Ora ngeburg Consolida ted S chool District F ive

C urriculum Pacing G uide 2 01 2- 2 01 3 S ocial S tudies Kindergarten

Acknowledgements
We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave time and professional knowledge to modify and enhance the curriculum pacing guides to move our students and district towards being a world-class organization.

Angela Banks (Mellichamp) Deborah Brooks (Marshall) Carmen Brown (Sheridan) Cynthia Mack-Brown (Whittaker) Amanda Carson (Whittaker) Sonya Corley (Marshall) Peggy Davis (Brookdale) J ennifer Fanning (Dover) Teresa Jennings (Whittaker) Mary Pent (Sheridan) Barbara Rivers (Marshall) Carol Tant (Marshall) Kayla Terhune (Brookdale) Jennifer Turner (Marshall) Marilyn Young (Bethune-Bowman)
Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.

authority figure bodies of water calendar citizen community contributions country/nation custom direction

Social Studies Vocabulary Words for the Year forest mountain globe natural resource holiday ocean job patriotic lake pledge landform river leader rules/laws location same/different map shelter

state symbol technology tradition vote wants/needs weather/seasons

Week of Aug. 20th - Aug. 24th Aug. 20th - Aug. 24 Indicator K-2.1 K-1.1 Explain the purpose of rules and laws and the consequences of breaking them. Identify the location of his or her home, school, neighborhood, and city or town on a map.

Instructional Strategies K-2.1 1. Read Mary Had a Little Lamb or another story. Discuss rules in the story. Introduce/review rules at home, at school, and laws in the U.S. 2. The students and teacher will clarify responsibilities (to follow laws) and make some class rules to help develop individual responsibility. 3. A citizen of the week/day will be chosen as a demonstration of student responsibility of citizenship within the school community. The student will be chosen by following the class/school rules. 4. Role plays examples of students following school rules/laws and students not following rules/laws. 5. Read aloud the story The Day the Monster Came to School (from the MacMillan Seasonal Activity Pack) and use the story cards as appropriate. 6. Make classroom Promise Chart instead of class rules. The students will come up with things they promise to do while at school. The teacher will write promises on chart. The students will sign promise chart when all promises are listed. Hang chart in room for everyone to see. Ex: I promise to walk in the hallway. 7. Read Five Little Monkeys Jumping on the Bed as a read aloud on following rules and the demonstration of responsibility K-1.1 Use these websites to help students identify the location of their home on the map. www.googlemaps.com

www.pbskids.org/video www.pbskids.org/games/elwoodcity/

*See Framework Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm https://www.ed.sc.gov/apps/cso/standards/socsd_k8.cfm? Streaming video: TLC Elementary School- Understanding Good Citizenship http://player.discoveryeducation.com/index.cfm?guidAssetId=8A051255-639B-4D26-A2BD69160EA8A2E1&blnFromSearch=1&productcode=US Community Rules and Laws

http://player.discveryeducation.com/index.cfm?guoidAssetId=F7E611EF-0665-40A9-A310-EC73836026F1 Lessons for Teaching Citizenship http://www.goodcharacter.com/pp/citizenship.html Text: Here We Go, Scott Foresman School Rules pg. 35-38 Literature: Chicka Chicka Boom Boom Me First Miss Bindergarten Gets Ready for Kindergarten Froggy Goes to School Franklin Goes to School The Night Before Kindergarten Five Little Monkeys Jumping on the Bed Mary Had a Little Lamb Allorol, Harry. Miss Nelson is Back. Houghton Mifflin, 1988 Websites www.unitedstreaming.com www.brainpopjr.com www.watchknowlearn.com CDs: Dr. Jean-Im Looking Through my Mirror I Wish I Had a Little Red Box Get on Board Hello, How Are You? (Morning Meeting) Rise and Shine (Morning Meeting) Hello Neighbor (Morning Meeting) Web Sites: Early Learning - http://earlylearning.anderson5.net See Kindergarten Social Studies Modules in S3 Curriculum at http://scde.mrooms.org/index.php?page=14507 www.studyisland.com Centers: Add items in the dramatic play center to encourage role-play of a school that includes teacher, and principal, etc. Borrow items from authorities in the school, if appropriate Extensions: Students will describe stories or nursery rhymes where other characters have gotten into trouble by not following rules, and explain the consequences. Assessment Role play examples of students following school rules/laws and students not following rules/laws.

Weeks of Aug. 27th - Aug. 31st Aug. 27th - Aug. 31st Indicator K-2.1 Explain the purpose of rules and laws and the consequences of breaking them.

K-1.1

Identify the location of his or her home, school, neighborhood, and city or town on a map.

Instructional Strategies K-2.1 1. Read Mary Had a Little Lamb or another story. Discuss rules in the story. Introduce/review rules at home, at school, and laws in the U.S. 2. The students and teacher will clarify responsibilities (to follow laws) and make some class rules to help develop individual responsibility. 3. A citizen of the week/day will be chosen as a demonstration of student responsibility of citizenship within the school community. The student will be chosen by following the class/school rules. 4. Role plays examples of students following school rules/laws and students not following rules/laws. 5. Read aloud the story The Day the Monster Came to School (from the MacMillan Seasonal Activity Pack) and use the story cards as appropriate. 6. Make classroom Promise Chart instead of class rules. The students will come up with things they promise to do while at school. The teacher will write promises on chart. The students will sign promise chart when all promises are listed. Hang chart in room for everyone to see. Ex: I promise to walk in the hallway. 7. Read Five Little Monkeys Jumping on the Bed as a read aloud on following rules and the demonstration of responsibility K-1.1 Use these websites to help students locate their home on the map. www.googlemaps.com

www.pbskids.org/video www.pbskids.org/games/elwoodcity/

*See Framework Resources It is Important to Follow the Rules http://player.discoveryeducation.com/index.cfm?guidAssetId=E7CC63F8-0289-4BDA-AD45-CB3BBB12FA4 Websites: http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Images of the U. S. Constitution http://www.archives.gov/exhibits/charters/charters_downloads.html Explanation of why we have laws http://library.thinkquest.org/5873/whydowe.htm Activities to teach and encourage fair play. http://www.packyplayfair.com/past_plans.cfm Cliffords activities to encourage fair play. http://www.scholastic.com/cliffordbebig/teachers/lesson-plan-09.htm Understanding childrens feelings and motivations about winning, losing and cheating http://raisingchildren.net.au/articles/winning,_losing_and_cheating_-_cyh.html Literature: Hamm. Mia. 2006. Winners Never Quit. Mia realizes that she loves playing more than she loves winning. Hoban, Tana. 1989. I Read Signs. Photos of common road signs. Potratz, Wendy. 2006. Agnes Plays Soccer: A Young Cow's Lesson in Sportsmanship.

Searcy, John Ed., 2006. Signs In Our World. Photos of common road signs. Tripp, Valerie. 2004. Good Sport Gwen-Hopscotch Hill School. Williams, Rozanne. 1996. Five Little Monsters Went To School. The monsters follow five important school rules. See Kindergarten Social Studies Modules in S3 Curriculum at http://scde.mrooms.org/index.php?page=14507 www.studyisland.com Centers: Add items in the dramatic play center to encourage role-play of a school that includes teacher, and principal, etc. Borrow items from authorities in the school, if appropriate Extensions: Students will describe stories or nursery rhymes where other characters have gotten into trouble by not following rules, and explain the consequences.

Assessment To demonstrate mastery of this indicator, the student should: Explain the purposes of rules and laws; therefore, the primary focus of assessment should be to construct cause and effect models of the various ways that rules and laws affect behavior. Recall that sportsmanship and fair play are types of unwritten rules Exemplify the types of consequences that impact people who break rules.

Week of Sept. 3rd - Sept. 7th Sept. 3rd Indicator Labor Day (Holiday) Instructional Strategies Labor Day (Holiday) Resources Labor Day (Holiday) Assessment Labor Day (Holiday)

Labor Day (Holiday)

Sept 4th - Sept 7th Indicator K-2.2 K-1.3 Summarize the roles of authority figures in a childs life, including those of parents and teachers. Identify his or her personal connections to places, including home, school, neighborhood, and city or town.

Instructional Strategies 1. Demonstrate responsible citizenship within the school community and the local and national communities 2. List adults in each childs home. Have students tell at least one responsibility for each person and role play that person doing that responsibility.

3. Read I Just Forgot and Its Mine. Discuss consequences that Little Critters parents imposed on him when he did not follow their rules. Decide if each consequence was fair and talk about why or why not. 4. Read Bedtime for Francis and Just Go To Bed. 5. Make a Venn diagram of ways Franciss parents and Little Critters parents handled their children not wanting to go to bed. 6. List the hierarchy of people in authority in the school (district) - Superintendent, principal, teachers, students. Have pictures of each person. 7. Make a Venn Diagram of responsibilities of teachers and parents. ( See Framework) 8. Read Miss Bindergarten Gets Ready For Kindergarten. Help children see that a teachers role goes beyond the school day. 9. Read Today Was a Terrible Day, Lillys Purple Plastic Purse and/or Crow Boy. Discuss how each teacher guided the child to follow the classroom/school rules. Ask for volunteers to tell about when a teacher had to help them follow classroom/school rules. 10. Ask children who are on sports teams, dance classes, girl scouts and similar activities to tell how the roles of leaders/teachers/coaches are similar to teachers and parents. 11. Ask the activity teachers (art, PE, music and other activities) to share the rules in their classrooms. Review the rules with the students each week before they attend that class. 12. Set the Pretend Station up as a home. Have name necklaces (Mother, Father, etc.) and props so children can take the roles of parents and children. Encourage parents to show responsibility for children. 13. Set the Pretend Station up as a school. Have name necklaces and props so children can take the roles of teachers and students. Encourage the teachers to show responsibility for children. Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm https://www.ed.sc.gov/apps/cso/standards/socsd_k8.cfm? Streaming Video: Family Rules- rules prevent disagreements and keep people safe Literature: Griffin, Patricia. 1980. Today Was a Terrible Day. Ronald has a terrible day at school, with his teacher having to redirect him often. She makes sure his day ends well. Hallinan, P.K. 1989. My Teachers My Friend. Shows ways the teacher makes the day fun for the children. Henkes, Kevin. 1996.Lillys Purple Plastic Purse. Lilly gets mad at her teacher when he makes her follow the rules. Hoban, Russell. 1960. Bedtime for Francis. Franciss parents have an answer for every excuse he has for not going to bed. Mayer, Mercer and Gina. 1988. I Just Forgot. Little Critters mom has to remind him about many rules at home. Mayer, Mercer and Gina. 1993. Its Mine. Little Critters parents make him share with his sister and have consequences when he does not. Mayer, Mercer and Gina. 1983. Just Go To Bed. Little Critters parents have an answer for every excuse he has for not going to bed.

Slate, Joseph. 1996. Miss Bindergarten Gets Ready For Kindergarten. Shows the teacher getting ready for the first day of school. Yashima, Taro. 1987. Crow Boy. Chibi is scared of school and spends his days alone. The new teacher sees things in Chibi that no one ever has seen. Use these websites www.unitedstreaming.com

www.brainpopjr.com www.watchknowlearn.com

Assessment Have students share one responsibility for each person and role play that person doing that responsibility.

Week of September 10, 2012 Sept 10th - Sept 17th Indicator K-2.2 K-1.3 Summarize the roles of authority figures in a childs life, including those of parents and teachers. Identify his or her personal connections to places, including home, school, neighborhood, and city or town.

Instructional Strategies 1. Add and change items in the dramatic play center to encourage role-play of not only mom/dad, grandma, and babysitter, but also teacher, principal, etc. Borrow items from authorities in the school, if appropriate. (Other centers may also be appropriate for some authority figures. If you are brave, you could make your desk a center for the week or change it into a principals office! 2. Obtain historical data about some authority figures in your school (newspaper clippings, yearbooks, etc.) Read them to the class. Show a picture of a person and ask who it is (teacher, mom, dad, principal, librarian, etc.). Ask the students what his/her job is. Make a list of powers that each person has. Predict some consequences of not obeying the rules set by these people. 3. See Framework Resources

www.unitedstreaming.com www.brainpopjr.com www.watchknowlearn.com http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm

Assessment To demonstrate mastery of this indicator, the student should: Summarize roles of authority. Generalize a list of persons of authority. Identify individuals of authority. Illustrate roles of authority using words, pictures, or diagrams. Classify roles of authority as family, school or otherwise.

