Title: Kindergarten Social Studies (Archived)
Course: BPSS (SST) Social Studies Standards > Section: Standards Workspace

SST-00.1

Standard 1:

Skills and Resources

Students apply Social Studies skills and resources.

 Narrative for the Skills and Resources

The goal of social studies education is for children to develop thinking and decision-making skills that prepare them for responsible citizenship in society. Children begin to acquire these skills at the kindergarten level through learning experiences that allow them to explore their relationships with the immediate environment.   Children in kindergarten have the opportunity to use a variety of resources, including technology and electronic and print media, as a means of gathering, organizing, analyzing information, and answering questions. Students should have the opportunity to learn through peer interaction and participation in large and small groups, as well as through individual learning activities.

In the Skills and Resources Standard, students begin to understand that maps and globes are different representations of the Earth’s surface and begin to explore the physical and human geographic characteristics of their school, neighborhood and community.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-00.1.01

Kindergarten (SST) Social Studies Targeted Benchmarks

Standard 1: Skills and Resources

SST-00.2.01 Identify symbols of the United States (e.g., the flag, bald eagle, Statue of Liberty, patriotic songs, Pledge of Allegiance).

Student Learning Targets:

Knowledge Targets

- I can identify land and water on a map or globe.

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The Student is ...

(1) Beginning

- unable to identify land or water on a map or globe.

(2) Developing

- able to identify land and water with vocabulary prompts from the teacher.
The teacher asks the student to "Point to land/water".

(3) Proficient

- able to identify land and water.
The teacher will ask the student to talk about what he/she notices on the map. Student will need to identify the land and water on the map by pointing and using words.

(4) Advanced

- in addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material.
The student does independent research and shares information on various oceans or continents.

Resources

Vocabulary

- map
- globe
- water
- land

Websites

- Discovery Education
- Elementary Social Studies
- Parents Helping Students
- Helping Your Child With Social Studies
- Social Studies in Kindergarten

SST-00.2

Standard 2:

Important Historical Events

Students understand important historical events.

 Narrative for the Important Historical Events

The goal of social studies education is for children to develop thinking and decision-making skills that prepare them for responsible citizenship in a democratic society. Children begin to acquire these skills at the kindergarten level through learning experiences that allow them to explore their relationships with the immediate environment.  Children in kindergarten have the opportunity to use a variety of resources, including technology and electronic and print media, as a means of gathering, organizing, analyzing information, and answering questions. Students should have the opportunity to learn through peer interaction and participation in large and small groups, as well as through individual learning activities.

The History standard helps students examine the connections of their own environment with the past, begin to distinguish between symbols, events and people of the past and the present, and use a sense of time in classroom planning and participation.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-00.2.01

Kindergarten (SST) Social Studies Targeted Benchmarks

Standard : History

SST-00.2.01 Identify symbols of the United States (e.g., the flag, bald eagle, Statue of Liberty, patriotic songs, Pledge of Allegiance).

Student Learning Targets:

Knowledge Targets

- I can identify symbols of the United States.

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The Student is ...

(1) Beginning

- able to identify 1 symbol of the United States.

(2) Developing

- able to identify 2 symbols of the United States.

(3) Proficient

- able to identify 3 symbols of the United States.
The student will express through words, pictures or writing the symbols of the United States.

(4) Advanced

- in addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material.
The student does independent research and shares information on various U.S. symbols.

Resources

Vocabulary

- symbol
- flag
- eagle
- White House

Websites

- Discovery Education
- Elementary Social Studies
- Parents Helping Students
- Helping Your Child With Social Studies
- Social Studies in Kindergarten

SST-00.2.02

Kindergarten SST Targeted Benchmarks
Standard 2: History

SST-00.2.02 Identify United States holidays (e.g., Independence Day, Thanksgiving, Veterans’ Day, Memorial Day, Presidents’ Day, Martin Luther King, Jr. Day).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-00.2.03

Kindergarten SST Targeted Benchmarks
Standard 2: History

SST-00.2.03 Identify Native Americans as the original inhabitants of North America.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-00.3

Standard 3:

Economic Concepts

Students understand economic concepts and the characteristics of various economic systems.

