SOCIAL STUDIES CURRICULUM TABLE OF CONTENTS

Social Studies Curriculum Table of Contents Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Table of Contents SOCIAL STUDIES CURRICULUM TABLE OF CONTENTS Spring 2002 Philosophy Curriculum Map Alaska Content Standards K-12 Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade High School 9-12 World History-Grade 10 U.S.History-Grade 11 Electives - Grade 12 U.S. Government-Grade 12 Alaska Studies Advanced Placement Current Issues Economics Geography Humanities Psychology Sociology Appendix: Materials List KENAI PENINSULA BOROUGH SCHOOL DISTRICT 148 N. Binkley file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/default.htm (1 of 2)10/18/2006 4:13:24 PM

Social Studies Curriculum Table of Contents Soldotna, AK 99669 SOCIAL STUDIES CURRICULUM K - 12 Spring 2002 Dr. Donna Peterson Superintendent Ms. Paula Christensen Director of Elementary Education Dr. Gary Whiteley Assistant Superintendent of Instruction Mr. Sam Stewart Director of Secondary Education Social Studies Curriculum Committee Patricia Jay - Homer High School Liana Bigham - Kenai Central High School Sandy Lewis - Redoubt Elementary Kris Green - Sears Elementary Dan Harbison - Soldotna High School Sammie Crawford - School Board Member Terri Carter - K-Beach Elementary Candy Goldstein - Redoubt Elementary Sandy Miller - North Star Elementary Laurie Cowgill - Sears Elementary Shelli Church - Soldotna Middle School Marlene Pearson - Community Representative file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/default.htm (2 of 2)10/18/2006 4:13:24 PM

Philosophy Social Studies Curriculum Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Table of Contents SOCIAL STUDIES CURRICULUM Philosophy Spring 2002 Philosophy The Kenai Peninsula Borough School District (KPBSD) Social Studies Curriculum, based on the Alaska State Standards (2000), is integrative and conceptual in nature. It is designed to integrate the major strands of social studies: geography, government, history, economics, and culture while enhancing writing and reading skills. In addition, technology and research provide the foundation for acquiring knowledge, skills, and content. The intent is that students will be provided with multiple opportunities for rich experiences and in-depth study as they progress through the grades. Problem solving, collaboration, and civic responsibility are emphasized throughout the curriculum. Definition The National Council for the Social Studies (NCSS) defines social studies as follows: Social Studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. (Expectations of Excellence: Curriculum Standards for Social Studies, 1994, Washington, D.C.) Civic Participation This curriculum document emphasizes civic participation, the opportunity to become involved in various aspects of the community, at all grade levels with culminating efforts coming in the high school years. Each individual high school site will develop its own program; however, all programs are to include a minimum of 10 hours, maximum of 50 hours of civic participation. The individual site s program may contain a menu of options, fitting the unique and individual learning styles and needs of each community s students. Furthermore, this civic participation will be part of a specific class, with the grade s weight for this participation not exceeding 25% of the student s total grade in the class. file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/Philospohy.htm10/18/2006 4:14:33 PM

Content Curriculum Map Social Studies Curriculum Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Table of Contents SOCIAL STUDIES CURRICULUM Content Curriculum Map Spring 2002 KINDERGARTEN THEME: Awareness of Self In a Social Setting ALASKA THEME: Knowing My Alaskan School FIRST GRADE THEME: Individual In Primary Social Groups ALASKA THEME: My Alaskan Family SECOND GRADE THEME: Meeting Basic Needs In Nearby Social Groups ALASKA THEME: My Alaskan Neighborhood THIRD GRADE THEME: Expanding My Horizons: Exploring Communities ALASKA THEME: Knowing My Alaskan Community FOURTH GRADE THEME: Human Life In Varied Environments: Regions of the United States ALASKA THEME: Knowing My Alaskan Region, Southcentral Alaska, and Anchorage FIFTH GRADE THEME: People of the Americas: Age of Exploration Through Westward Expansion ALASKA THEME: Knowing About Alaskan Government SIXTH GRADE THEME: Alaska, The Crossroads of World Geography ALASKA THEME: Knowing About Alaska History, Geography, and Economics. SEVENTH GRADE THEME: Exploring World Geography and History Pre-History to Ancient Greece EIGHTH GRADE THEME: United States Studies: Tracing Origins of American Democracy Age of Exploration up to Civil War SOPHOMORE THEME: Exploring World History and Cultures Hellenistic Greece to World War I JUNIOR THEME: Exploring U.S. History: The Civil War to the Present file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/CurriculumMap.htm (1 of 2)10/18/2006 4:14:47 PM

