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MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
COURSE DESCRIPTION:
Kindergarten: Living, Learning and Working Together – The kindergarten social studies curriculum consists of the following content area strands: American History, Geography, Economics, and Civics. Kindergarten students will learn about themselves, their families, and the community. Students will be introduced to basic concepts related to history, geography, economics, and citizenship.
The following pacing guide replaces the Competency-Based Curriculum for Social Studies as the required curriculum for grades K-12 in Miami-Dade County Public Schools.
Please note the following important general information regarding the Pacing Guides:
The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools. Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high
school levels. The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction. The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught. The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
NOTE: Essential Benchmarks identified in this course are highlighted in Yellow. • NOTE: Access Points for students on a Modified Curriculum are highlighted in Grey.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
Grade Level or Course Title - The grade level and course title are listed in the heading of each page. Course Code - The Florida Department of Education Course Code is listed for the course. Topic - The general topic for instruction is listed; e.g., Westward Expansion. Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided. Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic. Nine Week Grading Period - Grading periods (1-4) are identified. Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction. NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided
into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans. Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
Elementary Language Arts/Reading, Mathematics, and Science Related Benchmarks Supported through this Social Studies Course:
LA.K.1.6.1 The student will use new vocabulary that is introduced and taught directly; LA.K.1.6.2 The student will listen to and discuss both familiar and conceptually challenging text;LA.K.1.6.5 The student will use language correctly to express spatial and temporal relationships (e.g., up/down, before/after); andLA.K.1.7.1 The student will make predictions about text content using pictures, background knowledge, and text features (e.g., title, sub-heading, captions, illustrations);LA.K.1.7.2 The student will use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction;LA.K.1.7.3 The student will retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in
sequenceLA.K.2.2.1 The student will identify the purpose of nonfictional text;LA.K.2.2.2 The student will retell important facts from a text heard or read; andLA.K.4.2.2 The student will participate in creating simple summaries from informational/expository text (e.g., graphs, tables, maps);LA.K.4.2.3 The student will participate in a group setting to identify the topic as expressed in informational/expository text, and discuss related details;LA.K.4.2.5 The student will draw a simple map of the classroom.LA.K.5.2.5 The student will communicate effectively when relating experiences and retelling stories heard; andLA.K.6.1.1 The student will identify the purpose of informational text and distinguish between informational text (e.g., signs, directions) and text read for pleasure (e.g., stories,
poems).LA.K.6.2.3 The student will participate in creating a simple class report where the teacher is the scribe; andLA.K.6.3.1 The student will recognize print and non-print media; andLA.K.6.4.1 The student will use technology (e.g., drawing tools, writing tools) resources to support learning.MA.K.G.2.4 Interpret the physical world with geometric shapes, and describe it with corresponding vocabulary. MA.K.G.5.1 Demonstrate an understanding of the concept of time using identifiers such as morning, afternoon, day, week, month, year, before/after, shorter/longer.SC.K.N.1.1 Collaborate with a partner to collect information.SC.K.N.1.3 Keep records as appropriate -- such as pictorial records -- of investigations conducted.
Florida Reading and Writing Standards for Literacy in History/Social Studies K-5:
Florida Reading and Writing Standards for Literacy in History/Social Studies, grades K-5, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://flstandards.org/ The specific pages for History/Social Studies K-5 standards for Literacy and Writing have been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required K-5 social studies course.
Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For K-3 Social Studies*, the following themes are identified:
Culture- Human beings create, learn, share, and adapt to culture.o Understand that cultures are dynamic and change over time.o Explore concepts of likenesses and differences among cultural groupso Identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world.
