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Social StudiesKindergarten - Grade 4
Standard 1: Nature and Scope of History
Standard 2: Political Institutions
Standard 4: Social Studies Resources
Standard 5: The Role of the Citizen
Standard 8: Sociology and Psychology
| Standard 1: NATURE AND SCOPE OF HISTORY | ||
| Students understand the nature and scope of history | ||
| 4.1.1 - Know key events, people, and ideas and understand their contribution to the history of the United States. | Students discuss the reasons people celebrate and how they celebrate; i.e. Thanksgiving. | |
| Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze the processes raw foods undergo when processed. | ||
| Students explore the role of celebrations in diverse cultures, their class and the local community. | ||
| Students learn about the history of seeds and the important role they played for settlers. | ||
| Students learn the history of pumpkins and the important role they played in the survival of early American settlers. | ||
| Students use a word association game to build new connections between food, land, people and themselves. | ||
| Students learn the cultural and nutritional significance of bread throughout the world by working in a group to solve a logic-matrix activity. | ||
| 4.1.2 - Know key events, people, and ideas and undertand their contribution to the history of North Dakota | Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze the processes raw foods undergo when processed. | |
| Students learn the history of pumpkins and the important role they played in the survival of early American settlers. | ||
| Students explore teh role of celebrations in diverse cultures, their class and the local community. | ||
| Students discuss teh reasons people celebrate and how they celebrate; i.e. Thanksgiving. | ||
| Students use a word association game to build new connections between food, land, people and themselves. | ||
| 4.1.3 - Understand the role of and use chronological order, sequences, and relationships to describe historical events and periods of history | Students demonstrate the effects of growing populations on available natural resources through real life examples. Data can be used to illustrate how natural resources have been affected historically. | |
| Students play a word game that builds connections between farming, food, land, people and themselves. Indoing so it is necessary that they understand some of the history of agriculture. | ||
| Students describe the significance of bread in world nutrition and culture. They consider how bread has been important throughout history. | ||
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| Standard 2: POLITICAL INSTITUTIONS | ||
| Students understand how political institutions develop and function | ||
| 4.2.1 - Know the basic roles of the three branches of government in the United States | ||
| 4.2.2 - Know the basic functions that government performs in one's school, community, state, tribal nation, and nation | ||
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| Standard 3: ECONOMIC SYSTEMS | ||
| Students understand different types of economic systems | ||
| 4.3.1 - Understand the concepts of supply and demand | Students imagine a new product that can be produced from a raw food. They will name their new product and its source, describe the processing steps, design the packaging to sell it, decide where to sell it, identify who would buy it and why, design advertising, and price it. | |
| Students experience first hand the distribution of income in the United States and world as it relates to buying food. | ||
| Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. | ||
| Students explore what shelters are made of, where building materials come from and associated careers. In doing so they learn the concepts of supply and demand. | ||
| Students identify factors affecting consumer purchasing decisions. They consider how these factors affect supply and demand. | ||
| Students identify the three main golbal food grain crops and match forms of bread to them. They consider the concepts of supply and demand when looking at where the grain crops are produced and consumed. | ||
| 4.3.2 - Understand how various factors influence economic decisions. | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. | |
| Students identify factors affecting consumer purchasing decisions. They consider how these factors affect conomic decisions. | ||
| Students explore what shelters are made of, where building materials come from and associated careers. In doing so they learn the concepts of supply and demand. | ||
| Students experience first hand the distribution of income in the United States and world as it relates to buying food. | ||
| 4.3.3 - Understand the role of currency in everyday life | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. | |
| Students identify factors affecting consumer purchasing decisions. | ||
| Students experience first hand the distribuion of income in the United States and world as it relates to buying food. | ||
| Students study colthing labels, research fabric production, and evaluate consumer options for their colothing. They compare values, benefits, cost, care and differences between synthetic and natural fibers. | ||
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| Standard 4: SOCIAL STUDIES RESOURCES | ||
| Students use social studies resources for a variety of purposes | ||