Sept. 17th - Sept. 21st Indicator K-2.3 Identify authority figures in the school and the community who enforce rules and laws that keep people safe, including crossing guards, bus drivers, firefighters, and police officers. Instructional Strategies 1. The teacher will have students dress up as community workers. Other students will have tools they use. The students will pair up as community helpers and their tools. The students will then explain how each community helper uses their tools to keep people safe. 2. The students will complete a matching game using cards in a pocket chart. The teacher will put a community helper in the pocket chart and the student will match the tool used. 3. Supply community helper outfits in dramatic play center. 4. Invite community workers to come share ways they keep us safe and bring their tools. 5. Demonstrate responsible citizenship within the school community and the local and national communities. 6. Make a set of cards with photos of people within your school who enforce the rules that keep people safe, including principal, assistant principal, crossing guards, school nurse. Make another set of cards with the names of these people. Match the names to the photos. Play a memory game to match names to photos. 7. Invite the principal, assistant principal, crossing guards, school nurse to each come into the classroom and explain things they do to help keep the school and children safe. Take in-school field trips to observe each of these people performing their jobs. 8. Make a chart with each helpers picture. Have the children tell ways each person helps them stay safe at school. List their answers. List tools each of these people use in their jobs. 9. Have students role play situations in which these people help the children in your school. 10. Read Mrs. Toggles Zipper. Compare the principal, school nurse and custodian in the book to the people in your school with the same roles. 11. Invite firefighters from the station that serves your school to come to your class and talk with children about fire safety. Ask the firefighter to put on his turnout gear as the children watch so they can see there is a friend inside. This might prevent a child from hiding from firefighters in all that strange gear if they are ever involved in a fire. 12. See Framework Resources

www.unitedstreaming.com www.brainpopjr.com www.watchknowlearn.com www.internet4classrooms.com www.educatorskonnect.com/CurriculumPortals/Communities/Communities.html http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm

Assessment Have students role play situations in which these people help the children in your school.

Sept. 24th - Sept. 28th Indicator K-2.3 Identify authority figures in the school and the community who enforce rules and laws that keep people safe, including crossing guards, bus drivers, firefighters, and police officers. K-1.3 Identify his or her personal connections to places, including home, school, neighborhood, and city or town.

Instructional Strategies 1. Have each family talk about the safe meeting place they will go if they ever have a fire at their house. Have each child draw a picture of their family at the safe meeting place. 2. Invite paramedics from the station that serves your school to come and talk with children about how they help in times of need. 3. Take a field trip to the fire station and paramedic station that serve your school. 4. Many children are afraid of police officers. Convince them that police officers serve to help us, and that the only people who need to be afraid of them are the ones who break the laws. Read I Want To Be A Police Officer to stress the friendliness of police officers and how they "enjoy helping people." 5. Read A Day With Police Officers to show what police officers do. Then have a police officer (if possible, a former student from the school) talk with your class about his/her duties. Compare to what you read in the book. 6. Have pairs of children role play being lost and asking a police officer for help. 7. Ask children to tell situations where they should and should not call 911. Make a chart of their answers. 8. Using discarded phones, have each child practice calling 911, telling their name, address and phone number. 9. Remind parents to have house number visible and to show their child where the number is located on their house and/or mailbox. 10. Invite a dispatcher from your local 911 service to come and talk about their job. 11. Teaching children how and when to use 911

12. http://kidshealth.org/parent/firstaid_safe/emergencies/911.html
13. Compare the roles of principal/assistant principal, school nurse, crossing guards, firefighters, police officers, paramedics and 911 operators. Guide children to see that the role of all is to help keep us safe and to help us in times of need. Have children write and illustrate thank you notes to thank these people for helping us. 14. If there is a park in your community where children from your school play, discuss rules specific for the equipment at that park. 15. See Framework Resources

www.unitedstreaming.com www.brainpopjr.com www.watchknowlearn.com www.internet4classrooms.com www.educatorskonnect.com/CurriculumPortals/Communities/Communities.html http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm

Assessment To demonstrate mastery of this indicator, the student should: Identify people in the community and school who keep people safe. Remember the names of people who enforce rules to keep people safe. Recall school or community rules used for safety. Compare the roles of people who enforce rules to keep people safe. Conduct Culminating Assessment: Students will role-play examples of following/not following school rules. Boys will select girls as partners and girls will select boys as partners. Teachers will observe and record evidence of students understandings. Week of Oct 1st - Oct. 5th Oct.1st - Oct. 5th Indicator K-2.4 Explain how following rules and obeying authority figures reflect qualities of good citizenship, including honesty, responsibility, respect, fairness, and patriotism.

Instructional Strategies 1. A citizen of the week/day will be chosen as a demonstration of student responsibility of citizenship within the school community. The student will be chosen by following the class/school rules. 2. Role plays examples of students following school rules/laws and students not following rules/laws. 3. See Framework Resources

www.unitedstreaming.com www.brainpopjr.com www.watchknowlearn.com http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm

Assessment Role play examples of students following school rules/laws and students not following rules/laws Week of Oct. 8th Oct. 12th Oct 8th - Oct. 12th Indicator K-2.4 Explain how following rules and obeying authority figures reflect qualities of good citizenship, including honesty, responsibility, respect, fairness, and patriotism.

Instructional Strategies 1. A citizen of the week/day will be chosen as a demonstration of student responsibility of citizenship within the school community. The student will be chosen by following the class/school rules. 2. Role plays examples of students following school rules/laws and students not following rules/laws.

Resources

www.unitedstreaming.com www.brainpopjr.com www.watchknowlearn.com http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm

Assessment Conduct Culminating Assessment: Students will role-play examples of following/not following school rules. Boys will select girls as partners and girls will select boys as partners. Teachers will observe and record evidence of students understandings.

Week of Oct. 15th - Oct. 19th Oct. 15th - Oct. 19th Indicator Review As Needed K-2.1 K-2.2 Explain the purpose of rules and laws and the consequences of breaking them. Summarize the roles of authority figures in a childs life, including those of parents and teachers. Identify authority figures in the school and the community who enforce rules and laws that keep people safe, including crossing guards, bus drivers, firefighters, and police officers. Explain how following rules and obeying authority figures reflect qualities of good citizenship, including honesty, responsibility, respect, fairness, and patriotism.

K-2.3

K-2.4

Instructional Strategies See the Instructional Strategies listed previously. Resources

www.unitedstreaming.com www.brainpopjr.com www.watchknowlearn.com http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm

Assessment School-created common assessments will be administered. Week of Oct. 22nd - Oct. 26th Oct. 22nd - Oct. 25th Indicator K-4.2 Explain how changes in modes of transportation and communication have affected the way families live and work together. Instructional Strategies

1. Follow TE, Unit 5, lesson 6, pages 271-274 2. Brainstorm with students ways people travel. Make a chart and add illustrations if time. 3. Look at the book and have students identify the pictures on pages TE pages 272-272. Ask students to compare and contrast the pictures in the book with the list just made. Explore advantages and disadvantages of all types of travel. 4. Explain that the pictures represent a time line of transportation. Explain. 5. Have students begin working in small groups on the We Travel class book. 6. Make a T chart with the labels Long Ago and Today 7. Have students help complete chart about transportation (chart builds off of chart/lesson from yesterday). 8. Follow TE, big book 6, Lesson 4, pages 313-316. 9. Watch the video, Long Ago, Yesterday, and Today from discoveryeducation.com Add more items to the chart when video concludes. Resources Websites www.unitedstreaming.com

www.brainpopjr.com www.watchknowlearn.com http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm

Books/Poems: Traveling, Traveling poem The Big Yellow Bus by Lorinda Bryan Cauley Fanelli, Sara. My Map Book. Harper Collins, 2001. Fries, Marcia. Houses. 1996. Seuss, Dr. Oh, the Places Youll Go. Random House, 1990. CDs: Raffi - The Wheels on the Bus Scott Foresman Social Studies TE: Unit 5, lessons 4 and 6 Scott Foresman Unit 3, Lesson 11, pgs. 159-162 (Teachers Edition) Scott Foresman Unit 4, Lesson 7, pgs. 209-212 (Teachers Edition) Scott Foresman Unit 4, Lesson 8, pgs. 213-216 (Teachers Edition) Scott Foresman Unit 5, Lesson 7, pgs. 275-278 (Teachers Edition) Assessment School-created common assessments will be administered. Oct. 26th Indicator Professional Development/Workdays Professional Development/Workdays Instructional Strategies Professional Development/Workdays

Resources Professional Development/Workdays Assessment Professional Development/Workdays Week of Oct. 29th - Nov. 2nd Oct. 29th - Nov. 2nd Indicator K-4.2 Explain how changes in modes of transportation and communication have affected the way families live and work together Instructional Strategies

See Literacy Elements in the Social Studies Standards appendix A. Distinguish between past, present, and future time. B. Establish chronological order in constructing ones own historical narratives. 1. Read Sharing News. Discuss various means of communication we use today. Discuss previous means of communication including smoke signals, pony express, telegraph and how different they are from how we communicate now. 2. Collect old type telephones and/or pictures of old phones including dial phones, bag phones, and various cell phones. Second hand stores are good sources for these. Make a telephone museum. Have children write descriptions for each of the phones. Look for old type phones in books that you read. 3. Put discarded cell phones and a discarded laptop computer in the pretend/home living center so children can role play talking on the phone, text messaging and e-mailing. 4. Stock the Writing Center with note paper and envelopes so the children can write notes to friends, family members and other people in the school. 5. Read Dear Juno- Discuss how Juno and his Grandmother in Korea communicate through letters without using words. 6. Write Kindergarten sight words in Morse Code and have children translate and read. 7. http://en.wikipedia.org/wiki/Morse_code Drawings of old and modern communication devices. http://www.schoolsnet.com/pls/hot_school/sn_primary.page_pls_show_on_iframe? x=16180339&p_href=/img/schoolsnet/primary/resources/history/downloads/his_unit2_lesson6c.pdf&p_crumb_seq=6&p_ crumb_label=Communications%20then%20and%20now%20pictures Discover the history behind many different communication devices. http://www.fcc.gov/cgb/kidszone/history.html Create a Transportation Museum in the classroom with toy vehicles children bring from home. http://www.eduplace.com/activity/transport.html See how we got here. Transportation transformed America. Choose from these three interconnected routes to explore how transportation shaped our lives, landscapes, culture, and communities. http://americanhistory.si.edu/onthemove/ From foot to flight- a virtual museum of the history of transportation in the United States. http://score.rims.k12.ca.us/activity/foot_to_flight/index.html 8. The Little House- Read and discuss the progression of transportation throughout the book. Have children draw

the different types of transportation and display them in the order they appear in the book. 9. Read On The Road- Trucks Then and Now (Here We Go!) and discuss the different trucks in the book. Using pictures from the book make a graph of the favorite trucks of class members. 10. Discuss how changes in communication and transportation are similar. Guide children to see that communication and transportation take less time and are easier to use today. Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm https://www.ed.sc.gov/apps/cso/standards/socsd_k8.cfm? Streaming video: Away We Go-All About Transportation-includes comparing transportation in the past to the present http://player.discoveryeducation.com/index.cfm?guidAssetId=2C3AF912-0CB7-42B7-AF8855A0CC8F5EDA&blnFromSearch=1&productcode=US Websites: Smoke signals http://adventure.howstuffworks.com/how-to-send-smoke-signal.htm History of the Pony Express http://en.wikipedia.org/wiki/Pony_Express Images from the Pony Express http://search.aol.com/aol/image?invocationType=imageTab&query=pony express&flv=1 History of the telegraph, includes some images http://en.wikipedia.org/wiki/Telegraphy Photographic tour of the Porthcuno telegraphic museum http://www.porthcurno.org.uk/html/phototour.html Photographs showing history of transportation in South Carolina http://www.knowitall.org/schistory/Search1.cfm?table=Transportation Elementary school created a virtual museum of the history of transportation using old photographs. http://score.rims.k12.ca.us/activity/foot_to_flight/ History of railroads in photos http://www.picturehistory.com/category/cat_id/5/subcat_id/150 Literature: Anderson, Ashley. 2000. First Book of Flight: A Child's History of Aviation and Flight Log. Burton, Virginia. 1978. The Little House. The little house observes the changes in transportation over many generations. Flatt, Lizanne. 2007. On The Go! Picture book shows the history of transportation. Jay, Michael. 1995. The History of Communications (Science Discovery). Otfinoski, Steven. 1997. On The Road- Trucks Then and Now (Here We Go!). Examines the history of trucks and describes different kinds that are used today. Rothman, Cynthia. 2000. Sharing News. Shows different ways we communicate with each other. Smith, Nigel. 1997. Then And Now: Transportation (Then and Now).

Soyung and Susan Kathleen Hartung. 1999. Dear Juno. 1992. Juno and his Grandmother in Korea communicate with pictures and items sent through the mail. Williams, T. Harry. 1996. The History of Transportation (Science Discovery). Provides a general history of transportation including wheeled vehicles, boats, airplanes, and spacecraft. STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Some other websites www.unitedstreaming.com

www.brainpopjr.com www.watchknowlearn.com

Assessment School-created common assessments will be administered. Week of Nov. 5th - Nov. 9th Nov. 5th Indicator K-3.3 Describe the actions of important figures that reflect the values of American democracy, including George Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.

