This version of the Virginia and United States History Curriculum Framework for the History and Social Science Virginia Standards of Learning has been modified to include links to resources from the Library of Virginia's digital collections Web site, VirginiaMemory.com.

bubblesvoltaireInternet και Εφαρμογές Web

10 Νοε 2013 (πριν από 3 χρόνια και 9 μήνες)

78 εμφανίσεις

History and Social Scie
nce Standards of Learning Curriculum Framework
2008
: Kindergarten

i

H
ISTORY AND
S
OCIAL
S
CIENCE
S
TANDARDS OF
L
EARNING


CURRICULUM FRAMEWORK 2008
























































































































































V
V
V
i
i
i
r
r
r
g
g
g
i
i
i
n
n
n
i
i
i
a
a
a



a
a
a
n
n
n
d
d
d



U
U
U
n
n
n
i
i
i
t
t
t
e
e
e
d
d
d



S
S
S
t
t
t
a
a
a
t
t
t
e
e
e
s
s
s



H
H
H
i
i
i
s
s
s
t
t
t
o
o
o
r
r
r
y
y
y





Board of Education


Commonwealth of Virginia





This version of the Virginia and Un
ited States History Curriculum F
ramework for the History and Social
Science Vi
rginia Standards of Learning has been modified to include links to resources from the
Library of Virginia's digital collections Web site,
VirginiaMemory.com
.


Some useful links on Virginia Memory include:


Online Classro
om: Guide for Educators:
http://www.virginiamemory.com/online_classroom/guide_for_educators


Online Classroom: Lesson Plans:
http://www.virginiamemory.com/online_classroom/lesson_plans


Shaping the Constitution: Resources from the Library of Virginia and the Library of Congress:

http://www.virginia
memory.com/shaping


History and Social Scie
nce Standards of Learning Curriculum Framework
2008
: Kindergarten

ii

Exhibitions:
http://www.virginiamemory.com/exhibitions/exhibitions_by_topic



H
ISTORY AND
S
OCIAL
S
CIENCE
S
TANDARDS OF
L
EARNING


CURRICULUM FRAMEWO
RK 2008
































































































































































































































































































































V
V
V
i
i
i
r
r
r
g
g
g
i
i
i
n
n
n
i
i
i
a
a
a



a
a
a
n
n
n
d
d
d



U
U
U
n
n
n
i
i
i
t
t
t
e
e
e
d
d
d



S
S
S
t
t
t
a
a
a
t
t
t
e
e
e
s
s
s



H
H
H
i
i
i
s
s
s
t
t
t
o
o
o
r
r
r
y
y
y




Board of
Education


Commonwealth of Virginia




Copyright © 2008

by the

Virginia Department of Education

P. O. Box 2120

Richmond, Virginia 23218
-
2120

http://www.doe.virginia.gov


All rights reserved. Reproduction of these materials for instructional purposes in
public school classrooms in Virginia is permitted.




Superintendent of Public Instruction

Billy K. Cannaday, Jr.


Chief Deputy Superi
ntendent of Public Instruction

Patricia I. Wright


Assistant Superintendent for Instruction

Linda M. Wallinger


Office of Elementary Instructional Services

Mark R. Allan, Director

Betsy S. Barton, History and Social Science Specialist


Office of Middle and

High School Instructional Services

Felicia D. Dyke, Director

Beverly M. Thurston, History and Social Science Coordinator



Edited by the CTE Resource Center

http://CTEresource.org







NOTICE

The Virginia Departmen
t of Education does not unlawfully
discriminate on the basis of race, color, sex, national origin, age, or
disability in employment or in its educational programs or services.





History and Social Scie
nce Standards of Learning Curriculum Framework
2008
: Kindergarten

iii

INTRODUCTION


The
History and Social Science Standards of Learning Curricul
um Framework 2008
,
approved by the Board of Education on July 17, 2008, is a
companion document to the 2008
History and Social Science Standards of Learning for Virginia Public Schools
. The Curriculum Framework
amplifies the
Standards of Learning by defini
ng the content understandings, knowledge, and skills that are measured by the Standards of Learning assessments. The
Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional pro
gram appropria
te for their
students. It assists teachers in their lesson planning by identifying the essential content understandings, knowledge, and in
tellectual skills that should be the
focus of instruction for each standard. Hence, the framework delineates with grea
ter specificity the content that all teachers should teach and all students
should learn.