| 4.4.1 - Understand and use maps, graphs, charts, globes, atlases, and computer programs to locate and organize information aobut people, places, and events | Students identify the raw foods that processed foods are made from. They then discuss the steps or changes that the raw food goes through before becoming a processed food product. This includes the growing and transporting of the raw food. Students can discuss and locate on a map where each raw food is grown. | |
| Students explore in their own lives and in the lives of others the role of celebrations and important food involved, with a focus on corn. They gather and analyze information about favorite celebrations and make and interpret a picture or bar graph displaying the information. | ||
| To build awareness of seasonal change, students use their own birth dates, a comparison of seasons in different settings, and self made books. | ||
| Students play a fast-paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | ||
| Students use a map of the world to help to determine how much to the Earth's surface is covered with water. This introduces a discussion on the water available for consumption by humans and animals. | ||
| Students map the school ground area, first through memory and then from observation and/or measurement. | ||
| Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. | ||
| Students conduct surveys to learn what agriculture provides to people. They organize, simpligy and communicate their findings using tallies, frequency tables and histograms. | ||
| Students learn about the efficient use of renewable resources to meet human need in this lesson. Five small groups of students build a food system to meet their needs, which is based upon the capability of their land resource, climate, topography, and economics. The lesson provides information that directs students to understand why grazing is an environmentally sound option in each scenario. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| 4.4.2 - Use primary and secondary resources to gather, interpret, or evaluate information about people, places, and events | Students interview friends and family members about their favorite celebrations and record the information. | |
| To build awareness of seasonal change, students use their own birth dates, a comparison of seasons in different settings, and self made books. | ||
| Students graph data collected during a game about pollination. | ||
| Students identify factors affecting consumer purchasing decisions. They develop questions for a data collections survey, then implement the survey. | ||
| Students play a fast-paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. They categorize at least five sets of characteristics and uses of trees. | ||
| Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. They then identify and graph the top five commodities nationally after compiling the information. | ||
| Students conduct sureys to learn what agriculture provides to people. They organize, simplify and communicate their findings using tallies, frequency tables and histograms. | ||
| Students observe and collect items on the school ground in order to gain a better understanding of the school ground. | ||
| 4.4.3 - Use printed and electronic media to gather, organize, and interpret information about current events | Students explore in their own lives and in the lives of others the role of celebrations and important foods involved, with a focus on corn. They gather and analyze information about favorite celebrations and make and interpret a picture or bar graph displaying the information. | |
| Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. They then identify and graph the top five commodities nationally after compiling the information. | ||
| Students conduct sureys to learn what agriculture provides to people. They organize, simplify and communicate their findings using tallies, frequency tables and histograms. | ||
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| Standard 5: THE ROLE OF THE CITIZEN | ||
| Students understand the role of the citizen in society | ||
| 4.5.1 - Understand the role of laws in helping people live and work in society | Students observe and collect items on the school ground in order to gain a better understanding of the school ground. They can also discuss the roles of laws that protect the outdoor environment. | |
| 4.5.2 - Know the roles, rights, and responsibilities of a citizen in a democratic society | Students learn ways water is used and how they can help to conserve water. | |
| Students observe and collect items on the school ground in order to gain a better understanding of the school ground. They can also discuss the roles of laws that protect the outdoor environment. | ||
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| Standard 6: GEOGRAPHY | ||
| Students undertand geographic elements as applied to social studies | ||
| 4.6.1 - Read maps and understand how to use them | Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. | |
| Students study clothing labels, research fabric production, and evaluate consumer options for their clothing. Students note where the clothing was manufactured, then are able to locate the country on the map. | ||
| Students learn about the efficient use of renewable resources to meet human needs. This lesson provides information that directs students to understand why grazing is an environmentally sound option in each scenario. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students map the school ground area, first frrom memory, and then from observation and/or measurement. | ||
| 4.6.2 - Understand the characteristics of various places and regions | Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. | |
