Harrisonburg City Public Schools
History and Social Science Curriculum Kindergarten 2011
SOL: K.8 (Good Citizen) First Grading Period
Pacing/Duration: model, practice, and review throughout the year (and throughout year)
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will demonstrate that being a good citizen involves:
(a) Taking turns and sharing
(b) Taking responsibility for certain classroom chores
(c) Taking care of personal belongings and respecting what belongs to others
(d) Following rules and understanding the consequence of breaking rules
(e) Practicing honesty, self-control, and kindness to others
(f) Participating in decision making in the classroom
(g)Participating successfully in group settings / · Students help create and follow classroom rules
· Teacher models classroom routines and teaches Talk It Out lessons.
· Teacher uses a positive behavior program
· Teacher presents a list of rules (home, school, community). Class discusses results of following each rule and the consequences of breaking each rule
· Read stories that illustrate good citizenship behavior
· Students rotate through classroom centers practicing honesty, self-control, kindness, and sharing. Follow with whole class activity reviewing objectives
· Refer to Five Ponds Press, Chapter 1
· Discuss the term community: a place where people live. / · Chart paper
· Markers
· Stories
· Classroom centers / · Teacher observation
· Checklist
Related SOL:
SOL: K.9 (American flag, Pledge, President) First Grading Period
Pacing/Duration: 5 class periods
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will:
· Recognize the American flag
· Describe the American flag. The flag has white stars on a blue rectangle and it also has red and white stripes.
· Recognize the Pledge of Allegiance
· Discuss the vocabulary of the Pledge of Allegiance
· Identify the president as the leader of the United States / · Using construction paper, students create an American flag
· Students track the words of the Pledge of Allegiance as it is read
· Recite the Pledge of Allegiance daily
· Discuss the Pledge of Allegiance vocabulary
· Students perform a flag parade
· Teacher reads a book about presidents
· Discuss United Streaming Discovery Education videos.
· Use Smart board activities
· Refer to Five Ponds Press, Chapter 2 / G – Students track and lead the saying of the Pledge of Allegiance
G – Students journal about flag locations
S – Students assemble flag puzzles
S – Student color flag pictures
S – Using play dough or similar substance, students make a flag / · Construction paper
· Classroom flag
· Poster of the Pledge of Allegiance
· Play dough substance
· Magazines / · Students point and say name of flag
· Students describe the American flag
· Students identify the president as the leader of our country
· Teacher observation
· Checklist
SOL: K.2 (Past/Present) First Grading Period
Pacing/Duration: 3 class periods
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will:
· Describe everyday life in the present and in the past
· Recognize pictures as being from the past and the present
· Recognize that things change over time
· Describe things from the past / · Teacher leads a discussion of the difference between past and present
· Students sort pictures showing things of the past and of the present
· Students draw pictures showing the past and pictures showing the present
· Read stories about the past and present and have students identify the time frame
· Invite families to share descriptions of life in the past and present
· Refer to Five Ponds Press (Chapter 5) / G – Students describe a situation and class members guess whether past or present
S – Additional picture sorts / · Picture sorts
· Paper
· Crayons or markers
· Stories / · Students sort pictures correctly
· Teacher observation
· Checklist
Related SOL: K.1
SOL: K.1 (Betsy Ross) First Grading Period
Pacing/Duration: 2 class periods
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will:
· Define history (events that have already happened)
· Identify examples of past events in legends, stories, historical accounts
· Identify Betsy Ross as believed to have sewn one of the first flags for the United States
· Explain the difference between real and make-believe / · Teacher defines history and leads a class discussion about history
· Students paint flags using fingerprints as 13 stars representing 13 colonies
· Teacher reads a library book about Betsy Ross
· Class reviews the definition of history
· Discuss Five Ponds Press materials (Chapter 5)
· Review vocabulary: long ago, past, present, real, make-believe / S – Students work with a tutor one-on-one to create a booklet about Betsy Ross
S – Students use construction paper to create flags / · Books
· Paint and paper
· http://www.
fieldtrip.com/pa/
56275343.htm
· http://www.