Content Curriculum Map Social Studies Curriculum SENIOR THEME: U.S. Government: The American Political System Alaska s Distinctive Physical and Human Resources file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/CurriculumMap.htm (2 of 2)10/18/2006 4:14:47 PM

Alaska Standards K-12 Social Studies Curriculum Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Table of Contents SOCIAL STUDIES CURRICULUM Alaska Standards K-12 ALASKA CONTENT STANDARDS GEOGRAPHY Spring 2002 Standard A A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. A student who meets the content standard should: 1) use maps and globes to locate places and regions; 2) make maps, globes, and graphs; 3) understand how and why maps are changing documents; 4) use graphic tools and technologies to depict and interpret the world s human and physical systems; 5) evaluate the importance of the locations of human and physical features in interpreting geographic patterns; and 6) use spatial (geographic) tools and technologies to analyze and develop explanations and solutions to geographic problems. Standard B A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. A student who meets the content standard should: 1) know that places have distinctive geographic characteristics; 2) analyze how places are formed, identified, named, and characterized; 3) relate how people create similarities and differences among places; 4) discuss how and why groups and individuals identify with places; 5) describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty; 6) make informed decisions about where to live, work, travel, and seek opportunities; 7) understand that region is a distinct area defined by one or more cultural or physical features; and 8) compare, contrast, and predict how places and regions change with time. Standard C A student should understand the dynamic and interactive natural forces that shape the earth s environments. A student who meets the content standard should: 1) analyze the operation of the earth s physical systems, including ecosystems, climate systems, erosion systems, the water cycle, and tectonics; 2) distinguish the functions, forces, and dynamics of the physical processes that cause variations in natural regions; and 3) recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments. file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/Alaska_Standards.htm (1 of 7)10/18/2006 4:14:49 PM

Alaska Standards K-12 Social Studies Curriculum ALASKA CONTENT STANDARDS GEOGRAPHY Standard D A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world. A student who meets the content standard should: 1) know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally; 3) interpret population characteristics and distributions; 4) analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity; and 5) analyze how conflict and cooperation shape social, economic, and political use of space. Standard E A student should understand and be able to evaluate how humans and physical environments interact. A student who meets the content standard should: 1) understand how resources have been developed and used; 2) recognize and assess local, regional, and global patterns of resource use; 3) understand the varying capacities of physical systems, such as watersheds, to support human activity; 4) determine the influence of human perceptions on resource utilization and the environment; 5) analyze the consequences of human modification of the environment and evaluate the changing landscape; and 6) evaluate the impact of physical hazards on human systems. Standard F A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for the future. A student who meets the content standard should: 1) analyze and evaluate the impact of physical and human geographical factors on major historical events; 2) compare, contrast, and predict how places and regions change with time; 3) analyze resource management practices to assess their impact on future environmental quality; 4) interpret demographic trends to project future changes and impacts on human environmental systems; 5) examine the impacts of global changes on human activity; and 6) utilize geographic knowledge and skills to support interdisciplinary learning and build competencies required of citizens. ALASKA CONTENT STANDARDS GOVERNMENT Standard A A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should: 1) understand the necessity and purpose of government; 2) understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty; 3) understand how nations organize their governments; and 4) compare and contrast how different societies have governed themselves over time and in different places. file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/Alaska_Standards.htm (2 of 7)10/18/2006 4:14:49 PM

