Kindergarten: Unit 1

Curriculum

Course Description

The New Jersey Student Learning Standards serve the basis for the kindergarten Social Studies curriculum. As students

progress through the five units of study, there are areas of focus that examine: culture through friends and family, geography through

areas in which we live, citizenship/workers in the community, and economics by exploring where things are made in the community as

a means of supplying basic needs and wants. Finally, an exploration of history will reinforce concepts of then verses now, through

inventions along with the use of timelines.

Through the use of critical thinking, creative thinking, problem solving, metacognitive strategies, and meaningful discussions

students will gather and reinforce the essential knowledge being presented throughout the school year.

Kindergarten Social Studies

PACING CHART

Unit Topic Duration

Unit 1 Friends and Family 7 Weeks

Unit 2 Where We Live 6 Weeks

Unit 3 Working Together and

Citizenship 7 Weeks

Unit 4 People Work Economics 7 Weeks

Unit 5 Past and Present/Then and Now 6 Weeks

Unit 6 Paterson History 3 Weeks

Educational Technology

Standards

8.1.2.A.1,8.1.2.A.2, 8.1.2.A.3,8.1.2.A.5,8.1.2.B.1, 8.1.2.C.1, 8.1.2.E.1

➢ Technology Operations and Concepts

□ Identify the basic features of an electronic device and explain its purpose.

□ Create a document using a word processing application.

□ Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

□ Enter information into a spreadsheet and sort the information.

Example of Use: Create a calendar online of family traditions and celebrations.

➢ Creativity and Innovation

□ Illustrate and communicate original ideas and stories using multiple digital tools and resources.

Example of Use: Create a family tree using an online or computer based program.

➢ Communication and Collaboration

□ Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using

Various media formats such as online collaborative tools and social media.

Example of Use: Define friendship and identify activities friends do together and how to get along.

➢ Research and Information Literacy

□ Use digital tools and online resources to explore a problem or issue.

Example of Use: Research and Identify family traditions and celebrations.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

Example of Use: Discuss why family members should get along and how they can solve problems.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a

useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to

issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and

ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand

how to bring innovation to an organization.

Example of Use: Friends and Family Quilt: Draw and label a picture of the members of their family.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform

strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the

use and adoption of external information or practices in their workplace situation.

Example of Use: Compare/Contrast: Discuss 2 holidays and how they are alike/different

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

Example of Use: Venn Diagram: Compare two students’ family structures (whole group). In pairs, draw your

family and talk about how your families are alike and different.

Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned

tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture

notes/outline

Processing

• Extra Response time

• Have students verbalize

steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete

directions

• Provide immediate

feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic

organizers

• Reference resources to

promote independence

• Visual and verbal

reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily

structured routine

• Simple and clear

classroom rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

• Leveled Text

• Chunking text

• Choice Board/Menu

• Tiered Instruction

• Small group instruction

• Sentence starters/frames

• Writing scaffolds

• Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

• Use of oral assessment

• Tiered learning centers

• Tiered questioning

• Data-driven student partnerships

Enrichment Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

Assessments

Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

Unit 1: Friends and Families

Social Studies Grades K-4 New Jersey Student Learning Standards

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and

present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students

to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and

global communities.

A.Civics, Government, and Human Rights

6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and

laws.

6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community,

state, national, and global challenges.

B.Geography, People, and the Environment

6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the

United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence.

6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and

physical environment to understand the concept of regionalism.

D.History, Culture, and Perspectives

6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other

regions of the United States contributed to the American national heritage.

6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people.

6.1.4.D.14 Trace how the American identity evolved over time.

6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and

practices and adopting new beliefs and practices.

6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.

6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.

6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world.

Grade: K Unit: I Topic: Friends and Family

Friends and family members play an important role in our

lives. We have similarities and differences and can learn

how to live together peacefully. Many families have different

holidays that they celebrate.

NJSLS: 6.1.4.A.14, 6.1.4.A.15, 6.1.4.B.2, 6.1.4.B.6, 6.1.4.D.12, 6.1.4.D.15, 6.1.4.D.17, 6.1.4.D.18, 6.1.4.D.20

NJSLS ELA: RL.K1, RL.K9, RI.K.10, W.K.1, W.K.2, SL.K.1, SL.K.4

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections Tell what a family is and

describe how members of

a family relate to one

another and work

together.

Standards:

6.1.A.4.14-15

What is a family? How

do family members work

and get along together?

Friends and Family

Quilt: Draw and label a

picture of the members of

their family.

Discuss why family

members should get along

and how they can solve

problems.

Friends and Neighbors

Textbook:

Unit 1-Friends & Family

Lessons 1-5

Family lesson ideas: http://www.scholastic.co

m/teachers/lesson-

plan/we-are-family

Writing/Art:

Illustrations/labels (see Sample Activities)

Standard: NJSLSA.W3.

Reading/Writing/Art:

Friends and Family book (see Unit Project) Standard: NJSLSA.W3.

Compare and contrast

family structures and

traditions.

Standards:

6.1.A.4.14-15

How are families alike

and different?

Venn Diagram: Compare

two students’ family

structures (whole group).

