District 11 Educational Support Services
Social Studies




Everybody Has a Name
 
Everybody Has a Name
Everybody
Has a name.
Some are different,
Some, the same.
Some are short,
Some are long.
All are right,
None are wrong.
My name is _____,
It's special to me.
It's exactly who
I want to be!

~ Jean Warren

Kindergarten, Quarter 1: All About Me (@ 15-20 days)

 Overview
When you go to the doctor for a visit does the doctor measure you and weigh you?  Why does the doctor do this??  Does your mom keep track of how tall you are? How do you keep track of things that happen to you today, yesterday, tomorrow? We are going to learn about growing and changing and how people keep track of things that happen to them and others.

 Unit Rigor & Relevance Rating: Quadrant D Adaptation - provides opportunities to apply in and across disciplines, and to apply in real-world unpredictable situations.

Integration: This is an Integrated Unit for Social Studies and Art.
For Teachers
Quarter 1  2
Quarter 3  4 
Next Grade

Daily Lessons 1 - 5 6 - 10 11 - 15

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

  •  Chronology organizes people and events and helps explain historical relationships.
  •  Societies are diverse and change over time.
  •  Citizens have rights, roles, and responsibilities.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

  • How have I grown and changed over time?
  • How are we alike? How are we different? How am I unique? How am I special?
  • How do you show that you care for other people?

District 11 curriculum is designed to prepare and equip students to be successful in the 21st Century. Curriculum resources and lessons included here have been aligned to the Colorado Standards for each content area. In addition, the entire program has been aligned with the knowledge, skills, and learner attributes the Partnership for 21st Century Skills promotes as necessary for success in the 21st Century. This unit addresses the colored core values below.
 
A Academic Preparedness: the foundation required for either higher education, or high-wage, high skills jobs
C Cultural Competence: the ability to understand and interpret political and cultural events from multiple perspectives in a global society, a core competency in 21st Century Skills
H High-Functioning Team Member Skills: collaboration is a core competency in 21st Century Skills
I Innovative Thinking and Problem Solving Skills: a core competency for 21st Century Skills
E Effective Use of Information Technology: a core competency for 21st Century Skills
V Vital Participation in Civic Responsibility: "share knowledge and participate ethically and productively as members of our democratic society" Standards for the 21st-Century Learner from American Library Assoc.
E Effective Communication Skills: a core competency for 21st Century Skills

Standards
 History 1:  Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
Benchmark A:  Students now the general chronological order of events and people in history
History 3:  Students understand that societies are diverse and change over time.
Benchmark B:  Students understand the history of social organization in various societies.

Indicators
·         Organize events and people in history chronologically (time lines, lists, sequencing).
·         Describe cultural similarities, differences and interactions among various groups in both past and present.

Sample Lessons

Lessons 1-5:  All About Me—Time, Growing and Changing
 Duration: 5 classes of 25-30 minutes.
   
Enduring Understanding: Chronology organizes people and events and helps explain historical relationships.
Essential Question: How have I grown and changed over time?  
Indicator: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
Assessment:  Draw pictures on a timeline (in the correct order) about student’s lives: birth, learn to walk, ride a bicycle, go to school, lose a tooth, etc.

Activities

  1. Talk about ways of organizing time--minutes, hours, days, weeks, months, years—from smallest units to largest.  Also, which to put on a time line.-beginning/middle/end; yesterday/today/tomorrow
  2. Make a timeline of 5-6 events in student’s lives birth-Kindergarten.
  3. Make connections with other content: Scholastic units or any other alphabet book; Cookie’s Week by Cindy Ward; books by Laura J. Numeroff—put events in order.  Math: manipulative for numbers; numbers 1-30.

Differentiation
Support: Recite the days of the week, months of the year.
Enrichment: Draw examples of events for beginning/middle/end; yesterday/today/tomorrow to share with the rest of the class.
Resources: timelines, Cookie’s Week by Cindy Ward; books by Laura J. Numeroff—put events in order. 
Math: manipulative for numbers

Lessons 6-10:  All About Me—Alike and Different
 Duration:  5 classes of 25-30 minutes
    
Enduring Understanding:  Societies are diverse and change over time.
Essential Questions: How are we alike? How are we different? How am I unique? How am I special?
Standard History 3:  Students understand that societies are diverse and change over time.
Assessment: Self portrait; body tracing. Students talk about how drawings and features are alike and different, and why.

Activities

  1. Watch the video Each of Us Is Different.
  2. Body tracing - lay on a piece of paper and have someone draw around you.
  3. Color the eyes, hair; and clothes.
  4. Cut out  the drawing.
  5. Discuss the 4 essential questions.
  6. Watch the video All the Colors of the Earth.

Record personal information and send home for parent awareness and to help students learn information.

Differentiation
Support: Pair students to practice telling what color of eyes and hair; practice reciting personal information.
Extension: Social Studies Alive! Lesson 1 Activity1.6

Resources: Social Studies Alive! Lesson 1; materials for body tracing
Literacy Connection: Scholastic Literacy Place, Unit 1 "Apples, peaches, pears and plums, tell me when your birthday comes.” 
Book: Chrysanthemum by Kevin Henkes Strategies for Teaching the Value of Diversity

Lessons 11-16:  All About Me—How I Look/How I Feel
 Duration:  5-6 classes of 25-30 minutes
    
Enduring Understanding:  Societies are diverse and change over time.
Essential Questions: How are we alike? How are we different? How am I unique? How am I special?
Standard History 3:  Students understand that societies are diverse and change over time.
Assessment:  Social Studies Alive!  Processing Activity 1.7

Activities

  1. Social Studies Alive! Lesson 1 Activity 1.3, 1.4, 1.5

Differentiation
Support: Pair students to complete activities
Extension:  Social Studies Alive! Lesson 1-- any activity not already used

Resources: Social Studies Alive! Lesson 1
Literacy Connection: Scholastic Literacy Place, Unit 1: Apples, peaches, pears and plums, tell me when your birthday comes.  Book: Chrysanthemum by Kevin Henkes and suggested activities after reading Chrysanthemum

Parents

This unit presents a perfect opportunity for parents to sit down with their child to talk about rules at home and rules at school, who has responsibility for making sure rules are followed and what happens when they are not followed. You can also look through family albums. Share family history with your child, and focus on family members accomplishments, traditions, and memorable events so he or she has an understanding of how your family is similar and different from other families. Focus your conversation on the Essential Questions listed earlier on this page.

ABCs of Elementary Years: These ABC Tips are designed to help you support your child’s learning in social studies during their years in elementary school.

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