Kindergarten SS

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Kindergarten Social Studies
Scope and Sequence


Students will be actively involved in learning experiences focused on:
  • Native Americans
  • Responsive Classroom
  • Mexico
  • Farm

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: SOCIAL STUDIES 
GRADE: K

Content Standards
Performance Indicators

Instructional Practice

Assessment Tools

Reporting Tools

A. Applications of Social Studies Processes, Knowledge and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.
A.1. Researching and Developing Positions on Current Social Studies Issues

Students identify and investigate research questions related to social studies by locating, organizing, and sharing information.
a. Identify questions related to social studies.


Read and discuss social studies topics and answer questions about Native Americans of Maine, Mexico and the dairy farm.


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  • informational meetings
 


b. Follow an established procedure for locating sources appropriate to reading level.
 






 


c. Locate and collect information for a specific purpose from sources including maps, photographs, charts and graphs.


Examine Native American artifacts (i.e. arrowheads, animal skins, and ceremonial pictures,) and Mexican made materials.


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  • student/parent conferences
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  • informational meetings
 


d. Organize findings.


 




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e. Share information gathered using oral and visual examples.


Create and display Mexican crafts.
 Explore geographical environments.


  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Making Decisions Using Social Studies Knowledge and Skills

Students make individual and collaborative decisions on matters related to social studies using research and discussion skills.

a. Share ideas and listen to the ideas of others to reach individual and collaborative decisions and make plans.


Develop, record, post and sign classroom constitution (class rules).

 

Create and implement a list of classroom job responsibilities.

  • projects
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  • teacher web pages
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  • student/parent conferences
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  • informational meetings
 


b. Make a real or simulated decision related to the classroom, school, or beyond by applying appropriate and relevant social studies skills, including research skills and relevant information.


Make a variety of collaborative classroom decisions through classroom discussion and voting.


  • projects
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  • work samples
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  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
A.3. Taking Action Using Social Studies Knowledge and Skills

Students select, plan, and participate in a civic action or service learning project based on a classroom or school asset or need, and describe the project's potential civic contribution.
 


Participate in K-2 One Hundredth Day Food Drive to benefit local community members.


  • projects
  • group work
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
B. Civics & Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.
B.1. Knowledge, Concepts, Themes and Patterns of Civics/Government

Students understand key ideas and processes that characterize democratic government in the community and the United States.

a. Describe and provide examples ofdemocratic ideals.


Create and vote on class rules.


  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Recognize symbols, monuments, celebrations, and leaders of local, State, and national government.


Discuss and practice the Pledge of Allegiance.  

 

Read and discuss various articles in Scholastic News or National Geographic pertaining to historical figures and topics.
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


c. Identify community workers and volunteers and the roles they play in promoting the common good.


Participate in classroom visit from community fire fighters.


  • projects
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  • portfolios
  • teacher feedback
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  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Rights, Duties, Responsibilities, and Citizen Participation in Government

Students understand the concepts of rights, duties, responsibilities, and participation.

a. Describe classroom rights, duties, and responsibilities including how students participate in some classroom decisions and are obliged to follow classroom rules.


Develop, record, post and sign classroom constitution (class rules).

 

Create and implement a list of classroom job responsibilities.
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Explain the purpose of school/classroom rules and laws encountered in daily experiences to promote the common good and the peaceful resolution of conflict.


Discuss, model and implement conflict resolution practices using the Responsive Classroom model.


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  • group work
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  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
B.3. Individual, Cultural, International & Global Connections in Civics and Government

Students understand civic aspects of classroom traditions and decisions, and the traditions of various cultures, including Maine Native Americans.
a. Identify and compare their similar and differing interests and opinions students have related to classroom traditions and decisions.


Participate in Morning Meeting and have an opportunity to share items and experiences.


  • projects
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  • informational meetings
 


b. Compare traditions that are similar across the nation and traditions that differ in various cultural groups including Maine Native Americans.


Explore Mexican traditions and lifestyles.


  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
C. Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.
C.1. Economic Knowledge, Concepts, Themes, and Patterns

Students understand the nature or economics as well as key foundation ideas.


a. Describe economics as how people make choices about how to use scarce resources to meet their wants and needs.


Discuss practices of hunting and gathering of Native Americans of Maine
Explore the resources and products of the Mexican culture and economy.


  • projects
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  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Describe how money is earned and managed in order to buy goods and services and save for the future.


 




 

C.2. Individual, Cultural, International and Global Connections in Economics

Students understand the influence of economics on individuals and groups in the United States and the world, including Maine Native Americans.
a. Identify examples of how individuals, families, and communities, including Maine Native Americans, are influenced by economic factors.


Participate in K-2 One Hundredth Day Food Drive to benefit local community members.
 

Watch movies and read stories about the Native American and Mexican culture.

  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Describe the work and contribution of various groups to the economics of the local community in the past and present.


Visit a dairy farm to see how milk and milk products are produced today and explore how they were produced in the past.


  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
D. Geography: Student draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.
D.1. Geographic Knowledge, Concepts, Themes, and Patterns

Students understand the nature and basic ideas of geography.


a. Explain that geography is the study of the Earth's surface and peoples.


 




 

 


b. Create visual representations of the immediate neighborhood and community.


Draw a map of the farm after dairy farm field trip.


  • projects
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  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


c. Use basic maps and globes to identify local and distant places, and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.
Draw a map of the farm after dairy farm field trip.

Use map of Mexico to identify geographical and cultural features.  
 

Use Google Earth to identify the local landscape.
  • rubrics
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  • teacher feedback
  • report cards
  • teacher web pages
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  • student/parent conferences
  • newsletters
  • informational meetings
D.2. Individual, Cultural, International and Global Connections in Geography

Students understand the influence of geography on individuals and groups in the United States and the world, including Maine Native Americans.

a. Identify the impacts of geographic features on individuals, families, and communities including Maine Native Americans, in the United States and various other nations.


Describe and read about how the land affected the lifestyle and products produced by Native Americans of Maine.
Participate in Natives of Maine field trip.
 

Describe and draw types of farms.  

Describe and create parts of the Mexican landscape.
  • projects
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  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
E. History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.
E.1. Historical Knowledge, Concepts, Themes, and Patterns

Students understand the nature of history as well as key foundation ideas.


a. Describe history as "stories" of the past.


Listen to and discuss a variety of historical stories.
 

Participate in field trip to learn about  Maine Native Americans.

  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Identify a few key figures and events from personal history, and the history of the community, Maine, and the United States, especially those associated with historically based traditions.


Read about and discuss Martin Luther King, US Presidents, and other historical figures using Scholastic News or National Geographic resources.


  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


c. Identify past, present, and future in stories, pictures, poems, songs or videos.


Read about and discuss Native Americans of Maine, (Samuel Eaton's Day or Tarentum’s Day)  using a variety of resources.


  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


d. Apply terms such as "before" and "after" in sequencing events.
 



 

 


e. Create a brief historical account about family, the local community, or the nation by using artifacts, photographs, or stories of the past.
 


 

 

E.2. Individual, Cultural, International and Global Connections in History

Students understand historical aspects of the uniqueness and commonality of individuals and groups, including Maine Native Americans.
a. Explain how individuals, families, and communities, share both common and unique aspects of culture, values and beliefs through stories, traditions, religion, celebrations, or the arts.


Participate in a Mexican Fiesta and/or Pow Wow.


  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Describe traditions of Maine Native Americans and various historical and recent immigrant groups and traditions common to all.


Read about and/or participate in Maine Native American stories, dancing, drumming, cooking, and art projects.

 
Participate in Maine Native American field trip.

  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.