Alaska Standards K-12 Social Studies Curriculum Standard B A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. A student who meets the content standard should: 1) understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights; 2) recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion; 3) understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights; 4) know how power is shared in the United States constitutional government at the federal, state, and local levels; 5) understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy; 6) recognize the significance of diversity in the American political system; 7) distinguish between constitution-based ideals and the reality of American political and social life; 8) understand the place of law in the American political system; and 9) recognize the role of dissent in the American political system. Standard C A student should understand the character of government of the state. A student who meets the content standard should: 1) understand the various forms of the state s local governments and the agencies and commissions that influence students lives and property; 2) accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes; 3) understand the Constitution of Alaska and sec.4 of the Alaska Statehood Act, which is known as the Statehood Compact; 4) understand the importance of the historical and current roles of Alaska Native communities; 5) understand the Alaska Native Claims Settlement Act and its impact on the state; 6) understand the importance of the multicultural nature of the state; 7) understand the obligations that land and resource ownership place on the residents and government of the state; and 8) identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships. Standard D A student should understand the role of the United States in international affairs. A student who meets the content standard should: 1) analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other countries; 2) evaluate circumstances in which the United States has politically influenced other nations and how other nations have influenced the politics and society of the United States; 3) understand how national politics and international affairs are interrelated with the politics and interests of the state; 4) understand the purpose and function of international government and non-governmental organizations in the world today; and 5) analyze the causes, consequences, and possible solutions to current international issues. ALASKA CONTENT STANDARDS GOVERNMENT Standard E file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/Alaska_Standards.htm (3 of 7)10/18/2006 4:14:49 PM

Alaska Standards K-12 Social Studies Curriculum A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. A student who meets the content standard should: 1) know the important characteristics of citizenship; 2) recognize that it is important for citizens to fulfill their public responsibilities; 3) exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting; 4) establish, explain, and apply criteria useful in evaluating rules and laws; 5) establish, explain, and apply criteria useful in selecting political leaders; 6) recognize the value of community service; and 7) implement ways of solving problems and resolving conflict. Standard F A student should understand the economies of the United States and the state and their relationships to the global economy. A student who meets the content standard should: 1) understand how the government and the economy interrelate through regulations, incentives, and taxations; 2) be aware that economic systems determine how resources are used to produce and distribute goods and services; 3) compare alternative economic systems; 4) understand the role of price in resource allocation; 5) understand the basic concepts of supply and demand, the market system, and profit; 6) understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks investors, and the stock market; 7) understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy; 8) understand the indicators of an economy s performance, including gross domestic product, inflation, and the unemployment rate; 9) understand those features of the economy of the state that make it unique, including the importance of natural resources, government ownership and management of resources, Alaska Native regional corporations, the Alaska Permanent Fund Corporation, the Alaska Housing Finance Corporation, and the Alaska Industrial Development and Export Authority; and 10) understand how international trade works. Standard G A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. A student who meets the content standard should: 1) apply economic principles to actual world situations; 2) understand that choices are made because resources are scarce; 3) identify and compare the costs and benefits when making choices; 4) make informed choices on economic issues; 5) understand how jobs are created and their role in the economy; 6) understand that wages and productivity depend on investment in physical and human capital; and 7) understand that economic choices influence public and private institutional decisions. ALASKA CONTENT STANDARDS HISTORY Standard A file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/Alaska_Standards.htm (4 of 7)10/18/2006 4:14:49 PM

Alaska Standards K-12 Social Studies Curriculum A student should understand that history is a record of human experiences that links the past to the present and the future. A student who meets the content standard should: 1) understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences; 2) know that the interpretation of history may change as new evidence is discovered; 3) recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians; 4) understand that history relies on the interpretation of evidence; 5) understand that history is a narrative told in many voices and expresses various perspectives of historical experience; 6) know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction; 7) understand that history is dynamic and composed of key turning points; 8) know that history is a bridge to understanding groups of people and an individual s relationship to society; and 9) understand that history is a fundamental connection that unifies all fields of human understanding and endeavor. Standard B A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should: 1) comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: a. the development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations; b. human communities and their relationships with climate, subsistence base, resources, geography, and technology; c. the origin and impact of ideologies, religions, and institutions upon human societies; d. the consequences of peace and violent conflict to societies and their cultures; e. major developments in societies as well as changing patterns related to class, ethnicity, race, and gender; 2) understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world; 3) recognize that historical understanding is relevant and valuable in the student s life and for participating in local, state, national, and global communities; 4) recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns; and 5) evaluate the influence of context upon historical understanding. ALASKA CONTENT STANDARDS HISTORY Standard C file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/Alaska_Standards.htm (5 of 7)10/18/2006 4:14:49 PM