Time, Continuity, and Change- Studying the past makes it possible for us to understand the human story across time
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
o Learn to locate themselves in time and space.o Gain experience with sequencing to establish a sense of order and timeo Begin to understand the historical concepts that give meaning to the events that they studyo Use stories about the past to help children develop their understanding of ethical and moral issues as they learn about important events and developmentso Recognize that stories can be told in different ways, and that individuals may hold divergent views about events in the pasto Understand the linkages between human decisions and consequenceso Lay the foundation for the further development of historical knowledge, skills, and values in the middle grades
People, Places, and Environments- The study of people, places, and environments enables us to understand the relationship between human populations and the physical worldo Learn where people and places are located and why they are thereo Learn to use maps, globes, and other geographic tools. o Examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populationso Identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and placeso Draw upon immediate personal experiences in students’ neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore
geographic concepts and skillso Express interest in and concern for the use and misuse of the physical environment
Power, Authority, and Governance- The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance.o Understand the purposes and functions of governmento Explore students’ natural and developing sense of fairness and order as they experience relationships with otherso Develop an increasingly comprehensive awareness of rights and responsibilities in specific contextso Introduce civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock
elections, and determining how to balance the needs of individuals and the groupo Experience views of citizenship in other times and places through stories and drama
Production, Distribution, and Consumption- People have wants that often exceed the limited resources available to them. o Prioritizing economic wants vs. needs.o Explore economic decision-making as students compare their own economic experiences with those of others
o Consider the wider consequences of economic decisions on groups, communities, the nation, and beyond. o Learn how science and technologies influence beliefs, knowledge, and daily lives
o Study how basic technologies such as telephones, ships, automobiles, and airplanes have evolved o Explore how we have employed technology such as air conditioning, dams, and irrigation to modify our physical environment and contribute to changes in global health
and economics. Global Connections - Global connections have intensified and accelerated the changes faced at the local, national, and international levels.
o Become aware of how things that happen in one part of the world impact other parts of the world. o Examine and explore various types of global connections as well as basic issues and concerns.
* Themes adapted from: National Curriculum Standards for Social Studies Civics in a Snap Lessons: Developed in collaboration with The Florida Joint Center for Citizenship, provide teachers with a stand-alone lesson plan, designed to be
implemented in approximately 15 minutes, in order to provide instruction that infuses Civic knowledge and dispositions encouraging both literacy and Civic benchmarks/standards mastery. Please note: when the following icon appears in the pacing guide, simply click on the icon, which is located next to the benchmark pertaining to Civics, and you will be directed to a separate webpage where Civics in a Snap lessons are located.
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
Department of Social Sciences Pacing Guide
For additional Civics lessons: please see: The Department of Social Sciences’ website: http://socialsciences.dadeschools.net and/or The Florida Joint Center for Citizenship’s website: http://floridacitizen.org/.
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
Department of Social Sciences Pacing Guide
History/Social Science Labs
History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.
Steps to Conduct History/Social Science Labs
1. Identify the NGSSS-SS Benchmark(s) to be addressed.
2. Develop an essential question or use an essential question already found in the pacing guide.
3. Build background knowledge with students about the topic.
4. FACILITATE students conduct on document/source analysis.
5. Have students report back about their analysis of the source(s).
6. Take the lab to an end and have students Independently answer, in writing, the essential question
*History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.
The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located.
To see a video that provides an overview of the History/Social Science lab process and benefits, please see:
http://www.umbc.edu/che/historylabs/
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
Primary History Labs Template: Grades K and 1
Name: _______________________________________________________________ Date: ________________
Source: _________________________________________________________________________________________
Essential Question: ____________________________________________________________________________
First, look at the primary source. Next, draw pictures or write about what you see, think and wonder.
What do I see?
What do I think?
What do I wonder?
Department of Social Sciences Pacing Guide
History/Social Science Labs
History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.
Steps to Conduct History/Social Science Labs
1. Identify the NGSSS-SS Benchmark(s) to be addressed.
2. Develop an essential question or use an essential question already found in the pacing guide.
3. Build background knowledge with students about the topic.
4. FACILITATE students conduct on document/source analysis.
5. Have students report back about their analysis of the source(s).
6. Take the lab to an end and have students Independently answer, in writing, the essential question
*History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.
The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located.