ushistory.org/
betsy/ / · Teacher observation
· Checklist
Related SOL: K.2
SOL: K.1 (Pocahontas and Powhatan) Second Grading Period
Pacing/Duration: 4 class periods
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will:
· Review the difference between real and make-believe
· Review the difference between long ago, past and present
· Identify pictures of Pocahontas and Powhatan
· Explain that Pocahontas and Powhatan lived long ago
· Explain why Pocahontas and Powhatan were important in history / · Students listen to a biography about Pocahontas (teacher selected, not Walt Disney version)
· Teacher reviews vocabulary: long ago, past, and present.
Teacher reminds students that
Pocahontas and Powhatan lived in
the past
· Throughout the story, emphasize that Pocahontas was an American Indian girl, daughter of Powhatan, who came with her father’s people to visit the settlers at Jamestown. She worked to help the settlers receive food from the American Indians. Powhatan was an American Indian leader when the settlers came to Jamestown. He ruled over many tribes.
· Teacher leads a discussion of the difference between real and make-believe. Compare the biography read to the Disney version (real/make-believe)
· View and discuss United Streaming video / G – Write /illustrate Pocahontas biography
S – Role play Pocahontas biography (may use a Pocahontas doll) / · Pocahontas doll
· Teacher selected biography
· Pictures of
Pocahontas and Powhatan
· http:// www.apva.
org/history/
pocahont.html
· Pictures showing the past and long ago / · Identify a picture of Pocahontas
· Verbalize primary ideas about Pocahontas and Powhatan
· Checklist
SOL: K.1 (Pocahontas) continued Second Grading Period
Pacing/Duration: 4 class periods
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will: / · After discussing the story, students paint two pictures; one of Pocahontas being a friend to the settlers, and one showing how the student is a good friend to others in the class
· Show pictures of Pocahontas and Powhatan
· Refer to Five Ponds Press, Chapter 5
Related SOL:K.2
SOL: K.1 (Thanksgiving Day) Second Grading Period
Pacing/Duration: 5 class periods
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will:
· Identify the events honored by the holiday of Thanksgiving Day. This is a day to remember the sharing of the harvest with the American Indians.
· Name the month in which Thanksgiving Day is observed: November
· Review the definition of history / · Students make Indian headbands and Pilgrim hats
· Students prepare and celebrate a classroom feast
· Students make a classroom graph entitled “Would You Be an Indian or a Pilgrim?” (Integrate math)
· Cut out pictures of foods people often have for Thanksgiving Day celebrations to create a poster or collage
· Students draw pictures of Thanksgiving Day celebrations
· Read stories about Thanksgiving Day
· Refer to Five Ponds Press, Chapter 2 / G – Journal writing about Thanksgiving
G – Role play about Thanksgiving
S – Explore classroom books about Thanksgiving / · Construction paper
· Feathers
· Headband patterns
· Pilgrim hat patterns
· Food for cooking
· Chart paper
· Books / · Teacher observation
· Checklist
· Class discussions
· Naming the holiday and month it is observed
Related SOL:K.2
SOL: K.1 (Martin Luther King, Jr. Day) Second Grading Period
Pacing/Duration: 2 class periods
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will:
· Explain why Martin Luther King, Jr. Day is celebrated: Martin Luther King, Jr. Day remembers an African American who worked for all people to be treated fairly.
· Name the month in which Martin Luther King, Jr. Day is observed: January.
· Identify a picture of Martin Luther King, Jr. / · Teacher selects and reads a book about Martin Luther King, Jr. and displays a picture of Martin Luther King, Jr.
· Teacher leads a discussion about discrimination. Students role play discrimination (ex: Rosa Parks on the bus)
· Teacher assists students in locating Martin Luther King, Jr. Day on a calendar
· Refer to Five Ponds Press, Chapter 2
· View and discuss United Streaming videos
· Students create a January calendar and locate Martin Luther King, Jr. Day
· Students brainstorm ways to treat others fairly/equally (ex: including each student for snacks, games, etc.)