Alaska Standards K-12 Social Studies Curriculum A student should develop the skills and processes of historical inquiry. A student who meets the content standard should: 1) use appropriate technology to access, retrieve, organize, and present historical information; 2) use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers; 3) apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and 4) use historical perspective to solve problems, make decisions, and understand other traditions. Standard D A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. A student who meets the content standard should: 1) understand that the student is important in history; 2) solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions; 3) define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others; 4) recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; 5) base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and 6) create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology. ALASKA CONTENT STANDARDS CULTURAL Standard A Culturally-knowledgeable students are well grounded in the cultural heritage and traditions of their community. Students who meet the content standard are able to: 1) assume responsibilities for their role in relation to the well being of the cultural community and their life-long obligations as a community member; 2) recount their own genealogy and family history; 3) acquire and pass on the traditions of their community through oral and written history; 4) practice their traditional responsibilities to the surrounding environment; 5) reflect through their own actions the critical role that the local heritage language plays in fostering a sense of who they are and how they understand the world around them; 6) live a life in accordance with the cultural values and traditions of the local community and integrate them into their everyday behavior, and 7) determine the place of their cultural community in the regional, state, national, and international political and economic systems. Standard B Culturally-knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life. Students who meet the content standard are able to: 1) acquire insights from other cultures without diminishing the integrity of their own; 2) make effective use of the knowledge, skills, and ways of knowing from their own cultural traditions to learn about the larger world in which they live; 3) make appropriate choices regarding the long-term consequences of their actions, and; 4) identify appropriate forms of technology and anticipate the consequences of their use for improving the quality of life in the community. Standard C file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/Alaska_Standards.htm (6 of 7)10/18/2006 4:14:49 PM

Alaska Standards K-12 Social Studies Curriculum Culturally-knowledgeable students are able to actively participate in various cultural environments. Students who meet the content standard are able to: 1) perform subsistence activities in ways that are appropriate to local cultural traditions; 2) make constructive contributions to the governance of their community and the well-being of their family; 3) attain a healthy lifestyle through which they are able to maintain their social, emotional, physical, intellectual, and spiritual well-being, and; 4) enter into and function effectively in a variety of cultural settings. Standard D Culturally-knowledgeable students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning. Students who meet the content standard are able to: 1) acquire in-depth cultural knowledge through active participation and meaningful interaction with Elders; 2) participate in and make constructive contributions to the learning activities associated with a traditional camp environment; 3) interact with Elders in a loving and respectful way that demonstrates an appreciation of their role as culture-bearers and educators in the community; 4) gather oral and written history information from the local community and provide an appropriate interpretation of its cultural meaning and significance; 5) identify and utilize appropriate sources of cultural knowledge to find solutions to everyday problems, and; 6) engage in a realistic self-assessment to identify strengths and needs and make appropriate decisions to enhance life skills. ALASKA CONTENT STANDARDS CULTURAL Standard E Culturally-knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. Students who meet the content standard are able to: 1) recognize and build upon the inter-relationships that exist among the spiritual, natural, and human realms in the world around them, as reflected in their own cultural traditions and beliefs as well as those of others; 2) understand the ecology and geography of the bioregion they inhabit; 3) demonstrate an understanding of the relationship between world view and the way knowledge is formed and used; 4) determine how ideas and concepts from one knowledge system relate to those derived from other knowledge systems; 5) recognize how and why cultures change over time; 6) anticipate the changes that occur when different cultural systems come in contact with one another; 7) determine how cultural values and beliefs influence the interactions of people from different cultural backgrounds, and; 8) identify and appreciate who they are and their place in the world. file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/Alaska_Standards.htm (7 of 7)10/18/2006 4:14:49 PM

Kindergarten Social Studies Curriculum Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Table of Contents SOCIAL STUDIES CURRICULUM Kindergarten Social Studies THEME: Awareness of Self In a Social Setting ALASKA THEME: Knowing My Alaskan School Spring 2002 Grade K This list may be customized for individual lesson plans and records. Alaska Content Standards (in geography, government, and history) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in geography, government, history) that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*). Geography Government History Cultural CONTENT LIST Basic geographic concepts Cultural diversity Home/family Introduction to maps and globes Physical environment of school Rules for social relationships School Self Self and family Self in relation to others in a social setting file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/KSS.12.3.htm (1 of 4)10/18/2006 4:14:51 PM