To see a video that provides an overview of the History/Social Science lab process and benefits, please see:
http://www.umbc.edu/che/historylabs/
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
STRAND(S) and STANDARD(S): Civics (Standard 1: Foundations of Government, Law, and the American Political System.) (Standard 2: Civic and Political Participation.)
Second Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
Florida Standards Focus:LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Content Benchmarks:SS.K.C.1.1 Define and give examples of rules and laws, and why they are important.
SS.K.C.1.In.a: Identify a classroom rule.SS.K.C.1.Su.a: Recognize a classroom rule.SS.K.C.1.Pa.a: Associate a simple rule with a behavior in the classroom.http://www.cpalms.org/Public/PreviewStandard/Preview/2899
SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school, and community.
SS.K.C.1.In.b: Identify reasons for having rules at home and in the classroom.SS.K.C.1.Su.b: Recognize reasons for having rules at home and in the classroom.
Course Themes Addressed: Power, Authority, and Governanceo Understand the purposes and functions of
governmento Explore students’ natural and developing sense
of fairness and order as they experience relationships with others
o Develop an increasingly comprehensive awareness of rights and responsibilities in specific contexts
o Introduce civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock elections, and determining how to balance the needs of individuals and the group
Topic ContentCivics
Necessity for rules at school Reasons for the formation of laws Importance of laws Identify rules
o Homeo Schoolo Community
Florida Standards Focus Activity:Have a class discussion as to why rules are important and what school might be like without rules. As a class, develop a list of classroom rules. Then, have students vote to choose the five most important rules. Post the rules in the classroom for reference throughout the year (Revise as needed).
Core Text: Florida Social Studies: Living, Learning and Working Together- McGraw- Hill:Unit 2: Hello Friends! Opener. (p. 23)Hello, Friends! Lesson 1: Getting Along at School. (pp. 24-25) Hello, Friends! Lesson 2: Getting Along at Home. (pp.26-27)Hello, Friends! Lesson 3: Getting Along in Our Community. (pp.28-29)Reading Skills: Describe Connections
Identify Illustrator’s Role
Vocabulary: community, conflict, laws, rule, self-control
Primary Source Library: Lesson 1 Source 1: Photograph of a Game Source 2: Photograph of People Waiting in Line Integrate: Look closely at the two pictures. Talk together as a class and
discuss how they help us learn more about fairness, kindness, and rules. Writing Part 1 and 2: Review the photographs and think about how rules help
us be kind and get along together. Talk with a partner about an example of a kindness rule. Draw and share your work.
Department of Social Sciences Pacing Guide
Topic 5: Civics
PACING Dates
Traditional 26 Days 10-30-17 to 12-08-17
ESSENTIAL QUESTIONS for Topic 5:
Why do we need rules?
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
Second Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
SS.K.C.1.Pa.b: Associate a simple rule with a behavior in the classroom.http://www.cpalms.org/Public/PreviewStandard/Preview/2900
SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.
SS.K.C.2.In.a: Demonstrate characteristics of being a good citizen in the classroom, such as taking turns, sharing, and following rules.SS.K.C.2.Su.a: Demonstrate selected characteristics of being a good citizen in the classroom, such as taking turns and sharing.SS.K.C.2.Pa.a: Demonstrate a characteristic of being a good citizen, such as cooperating in the classroom.http://www.cpalms.org/Public/PreviewStandard/Preview/2901
SS.K.C.2.2 Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen.
SS.K.C.2.In.b: Identify ways that friends avoid conflicts by being good citizens, such as by sharing and taking turns.SS.K.C.2.Su.b: Recognize a way to avoid conflicts with friends, such as by sharing.SS.K.C.2.Pa.b: Demonstrate a characteristic of being a good citizen, such as cooperating in the classroom.http://www.cpalms.org/Public/PreviewStandard/Preview/2902
SS.K.C.2.3 Describe fair ways for groups to make decisions.
Consequences of not following rules Conflict between friends and groups Fair ways of making decisions (e.g., vote,
elect a leader, etc.)