The Curriculum Framework consists of at least one framework page for every Standard of Learning. Each
of these pages is divided into
FIVE

columns, as
described below
:


Essential Understandings

This column includes the fundamental background information necessary for answering the essential questions and acquiring the

essential
knowledge. Teachers should use these understandings as a basis for lesson planning.


Essenti
al Questions

In this column are found questions that teachers may use to stimulate student thinking and classroom discussion. The question
s are based on the
standard and the essential understandings, but may use different vocabulary and may go beyond them.


Essential Knowledge

This column delineates the key content facts, concepts, and ideas that students should grasp in order to demonstrate understa
nding of the standard.
This information is not meant to be exhaustive or a limitation on what is taught in th
e classroom. Rather, it is meant to be the principal knowledge
defining the standard.


Essential Skills

This column enumerates the fundamental intellectual abilities that students should have

what they should be able to do

to be successful in
accomplishing

historical and geographical analysis and achieving responsible citizenship.


VaMem

This column lists hyperlinked resources available on Virginia Memory, that correspond to at least one of the Essential
Understandings, Questions, or Knowledge
,

and which co
uld be used by an educator to teach that particular SOL.



The Curriculum Framework serves as a guide for Standards of Learning assessment development; however, assessment items may no
t and should not be
verbatim reflections of the information presented in

the Curriculum Framewo
rk.


History and Social Scie
nce Standards of Learning Curriculum Framework
2008
: Kindergarten

iv





All of the lessons and teaching materials created by the Library of Virginia Education and Outreach Division are
created to encourage and facilitate primary source teaching, fulfilling some of the requirements of VUS. 1. We
stress the importance of inquiry
-
based primary source study, using manuscripts, posters, letters, diaries,
photographs, artwork, newspapers, and maps, as well as audio and video clips.


Any of the primary sources

found on Virginia Memory can be analyzed us
ing one of our Historical Source
Analysis Sheets. These sheets are designed to be inclusive and can be used with any source to begin exploration
and open classroom discussion and understanding.


ATTACK the Source

(Elementary)

You are CLEVER enough to examine

a historical source

(Middle)

Historical Source Analysis Sheet

(Middle)

Historical Source Analysis Sheet

(High)



History and Social Scie
nce
Standards of Learning
Curriculum Framework
2008
: Kindergarten

1

STANDARD K.1

The student will

recognize that history describes events and people of other times and places by

a)

identifying examples
of past events in legends, stories, and historical accounts of Powhatan, Pocahontas, George Washington, Betsy Ross, and
Abraham Lincoln;

b)

identifying the people and events honored by t
he holidays of Thanksgiving Day;

Martin Luther King
, Jr., Day; Preside
nts’ Day;

and
Independence Day (Fourth of July).

Essential
Understandings

Essential Questions

Essential Knowledge

Essential
Skills

VaMem


History relates
events that have
already happened.


History teaches us
about the
interesting lives of
people long ago
.


We celebrate
holidays to
remember people
and events of long
ago.


What can we learn
about people and
events from long ago?


Who are the people
that we remember on
these holidays?


Why do we celebrate
these holidays?


Terms to know



long ago, past, presen
t



real, make
-
believe



history: Events that have already happened


People to know



Powhatan:
He was an
American
Indian leader when the settlers
came to Jamestown. He ruled over many tribes.



Pocahontas: She was an
American
Indian girl, daughter of
Powhatan, w
ho came with her father’s people to visit the settlers
at Jamestown. She worked to help the settlers receive food from
the
American
Indians.



Georg
e Washington: He was the first p
resident of the United
States and
is
often called the “Father of Our Country.




Betsy Ross: She is believed to have sewn one of the first flags for
our country.



Abraham Lin
coln: He was a United States p
resident and
is
often
called “Honest Abe.”


Holidays to know



Thanksgiving Day: This is a day to remember the sharing of the
harvest
with the American Indians. It is observed in November.



Martin Luther King, Jr. Day: This is a day to remember an
African American who worked so that all people would be
treated fairly. It is observed in January.