Kindergarten Social Studies Curriculum The major focus of the kindergarten program is to provide socialization experiences that help children bridge their home lives with the group life of the school. Learning about the physical and social environments of the school may, therefore, be different for individual children. Nevertheless, they all need to begin to learn the reasons for rules as required for orderly social relationships. Awareness of self should be developed through face-to-face relationships with others in social settings. It is important at this level to provide children with successful experiences to help them develop self-esteem. Some structured experiences to sensitize children to a world of many diverse peoples and cultures need to be included. For example, life in their Alaskan school may be compared and contrasted with the school and culture in Alaskan Native villages. IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO No Mastery items at this grade level MASTERY DEVELOPMENTAL Geography Use a spatial perspective to study home and school by identifying, making, and comparing maps. (A1, A2) *Describe human and geographic characteristics of home and school. (B1) *Identify and compare similarities and differences between home and school. (B2) *Identify symbols (e.g., safety, school, and culture). (B5) *Name, identify, and characterize local places. (B2) Government Explore rules and the reasons for their existence. (E4) Analyze the rights, responsibilities, and roles of the individual in a class setting. (E2) Examine the extrinsic and intrinsic value of classroom participation. (E6) Explore the fundamental ideas of privacy, property, equality, and responsibility. (A2) Recognize the role of the individual in class rules and resolving conflicts. (E7) Explore types of authority. (A) Explore roles of individuals within families and classroom. (B2) Begin to explore democratic process. (E3) Participate in classroom service. (E2, E6) History Explore and discuss family traditions. (A4, A8) Identify cultural diversity. (A6) *Explore personal history. (B4, D1) *Compare and contrast how families address similar needs and concerns. (B1) *Recognize that personal history is a bridge to understanding self and others. (A8) *Know that cultural elements including language, literature, the arts, music, and customs reflect the attitudes and beliefs of a specific time. (A6) *Understand that people, places, and ideas experience continuity and change through time. (A9) ENRICHMENT Geography Investigate how the earth s features impact human settlements, structures, and activities. Explore how human and physical systems interact; include use and modification. Identify the diversity and productivity of environments. Use geographical perspectives to investigate individual interests. Government Examine persisting issues involving the rights of others. Identify causes, consequences, and possible solutions to classroom issues. History *Place significant ideas, institutions, people, and events within time sequences. * Meets Cultural Standards file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/KSS.12.3.htm (2 of 4)10/18/2006 4:14:51 PM

Kindergarten Social Studies Curriculum POSSIBLE ACTIVITIES Geography Begin to differentiate right and left. Explore the use of toys to create map perspectives. Construct personal experience maps of home and school. Locate Alaska and own community on a globe and several different maps. When discussing other places and cultures, locate their origins on maps and globes. Experiment with various media and tools to create maps. Begin to identify and create models of various local landforms. Observe and record seasonal changes at school and home. Explore and examine artifacts, music, costumes, languages, stories, food, and art of varied cultures. Learn names, locations, and uses of various places within the school. Learn the name of local community and state. Create a visual representation of our community. Brainstorm similarities and differences between local and nearby communities. Discuss and graph daily weather. Investigate local environment and the plants, animals, and other natural resources that it provides and supports. Investigate activities that occur within local environments. Learn about clothes and activities appropriate for local weather and seasons. Examine transportation and how it impacts our community. Investigate and record various kinds of shelter in our community. Share personal experiences surrounding travel and living in other geographical locations. Survey classmates and family members about favorite places to vacation and/or work. Organize information in a way to make comparisons and discuss results. Government Throughout the year, discuss ways to make life in the classroom more comfortable, pleasant, and productive by sharing and responsibly using materials and equipment; taking responsibility for assigned classroom jobs; respecting others rights and property; caring for classroom, school, and playground; and using respectful language and behavior. Participate in setting classroom rules to accomplish the above. Review, practice, evaluate, and revise classroom rules throughout the year. Draw and write about the rules. Role-play situations involving the rules. Learn, practice, and review school, playground, and bus rules throughout the year. Make a class list of ways to be a good learner at school. Explore through role-playing, discussion, and literature what is involved in being a good friend. Work cooperatively in a variety of group structures to accomplish many different kinds of tasks. Learn the name of the President of the United States. Conduct class interview of the school principal. Explore the roles of family members and how families work through literature, role-playing, and sharing personal experiences. Explore election process by voting on a variety of classroom choices and discussing pertinent local/national elections. Celebrate cultural diversity within the classroom by having students and families share their own cultural heritage through food, costumes, traditions, stories, music, and art. file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/KSS.12.3.htm (3 of 4)10/18/2006 4:14:51 PM