 Narrative for the Economic Concepts

The goal of social studies education is for children to develop thinking and decision-making skills that prepare them for responsible citizenship in a society. Children begin to acquire these skills at the kindergarten level through learning experiences that allow them to explore their relationships with the immediate environment.  Children are given opportunities to discover how people are similar and different and how people live and work together in families around the world. Kindergarten students should begin to accept responsibility for their behavior in school and to explain why rules are needed in families and at school. Children in kindergarten have the opportunity to use a variety of resources, including technology and electronic and print media, as a means of gathering, organizing, analyzing information, and answering questions. Students should have the opportunity to learn through peer interaction and participation in large and small groups, as well as through individual learning activities.

The Economics standard helps students explain that people do different jobs and work to meet basic economic wants and needs.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-00.3.01

Kindergarten SST Targeted Benchmarks
Standard 3: Economics

SST-00.3.01 Identify community workers (e.g., librarian, doctor, teacher, police officer, fire fighter, custodian).

Student Learning Targets:

Knowledge Targets

- I can identify community workers.

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material. | -The student does independent research and shares information on community workers.
 | 3.5 | In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content.
3.0 | The student can identify common community workers and explain what their job in the community is.  The student should be able to identify and explain the job of at least 5 different community workers. | -The student can express his/her knowledge of community workers through words, pictures or writing about workers in our community.
 | 2.5 | The student displays proficiency in the 2.0 content, but has not reached proficiency in the 3.0 content.
2.0 | The student can identify a common community worker and explains what their job in the community is. | -The student identifies and explains one community worker and what their job is
 | 1.5 | The student displays proficiency in the 1.0 content, but has not reached proficiency in the 2.0 content.
1.0 | The student can identify some community workers | -The student can point to a community worker picture when asked questions such as "Who fights fires?"
 | 0.5 | Even with help, the student demonstrates no understanding.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in Kindergarten

Vocabulary

- community worker
- fireman
- police officer
- teacher
- librarian
- mail carrier
- bus driver

SST-00.4

Standard 4:

Government and Citizenship

Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.

 Narrative for the Government and Citizenship

The goal of social studies education is for children to develop thinking and decision-making skills that prepare them for responsible citizenship in society. Children begin to acquire these skills at the kindergarten level through learning experiences that allow them to explore their relationships with the immediate environment.   Children in kindergarten have the opportunity to use a variety of resources, including technology and electronic and print media, as a means of gathering, organizing, analyzing information, and answering questions. Students should have the opportunity to learn through peer interaction and participation in large and small groups, as well as through individual learning activities.

In the Goverment and Citizenship standard students learn that they are citizens of their school, community and the United States; and understand the importance of being a responsible citizen who knows why rules are needed and follows them.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-00.4.01

Kindergarten SST Targeted Benchmarks
Standard 4: Political Systems

SST-00.4.01 Identify membership in different groups (e.g., family, school, community).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-00.4.02

Kindergarten SST Targeted Benchmarks
Standard 4: Political Systems

SST-00.4.02 Identifies and demonstrates appropriate procedures for school and home.

Student Learning Targets:

Knowledge Targets

- I can identify appropriate procedures for school and home.

Skills (Performance) Targets

- I can demonstrate appropriate procedures for school and home.

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | The student exceeds the expectations and sets examples for others. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | The student is consistently aware of themselves and behavior, understands expectations, makes good choices and is demonstrating the ability to follow through. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student knows expectations but is unable to complete all of them and/or is able to self-monitor but is inconsistent in applying this skill. | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | The student needs a lot of teacher redirection to self-monitor. | -
 | 0.5 | Even with re-direction, the student is not able to self-monitor.

