Grades K-4Social Studies Curriculum Framework

Grades K-4

Social Studies

Curriculum Framework

Revised 2014

Social Studies Curriculum Framework: K-4

Arkansas Department of Education

Revised 2014

Grades K-4Social Studies Curriculum Framework

Course Focus and Content

Grades K-4 Social Studies provides an introduction to civics/government, economics, geography, and history. The course strands, content standards, and the student learning expectations (SLEs) are meant to be taught in an integrated manner, not in isolation. Basic skills and foundational knowledge are developed through practical classroom experiences that access and develop personal connectionsto the content. Students learn through social studies lenses that begin by focusing on the narrower and more manageable viewpoint of self and personal experience, expanding to community, state, nation, and ultimately to a broader world view.

Skills and Application

Throughout Grades K-4, students will develop and apply disciplinary literacy skills: reading, writing, speaking, and listening. As students seek answers to compelling and supporting questions, they will examine a variety of primary and secondary sources and communicate responses in multiple ways, including oral, visual, and written forms. Students must be able to select and evaluate sources of information, draw and build upon ideas, explore issues, examine data, and analyze events from the full range of human experience to develop critical thinking skills essential for productive citizens. K-4 Social Studies is required by the Standards for Accreditation.

The acquisition of content knowledge and skills is paramount in a robust social studies program rooted in inquiry. The chart below summarizes social studies practices in Dimensions 1, 3, and 4 of The College, Career, & Civic Life C3 Framework for Social Studies State Standards. These practices should be addressed throughout Grades K-12, building as students acquire the skills. Dimension 2 sets forth the conceptual content, and the alignment to this dimension is embedded in the SLEs.

Dimension 1 – Questions / Dimension 3 – Sources and Evidence / Dimension 4 – Communicating Ideas
1. Construct compelling questions that promote inquiry around key ideas and issues / 4. Gather relevant information from multiple perspectives and a variety of sources; evaluate the credibility of the source by determining its relevance and intended use / 6. Construct arguments and explanations that convey ideas and perspectives to appropriate audiences using print, oral, and digital technologies
2. Develop supporting questions that contribute to inquiry: identifying facts, concepts, and interpretations / 5. Use evidence from multiple sources to answer compelling and supporting questions by developing arguments with claims and counterclaims and providing explanations / 7. Critique the credibility, relevance, and use of evidence in arguments and explanations proposed by self and others
3. Answer compelling and supporting questions using appropriate and available sources that consider multiple points of view / 8. Use disciplinary lenses within the social sciences to understand local, regional, and global problems, proposing solutions or assessing strategies and options for action while applying deliberative processes
Engage in disciplinary thinking across the social sciences in Grades K-12

Grades K-4 Social Studies

Social Studies Curriculum Framework

Arkansas Department of Education

Revised 2014

K-4 Social Studies Curriculum Framework

Strand Content Standard

Civics/Government
1. Civic and Political Institutions - Students will analyze the impact of origins, structures, and functions of institutions on society and citizens.
2. Participation and Deliberation - Students will analyze civic rights, roles, and responsibilities.
3. Processes, Rules, and Laws- Students will analyze the sources and functions of laws as well as the process of making and amending laws.
Economics
4. Economic Decision Making - Students will analyze economic decision making.
5. Exchange and Markets - Students will analyze the exchange of goods and services and the role of producers, consumers, and government in the market place.
6. Growth and Stability - Students will evaluate economic growth and stability.
7. Global Economy- Students will analyze economic interdependence within aglobal economy.
Geography
8. Geographic Representations - Students will use geographic representations and skills to become geographically-informed citizens.
9. Human-Environment Interaction - Students will analyze the interaction between humans and the environment.
10. Spatial Patterns and Movement- Students will interpret the spatial characteristics and patterns of human settlement.
11. Global Interconnections - Students will compare global places and regions and the connections between them.
History
12. Chronology, Change Over Time, and Contextualization- Students will analyze chronology, patterns of continuity and change over time, and contextualization on historical events.
13. Perspective, Historical Evidence, and Causation - Students will analyze ways people gather, view, construct, and interpret historical evidence.