History Lab: United States Flag
Lesson 2 Source 1: Photograph of a Chores Chart Source 2: Photograph of Someone Helping Integrate: Look back at the chart and the picture. Talk together as a class. Writing Part 1 and 2: Review the chart and the picture. Talk about the results
of our actions at school and at home. Talk with a partner about how you can show the results of your actions. Draw and share your work.
Lesson 3 Source 1: Photograph of Traffic Source 2: Photograph of a “No Bikes” Sign Integrate: Look closely at the two pictures. Talk together as a class and
discuss how they help us understand rules and laws. Writing Part 1 and 2: Review the photographs and think about what happens if
we do or don’t follow rules and laws. Talk with a partner about examples of following and not following rules and laws. Draw and share your work.
Leveled-Reader: Lesson 1:Rosa Parks: Reading Skill- Key DetailsWriting Activities Menu: Using the leveled reader biography, Rosa Parks, have students write a letter
to Mrs. Parks to say thank-you. Draw how people ride buses today.Rosa Parks Time Line: Make a time line of Rosa Parks’ life. Show three events from the story. Label
your time line.
Lesson 2:We Like to Share: Reading Skill- Use ImagesWriting Activities Menu: Using the leveled reader biography, We Like to Share, have students write a
list of things they like to share with their friends. Draw some of the things.Sharing Illustrations Think about something you share at school. Draw a picture of it on the map
of your classroom.
Technology: Internet ResourcesThe Constitution for Kids http://usconstitution.net/constkidsK.html uses appealing, full-color illustrations, and engaging activities. The Constitution for Kids will extend learning the basics about the American federal government.
The Center for Civic Education http://www.civiced.org/index.php?
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
Second Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
SS.K.C.2.In.c: Identify fair ways to make a decision, such as listening to other opinions or voting.SS.K.C.2.Su.c: Recognize a fair way to make a decision, such as raising hands or taking turns.SS.K.C.2.Pa.c: Associate making decisions with choices.http://www.cpalms.org/Public/PreviewStandard/Preview/2903
Skill Benchmarks:SS.K.A.1.2 Develop an awareness of a primary source.
SS.K.A.1.In.b: Examine primary sources, such as photographs or paintings of a famous person.SS.K.A.1.Su.b: Examine a primary source, such as a photograph.SS.K.A.1.Pa.b: Associate a photograph or object with a person or event.http://www.cpalms.org/Public/PreviewStandard/Preview/2878
SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.
SS.K.C.2.In.a: Demonstrate characteristics of being a good citizen in the classroom,
page=introduction is a nonprofit group which specializes in civic and citizenship education, law-related education, and international exchange programs in education in developing democracies.
The Kids Portal for the US Government http://kids.gov/k_5/k_5_social.shtml lets students learn about the U.S. government in a fun way with puzzles, games and activities.
Suggested Activities Menu:Share the video: What are Rules? (May be found in core textbook Teacher’s Edition- “Additional Resources.”) Other Resources for this lesson are also available at this site: https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&libraryId=SPRQ67B8YYQ3PQBVXJ1YQPRZFO
Have students discuss classroom rules and the consequences for breaking rules to understand how to be good citizens.
Have students discuss the types of rules they are given at home and the consequences of not following them.
Bring in snacks to share. Have students act out skits about sharing the snacks and being a good friend.
Play a game focused on taking turns to reinforce ways to share and take turns.
Have students draw pictures of themselves following rules.
Assessment: Use the assessment items and suggestions associated with this grade level
that are included in the publisher provided resources. Develop rubrics and share with students for each of the above mentioned
projects to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.
ELL:Use visual depictions of historical events in order to increase ELL students’ mastery of related content.