In pairs, draw your family

and talk about how your

families are alike and

different.

Friends and Neighbors

Textbook:

Finding Alike and

Different p.18-19

Family/Diversity lesson:

http://www.tolerance.org/

lesson/every-family-

same-every-family-

different

Writing/Art:

Illustrations/labels (see Sample Activities)

Standard: NJSLSA.W3.

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections Define friendship and identify activities friends do together and how to get along.

What is a friend? What Illustrate and label one Friends and Neighbors Writing: Making a list are the characteristics of a thing you like to do with Textbook: and illustrations/labels

good friend? your friends. Unit 1- Friends & (see Sample Activities)

Standard: NJSLSA.W3.

Family

Standards: Discuss and Create ways to make new friends and things that make a person a good friend. Make a list, then role play scenarios for a few of them.

Lessons 1-5

6.1.A.4.14-15 6.1.4.D.20 Friends activites:

http://www.teacherplanet.

com/resource/friendship.p

hp

Stellaluna book activity: http://achievethecore.org/

file/1570&sa=U&ei=xBw

aVOQjqI3sBrCygdgP&v

ed=0CAoQFjAE&client=

internal-uds-

cse&usg=AFQjCNGff5lf

dqS1X16KctisKqOXCel

XFA

Teacher activities and

list of books: http://www.canlearn.com/

guides/5-5139.pdf

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections Identify that there are What are some Discussion: Talk about

the holidays that they celebrate and how they celebrate them. Make a graph using tally marks that shows how many students in the class celebrate a holiday mentioned. Compare/Contrast: Discuss 2 holidays and how they are alike/different.

Celebrating Diversity Math: Graphing (see traditions and celebrations celebrations seen around activity: Sample Activities)

Standard: K.CC.C.6

Standard:

that make our community the world? How are they http://www2.mcrel.org/co

diverse. alike/different?

mpendium/activityDetail. Reading/Writing:

Standards: asp?activityID=46 Compare/Contrast (see

6.1.4.A.14 Sample Activities)

Standard: NJSLSA.W1.

6.1.4.D.13,14,18 Eid/Ramadan activities: http://www.activityvillage

.co.uk/eid

http://www.timeanddate.c

om/

Friends and Neighbors

Textbook: Teacher Resources-

Holidays

p.163-174

Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African slave trade,

slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson Public Schools to enact

this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the challenges and contributions made. Lessons

designed are not limited to the following suggested activities, we encourage the infusion of additional instructional activities and resources that will

engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

African American Elder Family Traditions Explore the traditions of African American

families, especially with respect to elders.

http://www.asaging.org/blog/african-american-elders-

cultural-traditions-and-family-reunion

African American Family Values Explore the values of African American

families.

https://family.lovetoknow.com/african-american-family-

values

African American Culture Research an aspect of African American

Culture and share it with the class.

http://guides.hmcpl.org/AfricanAmericanHistory

“How Slavery Affected African American

Families”

Use this resource to examine the

connections between slavery and current

African American family dynamics.

http://nationalhumanitiescenter.org/tserve/freedom/1609-

1865/essays/aafamilies.htm

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800) 3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970) 13. National and Global Debates, Conflicts, and Developments & America Faces in the 21

st Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 2. Activities

3. Assessments

4. Essentials

5. Gallery

6. Gallery 7. Tools 8. Griot

9. Library

10. Links

11. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

Holocaust Curriculum In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Different People In which ways are people different?

Why is that fun? Students will

examine the ways they’re different and

why that makes the class more fun.

https://encyclopedia.ushmm.org/

content/en/article/rescue

Food Around the World

Students will examine pictures of food

around the world. Students will

discuss which food they would like to

eat the most. Students will describe

why it would be boring to eat the same

food all the time.

https://www.cnn.com/travel/article/world-best-food-

dishes/index.html

Pretend Passport

Students will create a pretend passport

and read from the book “Children

Around the World”. Students will

choose which countries they want to

visit and why. Students will create

pictures for each country they’ve

chosen on their passport pages.

Students will present their passports to

the class.

http://cottonridgehomeschool.com/2013/10/09/world-

cultures-lesson-plan-part-1-preschool-kindergarten-

curriculum-ideas-for-homeschool/

Culture Like Mine

Students will write sentences about

their family’s holidays and food.

Students will present their culture to

the class. Students will discuss why

it’s important to have different

cultures in the classroom.

https://kinderart.com/category/art-lessons/multic/

DBQ’s

Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create

an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material

rich in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular

practice with complex text and engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School

District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.

Choose 1

Unit Project (Suggested) Unit Project (Suggested) Illustrate and describe one tradition or celebration that you and

your family engage in together. Present your picture and describe

the tradition/celebration.

Sentence stem: My family and I .

Provided sentence stems, create a book depicting the things you

do with family and friends. Assign one page a week for

homework to illustrate and write about one activity/idea. Then

create a front and back cover and put together with yarn/glue.

Sample sentence stems:

A family is .

A friend is someone who .

My family and I like to .

My friends and I like to _ .

My family and I can .

My friends and I can .

Unit I Vocabulary alike

different

friend

family

celebration