K-4.1 Compare the daily lives of children and their families in the past and in the present. Instructional Strategies K-3.3 1. Create a KWL Chart on Voting 2. The students participate in a class Mock voting K-4.1 1. Follow TE pages 19-22 Unit 1, Lesson 1 The students will compare the lives of children and their families and will provide connections to home and school. 2. Follow TE pages 313-316, Unit 6, Lesson 4 Students will compare the daily lives of children and their families in the United States in the past with families today. See Literacy Elements in the Social Studies Standards appendix C. Distinguish between past, present, and future time. D. Establish chronological order in constructing ones own historical narratives. 3. Have parents help their child make a family tree going back two generations. http://www.eduplace.com/activity/k_3_act2.html 4. Look at an old photograph and describe one way the children in the photograph look different from todays children or how they are doing something different from the way todays children do it. Then describe one way the children in the photograph look the same as you or are doing things that are similar to what you do today. 5. Bring in artifacts from the past (Ask other faculty members and the childrens parents to contribute). Have each

child choose one artifact and draw a picture of how he/she thinks the artifact was used. Use the Internet and books to determine the actual use of each artifact. 6. Read Long Ago and Today and/or When I Was Young- One Family Remembers 300 Years of History. Compare aspects of life long ago to life today. 7. Send letters and ask students grandparents to write their grandchild at school telling how their family life was different than their grandchilds family life. 8. Read When I Was Young in the Mountains, Twas the Night Before Christmas and/or The House in the Mail about life in the early 1900s. Compare to life today. Have each child tell one thing that he/she thinks was better about life then and one thing that is better about life now. 9. Use several of the renewed Read the Dick and Jane books that show family life in the 1950s/60s. (There are 6 different books in the set.) Divide the children into groups and give each group one book. Have students look at the illustrations and compare family life in the book to family life today. Come back together as a large group where each small group shares their findings. List their findings on a chart and discuss the differences. 10. Ask parents to send pictures that show them and their families when they were young. Have the child who brought the pictures compare to life today. Look for common practices among the pictures. Resources Text: Here we go, Scott Foresman, 2006 pp. 19-22, 313-316. Literature: Carlson, Nancy. I Like Me. Pearson Learning, 1990. Munch, Robert. Love You Forever. Firefly Books, 1988. Web Sites: Early Learning - http://earlylearning.anderson5.net www.studyisland.com See Kindergarten Social Studies Modules in S3 Curriculum at http://scde.mrooms.org/index.php?page=14507 STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Some other websites www.unitedstreaming.com

www.brainpopjr.com www.watchknowlearn.com

CDs: Dr. Jean-Im Looking Through my Mirror I Wish I Had a Little Red Box Get on Board Hello, How Are You? (Morning Meeting) Rise and Shine (Morning Meeting) Hello Neighbor (Morning Meeting) Assessment Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Nov. 6th Indicator Election Day (Holiday) Instructional Strategies Election Day (Holiday) Resources Election Day (Holiday) Assessment Election Day (Holiday) Week of Nov. 5th - Nov. 9th Nov. 7th - Nov. 9th Indicator K-4.1 Compare the daily lives of children and their families in the past and in the present. Instructional Strategies See Literacy Elements in the Social Studies Standards appendix E. Distinguish between past, present, and future time. F. Establish chronological order in constructing ones own historical narratives. 1. Create a timeline 2. Read Charlie Anderson, I Love You the Purplest and/or Love is a Family to show different types of family structures other than two parent families. 3. Portray quilts and quilting as just one aspect of early life where people made do with what they had, used everything they had and crafted essentials by hand. Compare quilting to going to the store to buy a bedspread today. 4. Read The Keeping Quilt. 5. Each student shares a special memory from this school year. They draw a picture related to that memory. Trace the picture onto vellum paper and color with fabric crayons. Iron the drawings onto a large piece of material that can be stuffed and backed as a 'keeping quilt' for the classroom. 6. Read The Quilt Story and The Patchwork Quilt. Compare the two books with a Venn diagram. Children work in pairs to create a quilt pattern square with pattern blocks. Once completed, they copy the pattern with paper squares and glue them to a piece of cardstock. Election Day (Holiday)

7. Have students interview a grandparent, great grandparent, older relative, neighbor or family friend about his or
her elementary school experience. Prior to this assignment, have the class brainstorm several questions to ask their interview subject. If possible, have students tape record or videotape their interviews to present to the class. Compare to their experiences to school today.

8. Read My Great Aunt Arizona, One Room School and/or A Country Schoolhouse. Compare to our
schools.

9. Visit a one-room schoolhouse. Many communities have preserved their one-room schoolhouses and
created museums. If there is a museum in your community, plan a field trip for your class, or invite the museums curator to make a presentation to your class.

10. Turn the Home Living/Pretend Center into a one room school house. Chalk and chalkboards, an abacus,
pretend food in paper lunch bags, Lincoln logs to build a fire, pails to get water. Resources

STANDARD SUPPORT DOCUMENTS https://www.ed.sc.gov/apps/cso/standards/socsd_k8.cfm? http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Websites: www.unitedstreaming.com

www.brainpopjr.com www.watchknowlearn.com

Photos show ordinary people and everyday life in SC. http://www.knowitall.org/schistory/Search1.cfm?table=EverydayLife Images show Americans at home, at work, and at play, with an emphasis on rural and small-town life and the adverse effects of the Great Depression, the Dust Bowl, and increasing farm mechanization. http://rs6.loc.gov/ammem/fsahtml/fahome.html Seven Southern Quilters- Information and quilt photos http://xroads.virginia.edu/~UG97/quilt/women.html African American Quilting Traditions-Photos and information about the quilts. http://xroads.virginia.edu/~UG97/quilt/atrads.html Pictures and information from a one room schoolhouse in Arkansas. http://www.arkansaspreservation.org/pdf/youth_education/OneRoomSchoolhouses.pdf Many photographs of one-room schoolhouses can be found in this collection by using the search term oneroom schoolhouse America from the Great Depression to World War II photograph collection http://memory.loc.gov/ammem/fsahtml/fahome.html Photograph of a teacher and her pupils in a one-room schoolhouse . http://lcweb2.loc.gov/ammem/award97/ndfahtml/hult_school_05.html Literature: Abercrombie, Barbara and Mark Graham. 1995. Charlie Anderson. Two girls are with their mother some days and their father others. Barasch, Lynne. 2004. A Country Schoolhouse. Downey, Roma and Lisa McCourt. 2002. Love Is A Family. A child of a single mother realizes their many different family configurations. Dunbar, James. 1999. When I Was Young- One Family Remembers 300 Years of History. Josh asks relatives about life in the past, capturing one familys oral tradition of how life has changed over the years. Flournoy, Valerie. 1985. The Patchwork Quilt. Tanya learns about the quilt from her grandmother and, in so doing, learns her family history. Hall, Donald. 1979. The Ox Cart Man. A family produces products that are sold and traded to provide their needs. Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Week of Nov. 12th - Nov. 16th Nov. 12th - Nov. 16th Indicator K-3.2 K-4.1 Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day. Compare the daily lives of children and their families in the past and in the present.

Instructional Strategies 1. Research the history of thanksgiving 2. Have students illustrate the First thanksgiving 3. Make Thanksgiving hats and projects 4. Create a Frayer Model about Thanksgiving 5. Text: Here we go, Scott Foresman, 2006 pp. 93-96, 263-266 Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Some other websites: www.dltk-holidays.com/thanksgiving/index.html

www.pbskids.com www.watchknowlearn.com www.brainpopjr.com

Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Week of Nov. 19th - Nov. 23rd Nov. 19th - Nov. 20th Indicator K-3.2 K-4.1 Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day. Compare the daily lives of children and their families in the past and in the present.

Instructional Strategies 1. Add some photos, symbols, figures to be used in the block center. Students could build a white house and put a president or other figure in it. 2. Expose children to patriotic songs in whole group time. Have them available at the listening center.

3. Name the presidents on the penny, the nickel, the dime, the quarter, the dollar, etc. Write the presidents names on a sheet large enough to see in whole group/small group. Tape the coin to it and some other photos/drawings if you have them. Represent some presidents that are on the coins as a comparison. 4. Use Social Studies chart (HBJ) that shows national symbols, as a visual tool. 5. Refer to Scott Foresman Social Studies Unit 5, Lesson 1. Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Literature: Adler, David. Picture Book of George Washington/Abraham Lincoln. Holiday House, 1990. Ryan, Pam M. The Flag We Love. Charlesbridge Publishing, 2000. Other Resources: Celebrating Patriotic Holidays, Creative Teaching Press Web Sites: Early Learning - http://earlylearning.anderson5.net Southern Indiana Education Center - www.siec.k12.in.us/~west/proj/lincoln/index.html American Memory Collections - http://memory.loc.gov/ Veterans Day- www.va.gov/kids Extensions: Students will look in several patriotic books and magazines, and then create a mural of important symbols, events, or people that demonstrate the values and principles of American democracy. Assessment Student will complete a research project.

Nov. 21st - Nov. 23rd Indicator Thanksgiving (Holiday) Instructional Strategies Thanksgiving (Holiday) Resources Thanksgiving (Holiday) Assessment Thanksgiving (Holiday) Week of Nov. 26th - Nov. 30th Nov. 26th - Nov. 30th Indicator K-4.4 Recognize that families of the past have made choices to fulfill their wants and needs and that families do so in the present. Instructional Strategies 1. The students will generate a list of items that people make or produce. 2. The students will then generate a list of items they consume. 3. Make a Venn diagram of the two lists. Compare and contrast the lists. Thanksgiving (Holiday)

4. The teacher will pose questions, such as What if the farmer cant produce enough milk? 5. Play a cause/effect game using examples of consumers and producers. What is the cause? What is the effect? 6. Create a Frayer Model for the words 7. Plan a field trip to a local grocery store/ 8. Plan a virtual field trip to the grocery store, post office, etc.. 9. Refer to Scott Foresman Social Studies Unit 3, Lesson 2, 3, 9, and 11. Resources Text: Here we go, Scott Foresman, 2006 pp. 143-146 Unit 3 Needs and Wants STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Additional Website: www.supperteacherworksheets.com/economics Assessment School-created common assessments will be administered.

Week of Dec. 3rd - Dec. 7th Dec. 3rd - Dec. 7th Indicator

K-3.2

Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day.

K-4.4 Recognize that families of the past have made choices to fulfill their wants and needs and that families do so in the present. Instructional Strategies 1. Create a KWL chart. 2. The students will generate a list of items that people make or produce. 3. The students will then generate a list of items they consume. 4. Make a Venn diagram of the two lists. Compare and contrast the lists. 5. The teacher will pose questions, such as What if the farmer cant produce enough milk? 6. Play a cause/effect game using examples of consumers and producers. What is the cause? What is the effect? 7. Refer to Scott Foresman Social Studies Unit 3, Lesson 2, 3, 9, and 11. Resources Text: Here we go, Scott Foresman, 2006 pp.147-158 Unit 8 Needs/Food

Unit 9 Needs/Clothing Unit 10 Needs/Shelter STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Additional Websites: www.brainpopjr.com

www.unitedstreaming.com www.watchknowlearn.com www.educatorsknonnect.com

Assessment School-created common assessments will be administered. Week of Dec. 10th - Dec. 14th Dec. 10th - Dec. 14th Indicator K-3.2 Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day.

K-4.4 Recognize that families of the past have made choices to fulfill their wants and needs and that families do so in the present. Instructional Strategies 1. Complete a research project about how Christmas is celebrated around the world 2. Using a Venn Diagram comparing Christmas to Kwanzaa 3. KWL Chart Resources Text: Here we go, Scott Foresman, 2006 pp., 309-312 Unit 6 Family Celebrations

www.brainpop.com www.unitedstreaming.com

Assessment The students will complete a research project.

Week of Dec. 17th - Jan. 4th Dec. 17th - Jan. 2nd Indicator Winter Break Instructional Strategies Winter Break Resources Winter Break Assessment Winter Break Winter Break

Jan. 3rd - Jan. 4th Indicator K-4.3 Recognize the ways that community businesses have provided goods and services for families in the past and do so in the present.

Review As Needed K-2.1 K-2.2 Explain the purpose of rules and laws and the consequences of breaking them. Summarize the roles of authority figures in a childs life, including those of parents and teachers. Identify authority figures in the school and the community who enforce rules and laws that keep people safe, including crossing guards, bus drivers, firefighters, and police officers. Explain how following rules and obeying authority figures reflect qualities of good citizenship, including honesty, responsibility, respect, fairness, and patriotism. Winter Break Instructional Strategies

K-2.3

K-2.4

1. The students will generate a list of items that people make or produce. 2. The students will then generate a list of items they consume. 3. Make a Venn diagram of the two lists. Compare and contrast the lists. 4. The teacher will pose questions, such as What if the farmer cant produce enough milk? 5. Play a cause/effect game using examples of consumers and producers. What is the cause? What is the effect? 6. Refer to Scott Foresman Social Studies Unit 3, Lesson 2, 3, 9, and 11. Winter Break Resources Websites: www.brainpopjr.com

www.unitedstreaming.com www.watchknowlearn.com

Economics: Goods and Services http://www.socialstudiesforkids.com/articles/economics/goodsandservices1.htm nter Break Assessment School-created common assessments will be administered. inter Break Week of Jan. 7th - Jan. 11th Jan. 7th - Jan. 11th Indicator K-4.3 Recognize the ways that community businesses have provided goods and services for families in the past and do so in the present.

Instructional Strategies . 1. Refer to Scott Foresman Social Studies Unit 3, Lesson 2, 3, 9, and 11. 2. Follow the teaching guide. 3. The students will generate a list of items that people make or produce. The students will then generate a list of items they consume. Make a Venn diagram of the two lists. Compare and contrast the lists. 4. The teacher will pose questions, such as What if the farmer cant produce enough milk? 5. Play a cause/effect game using examples of consumers and producers. What is the cause? What is the effect? Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Additional Websites: Early Learning - http://earlylearning.anderson5.net The Gateway to Educational Materials - www.thegateway.org www.studyisland.com See Kindergarten Social Studies Modules in S3 Curriculum at http://scde.mrooms.org/index.php?page=14507 Centers: Describe community helpers and the tools they use. Assessment School-created common assessments will be administered.