Related Programs:See the Department of Social Sciences Website: http://socialsciences.dadeschools.net
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
Second Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
such as taking turns, sharing, and following rules.SS.K.C.2.Su.a: Demonstrate selected characteristics of being a good citizen in the classroom, such as taking turns and sharing.SS.K.C.2.Pa.a: Demonstrate a characteristic of being a good citizen, such as cooperating in the classroom.http://www.cpalms.org/Public/PreviewStandard/Preview/2901
Florida Standards: LAFS.K.RI.1.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
LAFS.K.RI.2.6 With prompting and support, identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
LAFS.K.W.1.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
LAFS.K.SL.1.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
LAFS.K.SL.2.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
LAFS.K.SL.2.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Mandate(s):African American History (Rosa Parks Leveled Reader)
State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.
SPED:Go the Department of Social Sciences website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level.
ESE:
ESE (Modified Curriculum Only):
Access Points - Description
As part of the revision to the Sunshine State Standards, access points for stu-dents with significant cognitive disabilities have been developed. These access points are expectations written for students with significant cognitive disabilities to access the general education curriculum. Embedded in the Sunshine State Standards, access points reflect the core intent of the Standards with reduced levels of complexity. The three levels of complexity include participatory (Pa), supported (Su), and independent (In) with the participatory level being the least complex.
Resources:
Unique Learning/N2Y (where available)Teachtown (where available)
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
Second Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
Character Education-Citizenship, Cooperation, Fairness, Pursuit of Excellence
Women’s Contributions to the United States (Rosa Parks Leveled Reader)
Accestofls.weebly.comi-ReadyWonder Works
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
STRAND(S) and STANDARD(S): Civics (Standard 1: Foundations of Government, Law, and the American Political System.) (Standard 2: Civic and Political Participation.)
Second Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
Florida Standards Focus:LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Content Benchmarks:SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.
SS.K.C.2.In.a: Demonstrate characteristics of being a good citizen in the classroom, such as taking turns, sharing, and following rules.SS.K.C.2.Su.a: Demonstrate selected characteristics of being a good citizen in the classroom, such as taking turns and sharing.SS.K.C.2.Pa.a: Demonstrate a characteristic of being a good citizen, such as cooperating in the classroom.http://www.cpalms.org/Public/PreviewStandard/Preview/2901
SS.K.C.2.2 Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen.
SS.K.C.2.In.b: Identify ways that friends avoid conflicts by being good citizens, such as by sharing and taking turns.SS.K.C.2.Su.b: Recognize a way to avoid
Course Themes Addressed: Power, Authority, and Governanceo Explore students’ natural and developing
sense of fairness and order as they experience relationships with others
o Develop an increasingly comprehensive awareness of rights and responsibilities in specific contexts
o Introduce civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock elections, and determining how to balance the needs of individuals and the group
o Experience views of citizenship in other times and places through stories and drama
Topic ContentCivics
Characteristics of a good citizeno Honestyo Responsibility
Resolving conflict between friends and groups
o Taking turnso Being a good sporto Being honesto Taking responsibility
Florida Standards Focus Activity:Show the video Being a Good Citizen (3:01): https://www.youtube.com/watch?v=3bwfo9aD5A8After viewing the video, discuss ways that students can be good citizens. Set up a bulletin board titled Being a Good Citizen. Have students work with a partner to draw pictures showing different ways of being a good citizen. Have students share their illustrations. They should describe the action and tell why it represents good citizenship. Then place illustrations on the bulletin board.
Core Text: Florida Social Studies: Living, Learning and Working Together- McGraw- Hill:Unit 2: Hello Friends! Lesson 4 (pp.30-31)Reading Skill: Identify Illustrator’s Role
Vocabulary: citizens, honest, responsibility
Primary Source Library: Lesson 4 Source: Quotation from George Washington Integrate: Summarize quotation and discuss as a class.Writing Part 1 and 2: Review the source and think of examples of good citizens in your school. Talk with a partner about someone who has been a good citizen. Draw and share your work.
Technology: Internet ResourcesCharacter.org – Elementary Lesson Plans in Character Education:http://character.org/lessons/search-by-topic/?GradeCategories=Elementary-School&search=Search
Department of Social Sciences Pacing Guide
Topic 6: Responsibility and Honesty
PACING Dates
Traditional 6 Days 12-11-17 to 12-18-17
ESSENTIAL QUESTIONS for Topic 6:
How do things change over time?