Grades K-4 Social Studies

Social Studies Curriculum Framework

Arkansas Department of Education

Revised 2014

Notes:

Words that appear in italics within this document are defined in the glossary.
The examples given (e.g.,) are suggestions to guide the instructor.
Common Core State Standards (CCSS ELA-Literacy alignment) key, CCRA.R.1 = College and Career Ready Anchor Standard.Reading.1
College, Career, & Civic Life C3 Framework for Social Studies State Standards (C3 alignment) key, D2.His.1.3-5 = Dimension 2.History. 1st K-12 Pathway. Grades3-5.
Each grade level continues to address earlier SLEsas needed and as they apply to more difficult text.
The course strands, content standards, and the SLEs are meant to be taught in an integrated manner, not in isolation.
The Arkansas Department of Education course curriculum framework is intended to assist in district curriculum development, unit design, and to provide a uniform, comprehensive guide for instruction. It is not intended to be a state-mandated curriculum for how and when content is taught; these decisions are left to local districts.

This icon indicates Student Learning Expectations that focus on topics in Grades K-6, which relate to Arkansas and may be used to fulfill the requirements of the Arkansas History unit for Grades K-6 as defined in Act 787 of 1997. This framework does not meet the Grades 7-12 Arkansas History requirement as defined in Act 787 of 1997. Refer to the Arkansas History Curriculum Framework written for the course in Grades 7-8 or the Arkansas History Curriculum Framework for the course in Grades 9-12 to fulfill the one semester Arkansas History requirement as defined in Act 787 of 1997.

Grades K-4 Social Studies

Social Studies Curriculum Framework

Arkansas Department of Education

Revised 2014

Strand: Civics/Government

Content Standard 1:Civic and Political Institutions - Students will analyze the impact of origins, structures, and functions of institutions on society and citizens.

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
Kindergarten / Grade 1 / Grade 2 / Grade 3 / Grade 4 / CCSS ELA-
Literacy Alignment
Structure and Function / C.1.K.1
Begins in Grade 2
C.1.K.2
Describe the role of a school and its leaders
D2.Civ.1.K-2
C.1.K.3
Begins in Grade 1
C.1.K.4
Begins in Grade 5 / C.1.1.1
Begins in Grade 2
C.1.1.2
Discuss roles of people who hold positions of authority
D2.Civ.1.K-2
C.1.1.3
Discuss the functions of a government D2.Civ.5.K-2
C.1.1.4
Begins in Grade 5 / C.1.2.1
Identifyfounding documents of the United States
(e.g., U.S. Constitution, Bill of Rights)
D2.Civ.3.3-5
C.1.2.2
Describe roles and responsibilities of people in authority in local communities
D2.Civ.1.K-2
C.1.2.3
Explain the functions of government using local examples
D2.Civ.5.K-2
C.1.2.4
Begins in Grade 5 / C.1.3.1
Discuss the origins of the United Statesfounding documents
(e.g., U.S. Constitution, Bill of Rights)
D2.Civ.3.3-5
C.1.3.2
Identify responsibilities and powers of government officials in different branches of state government
D2.Civ.1.3-5
C.1.3.3
Explain thefunctions and structure of the state government
D2.Civ.5.3-5
C.1.3.4
Begins in Grade 5 / C.1.4.1
Explain the purpose of the founding documents including the Declaration of Independence, U.S. Constitution, and the Bill of Rights
D2.Civ.3.3-5
C.1.4.2
Examine responsibilities and powers of government officials at various levels and branches of local and state governments
D2.Civ.1.3-5
C.1.4.3
Examine the origins, functions, and structure of state and federal government D2.Civ.5.3-5
C.1.4.4
Begins in Grade 5 / CCRA.R.1,2,3,4,6,7,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5
CCRA.R.1,2,3,4,6,7,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4
CCRA.R.1,2,3,4,7,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4

Grades K-4 Social Studies: Civics/Government

Social Studies Curriculum Framework

Arkansas Department of Education

Revised 2014

Key: C.1.K.1 = Civics/Government. Standard 1.Kindergarten.1stStudent Learning Expectation

Strand: Civics/Government

Content Standard 2:Participation and Deliberation - Students will analyze civic rights, roles, and responsibilities.