Week of Jan. 14th - Jan. 18th Jan. 14th - Jan. 17th Indicator K-3.2 Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day.r Break Win Break Instructional Strategies 1. Add some photos, symbols, figures to be used in the block center. Students could build a white house and put a president or other figure in it. 2. Expose children to patriotic songs in whole group time. Have them available at the listening center. 3. Name the presidents on the penny, the nickel, the dime, the quarter, the dollar, etc. Write the presidents names on a sheet large enough to see in whole group/small group. Tape the coin to it and some other photos/drawings if you have them. Represent some presidents that are on the coins as a comparison. 4. Use Social Studies chart (HBJ) that shows national symbols, as a visual tool. 5. Refer to Scott Foresman Social Studies Unit 5, Lesson 1. 6. See Arts Integration lesson K-60. Break Resources Literature: Adler, David. Picture Book of George Washington/Abraham Lincoln. Holiday House, 1990. Ryan, Pam M. The Flag We Love. Charlesbridge Publishing, 2000. Other Resources: Celebrating Patriotic Holidays, Creative Teaching Press STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Additional Websites: Early Learning - http://earlylearning.anderson5.net Southern Indiana Education Center - www.siec.k12.in.us/~west/proj/lincoln/index.html American Memory Collections - http://memory.loc.gov/ Extensions: Students will look in several patriotic books and magazines, and then create a mural of important symbols, events, or people. Winter Break Assessment School-created common assessments will be administered. inter Break Jan. 18th Indicator Professional Development/Workday Professional Development/Workday Instructional Strategies Professional Development/Workday Resources Professional Development/Workday

Assessment Professional Development/Workday Week of Jan. 21st - Jan. 25th Jan. 21st - Jan. 22nd Indicator Martin Luther King Jr. Day (Holiday) Professional Development/Workday Instructional Strategies Martin Luther King Jr. Day (Holiday) Professional Development/Workday Resources Martin Luther King Jr. Day (Holiday) Professional Development/Workday Assessment Martin Luther King Jr. Day (Holiday) Professional Development/Workday Jan. 23rd - Jan. 25th Indicator K-3.2 Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day. Martin Luther King Jr. Day (Holiday) Professional Development/Workday

Instructional Strategies 1. Add some photos, symbols, figures to be used in the block center. Students could build a white house and put a president or other figure in it. 2. Expose children to patriotic songs in whole group time. Have them available at the listening center. 3. Name the presidents on the penny, the nickel, the dime, the quarter, the dollar, etc. Write the presidents names on a sheet large enough to see in whole group/small group. Tape the coin to it and some other photos/drawings if you have them. Represent some presidents that are on the coins as a comparison. 4. Use Social Studies chart (HBJ) that shows national symbols, as a visual tool. 5. Refer to Scott Foresman Social Studies Unit 5, Lesson 1. 6. See Arts Integration lesson K-60. Resources Literature: Adler, David. Picture Book of George Washington/Abraham Lincoln. Holiday House, 1990. Ryan, Pam M. The Flag We Love. Charlesbridge Publishing, 2000. Other Resources: Celebrating Patriotic Holidays, Creative Teaching Press STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Additional Websites: Early Learning - http://earlylearning.anderson5.net Southern Indiana Education Center - www.siec.k12.in.us/~west/proj/lincoln/index.html American Memory Collections - http://memory.loc.gov/ Symbols of US government http://bensguide.gpo.gov

Extensions: Students will look in several patriotic books and magazines, and then create a mural of important symbols, events, or people that demonstrate the values and principles of American democracy. Assessment School-created common assessments will be administered.

Week of Jan. 28th - Feb. 1st Jan. 28th - Feb. 1st Indicator Recognize the significance of symbols of the United States that represent its democratic values, including the American flag, the bald eagle, the Statue of Liberty, the Pledge of Allegiance, and The Star-Spangled Banner. WinterWinter Break Instructional Strategies 1. Add some photos, symbols, figures to be used in the block center. Students could build a white house and put a president or other figure in it. 2. Expose children to patriotic songs in whole group time. Have them available at the listening center. 3. Name the presidents on the penny, the nickel, the dime, the quarter, the dollar, etc. Write the presidents names on a sheet large enough to see in whole group/small group. Tape the coin to it and some other photos/drawings if you have them. Represent some presidents that are on the coins as a comparison. 4. Use Social Studies chart (HBJ) that shows national symbols, as a visual tool. 5. Refer to Scott Foresman Social Studies Unit 5, Lesson 1. 6. See Arts Integrationter Break Resources Literature: Adler, David. Picture Book of George Washington/Abraham Lincoln. Holiday House, 1990. Ryan, Pam M. The Flag We Love. Charlesbridge Publishing, 2000. Other Resources: Celebrating Patriotic Holidays, Creative Teaching Press SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Additional Websites: Early Learning - http://earlylearning.anderson5.net Southern Indiana Education Center - www.siec.k12.in.us/~west/proj/lincoln/index.html American Memory Collections - http://memory.loc.gov/ Symbols of US government http://bensguide.gpo.gov Extensions: Students will look in several patriotic books and magazines, and then create a mural of important symbols, events, or people that demonstrate the values and principles of American democracy. www.studyisland.com See Kindergarten Social Studies Modules in S3 Curriculum at http://scde.mrooms.org/index.php?page=14507 Reak K-3.1

Assessment School-created common assessments will be administered. inter Break

Week of Feb. 4th - Feb. 8th Feb. 4th - Feb. 8th Indicator K-3.2 Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day.

Instructional Strategies 1. Add some photos, symbols, figures to be used in the block center. Students could build a white house and put a president or other figure in it. 2. Expose children to patriotic songs in whole group time. Have them available at the listening center. 3. Name the presidents on the penny, the nickel, the dime, the quarter, the dollar, etc. Write the presidents names on a sheet large enough to see in whole group/small group. Tape the coin to it and some other photos/drawings if you have them. Represent some presidents that are on the coins as a comparison. 4. Use Social Studies chart (HBJ) that shows national symbols, as a visual tool. 5. Refer to Scott Foresman Social Studies Unit 5, Lesson 1. 6. See Arts Integration lesson K-60.

Resources Literature: Adler, David. Picture Book of George Washington/Abraham Lincoln. Holiday House, 1990. Ryan, Pam M. The Flag We Love. Charlesbridge Publishing, 2000. Other Resources: Celebrating Patriotic Holidays, Creative Teaching Press STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Additional Websites: Early Learning - http://earlylearning.anderson5.net Southern Indiana Education Center - www.siec.k12.in.us/~west/proj/lincoln/index.html American Memory Collections - http://memory.loc.gov/ Extensions: Students will look in several patriotic books and magazines, and then create a mural of important symbols, events, or people that demonstrate the values and principles of American democracy. Assessment

School-created common assessments will be administered. Week of Feb. 11th - Feb. 15th Feb. 11th - Feb. 15th Indicator K-3.2 Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day.

reak Instructional Strategies 1. Add some photos, symbols, figures to be used in the block center. Students could build a white house and put a president or other figure in it. 2. Expose children to patriotic songs in whole group time. Have them available at the listening center. 3. 3.Name the presidents on the penny, the nickel, the dime, the quarter, the dollar, etc. Write the presidents names on a sheet large enough to see in whole group/small group. Tape the coin to it and some other photos/drawings if you have them. Represent some presidents that are on the coins as a comparison. 4. 4.Use Social Studies chart (HBJ) that shows national symbols, as a visual tool. 5. 5.Refer to Scott Foresman Social Studies Unit 5, Lesson 1. 6. See Arts Integration lesson K-60. Winter Break Resources Literature: Adler, David. Picture Book of George Washington/Abraham Lincoln. Holiday House, 1990. Ryan, Pam M. The Flag We Love. Charlesbridge Publishing, 2000. Other Resources: Celebrating Patriotic Holidays, Creative Teaching Press STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Additional Websites: Early Learning - http://earlylearning.anderson5.net Southern Indiana Education Center - www.siec.k12.in.us/~west/proj/lincoln/index.html American Memory Collections - http://memory.loc.gov/ Extensions: Students will look in several patriotic books and magazines, and then create a mural of important symbols, events, or people that demonstrate the values and principles of American democracy. Winter Break Assessment

School-created common assessments will be administered. Winter Break Week of Feb. 18th - Feb. 22nd Feb. 18th Indicator President's Day (Holiday) Instructional Strategies President's Day (Holiday) Resources President's Day (Holiday) Assessment President's Day (Holiday) Feb. 19th - Feb. 22nd Indicator President's Day (Holiday)

K-3.3

Describe the actions of important figures that reflect the values of American democracy, including George Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.

Instructional Strategies 1. Demonstrate responsible citizenship within the school community and the local and national communities 2. Identifying Similarities and Differences from Instructional Strategies That Work by Robert Marzano, Debra Pickering and Jane E. Pollock 3. Teaching Content Literacy www.literacymatters.org/content/socialstudies.htm for a great variety of strategies to help students to read Social Studies content. 4. Have student identify U.S. historical figures and understands their contributions to our country as well as the important values they embody, i.e., honesty, curiosity, and hard work. 5. Pre- and post-test for Presidents Washington and Lincoln: http://a4esl.org/q/h/tf-lb-pday.html 6. After studying about George Washington and Abraham Lincoln, compare the two presidents. Draw a Venn diagram on a large sheet of chart paper. Compare their boyhood, their problems growing up, family life, lifestyles, economic beginnings, road to the presidency, leadership skills, years in the presidency, their death and/or their legacy. George Washington: Key Vocabulary 1. Surveying is finding and measuring the boundaries and elevations of land or structures. 2. A colony is a territory that belongs to and is under the rule of another country. The people that live in the colonies are called colonists. 3. A President is a person chosen by the people of the United States to lead the people. Use a K-W-L chart to record student responses. Discuss with the students and observe their participation and responses. Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Streaming videos: Discovery Education, 2001: Heroes of American History George Washington and the Continental Army (04:53) George Washington led the Continental Army in the Revolutionary War. Discovery Education, 2001: Heroes in American History Martin Luther King (05:09) Dr. King was instrumental in dozens of causes, most notably for civil rights. He worked hard so each person could be respected and treated fairly. Discovery Education, 1984: The Boyhood of Martin Luther King, Jr. (14:36) Lessons Learned from the Life of Martin Luther King, Jr. (00:55) Martin Luther King, Jr., was an effective civil rights leader because as a boy he stuck to his goals, worked hard, and had good teachers. Discovery Education, 2002: Martin's Big Words: The Life of Dr. Martin Luther King, Jr. (08:00) Based on the classic children's book by Doreen Rappaport. Using quotes from some of his beloved speeches, Dr. Martin Luther King, Jr., comes to life in stunning collage art and vibrant watercolor paintings in this profound and important biography about beliefs and dreams and following one's heart. Martin Luther King, Jr., in his own words, will inspire and affect you, too.

Assessment School-created common assessments will be administered. Week of Feb. 25th - Mar. 1st

Feb. 25th - Mar. 1st Indicator K-3.3 Describe the actions of important figures that reflect the values of American democracy, including George Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr. nter BreakWinter Break Instructional Strategies 1. Demonstrate responsible citizenship within the school community and the local and national communities 2. Identifying Similarities and Differences from Instructional Strategies That Work by Robert Marzano, Debra Pickering and Jane E. Pollock 3. Teaching Content Literacy www.literacymatters.org/content/socialstudies.htm for a great variety of strategies to help students to read Social Studies content. 4. Have student identify U.S. historical figures and understands their contributions to our country as well as the important values they embody, i.e., honesty, curiosity, and hard work. 5. Pre- and post-test for Presidents Washington and Lincoln: http://a4esl.org/q/h/tf-lb-pday.html

6. After studying about George Washington and Abraham Lincoln, compare the two presidents. Draw a Venn diagram on a large sheet of chart paper. Compare their boyhood, their problems growing up, family life, lifestyles, economic beginnings, road to the presidency, leadership skills, years in the presidency, their death and/or their legacy. George Washington: Key Vocabulary 1. Surveying is finding and measuring the boundaries and elevations of land or structures. 2. A colony is a territory that belongs to and is under the rule of another country. The people that live in the colonies are called colonists. 3. A President is a person chosen by the people of the United States to lead the people. Use a K-W-L chart to record student responses. Discuss with the students and observe their participation and responses. nter Break Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Streaming videos: Discovery Education, 2001: Heroes of American History George Washington and the Continental Army (04:53) George Washington led the Continental Army in the Revolutionary War. Discovery Education, 2001: Heroes in American History Martin Luther King (05:09) Dr. King was instrumental in dozens of causes, most notably for civil rights. He worked hard so each person could be respected and treated fairly. Discovery Education, 1984: The Boyhood of Martin Luther King, Jr. (14:36) Lessons Learned from the Life of Martin Luther King, Jr. (00:55) Martin Luther King, Jr., was an effective civil rights leader because as a boy he stuck to his goals, worked hard, and had good teachers. Discovery Education, 2002: Martin's Big Words: The Life of Dr. Martin Luther King, Jr. (08:00) Based on the classic children's book by Doreen Rappaport. Using quotes from some of his beloved speeches, Dr. Martin Luther King, Jr., comes to life in stunning collage art and vibrant watercolor paintings in this profound and important biography about beliefs and dreams and following one's heart. Martin Luther King, Jr., in his own words, will inspire and affect you, too. ter Break Assessment

The students will name historic figures and their contributions. The students will complete a research project about a historic figure. Winter Break Week of Mar. 4th - Mar. 8th Mar. 4th - Mar. 8th Indicator K-3.1 Recognize the significance of symbols of the United States that represent its democratic values, including the American flag, the bald eagle, the Statue of Liberty, the Pledge of Allegiance, and The Star-Spangled Banner.

