiction.
  • Vocabulary: fact, fiction, celebrations, historical events, primary sources, secondary sources

Skills

Students are able to:
  • Identify, discuss, and list celebrations and historical events in the local community and throughout Alabama.
  • Differentiate between fact and fiction when sharing stories or retelling events using primary and secondary sources.

Understanding

Students understand that:
  • There are celebrations and historical events in the local community and throughout Alabama such as the Selma Bridge Crossing, Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, and Black History Month.
  • Primary and secondary sources are an important way to differentiate between fact and fiction.

Vocabulary

  • differentiate
  • identify
  • fact
  • fiction
  • celebrations
  • historical events
  • primary sources
  • secondary sources
Social Studies (2010) Grade(s): 1

SS10.1.5.1

Differentiating between fact and fiction when sharing stories or retelling events using primary and secondary sources

Example: fictional version of Pocahontas compared to an authentic historical account

Social Studies (2010) Grade(s): 1

SS10.1.6

Compare ways individuals and groups in the local community and state lived in the past to how they live today. (Alabama)

Unpacked Content

Knowledge

Students know:
  • Changes occur from past to present and can compare these changes.
  • Communication, apparel, technology, recreation, and primary sources show forms of change over time.
  • Individuals and groups in the local community and throughout Alabama provide information about changes in everyday life.
  • Vocabulary: past, present, communication, apparel, technology, recreation

Skills

Students are able to:
  • Compare past and present forms of communication, apparel, technology, and recreation using primary sources in the local community and throughout Alabama.
  • Analyze pictures from the past to the present.
  • Write and speak about individuals and groups that lived in the past compared to those of the present.

Understanding

Students understand that:
  • People in Alabama and the local community lived differently from past to present in areas such as communication, apparel, technology, recreation, and primary sources.

Vocabulary

  • compare
  • identify
  • analyze
  • past
  • present
  • communication
  • apparel
  • technology
  • recreation
  • primary sources

Aligned Learning Resources

John Bull Riding the Rails
The Role of Technology
Communication Technology: From Smoke Signals to Smartphones
Social Studies (2010) Grade(s): 1

SS10.1.6.1

Identifying past and present forms of communication

Examples: past–letter, radio, rotary-dial telephone

present–e-mail, television, cellular telephone

Social Studies (2010) Grade(s): 1

SS10.1.6.3

Identifying past and present types of technology

Examples: past–record player, typewriter, wood-burning stove

present–compact diskette (CD) and digital video diskette (DVD) players, video cassette recorder (VCR), computer, microwave oven

Social Studies (2010) Grade(s): 1

SS10.1.6.4

Identifying past and present types of recreation

Examples: past–marbles, hopscotch, jump rope

present–video games, computer games

Social Studies (2010) Grade(s): 1

SS10.1.6.5

Identifying past and present primary sources

Examples: past–letters, newspapers

present–e-mail, Internet articles

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