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
Second Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
conflicts with friends, such as by sharing.SS.K.C.2.Pa.b: Demonstrate a characteristic of being a good citizen, such as cooperating in the classroom.http://www.cpalms.org/Public/PreviewStandard/Preview/2902
Skill Benchmarks:SS.K.A.1.2 Develop an awareness of a primary source.
SS.K.A.1.In.b: Examine primary sources, such as photographs or paintings of a famous person.SS.K.A.1.Su.b: Examine a primary source, such as a photograph.SS.K.A.1.Pa.b: Associate a photograph or object with a person or event.http://www.cpalms.org/Public/PreviewStandard/Preview/2878
Florida Standards: HE.K.C.2.4 Explain the importance of rules to maintain health
LAFS.K.RI.3.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
LAFS.K.W.1.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Education World – Activities for exploring the 5 themes of citizenship for kindergarten: http://www.educationworld.com/a_curr/curr008.shtml#kindergarten
Suggested Activities Menu: Share the video: Rules for Clubs (May be found in core textbook Teacher’s Edition- “Additional Resources.”) Other Resources for this lesson are also available at this site: https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO
Have students brainstorm ideas about times when they were good citizens.
Make a “Responsibility Flower.” Put a large construction paper stem on a bulletin board. Give students construction paper petals. Working in pairs or small groups, have students decorate each petal with an illustration showing responsibility. Mount the petals on the flower stem.
Choose one child to be “citizen of the day” and model how to follow classroom rules. Choose a different child each day until all have had a turn.
Have students draw a picture of the United States flag with the understanding that it is the symbol of citizenship and freedom in this country.
Have students learn the Pledge of Allegiance to understand a good citizen’s devotion and commitment to our country.
Writing Activities Menu:As a class, discuss what it means to be responsible. As a group, create a three-column chart showing how you can be responsible at school, at home, and in the community.
Discuss honesty. Have students draw a picture of someone being honest.
Assessment: Use the assessment items and suggestions associated with this grade level
that are included in the publisher provided resources. Develop rubrics and share with students for each of the above-mentioned
projects to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.
ELL:Use visual depictions of historical events in order to increase ELL students’ mastery of related content.
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
Second Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
Ongoing:LAFS.K.SL.1. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
LAFS.K.SL.1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LAFS.K.SL.2.6 Speak audibly and express thoughts, feelings, and ideas clearly.
LAFS.K.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Mandate(s):Character Education- Citizenship, Cooperation, Honesty, Responsibility
Related Programs:See the Department of Social Sciences Website: http://socialsciences.dadeschools.net
State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.
SPED:Go the Department of Social Sciences website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level.
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
STRAND(S) and STANDARD(S): Civics (Standard 1: Foundations of Government, Law, and the American Political System.) (Standard 2: Civic and Political Participation.)
First Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
Florida Standards Focus:LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Content Benchmarks:SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.
SS.K.C.2.In.a: Demonstrate characteris-tics of being a good citizen in the class-room, such as taking turns, sharing, and following rules.SS.K.C.2.Su.a: Demonstrate selected characteristics of being a good citizen in the classroom, such as taking turns and sharing.SS.K.C.2.Pa.a: Demonstrate a character-istic of being a good citizen, such as co-operating in the classroom.http://www.cpalms.org/Public/Preview-Standard/Preview/2901
SS.K.C.2.3 Describe fair ways for groups to make decisions.
Course Themes Addressed: Power, Authority, and Governance
Understand the purposes and functions of government
Explore students’ natural and developing sense of fairness and order as they experience relationships with others
Introduce civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock elections, and determining how to balance the needs of individuals and the group
Topic ContentCivics
VotingFair way to make choicesvote is a way to make sure everyone has a chance to make a choice.
elections voting as a way to make a choice Why do people vote voting rights
Florida Standards Focus Activity:Discuss voting as a fair way to make decisions. Give each student two index cards or pieces of construction paper. Have them write “yes” on one card and “no” on the other card. Present a classroom decision that needs to be made (which snack to have, which game to play, etc.). Divide class into small groups to discuss the issue. Come together as a group to share ideas. Then have students vote by using their “yes” and “no” cards.