Presidents’ Day: This is a day when we honor

all presidents of
the United States, especially George Washington and Abraham
Lincoln. It is observed in February.



Independence Day (Fourth of July): This is a day to remember
when the United States became a new country. It is sometimes
called America’s
birthday. It is observed in July.


Use information
from print and
non
-
print
sources.


Separate fact
from fiction.


Identify primary
ideas expressed

in data.


Use a calendar.

Lesson Plan: John Smith's
Masterpiece and Copyright
Nightmare.



STC: George Washington,
marble statue
.



STC: Biography: Abraham
Lincoln.



Lesson Plan: Virginia Indians
in the Twentieth Century.




History and Social Scie
nce
Standards of Learning
Curriculum Framework
2008
: Kindergarten

2

STANDARD K.2

The student will describe everyday life in the present and in the past and begin to recognize that things change over time.


Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills


Everyday life today is different from
everyday
life long ago.


S
tories and
families

can describe events
from the past.



How is
everyday
life today different
from
everyday
life
long ago?


Terms to know



p
a
st
:

Something

that has already
happened



p
resent
:

What is happening now


Information about life in the past is
gained through the study of
Thanksgiving and the stories of

Powhatan,

Pocahontas, Betsy Ross,
George Washington, and Abraham
Lincoln.


Descriptions of life in
the past and
present can be shared by families
through pictures and stories.


Collect

information from print and
non
print sources.


Gather and classify information.


Compare information.


Describe a picture.

History and Social Scie
nce
Standards of Learning
Curriculum Framework
2008
: Kindergarten

3

STANDARD K.3

The student will describe the rel
ative location of people, places, and things by using positional words, with emphasis on near/far, above/below,
left/right, and behind/in front.


Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

VaMem


The location of peop
le, places,
and things can be described in
terms of their relationship to
other people, places, and
things.


There are certain words that
help us describe where people,
places, and things are located.


What words are used to
describe the location of people
,
places, and things?


T
erms to know



near, far



above, below



left, right



behind, in front of


These words are used
daily

to
describe where people, places,
and things are located.


Describe the locatio
n of people,
places, and things, using
positional words.


Develop beginning map skills
through the manipulation of
objects.


Develop fluency in the use of
directional words.

Lesson Plan: Blank Space:
Mapp
ing the Unknown.



History and Social Scie
nce
Standards of Learning
Curriculum Framework
2008
: Kindergarten

4

STANDARD K.4

The student will use simple maps and globes to

a)

develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of

the Earth;

b)

describe places referenced in st
ories and real
-
life situations;

c)

locate land and water features.


Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

VaMem


Maps and globes represent the
Earth.


The location of places

referenced in stories and real
-
life
s
ituations
can be shown on
maps
and

globes.


Land and water features can be
found on maps and globes.


What can be used
to show

a
model of the Earth?


How can maps be used to locate
areas referenced in stories

and
real life
?


How are land and water
features

shown on maps and
globes?


T
erms to know



map: A drawing that shows
what a place looks like from
above



globe: A round model of the
Earth



model: So
mething that
stands for something else


Maps or globes
can
show the
location of places

referenced in
stories a
nd real
-
life

situations
.


Maps
can
show simple
drawings of classrooms,
playgrounds, neighborhoods,
rivers, and oceans.


Land and water features on
maps and globes are shown

by
different colors
.


Identify and locate features on
maps and globes.


Use resourc
e materials.


Differentiate colored
symbols

on maps and globes.

Lesson Plan: Blank Space:
Mapping the Unknown.



History and Social Scie
nce
Standards of Learning
Curriculum Framework
2008
: Kindergarten

5

STANDARD K.5

The student will de
velop an awareness that maps and globes

a)

show a view from above;

b)

show things in smaller size;

c)

show the position of objects.


Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

VaMem



Basic map concepts will help
stu
dents use maps and globes.


Why are maps and globes
important?


Basic concepts about maps
and globes



They show a view from
above.



They show things and
objects as they are, only
smaller.



They show the position
and/or
location of
things and
objects.


Develop

concepts of space by
actively exploring the
environment.


Develop beginning map skills
through manipulation of
objects.


Use maps of familiar objects or
areas.