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
Kindergarten / Grade 1 / Grade 2 / Grade 3 / Grade 4 / CCSS ELA-
Literacy Alignment
Citizenship / C.2.K.1
Recognize state and national symbols and patriotic songs
D.1.3.K-2
C.2.K.2
Identify the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags
D2.Civ.7.K-2
C.2.K.3
Discuss responsibilities of being a good citizen
D2.Civ.8.K-2
C.2.K.4
Follow agreed upon rules for listening, consensus-building, and voting procedures in the classroom
D2.Civ.9.K-2 / C.2.1.1
Describe state and national symbols and patriotic songs
D1.3.K-2
C.2.1.2
Discuss the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags D2.Civ.7.K-2
C.2.1.3
Demonstrate ways of being a good citizen in multiple settings
D2.Civ.8.K-2
C.2.1.4
Use listening, consensus-building, and voting procedures in the classroom
D2.Civ.9.K-2 / C.2.2.1
Explain the significance of state and national symbols, patriotic songs,and mottos
D1.3.K-2
C.2.2.2
Explain the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags D2.Civ.7.K-2
C.2.2.3
Describe roles and responsibilities of individuals in a democracy
D2.Civ.8.K-2
C.2.2.4
Use listening, consensus-building, and voting procedures in the classroom
D2.Civ.9.K-2 / C.2.3.1
Investigate origins of state and national symbols, patriotic songs, and mottos
D1.3.3-5
C.2.3.2
Demonstrate the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags D2.Civ.7.3-5
C.2.3.3
Compare rights and responsibilities of citizens in different times and places
D2.Civ.8.3-5
C.2.3.4
Use deliberative processes when making decisions and acting upon civic problems in the classroom and school D2.Civ.9.3-5 / C.2.4.1
Analyze the role state and national symbols, patriotic songs, and mottos play in fostering citizenship
D1.3.3-5
C.2.4.2
Demonstrate the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags D2.Civ.7.3-5
C.2.4.3
Evaluate changes in citizens’ rights and responsibilities over time
D2.Civ.8.3-5
C.2.4.4
Use deliberative processes when making decisions and acting upon civic problems
D2.Civ.9.3-5 / CCRA.R.1,2,3,4,7,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5
CCRA.R.1,2,3,4,7,9, 10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5
CCRA.R.1,2,3,4,6,7,10
CCRA.W.1,2,4,7,8,9
CCRA.SL.1,2,3,4,5,6
CCRA.SL.1, 2, 4

Grades K-4 Social Studies: Civics/Government

Social Studies Curriculum Framework

Arkansas Department of Education

Revised 2014

Key: C.2.K.1 = Civics/Government.Standard 2.Kindergarten.1stStudent Learning Expectation

Strand: Civics/Government

Content Standard 3:Processes, Rules, and Laws - Students will analyze the sources and functions of laws as well as the process of making and amending laws.

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
Kindergarten / Grade 1 / Grade 2 / Grade 3 / Grade 4 / CCSS ELA-
Literacy Alignment
Processes, Rules, and Laws / C.3.K.1
Recognize the need for rules and consequences
D2.Civ.12.K-2
C.3.K.2
Discuss ways people improve communities
D2.Civ.12.K-2
C.3.K.3
Discuss the importance of problem solving related to classroom issues
D2.Civ.6.K-2 / C.3.1.1
Explain why rules, laws, and consequences are needed
D2.Civ.12.K-2
D4.2.K-2
C.3.1.2
Describe ways people improve communities
D2.Civ.12.K-2
C.3.1.3
Describe ways classrooms and schools work to accomplish common tasks and establish responsibilities
D2.Civ.6.K-2 / C.3.2.1
Interpret rules and laws as they relate to students
D2.Civ.12.K-2
D4.2.K-2
C.3.2.2
Examine successful and unsuccessful attempts to improve communities
D2.Civ.12.K-2
C.3.2.3
Describe ways communities work to accomplish common tasks and establish responsibilities
D2.Civ.6.K-2 / C.3.3.1
Examine the process for creating rules and laws at the local level
D2.Civ.3.3-5
C.3.3.2
Compare ways people interact with rules and laws to improve their community
D2.Civ.12.3-5
C.3.3.3
Compare ways people benefit from and are challenged by working together in response to local and state problems
D2.Civ.6.3-5 / C.3.4.1
Examine the creation and enforcement of rules and laws at the statelevel
D2.Civ.3.3-5
C.3.4.2
Evaluate reciprocal relationships between people and rules, laws, and policies
D2.Civ.12.3-5
C.3.4.3
Analyze group actions and responses to local and global problems
D2.Civ.6, 13.3-5 / CCRA.R.1,2,3,4,7,9,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5, 6
CCRA.R.1,2,3,4,7,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5
CCRA.R.1, 2, 3
CCRA.W.2, 4, 7, 8, 9
CCRA.SL.1, 2, 4