| Students learn about the efficient use of renewable resources to meet human needs. This lesson provides information that directs students to understand why grazing is an environmentally sound option in each scenario. | ||
| To build awareness of seasonal change, students use their own birth dates, a comparison of seasons in different settings, and elf made books. | ||
| Students give examples of both general and close-up observations of the surrounding school ground. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students learn how and why dietary choices might vary in other regions of the world. | ||
| Students explore the role of celebrations in divers cultures, their class and the local community. | ||
| Students study clothing labels, research fabric production, and evaluate consumer options for their clothing. Students note where the clothing was manufactured. | ||
| Students identify the three main global food grain crops and match forms of bread to them. They consider the types of places these crops are grown and look for similarities and differences in them. | ||
| Students learn the importance of reducing, reusing, and recycling solid waste and develop plans to change personal behaviors. | ||
| Students learn about the Earth's water supply, fresh and salt water and where the water that is available for human consumption is located. | ||
| 4.6.3 - Understand how physical systems shape the earth | Students demonstrate the effects of growing populations on available natural resources throgh real life examples. | |
| Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students learn about the efficient use of renewable resources to meet human needs. This lesson provides information that directs students to understand why grazing is an environmentally sound option in each scenario. | ||
| 4.6.4 - Understand the characteristics of human systems | Students demonstrate the effects of growing populations on available natural resources throgh real life examples. | |
| Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | ||
| Students develop map making, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students play a board game to simulate the changes in land use. They discover the efects of change on the carrying capacity of the land. | ||
| Students learn about the efficient use of renewable resources to meet human needs. This lesson provides information that directs students to understand why grazing is an environmentally sound option in each scenario. | ||
| 4.6.5 - Understand the interactions between the physical environments and human systems | Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. | |
| Students give examples of both general and close-up observations of the surrounding school ground and evaluate their own roles as caretakers of the school ground. | ||
| Students develop map making, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| By conducting a small group sorting activity, students learn the importance of reducing, reusing, and recycling solid waste. Students then develop plans to change personal behaviors. | ||
| Students play a fast-paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | ||
| Students demonstrate the effects of growing populations on available natural resources throguh real life examples. | ||
| Students learn about seasons and how seasonal changes affect people in different areas. | ||
| Students explore what shelters are made of, where building materials come from, and associated careers. | ||
Students study the sequence of production to discover the resources required and the variety of careers involved to take raw food from the farm to the consumer. |
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| Students explore the role of celebrations in diverse cultures, their class and the local community. | ||
| Students learn about the efficient use of renewable resources to meet human needs and identify products and by-products of ruminant animals that meet human needs. | ||
| Students investigate how soil preparation, tillage techniques and mulches affect soil erosion and water runoff. | ||
| Students conduct surveys to learn what agriculture provides to people. | ||
| 4.6.6 - Understand the uses of geography | Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. | |
| Students learn that land resources differ due to soil type, geology, topography, the climate or history. | ||
| Students learn about the Earth's water supply, fresh and salt water and where the water that is available for human consumption is located. | ||
| Students explore the role of celebrations in diverse cultures, their class and the local community. | ||
| Students gain an understanding and appreciation for the variety of ways people use and benefit from trees. | ||
| Students invetigate how soil preparation, tillage techniques and mulches affect soil erosion and water runoff. | ||
| Students study the sequence of production to discover the resources required and the variety of careers involved to take raw food from the farm to the consumer. | ||
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| Standard 7: CULTURE | ||
| Students understand the importance of culture | ||
| 4.7.1 - Understand the cultural diversity that exists among groups of people | Students discuss the reasons people celebrate and how they celebrate. They discuss holidays that they are familiar with, along with some that they are not. | |
| Students learn about different seasons and how urban and rural areas change with seasons. | ||
| Students explore the role of celebrations in diverse cultures, their class and the local community. | ||