Kindergarten Social Studies Curriculum Government (continued) Share multi-culture literature, music, and art. Participate in class survey on pertinent class or school issues. Discuss results. Learn the Pledge of Allegiance. Learn patriotic songs, George Washington and When the Flag Goes By. Use media sources to follow current events of interest to students. Select a school problem and identify possible consequences and solutions. Learn about service and volunteering. Participate in a school or community service project such as clean-up or recycling, collecting or volunteering at food bank, helping with community projects. Explore how money is used to meet needs at home and at school. Role-play buyer, seller, producer, and consumer. Develop and practice disaster drills at school and at home. History Explore and share personal and family stories as history through speaking, drawing, dictated stories, role-playing, and dramatizations. Interview family and community members to learn how our lives have changed and/or remained the same over time. Practice asking and answering questions about own and classmates stories, experiences, observations, and literature. Make a personal record of significant life events using a variety of formats. Maintain a class calendar or timeline throughout the year, noting significant events. Keep a class photo album arranged in chronological order. Build time awareness (today, tomorrow, yesterday) into classroom activities. Observe and record own physical changes throughout the year with photos, growth charts, tooth loss records, etc. Record and celebrate academic growth throughout the year through collections of student work. Share literature representing different places and time periods, observing and identifying past and present through text and illustrations. Compare different authors /artists records using art, literature, or children s own memories of a common experience. Explore the traditions of family, cultural, and world holidays. Use newspapers, magazines, TV, radio, multimedia, and Internet access to follow current events of interest to students. Explore the arts to better understand personal, family, or community history. ASSESSMENTS Demonstration of appropriate behaviors Group or individual projects and presentations Interviews Observations of student actions and participation Participation in discussions and activities Personal history writing, such as pictures or journals Personal maps Projects, work samples, and presentations Record of community service Rubrics Self assessment with a rubric file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/KSS.12.3.htm (4 of 4)10/18/2006 4:14:51 PM

First Grade Social Studies Curriculum Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Table of Contents SOCIAL STUDIES CURRICULUM First Grade Social Studies THEME: Individual In Primary Social Groups ALASKA THEME: My Alaskan Family Spring 2002 Grade 1 This list may be customized for individual lesson plans and records. Alaska Content Standards (in geography, government, and history) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in geography, government, history) that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*). Geography Government History Cultural CONTENT LIST Basic geographic concepts Family history Family structure Introduction to globes Introduction to school culture Myself in family, school, and community Physical environment of school Roles within a school Rules for social relationships School Self in relation to others in a social setting file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/1SS.12.3.htm (1 of 5)10/18/2006 4:14:53 PM