Instructional Strategies 1. Add some photos, symbols, figures to be used in the block center. Students could build a white house and put a president or other figure in it. 2. Expose children to patriotic songs in whole group time. Have them available at the listening center. 3. Name the presidents on the penny, the nickel, the dime, the quarter, the dollar, etc. Write the presidents names on a sheet large enough to see in whole group/small group. Tape the coin to it and some other photos/drawings if you have them. Represent some presidents that are on the coins as a comparison. 4. Use Social Studies chart (HBJ) that shows national symbols, as a visual tool. 5. Refer to Scott Foresman Social Studies Unit 5, Lesson 1. 6. See Arts Integration lesson K-60. Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Streaming videos: Discovery Education, 2001: Heroes of American History George Washington and the Continental Army (04:53) George Washington led the Continental Army in the Revolutionary War. Discovery Education, 2001: Heroes in American History Martin Luther King (05:09) Dr. King was instrumental in dozens of causes, most notably for civil rights. He worked hard so each person could be respected and treated fairly. Discovery Education, 1984: The Boyhood of Martin Luther King, Jr. (14:36) Lessons Learned from the Life of Martin Luther King, Jr. (00:55) Martin Luther King, Jr., was an effective civil rights leader because as a boy he stuck to his goals, worked hard, and had good teachers. Discovery Education, 2002: Martin's Big Words: The Life of Dr. Martin Luther King, Jr. (08:00) Based on the classic children's book by Doreen Rappaport. Using quotes from some of his beloved speeches, Dr. Martin Luther King, Jr., comes to life in stunning collage art and vibrant watercolor paintings in this profound and important biography about beliefs and dreams and following one's heart. Martin Luther King, Jr., in his own words, will inspire and affect you, too.

Assessment

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th

Week of Mar. 11th - Mar. 15th

Mar. 11th - Mar. 15th Indicator K-1.1 Identify the location of his or her home, school, neighborhood, and city or town on a map. Winter Break Instructional Strategies 1. Ask geographic questions: A. Where is it located? B. Why is it there? C. What is significant about its location? D. How is its location related to that of other people, places, and environments? 2. Make and record observations about the physical and human characteristics of places 3. Use maps to observe and interpret geographic information and relationships 4. Identifying Similarities and Differences from Instructional Strategies That Work by Robert Marzano, Debra Pickering and Jane E. Pollock

5. Teaching Content Literacy www.literacymatters.org/content/socialstudies.htm for a great variety of strategies

7. As a class activity the teacher could locate the school on Google Maps or Livesearch Maps.
Learning About Map 1. Read Me on the Map. Discuss how a map is a birds eye view. Maps show basic features but not everything. 2. Brainstorm together how you could make a map of the classroom. Use an 11 x 18 piece of construction paper and some blocks. Discuss what pieces of furniture would be important to place on a map. Place blocks on the paper to represent items in the room. Discuss why you would or would not put some things on the map (e.g., windows, people, small items, things on desks, etc.). After all the main items are represented, use a marker and trace around the blocks, then remove them. 3. After all the blocks have been removed from the paper and only the outlines remain review what each shape is. Discuss how these are symbols of each item. 4. Ask students how a person would know which direction to hold the map. Discuss north, south, east, and west. Decide which direction is north and mark it on the map. 5. *Discuss the world globe and map, pointing out the continent, the country, the state and the approximation of the city. 6. Explain to the children that they will be discovering the world, and community in which they live. Today's lesson is about the city, town or rural community where they go to school, church, shop and live. Open a discussion on the types of homes people live in, such as a house, mobile home, apartment, log home or farm house. Talk about different terrains and climates, as the mountains, deserts, tropics and arctic regions. 7. New words to introduce are address, town, community, landmarks and compass. 8. Ask each child to say their complete address. Have a list of the children's addresses ready to help those who need to learn it. Throughout the day, activities will provide an opportunity to review their addresses. Read the story, Where Do I Live? by Neil Chesanow. 9. As homework have students make a map of their bedroom from a birds eye view (like in Me on the Map) with help

from their parents. *Activity: My House: These are the items you will need: 1/Small paper bags, 2/newspaper for stuffing the bag, 3/pre-cut "roof" from brown construction paper, 4/crayons and 5/glue. The children will draw windows, doors, curtains, flowers or whatever they desire to individualize their "home". Help each child to attach the roof and glue it to the stuffed bag. With a permanent marker, write the child's name and address on the roof. As each "home" is completed, display them around the classroom in "neighborhoods", some in the front, back, left and right of the room. *Read Rosies Walk (Hutchins) 1. Students will list the things we would find around the school and on the playground. 2. Using the format of the story map for Rosies Walk, students will create a map for a kindergarten walk around the playground. (include positional words) 3. Students will take a walk around the playground following the map created (if time permits). 4. Students will create their own simple maps of the playground. inter Break Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Streaming Videos: 100% Educational Videos, 1999: Beginning Social Studies Vocabulary. (13:00) Over the fence, under the tree, around the corner, and through to me! Explore "place" vocabulary with fun rhymes and real-world examples. Featured words include close, away from, next to, far, nearest, farthest, first, second, third, last, above, below, right, left, side, center, beginning, end, inside, and outside. 100% Educational Videos, 2002: City, Suburb, and Rural Communities (16:00). City, suburban and rural communities are each defined and shown briefly in relationship to each other. Discovery Education, 2005: Models of Your Neighborhood and Town (02:21) (A segment of: Beginning Maps: Models and Places) A model of your neighborhood might contain houses, apartment buildings, groceries, and a fire department. A model of your town could include places of worship, an airport, or even a harbor. 100% Educational Videos, 2004:Understanding Maps: Key to Everywhere (15:00) This program gives an overview of maps. It explains direction, distance, scale, elevation, and grid maps. It also demonstrates points on a compass, how different types of maps show different things, what symbols are, and what a globe is. Interactive Maps: Live Search Maps: http://maps.live.com/ Google Maps: http://maps.google.com/ Neighborhoods http://bensguide.gpo.gov Literature: Adler, Ruth, 2005: A Trip Across the Country Callella, Trisha, 1998: Barney Bear, World Traveler. Cherry, Lynne, 1994: The Armadillo from Amarillo. An armadillo wants to know where on earth he is. With the help of an eagle, the armadillo wanders through terrains and discovered his location.

Chesanow, Neil, 1995:Where Do I Live? The author begins in a child's room, places it in a home, on a street, in a town, and then in a city and state, country, continent, the world. Cicciarelli, Joellyn Thrall, 1998: Maps. This picture book is an ideal way to introduce students to easy maps. Guthrie, Woody, 2000: This Land Is Your Land. Double-page landscapes reflect the verses of the song and show the varied terrain of the United States. Hamilton, Gail, 1993. As the Crow Flies Maps -- they help you get where you want to go. Hoban, Tana, 1987: I Read Signs. Striking photographs offer a look at 30 familiar signs. Knowlton, Jack, 1988: Geography from A to Z, A Picture Glossary. Sixty-three geographical terms are simply defined and illustrated. Clear, uncluttered illustrations with bright contrasting colors and black outlines help clarify the meaning of each term. Knowlton, Jack, 1986: MAPS AND GLOBES. . Bright, colorful illustrations and lively text introduce the history, types, and uses of maps and how to read various maps. Leedy, Loreen, 2003: Mapping Pennys World. Lisa and her dog Penny are back. Since the girl's class is learning about maps, she decides to draw one of her bedroom and then makes a few for her Boston terrier. National Geographic Society, 2003: Our World: A Childs First Picture Atlas. This picture atlas, designed especially for preschoolers to first-graders, introduces maps and more. Nunn, Tamara, 1996: My Global Address., With vivid pictures, this book shows a child's place in the world from house, neighborhood, city, state, country, continent, and world. Rabe, Trish, 2002: There's a Map on my Lap! The Cat in the Hat introduces beginning readers to mapsthe different kinds (city, state, world, topographic, temperature, terrain, etc.); their formats (flat, globe, atlas, puzzle); the tools we use to read them (symbols, scales, grids, compasses); and funny facts about the places they show us (Michigan looks like a scarf and a mitten! Louisiana looks like a chair you can sit in!). Sweeny, Joan, 1998: Me On The Map. A girl explains maps, beginning with her bedroom and expanding to a map of the world. Treays, Rebecca, 1998: My Town A look at life in a town through the eyes of Ted, a young boy, and an introduction of the basic concepts of human and social geography. Fold-out pages reveal cross-sections of buildings, and help to encourage map-reading skills. Wade, Mary Dodson, 2003: Map Scales (Rookie Reader) Williams, Rozanne Lanczak, Can You Read a Map? (Emergent Reader Level 1) Students are asked to read maps drawn from four fairy tale stories. One shows the interior of the three bears' house while others are of Little Red Riding Hood's, Hansel and Gretel's, and Cinderella's neighborhoods. nter Break Assessment

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th

Week of Mar. 18th - Mar. 22nd

Mar. 18th - Mar. 22nd Indicator K-3.3 Describe the actions of important figures that reflect the values of American democracy, including George Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.ter Break

Winter Break Instructional Strategies Demonstrate responsible citizenship within the school community and the local and national communities Identifying Similarities and Differences from Instructional Strategies That Work by Robert Marzano, Debra Pickering and Jane E. Pollock Teaching Content Literacy www.literacymatters.org/content/socialstudies.htm for a great variety of strategies to help students to read Social Studies content. Have student identify U.S. historical figures and understands their contributions to our country as well as the important values they embody, i.e., honesty, curiosity, and hard work. Pre- and post-test for Presidents Washington and Lincoln: http://a4esl.org/q/h/tf-lb-pday.html After studying about George Washington and Abraham Lincoln, compare the two presidents. Draw a Venn diagram on a large sheet of chart paper. Compare their boyhood, their problems growing up, family life, lifestyles, economic beginnings, road to the presidency, leadership skills, years in the presidency, their death and/or their legacy. George Washington: Key Vocabulary 1. Surveying is finding and measuring the boundaries and elevations of land or structures. 2. A colony is a territory that belongs to and is under the rule of another country. The people that live in the colonies are called colonists. 3. A President is a person chosen by the people of the United States to lead the people. Use a K-W-L chart to record student responses. Discuss with the students and observe their participation and responses. Winter Break Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Identifying Similarities and Differences from Instructional Strategies That Work by Robert Marzano, Debra Pickering and Jane E. Pollock Teaching Content Literacy www.literacymatters.org/content/socialstudies.htm for a great variety of strategies to help students to read Social Studies content. Have student identify U.S. historical figures and understands their contributions to our country as well as the important values they embody, i.e., honesty, curiosity, and hard work. Pre- and post-test for Presidents Washington and Lincoln: http://a4esl.org/q/h/tf-lb-pday.html After studying about George Washington and Abraham Lincoln, compare the two presidents. Draw a Venn diagram on a large sheet of chart paper. Compare their boyhood, their problems growing up, family life, lifestyles, economic beginnings, road to the presidency, leadership skills, years in the presidency, their death and/or their legacy.