| Students design and market a new healthy cereal. When marketing the cereal they take into account the fact that cultural diversity exists among people. | ||
| Through hands-on, interdisciplinary activities, students learn about pumpkins as fruits and as food sources. They consider how pumpkins have been used throughout time in different cultures. | ||
| Students experience first hand the distribution of income in the United States and world as it relates to buying food as well as the conditions that make it difficult to grow in some parts of the world. | ||
| Students examine the diets of people around the world to learn about how their location and culture affects what they eat. | ||
| Students play a work association game that builds new connections between farming, agriculture, environment, and diverse culture. | ||
| Students learn the cultural and nutritional significance of bread throughout the world by working in a group to solve a logic-matrix activity. | ||
| 4.7.2 - Understand the role of language, customs, and traditions in cultures | Students discuss the reasons people celebrate and how they celebrate. They discuss holidays that they are familiar with, along with some that they are not. | |
| Students learn about different seasons and how urban and rural areas change with the seasons. | ||
| Students explore the role of celebrations in diverse cultures, their class and the local community. | ||
| Students experience first hand the distribution of income in the United States and world as it relates to buying food as well as the conditions that make it difficult to grow food in some parts of the world. | ||
| Students design and market a new healthy cereal. When marketing the cereal they take into account the fact that cultural diversity exists amoung people. | ||
| Through hands-on, interdisciplinary activities, students learn about pumpkins as fruits and as food sources. They consider how pumpkins have been used throughout time in different cultures. | ||
| Students examine the diets of people around the world to learn about how their location and culture affects what they eat. | ||
| Students play a word association game that builds new connections between farming, agriculture, environment, and diverse culture. | ||
| Students learn the cultural and nutritional significance of bread throughout the world by working in a group to solve a logi-matrix activity. | ||
| 4.7.3 - Understand that different groups, societies, and cultures have similar wants and needs | Students discuss the reasons people celebrate and how they celebrate. They also discuss harvest celebrations and the role that they played in many cultures. | |
| Students design and market a new healthy cereal. When marketing the cereal they take into account the fact that cultural diversity exists amound people. | ||
| Through hands-on, interdisciplinary activities, students learn about pumpkins as fruits and as food sources. They consider how pumpkins have be used throughout time in different cultures. | ||
| Students explore the role of celebrations in diverse cultures, their class and the local community. | ||
| Students experience first hand the distribution of income in the United States and world as it relates to buying food as well as the conditions that make it difficult to grown food in some parts of the world. | ||
| Students examine the diets of people around the world to learn about how their location and culture affects what they eat. | ||
| Students play a word assocation game that builds new connections between farming, agriculture, environment, and diverse culture. | ||
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| Standard 8: SOCIOLOGY AND PSYCHOLOGY | ||
| Students understand the basic concepts of sociology and psychology | ||
| 4.8.1 - Understand the basic elements of individual and group behavior and interaction | Students observe and collect items on the school ground, choose their own special place, and work with the school groundskeepers to be respectful of their outdoor environments. | |
| Students experience first hand the distribution of income in the United States and world as it relates to buying food. They investigate local and international programs that work to feed hungry people, and they write an action plan for their involvement in the program. | ||
| Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the sudents will conduct their own consumer preference trials. After graphing and analyzing the data, students decide which brand of a product they will purchase and why. | ||
| 4.8.2 - Understand how institutions are formed and what controls and influences each | Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the sudents will conduct their own consumer preference trials. After graphing and analyzing the data, students decide which brand of a product they will purchase and why. | |
| Students observe and collect items on the school ground, choose their own special place, and work with the school groundskeepers to be respectful of their outdoor environments. | ||
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| Standard 9: SOVEREIGNTY | ||
| Students understand the concept of sovereighnty and its relation to the tribal nations of North Dakota | ||
| 4.9.1 - Know the rights guaranteed by sovereignty | ||
| 4.9.2 - Know names, locations, and key features of the tribal nations in North Dakota | ||
| 4.9.3 - Understand the relationship of tribal governments to the North Dakota and United States governments | ||
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