# Kindergarten: Social studies A course roadmap (social-studies). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 18 concepts ready. In the app: https://ai.page/roadmap/ak-ss-kindergarten Part of: [Alaska: Social studies](https://ai.page/roadmap/ak-ss.md) Goal: Alaska academic standards: Social studies, Kindergarten ## 1. Informed Civic Discourse and Engagement - [Similarities & Differences](https://ai.page/c/similarities-and-differences/index.md): 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. - [Vocabulary: ethics and citizenship](https://ai.page/c/vocabulary-ethics-and-citizenship/index.md): 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. - [Rules and agreements exist](https://ai.page/c/rules-and-agreements-exist/index.md): 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. - [Vocabulary: working with others](https://ai.page/c/vocabulary-working-with-others/index.md): 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. - [Roles in a Group](https://ai.page/c/roles-in-a-group/index.md): 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. - [Goods & Services](https://ai.page/c/goods-and-services/index.md): 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. - [Saving Money](https://ai.page/c/saving-money/index.md): 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. - [Actions and Their Consequences](https://ai.page/c/actions-and-their-consequences/index.md): 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 - [Needs & Wants](https://ai.page/c/needs-and-wants/index.md): 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. - [Banks & Saving](https://ai.page/c/banks-and-saving/index.md): 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. - [Jobs People Do](https://ai.page/c/jobs-people-do/index.md): Different kinds of work people do; that people earn money by working; how jobs help the community; linking personal interests to possible jobs - [Earning Money](https://ai.page/c/earning-money/index.md): 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. - [Making Something to Sell](https://ai.page/c/making-something-to-sell/index.md): 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. - [Different Accounts of the Same Event](https://ai.page/c/different-accounts-of-the-same-event/index.md): 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. - [Evidence from the Past](https://ai.page/c/evidence-from-the-past/index.md): Understand that everything we know about the past comes from evidence — objects, buildings, pictures, documents, and stories that have survived - [Questioning Historical Sources](https://ai.page/c/questioning-historical-sources/index.md): 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. - [Vocabulary: historical thinking](https://ai.page/c/vocabulary-historical-thinking/index.md): 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. - [Seeing Someone Else's Point of View](https://ai.page/c/seeing-someone-else-s-point-of-view/index.md): 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 ## Health: 0 of 100 Of its 18 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Similarities & Differences has no explanation yet - Vocabulary: ethics and citizenship has no explanation yet - Rules and agreements exist has no explanation yet - Vocabulary: working with others has no explanation yet - Roles in a Group has no explanation yet - Goods & Services has no explanation yet - Saving Money has no explanation yet - Actions and Their Consequences has no explanation yet - Needs & Wants has no explanation yet - Banks & Saving has no explanation yet - Jobs People Do has no explanation yet - Earning Money has no explanation yet - Making Something to Sell has no explanation yet - Different Accounts of the Same Event comes before Evidence from the Past, which it needs - Different Accounts of the Same Event comes before Vocabulary: historical thinking, which it needs - Different Accounts of the Same Event has no explanation yet - Evidence from the Past comes before Vocabulary: historical thinking, which it needs - Evidence from the Past has no explanation yet - Questioning Historical Sources comes before Vocabulary: historical thinking, which it needs - Questioning Historical Sources has no explanation yet - Vocabulary: historical thinking has no explanation yet - Seeing Someone Else's Point of View has no explanation yet Credit: The structure of Alaska academic standards: Social studies (https://education.alaska.gov/akstandards/Adopted-AK-SS-Standards-2024.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.