Resources

Websites

- Discovery Education
- Elementary Social Studies
- Parents Helping Students
- Helping Your Child With Social Studies
- Social Studies in Kindergarten

Vocabulary

- rules
- procedures
- respect
- appropriate

SST-00.4.03

Kindergarten SST Targeted Benchmarks
Standard 4: Political Systems

SST-00.4.03 Applies examples of good citizenship (e.g., honesty, cooperation, respect, responsibility).

Student Learning Targets:

 Reasoning Targets

- I can apply good citizenship in school settings

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0,the student always applies good citizenship and sets examples and helps others follow good citizenship. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student always applies good citizenship by following the school and classroom rules and procedures. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student usually applies good citizenship and usually follows the classroom and school rules, with some reminders and prompting. | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | The student needs continuous prompting ans support to follow the classroom and school rules. | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in Kindergarten

Vocabulary

- citizenship
- procedures
- rules

SST-00.5

Standard 5:

Concepts of Geography

Students understand and apply concepts of geography.

 Narrative for the Concepts of Geography

The goal of social studies education is for children to develop thinking and decision-making skills that prepare them for responsible citizenship in a democratic society. Children begin to acquire these skills at the kindergarten level through learning experiences that allow them to explore their relationships with the immediate environment.

In the geography standard, Kindergarten students begin to understand that maps and globes are different representations of the Earth’s surface and begin to explore the physical and human geographic characteristics of their school, neighborhood and community

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-00.6

Standard 6:

Human Development and Behavior

Students understand the importance of culture, individual identity, and group identity.

 Narrative for the Human Development and Behavior

The goal of social studies education is for children to develop thinking and decision-making skills that prepare them for responsible citizenship in a democratic society. Children begin to acquire these skills at the kindergarten level through learning experiences that allow them to explore their relationships with the immediate environment. Kindergarten students are introduced to examples of differences and changes in their surroundings and learn to describe a sequence of events in a day. Children are given opportunities to discover how people are similar and different and how people live and work together in families around the world.

Kindergarten students should begin to accept responsibility for their behavior in school and to explain why rules are needed in families and at school. Students should have the opportunity to learn through peer interaction and participation in large and small groups, as well as through individual learning activities.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-00.6.01

Kindergarten SST Targeted Benchmarks
Standard 6: Human Development

SST-00.6.01 State personal information (e.g., full name, age).

Student Learning Targets:

Skills (Performance) Targets

- I can write my first and last name.
- I can recognize my first and last name.
- I can say and spell my first and last name.
- I can say my parents/guardians' names, phone number and birthday/age.

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | The student knows all 6 personal information items.  (First and last name, parents/guardians' names, phone number, birthday and age) | -Teacher will conduct a one-on-one interview with the student to ask him/her the information.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student knows first and last name in addition to 2 other personal information items. | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | The student knows first and last name in addition to 1 other personal information item. | -
 | 0.5 | The student knows first name only.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in Kindergarten

Vocabulary

- first name
- last name
- identify

SST-00.6.02

Kindergarten SST Targeted Benchmarks
Standard 6: Human Development

SST-00.6.02 Identify characteristics that contribute to personal identity (e.g., physical characteristics, interests).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-00.6.03

Kindergarten SST Targeted Benchmarks
Standard 6: Human Development

SST-00.6.03 Identify ways people are alike and different.

Student Learning Targets:

Skills (Performance) Targets

- I can identify ways that people are alike and different

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | In addition to a proficient score of a 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material. | -The student does independent research and shares information on various cultures.
 | 3.5 | In addition to a proficient score of a 3.0, the student demonstrates in-depth understanding of knowledge on the content.
3.0 | The student identifies something that is alike and different about the people. | -The teacher will show the student pictures of people.  The student can express his/her knowledge through words, pictures or writing.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student identifies something that is alike or different about the people. | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | The student points to the pictures that are alike or different but is unable to explain the similarities or differences. | -
 | 0.5 | The student is unable to distinguish pictures that are alike or different.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in Kindergarten

Vocabulary

- Compare
- Contrast
- Different
- Same