George Washington: Key Vocabulary 1. Surveying is finding and measuring the boundaries and elevations of land or structures. 2. A colony is a territory that belongs to and is under the rule of another country. The people that live in the colonies are called colonists. 3. A President is a person chosen by the people of the United States to lead the people. Use a K-W-L chart to record student responses. Discuss with the students and observe their participation and responses. Winter Break Assessment School-created common assessments will be administered. Winter Break Week of Mar. 25th - Mar. 29th Mar. 25th - Mar. 28th Indicator K-3.2 Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day. Winter Break Instructional Strategies J. Demonstrate responsible citizenship within the school community and the local and national communities Identifying Similarities and Differences from Instructional Strategies That Work by Robert Marzano, Debra Pickering and Jane E. Pollock Teaching Content Literacy www.literacymatters.org/content/socialstudies.htm for a great variety of strategies to help students to read Social Studies content. Have student identify U.S. historical figures and understands their contributions to our country as well as the important values they embody, i.e., honesty, curiosity, and hard work. Pre- and post-test for Presidents Washington and Lincoln: http://a4esl.org/q/h/tf-lb-pday.html After studying about George Washington and Abraham Lincoln, compare the two presidents. Draw a Venn diagram on a large sheet of chart paper. Compare their boyhood, their problems growing up, family life, lifestyles, economic beginnings, road to the presidency, leadership skills, years in the presidency, their death and/or their legacy. George Washington: Key Vocabulary 1. Surveying is finding and measuring the boundaries and elevations of land or structures. 2. A colony is a territory that belongs to and is under the rule of another country. The people that live in the colonies are called colonists. 3. A President is a person chosen by the people of the United States to lead the people. Use a K-W-L chart to record student responses. Discuss with the students and observe their participation and responses. Winter Break Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Streaming videos:

Discovery Education, 2001: Heroes of American History George Washington and the Continental Army (04:53) George Washington led the Continental Army in the Revolutionary War. Discovery Education, 2001: Heroes in American History Martin Luther King (05:09) Dr. King was instrumental in dozens of causes, most notably for civil rights. He worked hard so each person could be respected and treated fairly. Discovery Education, 1984: The Boyhood of Martin Luther King, Jr. (14:36) Lessons Learned from the Life of Martin Luther King, Jr. (00:55) Martin Luther King, Jr., was an effective civil rights leader because as a boy he stuck to his goals, worked hard, and had good teachers. Discovery Education, 2002: Martin's Big Words: The Life of Dr. Martin Luther King, Jr. (08:00) Based on the classic children's book by Doreen Rappaport. Using quotes from some of his beloved speeches, Dr. Martin Luther King, Jr., comes to life in stunning collage art and vibrant watercolor paintings in this profound and important biography about beliefs and dreams and following one's heart. Martin Luther King, Jr., in his own words, will inspire and affect you, too. Winter Break Assessment

School-created common assessments will be administered. Winter Break Mar. 29th Indicator Professional Development/Workday Instructional Strategies Resources Professional Development/Workday Assessment Professional Development/Workday Week of Apr. 1st - Apr. 12th Apr. 1st - Apr. 5th Indicator Spring Break (Holiday) Instructional Strategies Spring Break (Holiday) Resources Spring Break (Holiday) Assessment Spring Break (Holiday) Apr. 8th - Apr. 12th Indicator K-1.1 Identify the location of his or her home, school, neighborhood, and city or town on a map. Winter Break Instructional Strategies 1. The teacher will read suggested books to introduce maps, globes, and graphs. The teacher will provide models for students to see. Discuss characteristics of each. Locate information from a map. Professional Development/Workday

Professional Development/Workday

Spring Break (Holiday)

2. The teacher will discuss characteristics of a globe (ex: round, blue for water, green for land, continents - North America, South America, etc.). 3. The teacher and the student will use a Venn diagram to compare/contrast a map and a globe (see Skills lesson 2 Unit 6 Social Studies teaching guide). 4. The teacher will read Me on the Map by Joan Sweeney and the students will draw a map of their room at home. 5. For graphing, see Chart and Graph Skills in Harcourt Social Studies teaching guide. 6. The teacher and the students will play a guessing game. The teacher states a characteristic and the student must tell which tool (map, globe, and graph) matches the characteristic. Ask geographic questions. 7. Refer to Scott Foreman Social Studies Unit 2, Lesson 2 and Unit 4, Lesson 7 8. Have students talk to a classmate who lives in another neighborhood or community. Tell your classmate about where your neighborhood is located. 9. As a class activity the teacher could locate the school on Google Maps or Livesearch Maps.

Learning About Maps 1. Read Me on the Map. Discuss how a map is a birds eye view. Maps show basic features but not everything. 2. Brainstorm together how you could make a map of the classroom. Use an 11 x 18 piece of construction paper and some blocks. Discuss what pieces of furniture would be important to place on a map. Place blocks on the paper to represent items in the room. Discuss why you would or would not put some things on the map (e.g., windows, people, small items, things on desks, etc.). After all the main items are represented, use a marker and trace around the blocks, then remove them. 3. After all the blocks have been removed from the paper and only the outlines remain review what each shape is. Discuss how these are symbols of each item. 4. Ask students how a person would know which direction to hold the map. Discuss north, south, east, and west. Decide which direction is north and mark it on the map. *Discuss the world globe and map, pointing out the continent, the country, the state and the approximation of the city. Explain to the children that they will be discovering the world, and community in which they live. Today's lesson is about the city, town or rural community where they go to school, church, shop and live. Open a discussion on the types of homes people live in, such as a house, mobile home, apartment, log home or farm house. Talk about different terrains and climates, as the mountains, deserts, tropics and arctic regions. New words to introduce are address, town, community, landmarks and compass. *Ask each child to say their complete address. Have a list of the children's addresses ready to help those who need to learn it. Throughout the day, activities will provide an opportunity to review their addresses. Read the story, Where Do I Live? by Neil Chesanow. As homework have students make a map of their bedroom from a birds eye view (like in Me on the Map) with help from their parents.

*Activity: My House: These are the items you will need: 1/Small paper bags, 2/newspaper for stuffing the bag, 3/pre-cut "roof" from brown construction paper, 4/crayons and 5/glue. The children will draw windows, doors, curtains, flowers or whatever they desire to individualize their "home". Help each child to attach the roof and glue it to the stuffed bag. With a permanent marker, write the child's name and address on the roof. As each "home" is completed, display them around the classroom in "neighborhoods", some in the front, back, left and right of the room. *Read Rosies Walk (Hutchins)

5. Students will list the things we would find around the school and on the playground. 6. Using the format of the story map for Rosies Walk, students will create a map for a kindergarten walk around the playground. (include positional words) 7. Students will take a walk around the playground following the map created (if time permits).

8. Students will create their own simple maps of the playground. inter Break Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Streaming Videos: 100% Educational Videos, 1999: Beginning Social Studies Vocabulary. (13:00) Over the fence, under the tree, around the corner, and through to me! Explore "place" vocabulary with fun rhymes and real-world examples. Featured words include close, away from, next to, far, nearest, farthest, first, second, third, last, above, below, right, left, side, center, beginning, end, inside, and outside. 100% Educational Videos, 2002: City, Suburb, and Rural Communities (16:00). City, suburban and rural communities are each defined and shown briefly in relationship to each other. Discovery Education, 2005: Models of Your Neighborhood and Town (02:21) (A segment of: Beginning Maps: Models and Places) A model of your neighborhood might contain houses, apartment buildings, groceries, and a fire department. A model of your town could include places of worship, an airport, or even a harbor. 100% Educational Videos, 2004:Understanding Maps: Key to Everywhere (15:00) This program gives an overview of maps. It explains direction, distance, scale, elevation, and grid maps. It also demonstrates points on a compass, how different types of maps show different things, what symbols are, and what a globe is. Interactive Maps: Live Search Maps: http://maps.live.com/ Google Maps: http://maps.google.com/ Literature: Adler, Ruth, 2005: A Trip Across the Country Callella, Trisha, 1998: Barney Bear, World Traveler. Cherry, Lynne, 1994: The Armadillo from Amarillo. An armadillo wants to know where on earth he is. With the help of an eagle, the armadillo wanders through terrains and discovered his location. Chesanow, Neil, 1995:Where Do I Live? The author begins in a child's room, places it in a home, on a street, in a town, and then in a city and state, country, continent, the world. Cicciarelli, Joellyn Thrall, 1998: Maps. This picture book is an ideal way to introduce students to easy maps. Guthrie, Woody, 2000: This Land Is Your Land. Double-page landscapes reflect the verses of the song and show the varied terrain of the United States. Hamilton, Gail, 1993. As the Crow Flies Maps -- they help you get where you want to go. Hoban, Tana, 1987: I Read Signs. Striking photographs offer a look at 30 familiar signs. Knowlton, Jack, 1988: Geography from A to Z, A Picture Glossary. Sixty-three geographical terms are simply defined and illustrated. Clear, uncluttered illustrations with bright contrasting colors and black outlines help clarify the

meaning of each term. Knowlton, Jack, 1986: MAPS AND GLOBES. . Bright, colorful illustrations and lively text introduce the history, types, and uses of maps and how to read various maps. Leedy, Loreen, 2003: Mapping Pennys World. Lisa and her dog Penny are back. Since the girl's class is learning about maps, she decides to draw one of her bedroom and then makes a few for her Boston terrier. National Geographic Society, 2003: Our World: A Childs First Picture Atlas. This picture atlas, designed especially for preschoolers to first-graders, introduces maps and more. Nunn, Tamara, 1996: My Global Address., With vivid pictures, this book shows a child's place in the world from house, neighborhood, city, state, country, continent, and world. Rabe, Trish, 2002: There's a Map on my Lap! The Cat in the Hat introduces beginning readers to mapsthe different kinds (city, state, world, topographic, temperature, terrain, etc.); their formats (flat, globe, atlas, puzzle); the tools we use to read them (symbols, scales, grids, compasses); and funny facts about the places they show us (Michigan looks like a scarf and a mitten! Louisiana looks like a chair you can sit in!). Sweeny, Joan, 1998: Me On The Map. A girl explains maps, beginning with her bedroom and expanding to a map of the world. Treays, Rebecca, 1998: My Town A look at life in a town through the eyes of Ted, a young boy, and an introduction of the basic concepts of human and social geography. Fold-out pages reveal cross-sections of buildings, and help to encourage map-reading skills. Wade, Mary Dodson, 2003: Map Scales (Rookie Reader) Williams, Rozanne Lanczak, Can You Read a Map? (Emergent Reader Level 1) Students are asked to read maps drawn from four fairy tale stories. One shows the interior of the three bears' house while others are of Little Red Riding Hood's, Hansel and Gretel's, and Cinderella's neighborhoods. Winter Break Assessment

School-created common assessments will be administered. Winter Break Week of Apr. 15th - Apr. 19th Apr. 15th - Apr. 19th Indicator K-1.1 Identify the location of his or her home, school, neighborhood, and city or town on a map. Instructional Strategies 1. The teacher will read suggested books to introduce maps, globes, and graphs. The teacher will provide models for students to see. Discuss characteristics of each. Locate information from a map. 2. The teacher will discuss characteristics of a globe (ex: round, blue for water, green for land, continents - North America, South America, etc.). 3. The teacher and the student will use a Venn diagram to compare/contrast a map and a globe (see Skills lesson 2 Unit 6 Social Studies teaching guide). 4. The teacher will read Me on the Map by Joan Sweeney and the students will draw a map of their room at home. 5. For graphing, see Chart and Graph Skills in Harcourt Social Studies teaching guide. 6. The teacher and the students will play a guessing game. The teacher states a characteristic and the student must tell which tool (map, globe, and graph) matches the characteristic. Ask geographic questions. 7. Refer to Scott Foreman Social Studies Unit 2, Lesson 2 and Unit 4, Lesson 7 Have students talk to a classmate who lives in another neighborhood or community. Tell your classmate about where your neighborhood is located.

As a class activity the teacher could locate the school on Google Maps or Livesearch Maps.

Learning About Maps 1. Read Me on the Map. Discuss how a map is a birds eye view. Maps show basic features but not everything. 2. Brainstorm together how you could make a map of the classroom. Use an 11 x 18 piece of construction paper and some blocks. Discuss what pieces of furniture would be important to place on a map. Place blocks on the paper to represent items in the room. Discuss why you would or would not put some things on the map (e.g., windows, people, small items, things on desks, etc.). After all the main items are represented, use a marker and trace around the blocks, then remove them. 3. After all the blocks have been removed from the paper and only the outlines remain review what each shape is. Discuss how these are symbols of each item. 4. Ask students how a person would know which direction to hold the map. Discuss north, south, east, and west. Decide which direction is north and mark it on the map. *Discuss the world globe and map, pointing out the continent, the country, the state and the approximation of the city. Explain to the children that they will be discovering the world, and community in which they live. Today's lesson is about the city, town or rural community where they go to school, church, shop and live. Open a discussion on the types of homes people live in, such as a house, mobile home, apartment, log home or farm house. Talk about different terrains and climates, as the mountains, deserts, tropics and arctic regions. New words to introduce are address, town, community, landmarks and compass. *Ask each child to say their complete address. Have a list of the children's addresses ready to help those who need to learn it. Throughout the day, activities will provide an opportunity to review their addresses. Read the story, Where Do I Live? by Neil Chesanow. As homework have students make a map of their bedroom from a birds eye view (like in Me on the Map) with help from their parents.

