How to learn Kindergarten: Social studies

Alaska academic standards: Social studies, Kindergarten

0 of 18 concepts ready to learn · Markdown, for your AI

1. Informed Civic Discourse and Engagement

1. Similarities & Differences: Notice and appreciate ways that people are similar to and different from each other — including appearance, family structures, languages spoken, foods eaten, and celebrations observed — and understand that differences make communities interesting

2. Rights, Roles, and Responsibilities of Citizens · Explain and participate in the rights and responsibilities of citizens.

1. Vocabulary: ethics and citizenship: Know and use the vocabulary of ethics and citizenship — bullying, cyberbullying, bystander, upstander, peer pressure, digital citizenship, rights, responsibility, and ethical — and understand the distinctions between these closely related terms

3. Processes, Rules, and Laws · Describe how people have tried to improve their communities over time.

1. Rules and agreements exist: Understand why rules and agreements exist — that they help keep people safe, make things fair, and help groups work well together — and follow agreed rules willingly rather than only when being watched

4. Participation and Deliberation · Follow agreed‐ upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.

1. Vocabulary: working with others: Know and use the vocabulary of working with others — cooperate, share, take turns, team, listen, agree, disagree respectfully, and include — and understand that these words describe habits that friendships and group work depend on

5. Civic and Political Institutions and Systems · Explain how all people, not just official leaders, play important roles in a community.

1. Roles in a Group: Understand different roles people play in groups — leader, supporter, mediator, idea-generator — and recognise that effective groups need a mix of roles, not everyone trying to be the leader

6. The National Economy · Describe examples of the goods and services that governments provide.

1. Goods & Services: Some people make things (goods) and some people do things for others (services); recognising both in everyday life and understanding that both have value

7. The National Economy · Explain why people save.

1. Saving Money: Why people save money; piggy banks and saving jars; setting a savings goal; the idea that not spending now means having more later

8. Decision‐Making and Personal Finance · Identify the benefits and costs of making various personal decisions.

1. Actions and Their Consequences: Understand that actions have consequences — that what you choose to do affects both yourself and other people — and begin to think about what might happen before they act
2. Needs & Wants: The difference between things we need (food, shelter, clothing) and things we want (toys, treats); that we sometimes have to choose because money is limited

9. Economic Systems, Models, and Markets · Describe the role of banks in an economy.

1. Banks & Saving: What banks do and why people use them; bank accounts as safe places for money; that savings in a bank can earn interest; children's savings accounts

10. Economic Systems, Models, and Markets · Explain how people earn income.

1. Jobs People Do: Different kinds of work people do; that people earn money by working; how jobs help the community; linking personal interests to possible jobs
2. Earning Money: Ways that children and adults earn money; the connection between work, skills and pay; that harder or more skilled work often pays more

11. Economic Systems, Models, and Markets · Describe the skills and knowledge required to produce certain goods and services.

1. Making Something to Sell: The experience of creating a product to sell — a craft, a drawing, baked goods; what makes something worth buying; pride in making something others want

12. Historical Thinking · Select which reasons might be more likely than others to explain a historical event or development.

1. Different Accounts of the Same Event: Recognise that different people can give different accounts of the same event — and that both can be genuine while still disagreeing

13. Historical Sources and Evidence · Generate questions about a particular historical source as it relates to a particular historical event or development.

1. Evidence from the Past: Understand that everything we know about the past comes from evidence — objects, buildings, pictures, documents, and stories that have survived
2. Questioning Historical Sources: Before trusting a historical source, ask: who made this, when, and why? — the answers shape how much weight the source should carry

14. Historical Sources and Evidence · Explain how historical sources can be used to study the past.

1. Vocabulary: historical thinking: Know and use the vocabulary of historical thinking — source, evidence, primary source, secondary source, artefact, chronology, chronological order, BC/BCE, AD/CE, century, decade, era, period, timeline, excavation, archaeologist, interpretation, corroborate, bias, perspective — and apply these terms when discussing how we know about the past and how reliable our knowledge is

15. Perspectives · Compare perspectives of people in the past to those of people in the present.

1. Seeing Someone Else's Point of View: Practise perspective-taking by imagining how someone else might feel in a given situation — using prompts like 'How would you feel if that happened to you?' and applying this when reading stories or during real interactions