Lesson Plan: Blank Space:
Mapping the Unknown.




History and Social Scie
nce
Standards of Learning
Curriculum Framework
2008
: Kindergarten

6

STANDARD K.6

The student will match simple descriptions of work that people do with the names of those jobs.


Essential Understandings

Essential Questions

Essential Knowledge

Essential Skil
ls


People work at many jobs.


What are examples of jobs?


Examples of jobs



Doctors are people who take care of
other people when they are sick.



Builders are people who build
houses and other buildings.



Teache
rs
are people who help
students
learn.



Cooks a
re people who prepare
meals.



Farmers are people who grow crops
and raise animals.



Firefighters are people who put out
fires.


Gather and classify information.


Use and explain simple charts.

History and Social Scie
nce
Standards of Learning
Curriculum Framework
2008
: Kindergarten

7

STANDARD K.7

The student will

a)

recognize that people make cho
ices because they cannot have everything they want;

b)

explain that people work to earn money to buy the things they want.


Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills


People cannot have everything they
want.


People

have to make
choices about
things they want.


People
work to earn money

and use it to

buy the things they want.


Why do people have to make choices?


How do people
earn money to

buy

the
things they want?


Ter
ms to know



c
hoice:
Choosing

among

two or
more t
hings



w
ants: Things people would like to
have



I
nclude
s

the
basic needs

food,
捬c瑨楮g, 慮d sh敬瑥e
.



m
oney: What

peop
le use
to buy
the
things they want.

Paper b
ills

and
coins are examples of money.


When people cannot have everything
they want, they must ch
oose

something
an
d give up something else.


Gather and classify information.


Explain simple charts.

History and Social Scie
nce
Standards of Learning
Curriculum Framework
2008
: Kindergarten

8

STANDARD K.8

The student will demonstrate that being a good citizen involves

a)

taking turns and sharing;

b)

taking responsibility for certain classroom c
hores;

c)

taking care of personal belongings and respecting what belongs to others;

d)

following rules and understanding the consequence of breaking rules;

e)

practicing honesty, self
-
control, and kindness to others;

f)

participating in decision
making in
the classroom;

g)

participating successfully in group settings.


Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills


Good citizens are involved in
their home
s
, school
s
, and
communities.


Good citizens
take

responsibility
for

their own actions.


Good citizens participate in
making decisions in the
classroom.


Good citizens work well

with
their classmates

in groups
.


In what ways are good citizens
involved in their home
s
, school
s
,
and communities?


What actions show examples of

being a good citizen at school?


What are examples of rules?

What
are the consequences of breaking
rules?


What are ways to be

good citizens
when working
with classmates

in
groups
?


T
erms to know



c
ommunity: A place where people live


Examples of being a g
ood citizen



Taking turns



Sharing



Completing classroom chores



Taking care of one’s things



Respecting what belongs to others



Being honest



Practicing self
-
control



Being kind to others



Participating in making classroom decisions



Working
well
with classmates in

groups



Rule

Results of
following the
rule

Consequences
of breaking
the rule

Home

Put toys
away.

Toys are safe
.
You k
now
where
toys
are located
.

Toys
may

be
broken or
lost
.

School

Line up to go
to the play
-
g
round.

Everyone gets
there safe
ly
.

Someone
ma
y

get lost or
hurt.

Community

Look both
ways before
crossing the
street.

Everyone
crosses

the
street safely.

Someone
may

get hurt.



Explain cause
-
and
-
effect
relationships.


Participate in groups and
democratic society.


History and Social Scie
nce
Standards of Learning
Curriculum Framework
2008
: Kindergarten

9

STANDARD K.9

The student will re
cognize the American flag and
the Pledge of Allegiance

and know

that the p
resident is the leader of the United States.


Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills


The United States has a national flag.


The United S
tates has a national pledge

to the flag.


The United States h
as a leader, who is
called the p
resident.


What does the American flag look like?


What is the name of the pledge to the
American flag?


What is the name given to the leader of
the United States
?


The American flag has white stars on a
blue rectangle
, and it a
lso has red and
white stripes.


The pledge to the American flag is
called the Pledge of Allegiance.


The p
resident is th
e leader of the United
States.


Pa
rticipate in groups and democratic
so
ciety.