MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
COURSE DESCRIPTION:
Kindergarten: Living, Learning and Working Together – The kindergarten social studies curriculum consists of the following content area strands: American History, Geography, Economics, and Civics. Kindergarten students will learn about themselves, their families, and the community. Students will be introduced to basic concepts related to history, geography, economics, and citizenship.
The following pacing guide replaces the Competency-Based Curriculum for Social Studies as the required curriculum for grades K-12 in Miami-Dade County Public Schools.
Please note the following important general information regarding the Pacing Guides:
· The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
· Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school levels.
· The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
· The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
· The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
· NOTE: Essential Benchmarks identified in this course are highlighted in Yellow.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
· Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
· Course Code - The Florida Department of Education Course Code is listed for the course.
· Topic - The general topic for instruction is listed; e.g., Westward Expansion.
· Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
· Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
· Nine Week Grading Period - Grading periods (1-4) are identified.
· Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
· NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
· Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Elementary Language Arts/Reading, Mathematics, and Science Related Benchmarks Supported through this Social Studies Course:
LA.K.1.6.1 The student willuse new vocabulary that is introduced and taught directly;
LA.K.1.6.2 The student willlisten to and discuss both familiar and conceptually challenging text;
LA.K.1.6.5 The student willuse language correctly to express spatial and temporal relationships (e.g., up/down, before/after); and
LA.K.1.7.1 The student willmake predictions about text content using pictures, background knowledge, and text features (e.g., title, sub-heading, captions, illustrations);
LA.K.1.7.2 The student willuse background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction;
LA.K.1.7.3 The student willretell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in sequence
LA.K.2.2.1 The student willidentify the purpose of nonfictional text;
LA.K.2.2.2 The student willretell important facts from a text heard or read; and
LA.K.4.2.2 The student willparticipate in creating simple summaries from informational/expository text (e.g., graphs, tables, maps);
LA.K.4.2.3 The student willparticipate in a group setting to identify the topic as expressed in informational/expository text, and discuss related details;
LA.K.4.2.5 The student willdraw a simple map of the classroom.
LA.K.5.2.5 The student willcommunicate effectively when relating experiences and retelling stories heard; and
LA.K.6.1.1 The student will identify the purpose of informational text and distinguish between informational text (e.g., signs, directions) and text read for pleasure (e.g., stories, poems).
LA.K.6.2.3 The student willparticipate in creating a simple class report where the teacher is the scribe; and
LA.K.6.3.1 The student willrecognize print and non-print media; and
LA.K.6.4.1 The student will use technology (e.g., drawing tools, writing tools) resources to support learning.
MA.K.G.2.4 Interpret the physical world with geometric shapes, and describe it with corresponding vocabulary.
MA.K.G.5.1 Demonstrate an understanding of the concept of time using identifiers such as morning, afternoon, day, week, month, year, before/after, shorter/longer.
SC.K.N.1.1 Collaborate with a partner to collect information.
SC.K.N.1.3 Keep records as appropriate -- such as pictorial records -- of investigations conducted.
Florida Reading and Writing Standards for Literacy in History/Social Studies K-5:
· Florida Reading and Writing Standards for Literacy in History/Social Studies, grades K-5, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://flstandards.org/ The specific pages for History/Social Studies K-5 standards for Literacy and Writing have been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required K-5 social studies course.
Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For K-3 Social Studies*, the following themes are identified:
· Culture- Human beings create, learn, share, and adapt to culture.
o Understand that cultures are dynamic and change over time.
o Explore concepts of likenesses and differences among cultural groups
o Identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world.
