Grade Level / Content Area:Kindergarten Social Studies Curriculum Unit 1 Community and Self Course Description: In this unit of study, students will be presented with the following project: new in fact!) How can we make this student feel included? What can we do to make this Someone new is joining our class (We’re ALL new student more comfortable? How can we be good friends? What can we do as a class to make them feel welcome and part of our school community? Big Ideas: Kindness and respect are at the heart of a strong community. Essential Questions Enduring Understandings How can I see myself in my community? (family makeup, All of us are part of a larger whole family, neighborhood, – church, peer group, school, town and region which gives me, housing, pets, ect.) – our lives meaning. How can I fit into all the different communities i'm a part of? We can use our interests to enrich or weaken the (church, sports teams, neighborhoods, ect.) communities in which we are a part. How can I impact my community? (Ripples Effect) Communities are strengthened when individuals have How can I be respectful, responsible, and safe in all of my empathy. Communities are strengthened when individuals communities? are courageous enough to stand up for universal values. Areas of Focus: Examples, Outcomes, Assessments (see below about the content of this section) 6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help Instructional Focus: resolve conflicts, and promote the common good. How to talk with friends and get along Being yourself 6.1.P.B.1 Develop an awareness of the physical features of the Define and establish classroom community neighborhood/ community. Sample Assessments: 6.1.P.B.2 Identity, discuss, and role-play the duties of a range of Exit tickets community. Journal activities
Grade Level / Content Area:Kindergarten Social Studies Curriculum Unit 1 Community and Self Course Description: In this unit of study, students will be presented with the following project: Someone new is joining our class (We’re ALL new in fact!) How can we make this student feel included? What can we do to make this new student more comfortable? How can we be good friends? What can we do as a class to make them feel welcome and part of our school community? Big Ideas: Kindness and respect are at the heart of a strong community. Essential Questions How can I see myself in my community? (family makeup, me, housing, pets, ect.) How can I fit into all the different communities i'm a part of? (church, sports teams, neighborhoods, ect.) How can I impact my community? (Ripples Effect) How can I be respectful, responsible, and safe in all of my communities? Enduring Understandings All of us are part of a larger whole – family, neighborhood, church, peer group, school, town and region – which gives our lives meaning. We can use our interests to enrich or weaken the communities in which we are a part. Communities are strengthened when individuals have empathy. Communities are strengthened when individuals are courageous enough to stand up for universal values. Areas of Focus: 6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good. 6.1.P.B.1 Develop an awareness of the physical features of the neighborhood/ community. 6.1.P.B.2 Identity, discuss, and role-play the duties of a range of community. Examples, Outcomes, Assessments (see below about the content of this section) Instructional Focus: How to talk with friends and get along Being yourself Define and establish classroom community Sample Assessments: Exit tickets Journal activities