Correlation to Core Text: Florida Social Studies: Living, Learning and Working Together- McGraw- Hill:Unit 2: Hello Friends! Lesson 5: Voting (pp. 32-33)Reading Skill: Analyze TextUnit 2 Wrap Up (pp. 34-35)
Vocabulary: elect, election, president vote, voting rights
Primary Source Library: Source 1: Photograph of an election pin Source 2: Women’s Rights Photo Integrate: Review the two sources. Talk together as a class. Writing Part 1 and 2: Review what you know about voting. Think about what
people vote to decide. Write and draw to show different issues people vote to decide.
Unit Wrap Up (text pp.34-35) Unit 1 Wrap Up resources page which includes: Making Connections; Big Idea Project; Inquiry Investigation; and Evaluation may be found at: https://connected.mcgraw-hill.com/c2j/syllabus.syllabusLesson.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&lessonId=LX46BWLD7FOXF9SD
Department of Social Sciences Pacing Guide
Topic 7: Voting
PACING Dates
Traditional 12 Days 12-19-17 to 01-18-18
ESSENTIAL QUESTIONS for Topic 7:
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
First Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
SS.K.C.2.In.c: Identify fair ways to make a decision, such as listening to other opinions or voting.SS.K.C.2.Su.c: Recognize a fair way to make a decision, such as raising hands or taking turns.SS.K.C.2.Pa.c: Associate making decisions with choices.http://www.cpalms.org/Public/PreviewStandard/Preview/2903
Skill Benchmarks:SS.K.A.1.2 Develop an awareness of a primary source.
SS.K.A.1.In.b: Examine primary sources, such as photographs or paintings of a famous person.SS.K.A.1.Su.b: Examine a primary source, such as a photograph.SS.K.A.1.Pa.b: Associate a photograph or object with a person or event.http://www.cpalms.org/Public/PreviewStandard/Preview/2878
Florida Standards: LAFS.K.RI.1.1 With prompting and support, ask and answer questions about key details in a text.
LAFS.K.RI.1.2 With prompting and support, identify the main topic and retell key details of a text.
LAFS.K.RI.1.3 With prompting and support, describe the connection
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Technology: Internet ResourcesBen’s Guide to the U.S. Government (ages 4-8) “Learning Adventure- The Whoand What of Elections”https://bensguide.gpo.gov/what-and-who-of-elections-app
Library of Congress Kids and Families Pagehttp://www.loc.gov/families/index.html
Kid’s Voting K-2 Curriculum: http://www.hilliardschools.org/elem/pdf/Activities_K-2.pdf
Kindergarten Smiles Blog spot- voting: http://kindergartensmiles.blogspot.com/2012/10/voting.html
Suggested Activities Menu: Share the video: Kindergarteners Practice Their Voting Rights (May be found in core textbook Teacher’s Edition- “Additional Resources.”) Other Resources for this lesson are also available at this site: https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?facet=GROUP%7cI&bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&libraryId=MJDDH83P3R5EFHGV761B7T3JR4&mode=BROWSE
Have students vote among classmates for different classroom jobs to understand the use of voting for making choices.
Choose something for the class to vote on (such as a favorite activity, pet name, T.V. show, etc.). Take a vote and tally it. Ask children to name other ways to make a fair decision.
Hold a “choice day,” where children get to choose between one of two activities during each time block period.
Writing Activities Menu:Discuss the importance of voting. Have students write to create their own voter registration cards. They may then use their cards as they vote on different issues throughout the school year.
Assessment: Use the assessment items and suggestions associated with this grade level that
are included in the publisher provided resources. Develop rubrics and share with students for each of the above-mentioned
projects to increase opportunities for mastery of content and historical thinking
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
First Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools
between two individuals, events, ideas, or pieces of information in a text.