Grades K-4 Social Studies: Civics/Government

Social Studies Curriculum Framework

Arkansas Department of Education

Revised 2014

Key: C.3.K.1 = Civics/Government.Standard 3.Kindergarten.1stStudent Learning Expectation

Strand: Economics

Content Standard 4:Economic Decision Making - Students will analyze economic decision making.

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
Kindergarten / Grade 1 / Grade 2 / Grade 3 / Grade 4 / CCSS ELA-
Literacy Alignment
Scarcity
Costs and Benefits / E.4.K.1
Recognize that all people have unlimited wants and limited resources
(e.g.,scarcity)
D2.Eco.1.K-2
E.4.K.2
Explain reasons behind a personal decision
D2.Eco.2.K-2 / E.4.1.1
Explain ways scarcity necessitates decision making
D2.Eco.1.K-2
E.4.1.2
Identify benefits and costs of making a decision
D2.Eco.2.K-2 / E.4.2.1
Discuss the importance of scarcity in relation to choices and opportunity cost
D2.Eco.1.K-2
E.4.2.2
Explain a decision in terms of costs and benefits
D2.Eco.2.K-2 / E.4.3.1
Illustrate examplesofscarcityand opportunity costwithin the local community and different regions in the state
D2.Eco.1.3-5
E.4.3.2
Identify problems, alternatives, and trade-offs involved in making a decision
D2.Eco.2.3-5 / E.4.4.1
Compare examples of scarcity from different regions in the state and nation
D2.Eco.1.3-5
E.4.4.2
Apply economic decision-making modelswhen making decisions
(e.g., PACED Decision Making Model)
D2.Eco.2.3-5 / CCRA.R.1,2,4,6,7,9,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5,6
CCRA.R.1,4,10
CCRA.W.1,2,4
CCRA.SL.1,2,3,4,5,6

Grades K-4 Social Studies: Economics

Social Studies Curriculum Framework

Arkansas Department of Education

Revised 2014

Key: E.4.K.1 = Economics.Standard 4.Kindergarten.1stStudent Learning Expectation

Strand: Economics

Content Standard 5:Exchange and Markets - Students will analyze the exchange of goods and services and the role of producers, consumers, and government in the market place.

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
Kindergarten / Grade 1 / Grade 2 / Grade 3 / Grade 4 / CCSS ELA-
Literacy Alignment
Human Resources
Production and Consumption
Markets / E.5.K.1
Identify human, natural, and capitalresources
D2.Eco.3, 6.K-2
E.5.K.2
Discuss ways producers use human, natural, and capital resources in the production of goods and services
D2.Eco.3, 4.K-2
E.5.K.3
Identify markets in the community
D2.Eco.5.K-2
E.5.5.4
Begins in Grade 6 / E.5.1.1
Explain ways human resources earn income
D2.Eco.3, 6.K-2
D4.2.K-2
E.5.1.2
Categorize human, natural, and capital resources used in the production of goods and services
D2.Eco.3, 4.K-2
E.5.1.3
Recognize markets exist wherever buyers and sellers exchange goods and services
D2.Eco.5.K-2
E.5.5.4
Begins in Grade 6 / E.5.2.1
Discuss skills and education that human resources need for jobs
(e.g., human capital)
D2.Eco.3, 6.K-2