· Time, Continuity, and Change- Studying the past makes it possible for us to understand the human story across time
o Learn to locate themselves in time and space.
o Gain experience with sequencing to establish a sense of order and time
o Begin to understand the historical concepts that give meaning to the events that they study
o Use stories about the past to help children develop their understanding of ethical and moral issues as they learn about important events and developments
o Recognize that stories can be told in different ways, and that individuals may hold divergent views about events in the past
o Understand the linkages between human decisions and consequences
· Lay the foundation for the further development of historical knowledge, skills, and values in the middle grades
· People, Places, and Environments- The study of people, places, and environments enables us to understand the relationship between human populations and the physical world
o Learn where people and places are located and why they are there
o Learn to use maps, globes, and other geographic tools.
o Examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations
o Identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places
o Draw upon immediate personal experiences in students’ neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills
o Express interest in and concern for the use and misuse of the physical environment
· Power, Authority, and Governance- The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance.
o Understand the purposes and functions of government
o Explore students’ natural and developing sense of fairness and order as they experience relationships with others
o Developing an increasingly comprehensive awareness of rights and responsibilities in specific contexts
o Introduce civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock elections, and determining how to balance the needs of individuals and the group
o Experience views of citizenship in other times and places through stories and drama
· Production, Distribution, and Consumption- People have wants that often exceed the limited resources available to them.
o Prioritizing economic wants vs. needs.
o Explore economic decision-making as students compare their own economic experiences with those of others
o Consider the wider consequences of economic decisions on groups, communities, the nation, and beyond.
o Learn how science and technologies influence beliefs, knowledge, and daily lives
o Study how basic technologies such as telephones, ships, automobiles, and airplanes have evolved
o Explore how we have employed technology such as air conditioning, dams, and irrigation to modify our physical environment and contribute to changes in global health and economics.
· Global Connections - Global connections have intensified and accelerated the changes faced at the local, national, and international levels.
o Become aware of how things that happen in one part of the world impact other parts of the world.
o Examine and explore various types of global connections as well as basic issues and concerns.
* Themes adapted from: National Curriculum Standards for Social Studies
· Civics in a Snap Lessons: Developed in collaboration with The Florida Joint Center for Citizenship, provide teachers with a stand-alone lesson plan, designed to be implemented in approximately 15 minutes, in order to provide instruction that infuses Civic knowledge and dispositions encouraging both literacy and Civic benchmarks/standards mastery. Please note: when the following icon appears in the pacing guide, simply click on the icon, which is located next to the benchmark pertaining to Civics, and you will be directed to a separate webpage where Civics in a Snap lessons are located.
Topic 7: American Patriotic CelebrationsPACING / Dates
Traditional / 18 Days / 1-24-17 to 2-16-17
ESSENTIAL QUESTIONS for Topic 7:
Why do we celebrate national holidays?
STRAND(S) and STANDARD(S):
American History (Standard 1: Historical Inquiry and Analysis; Standard 2-Historical Knowledge)
Third Nine Weeks /NGSSS-SS Benchmarks / Essential Content / Instructional Tools /
Florida Standards Focus:
LAFS.K.W.1.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Content Benchmarks:
SS.K.A.2.2 Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage.
SS.K.A.2.4 Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility.
Skill Benchmarks:
SS.K.A.1.2 Develop an awareness of a primary source.
SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.
Florida Standards:
LAFS.K.RI.1.1 With prompting and support, ask and answer questions about key details in a text.
LAFS.K.RI.1.2 With prompting and support, identify the main topic and retell key details of a text.
LAFS.K.RI.1.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
LAFS.K.RI.2.4 With prompting and support, ask and answer questions about unknown words in a text.
LAFS.K.RI.3.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
LAFS.K.RI.3.9 With prompting and support,
identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
LAFS.K.RI.4.10 Actively engage in group reading activities with purpose and understanding.
LAFS.K.W.3.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
LAFS.K.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
LAFS.K.SL.2.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
Ongoing
LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
LAFS.K.SL.1.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
LAFS.K.SL.1.1b. Continue a conversation through multiple exchanges.
LAFS.K.SL.1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LAFS.K.SL.2.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Mandate(s):
Character Education-Citizenship, Cooperation, Fairness / Course Themes Addressed:
Culture
· Human beings create, learn, share, and adapt to culture.
Time, Continuity and Change
· Studying the past makes it possible for us to understand the human story across time
· Begin to understand the historical concepts that give meaning to the events that they study
· Use stories about the past to help children develop their understanding of ethical and moral issues as they learn about important events and developments
· Understand the linkages between human decisions and consequences
Power, Authority, and Governance