LAFS.K.W.1.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
LAFS.K.SL.2.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Ongoing:LAFS.K.RI.2.4 With prompting and support, ask and answer questions about unknown words in a text.
LAFS.K.SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
LAFS.K.SL.2.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Mandate(s):Character Education-Citizenship, Cooperation, Fairness
Women’s Contributions to the United States (Primary Source Activity: Women’s Rights)
skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.
ELL:Use visual depictions of historical events in order to increase ELL students’ mastery of related content.
Related Programs:See the Department of Social Sciences Website http://socialsciences.dadeschools.net
State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level.
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
DISCOVERY EDUCATION RESOURCESTANDARD:SS.K.C.1.1
Define and give examples of rules and laws, and why they are important.
Video
Introduction: Rules and LawsNo Rules?Rules Are All Right!Benefits of RulesIt is Important to Follow RulesCitizens Follow the LawsThe Importance of RulesStory Time: Speckle and the Made Up RulesBreaking the RulesRules are CoolBeing Careful: Safety Rules
STANDARD:SS.K.C.1.2
Explain the purpose and necessity of rules and laws at home, school, and community.
Video
Being a Good Sport About Rules: Ignoring Rules and LawsKeeping Neighborhoods Safe and PleasantFamily RulesA Kid's Guide: RulesSafety Rules for School (Second Edition)WalkingReady Set Learn with Paz: RulesReview: Rules and LawsRules at Home and SchoolCommunity Rules and Laws, Second EditionCommunity RulesSchool Rules
Skill Builder Rules and Laws: Crossword
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
STANDARD:SS.K.C.2.1
Demonstrate the characteristics of being a good citizen.
Video
A Good CitizenThe Common GoodBeing a Good NeighborA Kid's Guide: Being a Good KidThe Common GoodResponsible CitizensHand in Hand: Count on MeReviewBook: Pearl Moscowitz's Last StandResponsibilities: Doing What is Expected of UsA Kid's Guide: Responsibility
STANDARD:SS.K.C.2.2
Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen.
Video
The Golden RuleRule the WorldBeing a Good Sport About Rules: Bending the RulesGetting Along With Your Teachers: Follow Class RulesBuddy's Life LessonsBuddy Learns Life Lessons: Buddy Learns to Play FairA Kid's Guide: Getting Along With Your ClassmatesConflict for BeethovenSolve Conflicts Without ViolenceGetting Along: My WayLet's Get Along: Nice Things Kids Can DoBook: Shiver, Gobble, and Snore
Audio Mr. Froggy's Family: Please Use Words
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies
GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020
STANDARD:SS.K.C.2.3
Describe fair ways for groups to make decisions.
Video
Introduction & Playing by the RulesGot a Problem? Share IdeasDragons Playing FairLearning to Play FairFair is FairClifford's Idea to Grow On: Play FairClifford's Big Idea: Play FairTaking Fair TurnsTuffy Makes Tough Decisions: Tuffy's Tough Decisions
STANDARD:SS.K.A.1.2
Develop an awareness of a primary source.
Video
Learning Multiple Perspectives From Non-Fiction Texts and Primary Sources: Journals, Photographs and ArtifactsDefining a Primary Source: Authentic Accounts and ArtifactsHistorical Research: Exploring Multiple Perspectives and Primary Sources: Point of ViewAnalyzing and Summarizing Primary Sources: Identifying Main Words and PartsArtifacts and Primary Sources: Documents, Sounds, and ImagesAnalyze and Interpret Information: What Do Primary Sources Tell about You?Rhonda Coleman: Primary SourcesArtifacts and Primary Sources: Sort and Classify
STANDARD:SS.K.A.2.4
Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility.
Video
Marco Polo: Man of HonestyFirst Steps of Learning: Learning About HonestyShow of CourageAnimated Hero Classics: Harriet TubmanBattle of Monmouth
Department of Social Sciences Pacing Guide