First Grade Social Studies Curriculum The socialization to school, which began in kindergarten, is continued and extended in first grade. Basic concepts related to social studies content can be introduced. Children can learn the specialized roles of school personnel as an example of division of labor. The need for rules and responsibility should be taught as a natural extension of orderly group life. Family life and structure including variations of life in Alaska should be included, including essential activities of a family in meeting basic material and psychological needs. Children should learn that families cooperate and that the family is the primary support group for people everywhere. History can be presented through the study of the children s own families and family life in earlier times. Learning about the family in other cultures provides opportunities for comparing ways of living. The globe should be introduced, along with maps and basic geographic concepts. Direct hands-on experiences are essential at this level and should be organized around specific social studies themes and standards. ** The bold print indicates items that are new to the Mastery or Developmental strand at each grade level, but they may appear in earlier grades in the Enrichment strand. IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO MASTERY Geography Name, identify, and characterize local places. Compare similarities and differences. (B2) Government Explain roles of individuals within families and school. (B2) Describe the democratic process of voting. (E3) Identify types of school authority. (B4, C1) History No Mastery items at this grade level DEVELOPMENTAL Geography Use a spatial perspective to study home and school by identifying, making, and comparing maps. (A1, A2) *Describe human and geographic characteristics of school. (B1) *Identify state and national symbols. (B5) Identify land and water forms. (C1) Government Explore rules and laws and the reasons for their existence. (E4) Analyze the rights, responsibilities, and roles of the individual in a school setting. (E2) Examine the extrinsic and intrinsic value of school participation. (E6) Explore and apply the fundamental ideas of privacy, property, equality, and responsibility. (A2) Recognize the role of the individual in creating and evaluating class and school rules to resolve conflicts. (E7) Participate in school service. (E2, E6) Develop an awareness of the American political system and recognize national identity. (B) History *Compare/contrast family traditions and customs. (A6, B1) *Identify cultural diversity. (C2, A1) *Explore and organize personal history. (B4, D1) Compare and contrast how families and social groups address similar needs and concerns. (B1) *Understand that family history is a bridge to understanding self and others. (A8) *Know that cultural elements including language, literature, the arts, music, and customs reflect the cultural attitudes and beliefs of a specific time. (A6) *Understand that people, places, and ideas experience continuity and change through time. (A9) file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/1SS.12.3.htm (2 of 5)10/18/2006 4:14:53 PM

First Grade Social Studies Curriculum *Place significant people and events within time sequences. (A1) * Meets Cultural Standards ENRICHMENT Geography Investigate how the earth s features impact human settlements, structures, and activities. Identify the diversity and productivity of environments. Use geographical perspectives to investigate individual interests. Government Examine persisting issues involving the rights, roles, and status of individuals and groups in relation to the general welfare. Identify causes, consequences, and possible solutions to pertinent issues. Explore the forces and influences of economics such as environmental issues, resources, transportation, communication, money, personal wants and needs, and natural disasters. History *Explore that history is written in different voices. * Meets Cultural Standards POSSIBLE ACTIVITIES Geography Begin to differentiate cardinal directions. Construct school/playground maps. Use simple school maps for various activities. Create simple maps to locate home on street or in a neighborhood. Locate Alaska and own community on a globe and several different maps. When discussing other places and cultures, locate their origins on maps and globes. Experiment with various media and tools to create maps. View local landmarks and illustrate them. Create a map of Alaska, including landforms and water. Observe and record seasonal changes at school and home. Explore and examine artifacts, music, costumes, languages, stories, food, and art of varied cultures. Learn street address, city, and state. Brainstorm similarities and differences between local and nearby community. Discuss and graph daily weather. Use newspaper forecast to predict weather and learn weather symbols. Investigate local environment; include plants, animals, and humans impact on the environment. Investigate activities that occur within local environments. Review clothing and activities appropriate for local weather and seasons. Examine and compare transportation in a variety of Alaskan communities. Locate places where students and their family members were born. Survey classmates and family members about favorite places to vacation and/or work. Organize information in a way to make comparisons and discuss results. Government Throughout the year, discuss ways to make life in the classroom more comfortable, pleasant, and productive by sharing and responsibly using materials and equipment; taking responsibility for assigned classroom jobs; caring for classroom, school, and playground; and using respectful language and behavior. Participate in setting classroom rules to accomplish the above. Use regular classroom meetings to solve problems. Develop skills for conflict resolution within the family, the school, and the community. Review, practice, evaluate, and revise classroom rules throughout the year. Draw and write about the rules. Role-play situations involving the rules. file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/1SS.12.3.htm (3 of 5)10/18/2006 4:14:53 PM

