Kindergarten Social Studies OLS Standards

Economics

Government

Geography

History

Individuals have many wants and make decisions to satisfy those wants. These decisions impact others.

Goods are objects that can satisfy an individual's wants. Services are actions that can satisfy individual's wants.

Terms related to direction and distance, as well as symbols and landmarks, can be used to talk about the relative location of familiar places.

Models and maps represent real places.

Humans depend on and impact the physical environment in order to supply food, clothing and shelter.

Individuals are unique but share common characteristics of multiple groups.

The purpose of rules and authority figures is to provide order, security and safety in the home, school and community.

Individuals share responsibilities and take action toward the achievement of common goals in homes, schools and communities.

Time can be measured.

Personal history can be shared through stories and pictures.

Heritage is reflected through diverse cultures and is shown through the arts, customs, traditions, family celebrations and language.

Symbols and practices of the United States include the flag, Pledge of Allegiance and the National Anthem. Other nations are represented by symbols and practices too.

Production and Consumption

Scarcity

Economics

Rules and Laws

Civic Participation and Skills

Government

Human Systems

Spatial Thinking and Skills

Geography

Heritage

Historical Thinking and Skills

History

Individuals have many wants and make decisions to satisfy those wants. These decisions impact others.

Describe a time when getting what is wanted required giving something in trade.

Describe a time when getting what is wanted required waiting (e.g., waiting to get a turn, waiting to save money, waiting in a line, etc.).

Identify situations when the student did not have their wants satisfied.

Identify situations when the student had their wants satisfied.

Engage in activities/situations where there are limited tangible resources.

Define the difference between the need for something and the want for something.

Identify objects that are necessary for survival.

Identify objects that are desirable to others.

Identify objects personally desirable.

Actively engage in a making a choice.

Actively engage in a preferred activity.

Goods are objects that can satisfy an individual’s wants. Services are actions that can satisfy individual’s wants.

Identify services that are necessary for survival.

Identify goods and services used on a daily basis.

Use goods and services on a daily basis.

Define services as actions that satisfy wants and needs.

Identify objects that are necessary for survival.

Define goods as objects that that people want.

Match objects to individuals who want them.

Identify things that individuals may want.

Identify objects.

Actively engage with goods/objects.

Terms related to direction and distance, as well as symbols and landmarks, can be used to talk about the relative location of familiar places.

Locate distance markers on a map.

Distance can be measured in increments, including miles.

Use manipulative or model to move north, south, east, or west on a map or in real life.

Locate a compass rose on a map.

Identify terms north, south, east, and west are directions related to positions on the earth.

Match symbols to specific locations.

Locate symbols added to maps to represent places or locations (e.g., map key).

Identify a symbol (picture, object, photograph, graphic) can be used to represent a location or place.

Identify landmarks as locations in a landscape or community that are easily recognized and can be used to establish a location.

List familiar locations in the local community.

Name familiar locations in the school.

Identify an object, tactile graphic, or visual representation that could be used to represent a local landmark.

Engage with tools used to show directions (e.g. map key, compass rose).

Actively participate in moving in a given direction.

Engage with objects, tactile graphics, or visual representations of a familiar location.

Models and maps represent real places.

Build a model that represents a real place.

Create a map to represent a real place.

Identify a model that can be used to represent a location or place.

Select a map that represents a real locations in a landscape or community.

List familiar locations in the local community.

Name familiar locations in the school or home.

Identify an object, tactile graphic, or visual representation that could be used to represent a real place.

Engage with peers to create a model or map of a real place.

Engage with maps and models of familiar places.

Engage with objects, tactile graphics, or visual representations of a familiar location.

Humans depend on and impact the physical environment in order to supply food, clothing, and shelter.

Give examples of ways in which we help and hurt our physical environment.

Describe ways in which we depend on the physical environment to meet or everyday needs (e.g., access water from rain/ ground, use shelter made with tree based products, we eat food grown in the ground and provided by animals, we wear clothes made from plant-based products, etc.).

Look at clothing labels to identify materials used to make clothing that come from the physical environment (e.g., cotton, linen, silk).

Identify products that come directly from our physical environment that are used to build shelter (homes and other buildings).

Identify types of food that come directly from our physical environment.

Identify food, clothing, and shelter as needs rather than wants.

Define the physical environment as our surroundings - no matter what our location (e.g., if we are at the park our surroundings are the playground, grass trees, etc.).

Engage in everyday activities that involve food, clothing, and shelter.

Individuals are unique but share common characteristics of multiple groups.

Identify common characteristics of people that are present across multiple groups.

Identify others with one or more matching characteristic to oneself.

Identify unique characteristics that describe oneself.

Identify characteristic that describe people in general.

Match self to a generic representation of a person.

Actively participate in a group to identify individual characteristics.

The purpose of rules and authority figures is to provide order, security and safety in the home, school, and community.

Match identified authority figure with the identified rules.

Identify authority figures in the home, at school, and within the community.

Identify rules specific to home, school, and community.

Identify personal situations when rules are necessary.

Identify rules associated with other events (e.g., recess, lunch/cafeteria, dinner time at home, movie theatre, etc.)

Determine how the game would work if there were no rules.

Identify the rules of the simple game.

Actively engage in a simple game that has clear rules.

Individuals share responsibilities and take action toward the achievement of common goals in homes, schools, and communities.

Identify the role of others in achieving the goals specific to home, school, and community.

Identify personal role in achieving the goals specific to home, school, and community.

Identify goals specific to communities.

Identify goals specific to school.

Identify goals specific to home.

Determine logical sequence of steps to complete the simple goal.

Identify which group member completed each step of the goal.

Identify the individual steps needed to complete the simple goal.

Identify goal that the group completed.

Actively participate in a group to complete a simply goal.

Time can be measured.

Organize the 12 months of the year in chronological order.

Recall the 7 days of the week in order.

Organize the days of the week in chronological order.

Identify days, weeks, and months as intervals of time.

Identify tasks that can be accomplished within an hour.

Organize a schedule of events by the hour.

Identify tasks that can be accomplished in minutes.

Observe a minute pass using a timer.

Identify tasks that can be accomplished in seconds.

Count to represent seconds of time as it passes.

Identify tools used to measure the passage of time (e.g., watch, timer, sand hourglass, calendar, schedule, timeline, etc.).

Engage with tools used to measure time.

Personal history can be shared through stories and pictures.

Share personal stories or experiences with others.

Use a picture to share about a personal experience.

Organize pictures showing personal experiences into time order (e.g., first, then, next, finally or by age or date).

Collect pictures that show personal experiences.

Identify a picture or story that conveys a personal experience.

Engage with images that show a personal experience.

Engage with others as a personal story/experience is shared.

Heritage is reflected through diverse cultures and is shown through the arts, customs, traditions, family celebrations, and language.

Select and share examples of one’s own culture or heritage.

Identify heritage as a cultural practice, language, custom, tradition, celebration, etc. acquired from an ancestor or predecessor.

Relate culture as coming from family groups, community groups, religious groups, etc.

Share family traditions with others.

Participate in family, community, or school celebrations.

Listen to and/or communicate using diverse languages.

Listen to music from diverse cultures.

Participate in family traditions, family celebrations, cultural experiences, customs, social experiences, the arts, including through dress, and/or language.

Symbols and practices of the United States include the flag, Pledge of Allegiance, and the National Anthem. Other nations are represented by symbols and practices, too.

Identify the National Anthem when presented in text or audio formats.

Recite the Pledge of Allegiance.

Identify the U.S. bird.

Identify the United State flag.

Identify the U.S. as a country represented on a map.

Engage with symbols and/or practices representing the U.S.