*Activity: My House: These are the items you will need: 1/Small paper bags, 2/newspaper for stuffing the bag, 3/pre-cut "roof" from brown construction paper, 4/crayons and 5/glue. The children will draw windows, doors, curtains, flowers or whatever they desire to individualize their "home". Help each child to attach the roof and glue it to the stuffed bag. With a permanent marker, write the child's name and address on the roof. As each "home" is completed, display them around the classroom in "neighborhoods", some in the front, back, left and right of the room. *Read Rosies Walk (Hutchins) 9. Students will list the things we would find around the school and on the playground. 10. Using the format of the story map for Rosies Walk, students will create a map for a kindergarten walk around the playground. (include positional words) 11. Students will take a walk around the playground following the map created (if time permits). 12. Students will create their own simple maps of the playground. Winter Break Resources STANDARD SUPPORT DOCUMENT

http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Streaming Videos: 100% Educational Videos, 1999: Beginning Social Studies Vocabulary. (13:00) Over the fence, under the tree, around the corner, and through to me! Explore "place" vocabulary with fun rhymes and real-world examples. Featured words include close, away from, next to, far, nearest, farthest, first, second, third, last, above, below, right, left, side, center, beginning, end, inside, and outside. 100% Educational Videos, 2002: City, Suburb, and Rural Communities (16:00). City, suburban and rural communities are each defined and shown briefly in relationship to each other. Discovery Education, 2005: Models of Your Neighborhood and Town (02:21) (A segment of: Beginning Maps: Models and Places) A model of your neighborhood might contain houses, apartment buildings, groceries, and a fire department. A model of your town could include places of worship, an airport, or even a harbor. 100% Educational Videos, 2004:Understanding Maps: Key to Everywhere (15:00) This program gives an overview of maps. It explains direction, distance, scale, elevation, and grid maps. It also demonstrates points on a compass, how different types of maps show different things, what symbols are, and what a globe is. Interactive Maps: Live Search Maps: http://maps.live.com/ Google Maps: http://maps.google.com/ Literature: Adler, Ruth, 2005: A Trip Across the Country Callella, Trisha, 1998: Barney Bear, World Traveler. Cherry, Lynne, 1994: The Armadillo from Amarillo. An armadillo wants to know where on earth he is. With the help of an eagle, the armadillo wanders through terrains and discovered his location. Chesanow, Neil, 1995:Where Do I Live? The author begins in a child's room, places it in a home, on a street, in a town, and then in a city and state, country, continent, the world. Cicciarelli, Joellyn Thrall, 1998: Maps. This picture book is an ideal way to introduce students to easy maps. Guthrie, Woody, 2000: This Land Is Your Land. Double-page landscapes reflect the verses of the song and show the varied terrain of the United States. Hamilton, Gail, 1993. As the Crow Flies Maps -- they help you get where you want to go. Hoban, Tana, 1987: I Read Signs. Striking photographs offer a look at 30 familiar signs. Knowlton, Jack, 1988: Geography from A to Z, A Picture Glossary. Sixty-three geographical terms are simply defined and illustrated. Clear, uncluttered illustrations with bright contrasting colors and black outlines help clarify the meaning of each term. Knowlton, Jack, 1986: MAPS AND GLOBES. . Bright, colorful illustrations and lively text introduce the history, types, and uses of maps and how to read various maps. Leedy, Loreen, 2003: Mapping Pennys World. Lisa and her dog Penny are back. Since the girl's class is learning about maps, she decides to draw one of her bedroom and then makes a few for her Boston terrier. National Geographic Society, 2003: Our World: A Childs First Picture Atlas. This picture atlas, designed especially for preschoolers to first-graders, introduces maps and more.

Nunn, Tamara, 1996: My Global Address., With vivid pictures, this book shows a child's place in the world from house, neighborhood, city, state, country, continent, and world.

Rabe, Trish, 2002: There's a Map on my Lap! The Cat in the Hat introduces beginning readers to mapsthe different kinds (city, state, world, topographic, temperature, terrain, etc.); their formats (flat, globe, atlas, puzzle); the tools we use to read them (symbols, scales, grids, compasses); and funny facts about the places they show us (Michigan looks like a scarf and a mitten! Louisiana looks like a chair you can sit in!). Sweeny, Joan, 1998: Me On The Map. A girl explains maps, beginning with her bedroom and expanding to a map of the world. Treays, Rebecca, 1998: My Town A look at life in a town through the eyes of Ted, a young boy, and an introduction of the basic concepts of human and social geography. Fold-out pages reveal cross-sections of buildings, and help to encourage map-reading skills. Wade, Mary Dodson, 2003: Map Scales (Rookie Reader) Williams, Rozanne Lanczak, Can You Read a Map? (Emergent Reader Level 1) Students are asked to read maps drawn from four fairy tale stories. One shows the interior of the three bears' house while others are of Little Red Riding Hood's, Hansel and Gretel's, and Cinderella's neighborhoods. Winter Break Assessment School-created common assessments will be administered.

Week of Apr. 22nd - Apr. 26th Apr. 22nd - Apr. 26th Indicator K-1.2 Illustrate the features of his or her home, school, and neighborhood by creating maps, models, and drawings. Winter B Winter Break Instructional Strategies 1. 2. 3. 4. 5. 6. 7. The teacher will read suggested books to introduce maps, globes, and graphs. The teacher will provide models for students to see. Discuss characteristics of each. Locate information from a map. The teacher will discuss characteristics of a globe (ex. Round, blue for water, green for land, continents North America, South America, etc.) The teacher and the student will use a Venn diagram to compare/contrast a map and a globe (see skills lesson 2, unit 6 Social Studies teaching guide). The teacher will read Me on the Map by Joan Sweeney and the students will draw a map of their room at home. For graphing, see Chart and Graph Skills in Harcourt Social Studies teaching guide. The teacher and the students will play a guessing game. The teacher states a characteristic and the student must tell which tool (map, globe, and graph) matches the characteristic. Ask geographic questions. Refer to Scott Foresman Social Studies Unit 1, Lesson 4 and Unit 4, Lesson 8. Winter Break Resources Text: Here we go, Scott Foresman Literature: Emberley, Rebecca. City Sound. Little, Brown and Co., 1989.

Henny Penny The Gingerbread Man Little Red Riding Hood STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Additional Websites: Early Learning http://earlylearning.anderson5.net Ask Eric Education Information-http://ericir.syr.edu/virtual/lessons Extensions: Students will create a map to an unknown site using streets, landmarks, points of interest, etc. Then other students must guess the final destination Winter Break Assessment School-created common assessments will be administered. ter Break Week of Apr. 29th - May 3rd Apr. 29th - May 3rd Indicator K-1.2 Illustrate the features of his or her home, school, and neighborhood by creating maps, models, and drawings. ter Break Instructional Strategies 1. 2. 3. 4. 5. 6. 7. The teacher will read suggested books to introduce maps, globes, and graphs. The teacher will provide models for students to see. Discuss characteristics of each. Locate information from a map. The teacher will discuss characteristics of a globe (ex. Round, blue for water, green for land, continents North America, South America, etc.) The teacher and the student will use a Venn diagram to compare/contrast a map and a globe (see skills lesson 2, unit 6 Social Studies teaching guide). The teacher will read Me on the Map by Joan Sweeney and the students will draw a map of their room at home. For graphing, see Chart and Graph Skills in Harcourt Social Studies teaching guide. The teacher and the students will play a guessing game. The teacher states a characteristic and the student must tell which tool (map, globe, and graph) matches the characteristic. Ask geographic questions. Refer to Scott Foresman Social Studies Unit 1, Lesson 4 and Unit 4, Lesson 8.

inter Break Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Text: Here we go, Scott Foresman Literature: Emberley, Rebecca. City Sound. Little, Brown and Co., 1989. Henny Penny The Gingerbread Man Little Red Riding Hood Web Sites: Early Learning http://earlylearning.anderson5.net Ask Eric Education Information-http://ericir.syr.edu/virtual/lessons Extensions: Students will create a map to an unknown site using streets, landmarks, points of interest, etc. Then other students must guess the final destination

Winter Break Assessment School-created common assessments will be administered. Break Week of May 6th - May 10th May 6th - May 10th Indicator K-1.3 Identify his or her personal connections to places, including home, school, neighborhood, and city or town. ter Break Winter Break Instructional Strategies 1. The teacher and the students will discuss places they have been in the community. 2. The teacher and the students will use a community map and locate familiar places (school, church, home, police station, fire station, etc.). 3. The students will take a community field trip and visit some points of interest in the community. 4. Have the students write an invitation to a community helper asking them to come speak to the class. 5. Teacher and students create a mural (map) of a community. Include streets, places, and people in the community. Make a map to show information. 6. Read a historical passage about a place in the community. Create a timeline and include the birth year of the teacher or students, when the passage was written, when the place in the community was built, etc. 6.Label the timeline past, present, and include something in the future. Identify the author or source of the story/narrative read. 7. Refer to Scott Foresman Social Studies Unit 1, Lesson 2; Unit 2, Lesson 1; Unit 2, Lesson 6; Unit 3, Lesson 1; Unit 6, Lesson 6 and Unit 6, Lesson 7. Ask geographic questions: Where is it located? Why is it there? What is significantabout its location? How is its location related to that of other people, places, and environments? G. Make and record observations about the physical and human characteristics of places I. Use maps to observe and interpret geographic information and relationships Identifying Similarities and Differences from Instructional Strategies That Work by Robert Marzano, Debra Pickering and Jane E. Pollock Teaching Content Literacy www.literacymatters.org/content/socialstudies.htm for a great variety of strategies to help students to read Social Studies content. Have students draw a picture of themselves doing their favorite thing at school. Have students draw a picture of themselves doing their favorite thing at home. Teacher should have students discuss the differences. Use Rosie's Walk for maps. The places she visits are easy to copy and also printable on a website: http://www.kizclub.com/stories1.htm. Make a map of the places where Rosie went and how they are situated in relationship to each other on a piece of poster board. (They have to make a circle since she ends up back in the farmyard.) Students can retell the story with the cut out of Rosie on a popsicle stick. The pictures can be reduced and each child can make their own map to take home and retell the story to their family. Read A Chair for my Mother (Williams). Make a map of where the people live in the neighborhood. How do they help the family? Illustrate the different kinds of buildings in the book. How do they compare with their own neighborhood? Build a neighborhood word wall.

Winter Break Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Literature: Emberley, Rebecca. City Sound. Little, Brown and Co., 1989. Web Sites: Early Learning - http://earlylearning.anderson5.net Ask Eric Education Information-http://ericir.syr.edu/virtual/lessons Extensions: Students will create a map to an unknown site using streets, landmarks, points of interest, etc. Then other students must guess the final destination. See Kindergarten Social Studies Modules in S3 Curriculum at http://scde.mrooms.org/index.php?page=14507 www.studyisland.com Streaming Video: 100% Educational Videos, 1999: Beginning Social Studies Vocabulary. (13:00) Over the fence, under the tree, around the corner, and through to me! Explore "place" vocabulary with fun rhymes and real-world examples. Featured words include close, away from, next to, far, nearest, farthest, first, second, third, last, above, below, right, left, side, center, beginning, end, inside, and outside. Discovery Education, 2005: Models of Your Neighborhood and Town (02:21) (A segment of: Beginning Maps: Models and Places) A model of your neighborhood might contain houses, apartment buildings, groceries, and a fire department. A model of your town could include places of worship, an airport, or even a harbor. 100% Educational Videos, 2001: Neighborhoods: Understanding Where We Live (16:00) Travel alongside a mail carrier for an insightful look at neighborhoods, where families live, play, and work. Visit schools, police and fire stations, shopping areas, parks, and a variety of homes, each of which is identified by a two-part address. Websites: Community Map http://www.uen.org/Lessonplan/preview.cgi?LPid=10625 Rosies Walk: http://www.kizclub.com/stories1.htm. Literature: Cherry, Lynne, 1994: The Armadillo from Amarillo. An armadillo wants to know where on earth he is. With the help of an eagle, the armadillo wanders through terrains and discovered his location. Chesanow, Neil, 1995: Where Do I Live? The author begins in a child's room, places it in a home, on a street, in a town, and then in a city and state, country, continent, the world. Cicciarelli, Joellyn Throll. 1998: Maps. This picture book is an ideal way to introduce students to easy maps. Hollenbeck, Kathleen, 2003. Early Themes: Neighborhood and Community Hutchins, Pat, 1971: Rosies Walk Rosie the hen leaves the chicken coop and sets out for a little walk. Leedy, Loreen, 2003: Mapping Pennys World. Lisa and her dog Penny are back. Since the girl's class is learning about maps, she decides to draw one of her bedroom and then makes a few for her Boston terrier. Nunn, Tamara, 1996: My Global Address., With vivid pictures, this book shows a child's place in the world from house,

neighborhood, city, state, country, continent, and world. Rabe, Trish, 2002: There's a Map on my Lap! The Cat in the Hat introduces beginning readers to mapsthe different kinds (city, state, world, topographic, temperature, terrain, etc.); their formats (flat, globe, atlas, puzzle); the tools we use to read them (symbols, scales, grids, compasses); and funny facts about the places they show us (Michigan looks like a scarf and a mitten! Louisiana looks like a chair you can sit in!). Sweeny, Joan, 1998: Me On The Map. A girl explains maps, beginning with her bedroom and expanding to a map of the world. Treays, Rebecca, 1998: My Town A look at life in a town through the eyes of Ted, a young boy, and an introduction of the basic concepts of human and social geography. Fold-out pages reveal cross-sections of buildings, and help to encourage map-reading skills. Williams, Vera B., A Chair for my Mother. Winter Break Assessment School-created common assessments will be administered. Winter Break Week of May 13th - May 17th May 13th - May 17th Indicator K-1.3 Identify his or her personal connections to places, including home, school, neighborhood, and city or town. Break Winter Break Instructional Strategies 1. The teacher and the students will discuss places they have been in the community. 2. The teacher and the students will use a community map and locate familiar places (school, church, home, police station, fire station, etc.). 3. The students will take a community field trip and visit some points of interest in the community. 4. Have the students write an invitation to a community helper asking them to come speak to the class. 5. Teacher and students create a mural (map) of a community. Include streets, places, and people in the community. Make a map to show information. 6. Read a historical passage about a place in the community. Create a timeline and include the birth year of the teacher or students, when the passage was written, when the place in the community was built, etc. 6.Label the timeline past, present, and include something in the future. Identify the author or source of the story/narrative read. 7. Refer to Scott Foresman Social Studies Unit 1, Lesson 2; Unit 2, Lesson 1; Unit 2, Lesson 6; Unit 3, Lesson 1; Unit 6, Lesson 6 and Unit 6, Lesson 7. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? G. Make and record observations about the physical and human characteristics of places. I. Use maps to observe and interpret geographic information and relationships Identifying Similarities and Differences from Instructional Strategies That Work by Robert Marzano, Debra Pickering and Jane E. Pollock Teaching Content Literacy www.literacymatters.org/content/socialstudies.htm for a great variety of strategies to help students to read Social Studies content.

