Kindergarten Social Studies
for
CIVICS-GOVERNMENT-Kindergarten
Civics-Government
Standard: The student uses a working knowledge and understanding of governmental
systems of the United States and other nations with an emphasis on the U. S.
Constitution, the necessity for the rule of law, the civic values of the
American republican government, and the rights, privileges, and responsibilities
to become active participants in the democratic process.
Indicators:
The student:
° 1. describes the need for rules in the family and school.
2. discusses safety rules (e. g., poison, traffic, fire, playground).
Benchmark 2: The student understands the shared ideals and the diversity of American society and political culture.
Indicators:
The student:
2. knows the qualities of law-abiding citizens (e. g., honesty, courage, patriotism,
respect).
Indicators:
The student:
1. identifies the rights, privileges, and
responsibilities students have at home, in the classroom, at school, and in the community.
Indicators:
The student:
1. describes governments in terms of
people and groups who make, apply, and enforce rules and laws for others in
their family, school, and community (e.
g., parent, teacher).
ECONOMICS-Kindergarten
Economics Standard:
The student uses a working knowledge and understanding of major economic
concepts,
issues, and systems of the United States and other nations; and applies decision
making skills as a consumer, producer, saver, investor, and citizen in an
interdependent world.
Indicators:
The student:
° 1. identifies an example of a producer
and consumer.
° 2. provides examples of goods and
services.
3. identifies the opportunity cost of
an activity (illustration: the opportunity
cost of swinging at recess might be missing a game of soccer).
Indicators:
The student:
1. gives examples of different markets for
various goods and services.
(e. g., grocery store, garage sale, hot dog stand, movie theater, hospital).
Geography Standard: The student uses a
working knowledge and understanding of the spatial organization of Earth's
surface and relationships among people, places, and physical and human
environments in order to explain the interactions that occur in our
interconnected world.
Indicators:
The student:
3. differentiates between neighborhood, town, and state.
4. uses and makes maps of classroom, school, and neighborhood to locate familiar
places (e. g., classroom/ their desk, school/ the gym and library, neighborhood/
their street and home).
5. identifies the locations of places within the community and suggests why particular locations are used for certain
human activities (e. g., parks, schools, shopping, housing).
Indicators:
The student:
° 3. explains why conflicts arise over control of territory and how these
conflicts can be resolved (e. g., place in line, seat in car, area of
playground).
Indicators:
The student:
° 2. describes how humans adapt to variations in the physical environment
(e. g., choices of clothing, housing, crops).
History Standard:
The student uses a working knowledge and understanding of significant
individuals, groups, ideas, events, eras, and developments in the history of
utilizing essential analytical and research skills.
Indicators:
The student:
6 D 2. knows the importance of
are important in
Indicators:
The student:
6 D 1. recognizes the
6 D 2. identifies some U. S. national holidays (i. e.Martin Luther King, Jr.
Day, Presidents' Day, Thanksgiving, Veterans Day)
3. explains the customs related to important holidays and ceremonies in various
countries.
6. identifies three official symbols of the state of