· Teacher reads excerpts from “I Have a Dream” speech / G – Write a speech, “I Have a Dream”
G – Using a picture of Martin Luther King, Jr., write about their personal dreams
S – A book buddy reads additional books about Martin Luther King, Jr. / · Calendars
· Books
· Picture
· “I Have a Dream” speech
· Booklet resources
· Educational Resources by Melissa Matusevich
· http://www.educationalsynthesis
.org
/ · Teacher observation
· Checklist
· Identify picture of Martin Luther King, Jr.
Related SOL: K.2, K.8
S SOL: K.3 (Positional Words) Second Grading Period
Pacing/Duration: 5 class periods
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will:
· Describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front / · Students participate in Hokey Pokey, Follow the Leader, Simon Says, or “Let’s Go on a Bear Hunt”, to learn directional/ positional words such as left and right
· Art – students make hand prints of left and right
· Students line-up according to the positional words given by the teacher
· Refer to Five Ponds Press, Chapter 3
· Using index card containing positional words, help students read the word and role play the word.
· Students use a teddy bear or match box car to role play the various positional words.
· Read stories that contain directional/positional words.
· Integrate positional words into mathematics / G – Students write/copy directional labels and place them about the classroom
S – Students work with a partner or small group to act out directional words / · Index cards
· Map Adventures
http://mapping.
usgs.gov/mac/isb/
pubs/teachers-
packets/
mapadventures/
· www.pen.k12.
va.us
· Teddy bear or match box car / · Role plays of positional words
Related SOL: K.4; K.5
SOL: K.5 (Maps and Globes) Third Grading Period
Pacing/Duration: 5 class periods
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will:
Develop an awareness that maps and globes
· (a) show a view from above
· (b) show things in smaller size
· (c) show the position of objects
Review and use positional words / · After going on a community walk, students construct a community using tiles, craft sticks, and toothpicks
· Students draw their community on construction paper
· Using various materials, students draw a classroom map
· Using maps, globes, and student-made maps, review SOL K.3
· Take pictures of the students and compare the size in the photo to their actual size
· Take pictures of the classroom and point out where things are located
· Refer to Five Ponds Press, Chapter 4 / G – Students label a map using inventive spelling
S – Using precut shapes, students work in small groups construct a community or classroom
S – Using legos, students construct a community or classroom / · Legos
· Tiles/pattern blocks
· Craft sticks
· Toothpicks
· Books such as Curious George Flies a Kite; Merle the High Flying Squirrel; other books by Bill Peet
· Photos
· Google Earth / · Teacher observation
· Checklist
· Students community drawings
Related SOL: K.3; K.4
SOL: K.4 (Maps and Globes) Third Grading Period
Pacing/Duration: 10 class periods
Objectives(Required) / Strategies/Activities/Tasks
(Suggested) / Differentiation
G=Gifted
S=Special Needs / Resources / Assessment
The student will:
Use simple maps and globes to:
(a) develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth
(b) describe places referenced in stories and real-life situations
(c) locate land and water features. / · Teacher shows students several varieties of maps (city, state road, topography, United States, etc)
· Students make a globe using a stuffed paper bag painting the water blue and the land green
· Students complete a World map puzzle
· Students color a map of the World, water blue and land green
· Students play “Land or Water Game.” Student closes eyes, spins globe, places finger on the globe, opens eyes, and tells whether pointing to water or land.
· Discuss definitions:
o Map-drawing that shows what a place looks like from above
o Globe-round model of the Earth
o Model-something that stands for something else / G – Students copy the names of continents and oceans onto maps
G – Students draw a map or a globe
G – Students write a sentence(s) about illustrated story settings.
S – Students work with a partner to play land and water game / · Globes/maps
· World map puzzle
· Paper bags, paint, brushes
· World map with continents and oceans
· Weber, Patricia M. “Kindergarten Geography Web Sites” / · Student points to a map
· Student points to a globe
· Student locates a body of water and a land mass on a map or globe
· Teacher observation
· Checklist
Related SOL: K.5
SOL: K.4 (Maps and Globes, continued) Fourth grading Period