First Grade Social Studies Curriculum Learn, practice, and review school, playground, and bus rules throughout the year. Make a class list of ways to be a good learner at school. Explore through role-playing, discussion, and literature what is involved in being a good friend and family member. Examine individual roles within the family setting through literature, art, and class discussions. Work cooperatively in a variety of group structures to accomplish many different kinds of goals. Visit/interview leaders within the community and school, such as the city manager, police, and fire chief, and invite them to speak about civic duties. Learn how school works as a community, and interview various school workers. Explore election process by voting on a variety of classroom choices and discussing pertinent local/national elections. Celebrate cultural diversity within the classroom by having students and families share their own cultural heritage through food, costumes, traditions, stories, music, and art. Share multicultural literature, music, and art. Participate in class survey on pertinent class or school issues. Discuss results. Review and practice the Pledge of Allegiance. Learn patriotic songs, My Country Tis of Thee and You re a Grand Old Flag. Draw the American and Alaskan flags. Use media sources to follow current events of interest to students. Select a school problem and identify possible consequences and solutions. Learn about service and volunteering. Participate in a school or community service project such as clean up or recycling, collecting food or volunteering at food bank, helping with community projects. Explore how money is used to meet needs at home and at school. Discuss local production and import needs. Role-play buyer, seller, producer, and consumer. Develop and practice disaster drills at school and at home. History Explore and share personal family history and community history through literature, art, music, movement, writing, and interviews. Construct a family tree to map family historical background. Interview family and community members to learn how our lives have changed and/or remained the same over time. Practice asking and answering questions about own and classmates stories, experiences, observations, and literature. Make a personal record of significant life events using a variety of formats. Maintain a class calendar or timeline throughout the year, noting significant events. Create personal or class time capsule at the beginning of the year; revisit at end of the school year. Build time awareness (today, tomorrow, yesterday) into classroom activities. Observe and record own physical changes throughout the year with photos, growth charts, tooth loss records, etc. Record and celebrate academic growth throughout the year through collections of student work. Compare/contrast life of other Alaskan students through journals, videos, pen pals, or the Internet. Share literature representing different places and time periods, observing and identifying past and present through text and illustrations. Compare different authors /artists interpretations of historical events using art, literature, or children s own memories of a common experience. Explore the traditions of family, cultural, and world holidays. Use newspapers, magazines, TV, radio, multimedia, and Internet access to follow current events of interest to students. Debate issues, recognizing the importance of listening to all views. ASSESSMENTS file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/1SS.12.3.htm (4 of 5)10/18/2006 4:14:53 PM

First Grade Social Studies Curriculum Demonstration of appropriate behaviors Group and individual projects and presentations scored by a rubric Interviews Participation in discussions and activities Personal maps Personal or family history writing Projects, work samples, and presentations Record of community service Rubrics Student participation Student self assessment file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/1SS.12.3.htm (5 of 5)10/18/2006 4:14:53 PM

Second Grade Social Studies Curriculum Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Table of Contents SOCIAL STUDIES CURRICULUM Second Grade Social Studies THEME: Meeting Basic Needs In Nearby Social Groups ALASKA THEME: My Alaskan Neighborhood Spring 2002 Grade 2 This list may be customized for individual lesson plans and records. Alaska Content Standards (in geography, government, and history) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in geography, government, history) that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*). Geography Government History Cultural CONTENT LIST Basic geographic concepts and physical features of the landscape Impact of geographic features on where and how people live My Alaskan neighborhood, school, and neighborhood functions Neighborhood environment and culture Rules for social relationships Social group responsibilities (caring, giving, and living harmoniously) Meeting basic requirements of living in social groups is the central theme of grade two. The program emphasizes that the neighborhood is the students own unique place in the world, and that they should learn firsthand the elemental human relationships such as sharing and caring, helping others in time of need, and living harmoniously with neighbors. The study of social functions such as education, production, and transportation in a neighborhood context are appropriate as children develop an understanding of people in groups. The need for rules and laws should be stressed and illustrated by examples from the everyday lives of the children. Geographic concepts related to location and the physical features of the landscape need to be included. A global perspective is important and should be sought through the study of neighborhood life in another culture. Contrasting neighborhood life today with what it was in an earlier time should be included to provide historical perspective. Students should explore life in their Alaskan neighborhood and other Alaskan neighborhoods. ** The bold print indicates items that are new to the Mastery or Developmental strand at each grade file:///c /Documents%20and%20Settings/e02472/Desktop/social_studies/2SS.12.3.htm (1 of 5)10/18/2006 4:14:55 PM