E.5.2.2
Describe goods and services that people in the local community produce and those that are produced in other communities
D2.Eco.3, 4.K-2
E.5.2.3
Describe ways markets exist in various places
(e.g., home, physical location, Internet)
D2.Eco.5.K-2
E.5.5.4
Begins in Grade 6 / E.5.3.1
Examine the relationship between human capital and productivity
(e.g., division of labor, specialization)
D2.Eco.6.3-5
E.5.3.2
Articulate ways entrepreneurs and businesses organize human, natural, and capital resourcesto produce goods and services in Arkansas
D2.Eco.4, 7.3-5
E.5.3.3
Analyze economic factorsin a market(e.g., supply, demand, competition, incentives)
D2.Eco.5.3-5
E.5.5.4
Begins in Grade 6 / E.5.4.1
Examine ways human capital impacts productivity and future incomes
D2.Eco.6.3-5

E.5.4.2
Articulate ways entrepreneurs and businesses in Arkansas and the United States organize human, natural, and capital resourcesto produce goods and services
D2.Eco.4, 7.3-5
E.5.4.3
Explain effects of supply and demand on prices
D2.Eco.5.3-5
E.5.5.4
Beginsin Grade 6 / CCRA.R.1,4,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4
CCRA.R.1,2,4,7,9,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5,6
CCRA.R.1,2,4,7,9,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5,6

Grades K-4 Social Studies: Economics

Social Studies Curriculum Framework

Arkansas Department of Education

Revised 2014

Key: E.5.K.1 = Economics.Standard 5.Kindergarten.1stStudent Learning Expectation

Strand: Economics

Content Standard 6:Growth and Stability - Students will evaluate economic growth and stability.

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
Kindergarten / Grade 1 / Grade 2 / Grade 3 / Grade 4 / CCSS ELA-
Literacy Alignment
Money
Public Goods and Services
Economic
Factors / E.6.K.1
Recognize consumers use money as a medium of exchange to satisfy economic wants
D2.Eco.5.K-2
E.6.K.2
Discuss reasons people save money
D2.Eco.9.K-2
E.6.K.3
Discuss examples ofpublic goods and services
D2.Eco.12.K-2
E.6.K.4
Begins in Grade 3 / E.6.1.1
Classify exchanges as monetary or barter
D2.Eco.5.K-2
E.6.1.2
Identify places people save money
(e.g., piggy banks, wallets, banks)
D2.Eco.9.K-2
E.6.1.3
Identify examples of goods and services that governments provide
D2.Eco.12.K-2
E.6.1.4
Begins in Grade 3 / E.6.2.1
Explain the role of money in making exchange easier
D2.Eco.5.K-2
E.6.2.2
Describe reasons for saving money in banks
D2.Eco.9.K-2
E.6.2.3
Explain benefits of public goods and services
D2.Eco.12.K-2
E.6.2.4
Begins in Grade 3 / E.6.3.1
Explain functions and characteristics of money in the United States
D2.Eco.5.3-5
E.6.3.2
Explain functions of banks
(e.g., saving, checking, loans, investments)
D2.Eco.9.3-5
E.6.3.3
Explain the difference between public and private goods and services
D2.Eco.12.3-5
E.6.3.4
Identify factors that affect our economy
(e.g., unemployment, inflation)
D2.Eco.11.3-5 / E.6.4.1
Compare methods of exchange in the United States and around the world
D2.Eco.5.3-5
E.6.4.2
Describe the role of financial institutions in an economy
(e.g., banks, credit unions, investment firms)
D2.Eco.9.3-5
E.6.4.3
Examine ways state and local governments pay for the goods and services they provide
D2.Eco.12.3-5
E.6.4.4
Discuss effects of unemployment,inflation, and price stability on the economy
D2.Eco.11.3-5 / CCRA.R.1,2,4,7,9,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5,6
CCRA.R.1,2,4,7,9,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5,6
CCRA.R.1,2,4,7,9,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4,5,6
CCRA.R.1,4,10
CCRA.W.2,4,7,8,9
CCRA.SL.1,2,4