Social Studies Standard 1: Time, Continuity, and Change:  History

Benchmark 1.1: The learner will demonstrate an understanding of the way individuals, families and communities live and work together now and in the past.

Developmental Continuum

·        Discuss personal changes over time such as those related to physical growth and  interest

·        Describe personal connections to place,

      especially place as associated with  

      immediate surroundings

·        Recognize the beginning and end of an

event

·        Recall information about the immediate past

·        Describe or represent a limited series of events in the correct sequence

·        Experiment with general terms related

      to the elements of time

·        Make predictions about what may occur

Example Behaviors

When playing with her doll, Aubrey asks a classroom volunteer, “Did you have a doll when you were little”?

Jamie says that Kelly lives on the same street that she does

Kevon claps when the teacher finishes reading a story

When asked what he did today, Matt responds, “I built a castle”.

Kellie told a new student in her class, “After we go to recess, we eat and then take a nap”.

John shares with his friends that he will be five tomorrow

Laquesha tells Tywan that if he carries everything on his lunch tray to the trashcan, he may spill his milk.

Comments, Strategies, Evaluation

Social Studies Standard 2: Power, Authority & Governance: Government / Political Science

Benchmark 2.1 The learner will demonstrate an understanding of authority

Developmental Continuum

·        Identify examples of authority

·        Understand there are consequences for

actions

·        Recognize there are different rules for

      different places

·        Follow routines with limited

supervision

·        Follow rules applicable to the situation

      with little supervision

Example Behaviors

Yimka tells her teacher, “I don’t want to get in trouble. I’ll have to go to the Principal’s office”.

Roger warns Wade not to run in the class or he will lose some of his recess

Sam understands that he can chew gum at home but not at school

Whitney can wash and dry her hands independently  and get in line for lunch

When on a field trip, Ryan holds an adult’s hand so he won’t get lost

Comments, Strategies, Evaluation

Social Studies Standard 2: Power, Authority & Governance: Government / Political Science

Benchmark 2.2 Identify key figures, symbols and events in the foundations of American Democracy

Developmental Continuum

·        Name historical figures, events and

      national symbols that exemplify 

      values and principles of American

      democracy

·        Name authority figures in school

Example Behaviors

Upon seeing a picture of the White House, Keshawn says, “That’s where the President lives”.

Angela likes to watch the morning news show. She says, “Miss Mills comes to read to us.  She is the Assistant Principal”. 

Comments, Strategies, Evaluation

Social Studies Standard 2: Power, Authority & Governance: Government / Political Science

Benchmark 2.3: Demonstrate an understanding of the role of the responsible citizen in American democracy

Developmental Continuum

·        Demonstrate the ability to work with

others

·        Demonstrate caring behaviors

Example Behaviors

Hannah asks Eric to help her put a puzzle together

When Yolanda sees Keichia crying, she gives her a hug

Social Studies Standard 3:  People, Places and Environments: Geography

Benchmark 3.1 Demonstrate an understanding of the world in spatial terms

Developmental Continuum

·        Distinguish and describe characteristics

      of the physical environment

·        Distinguish different environments by

      the people and signs that are a part of

      that environment

·        Recognize and use a variety of objects

      and materials that represent the

      environment

·        Show interest in investigating

      geography  tools (maps, globes)

·        Talk about places within his/her

community

·        Recognize the rules within his/her home

·        Know place in family structure

·        Use familiarity of immediate surroundings to make sense of the world

Example Behaviors

Joy returns from a field trip and draws a picture of the zoo with different areas for the animals.

When looking at a book, Jawan sees cows, pigs, and a barn and remarks, “That is a farm”.

After David hears the story of the Three Bears, he draws a map to Goldilocks' house.

Mattie looks at the wall map and questions the teacher about the track of the hurricane.

Beverly tells her friend that she likes going the Wendy’s to get chicken nuggets

·        Sean knows that  he has go to bed at 8:00

·        Michelle draws a picture of her family and tells the teacher that Malek is her baby sister.

·        Belinda likes to talk about her big sister and says that she goes to high school

Comments, Strategies, Evaluation

Social Studies Standard 3:  People, Places and Environments: Geography

Benchmark 3.2: Demonstrate an understanding of places

Developmental Continuum

·        Understand animal habitats and

environments of  people

·        Name animals that live in different

environments

Example Behaviors

After the class completes constructing a tree from boxes, Jimmy puts the puppet raccoon and squirrel in the hole and says, “Raccoons and squirrels live in tree homes”.

When Ainsley sees a photograph of an orangutan, she says, “He lives in the jungle”.

Comments, Strategies, Evaluation

Social Studies Standard 3: People, Places and Environments: Geography

Benchmark 3.3: Demonstrate an understanding of interactions between the environment and society

Developmental Continuum

·        Describe self and compare own

     descriptions with others description

·        Identify and recognize gender

·        Recognize that people differ in

      language, dress, food, et.

·        Recognize and identify differences in 

      personal characteristics and family

      makeup

·        Recognize that different people have

      different roles and jobs in the

      community

·        Recognize and accept similarities and

differences

·        Identify cultural celebrations and

customs

Example Behaviors

At lunch, Tyrone drinks his milk, then shows his muscle and tells his friends, “Milk makes me strong”.

Clarence says that there are more boys in the class than girls

While lining up for recess, the children transition to the door by naming colors in English, Spanish and French

Hannah tells the teacher, “My mom has brown hair but mine is yellow”.

When Mary’s dad drops her off to school in his police uniform, Jenna says, “He is a police officer who puts bad people in jail”.

Twanda said, “My sister and I like to eat at Taco Bell but my brother likes to eat at MacDonald’s”.

When reading a story about Hanukah Harrison says, “That’s a driedel. You can play with it”.  The teacher asks, “Can you name a game that is played in another country”?  Maria responds, “In Mexico, children play with piñatas”.

Comments, Strategies, Evaluation