Have students draw a picture of themselves doing their favorite thing at school. Have students draw a picture of themselves doing their favorite thing at home. Teacher should have students discuss the differences. Use Rosie's Walk for maps. The places she visits are easy to copy and also printable on a website: http://www.kizclub.com/stories1.htm. Make a map of the places where Rosie went and how they are situated in relationship to each other on a piece of poster board. (They have to make a circle since she ends up back in the farmyard.) Students can retell the story with the cut out of Rosie on a popsicle stick. The pictures can be reduced and each child can make their own map to take home and retell the story to their family. Read A Chair for my Mother (Williams). Make a map of where the people live in the neighborhood. How do they help the family? Illustrate the different kinds of buildings in the book. How do they compare with their own neighborhood? Build a neighborhood word wall. Teaching Content Literacy www.literacymatters.org/content/socialstudies.htm for a great variety of strategies to help students to read Social Studies content. Have students construct a map of the classroom using building blocks, cubes, and/or paper and pencil. Have students draw a map, including the legend, of a room in their house. Have them to explain the legend orally. Students listen to the story, The Gingerbread Man, and discuss how the Gingerbread man met many people and animals on his journey. Then create a map of the school, and go on a gingerbread manhunt around the school. Students are introduced to maps by examining the various types and practice using a key to find information. They each create their own map with a key and graph information. As a class, they read the story " Henny Penny" and share their maps with the class. Resources STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm https://www.ed.sc.gov/apps/cso/standards/socsd_k8.cfm? Literature: Emberley, Rebecca. City Sound. Little, Brown and Co., 1989. Web Sites: Early Learning - http://earlylearning.anderson5.net Ask Eric Education Information-http://ericir.syr.edu/virtual/lessons Extensions: Students will create a map to an unknown site using streets, landmarks, points of interest, etc. Then other students must guess the final destination. See Kindergarten Social Studies Modules in S3 Curriculum at http://scde.mrooms.org/index.php?page=14507 www.studyisland.com Streaming Video: 100% Educational Videos, 1999: Beginning Social Studies Vocabulary. (13:00) Over the fence, under the tree, around the corner, and through to me! Explore "place" vocabulary with fun rhymes and real-world examples. Featured words include close, away from, next to, far, nearest, farthest, first, second, third, last, above, below, right, left, side, center, beginning, end, inside, and outside. Discovery Education, 2005: Models of Your Neighborhood and Town (02:21) (A segment of: Beginning Maps: Models and Places) A model of your neighborhood might contain houses, apartment buildings, groceries, and a fire department. A model of

your town could include places of worship, an airport, or even a harbor. 100% Educational Videos, 2001: Neighborhoods: Understanding Where We Live (16:00) Travel alongside a mail carrier for an insightful look at neighborhoods, where families live, play, and work. Visit schools, police and fire stations, shopping areas, parks, and a variety of homes, each of which is identified by a two-part address. Websites: Community Map http://www.uen.org/Lessonplan/preview.cgi?LPid=10625 Rosies Walk: http://www.kizclub.com/stories1.htm. Literature: Cherry, Lynne, 1994: The Armadillo from Amarillo. An armadillo wants to know where on earth he is. With the help of an eagle, the armadillo wanders through terrains and discovered his location. Chesanow, Neil, 1995: Where Do I Live? The author begins in a child's room, places it in a home, on a street, in a town, and then in a city and state, country, continent, the world. Cicciarelli, Joellyn Throll. 1998: Maps. This picture book is an ideal way to introduce students to easy maps. Hollenbeck, Kathleen, 2003. Early Themes: Neighborhood and Community Hutchins, Pat, 1971: Rosies Walk Rosie the hen leaves the chicken coop and sets out for a little walk. Leedy, Loreen, 2003: Mapping Pennys World. Lisa and her dog Penny are back. Since the girl's class is learning about maps, she decides to draw one of her bedroom and then makes a few for her Boston terrier. Nunn, Tamara, 1996: My Global Address., With vivid pictures, this book shows a child's place in the world from house, neighborhood, city, state, country, continent, and world. Rabe, Trish, 2002: There's a Map on my Lap! The Cat in the Hat introduces beginning readers to mapsthe different kinds (city, state, world, topographic, temperature, terrain, etc.); their formats (flat, globe, atlas, puzzle); the tools we use to read them (symbols, scales, grids, compasses); and funny facts about the places they show us (Michigan looks like a scarf and a mitten! Louisiana looks like a chair you can sit in!). Sweeny, Joan, 1998: Me On The Map. A girl explains maps, beginning with her bedroom and expanding to a map of the world. Treays, Rebecca, 1998: My Town A look at life in a town through the eyes of Ted, a young boy, and an introduction of the basic concepts of human and social geography. Fold-out pages reveal cross-sections of buildings, and help to encourage map-reading skills. Williams, Vera B., A Chair for my Mother. inter Break Assessment School-created common assessments will be administered. nter Break Week of May 20th - May 24th May 20th - May 24th Indicator K-1.4 Recognize natural features of his or her environment (e.g., mountains and bodies of water). ea Instructional Strategies

Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? G. Make and record observations about the physical and human characteristics of places I. Use maps to observe and interpret geographic information and relationships Identifying Similarities and Differences from Instructional Strategies That Work by Robert Marzano, Debra Pickering and Jane E. Pollock Teaching Content Literacy www.literacymatters.org/content/socialstudies.htm for a great variety of strategies to help students to read Social Studies content. Use photographs and travels brochures from the state to show the different areas of South Carolina. Display and discuss the 6 geographic regions of South Carolina: the Blue Ridge Mountain Region, the Piedmont, the Sand Hills, the Inner Coastal Plains, the Outer Coastal Plains and the Coastal Zone. Use Venn diagrams to compare and contrast two areas. Winter Break Resources Literature: Emberley, Rebecca. City Sound. Little, Brown and Co., 1989. STANDARD SUPPORT DOCUMENT http://ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Web Sites: Early Learning - http://earlylearning.anderson5.net

Ask Eric Education Information - http://ericir.syr.edu/virtual/lessons www.studyisland.com https://www.ed.sc.gov/apps/cso/standards/socsd_k8.cfm? www.superteacherworksheets.com/landforms

United Streaming: 100% Educational Videos.2002. Bodies of Water different bodies of water. Literature: Cicciarelli, Joellyn Throll., 1196. Maps. This picture book is an ideal way to introduce students to easy maps. Fanelli, Sara. 1995. My Map Book. A collection of maps drawn by the young author that provides a childlike, unexpected view of the owner's bedroom, school, playground, and other realms of the world. The book is out of print but well worth a search to locate it. Cherry, Lynn, 1994: The Armadillo from Amarillo. An armadillo wants to know where on earth he is. With the help of an eagle, the armadillo wanders through terrains and discovered his location. Chesanow, Neil, 1995: Where Do I Live? The author begins in a child's room, places it in a home, on a street, in a town, and then in a city and state, country, continent, the world. Hartman, Gail. 1991. As the Crow Flies. This story uses maps to show the daily travels of an eagle, crow, rabbit, horse, and seagull. The book shows individual maps from each perspective and concludes with a composite map. The student gets the idea of a "birds-eye view" in map making. Hoban, Tana, 1987: I Read Signs. Striking photographs offer a look at 30 familiar signs. The book uses photographs to A segment of Let's Explore: Down by the Water Wanda explores

introduce signs that students encounter daily along the street. This is a good book to read before taking a walking field trip. Hutchins, Pat, 1971: Rosies Walk Rosie the hen leaves her chicken coop for a little walk. Right behind her is the fox, slyly trying to catch her. The book illustrates the concepts of "over," "under," "around," and "through", and her safe return to her hen house for dinner. McMillan, Bruce. 1994. Mouse Views: What the Class Pet Saw. This photo essay of a mouse's escape and further exploration of the school is not only a visual treat, but also a fun way to begin understanding the importance of maps. Visual perception is another concept that is fully developed. Knowlton, Jack, 1988: Geography from A to Z, A Picture Glossary. Sixty-three geographical terms are simply defined and illustrated. Clear, uncluttered illustrations with bright contrasting colors and black outlines help clarify the meaning of each term. Knowlton, Jack, 1986: MAPS AND GLOBES. . Bright, colorful illustrations and lively text introduce the history, types, and uses of maps and how to read various maps. Leedy, Loreen, 2003: Mapping Pennys World. Lisa and her dog Penny are back. Since the girl's class is learning about maps, she decides to draw one of her bedroom and then makes a few for her Boston terrier. National Geographic Society, 2003: Our World: A Childs First Picture Atlas. This picture atlas, designed especially for preschoolers to first-graders, introduces maps and more. Nunn, Tamara, 1996: My Global Address., With vivid pictures, this book shows a child's place in the world from house, neighborhood, city, state, country, continent, and world. Showers, Paul. The Listening Walk. New York: Harper Collins, 1991. This book about going on a quiet walk is good for mapping your walk. Sweeny, Joan, 1998: Me On The Map. A girl explains maps, beginning with her bedroom and expanding to a map of the world. Treays, Rebecca, 1998: My Town A look at life in a town through the eyes of Ted, a young boy, and an introduction of the basic concepts of human and social geography. Fold-out pages reveal cross-sections of buildings, and help to encourage map-reading skills. Leedy, Loreen. 1992. Blast Off to Earth: A Look at Geography. This book is about a group of aliens on a field trip visiting each of the continents on Earth and learning about some of their unique features. Lobel, Anita. Away from Home. New York: Greenwillow Books, 1994. ISBN 0688-10354-5. This book goes through the alphabet using boys' names and the names of exotic places in alliterative fashion. Maisner, Heather.1995. The Magic Globe and Around-the-World Adventure Game. This book presents an exciting journey around the world. One can travel through deserts, forests, plains, and rivers, learning amazing facts about people and places. This can be exciting for the students as they follow clues to find the hidden globe. Williams, Rozanne Lanczak, Can You Read a Map? (Emergent Reader Level 1) Students are asked to read maps drawn from four fairy tale stories. One shows the interior of the three bears' house while others are of Little Red Riding Hood's, Hansel and Gretel's, and Cinderella's neighborhoods.

Resources for Other Topics Benson, Laura Lee. 1994This Is Our Earth. Understanding our natural history through conservation is the message here. A good introduction of landforms for primary children through song. The endnotes include music. Chapman, Gillian, and Pam Rohes. Maps and Mazes. 1993. This book provides a visual introduction to the principles of maps and mazes, with projects that students can create on their own.

Stoltman, Joseph P. Teaching Map and Globe Skills, K-6. Skokie, IL: Rand McNally & Company. This is a good teacher handbook for resources in promoting geographic literacy. Fromboluti, Carol Sue. 1990. Helping Your Child Learn Geography. Washington, DC: U. S. Department of Education, Public Domain 1S90-910. The booklet is organized around the five themes of geography with activities to help parents or teachers create a curiosity toward geographic questions and knowledge. K-6 Geography: Themes, Key Ideas, and Learning Opportunities. Washington, DC: National Geographic Society, n.d. Key ideas and learning opportunities prepared by the Geographic Education National Implementation Project (GENIP) to enhance the teaching of geography in elementary schools. The section devoted to kindergarten gives the teacher ideas for incorporating geography in the social studies curriculum. Maisner, Heather. 1995. The Magic Globe and Around-the-World Adventure Game. This book presents an exciting journey around the world. One can travel through deserts, forests, plains, and rivers, learning amazing facts about people and places. This can be exciting for the students as they follow clues to find the hidden globe. Moore, Jo Ellen. 1991. Beginning Geography. This is an excellent teacher resource book filled with ideas and reproducible pages for classroom use. Laan, Nancy Van. 1995. Sleep, Sleep, Sleep: A Lullaby for Little Ones Around the World . The book has beautiful pictures and is written in rhythmic verses depicting a mother and a child and different animals on each of the seven continents. McDonald, Golden. 1974.The Little Island. This is the story of how changes of season change the little island, how it looks and what lives there. The kitten that visits the island finds out that it is part of the big world. Provensen, Alice and Martin Provensen. 1994 Town and Country. This is one of those special books that one wishes could be purchased in multiple copies so that pairs of students could sit and pour over the illustrations together and have grand conversations about them. This book richly profiles the fabric of urban and rural life. Rylant, Cynthia. 1993. The Relatives Came. A family travels north by station wagon from Virginia to visit relatives for the summer. Along the way the family sees different kinds of houses and changing landscapes. Rylant, Cynthia. 1982. When I Was Young In The Mountains. This book reminiscences of the pleasure of life in a rural mountain area of the southern part of the United States. Tivers, Jacqueline, and Michael Day. 1994. The New Viking Children's World Atlas: An Introductory Atlas For Young People. This introductory atlas focuses on political and natural geography and includes information about industries and resources of different parts of the world. The atlas is a good introduction to both geography and economics. Other Resources: Topographic globe. Relief maps.

See Kindergarten Social Studies Modules in S3 Curriculum at http://scde.mrooms.org/index.php?page=14507 Extensions: Students will create a map to an unknown site using streets, landmarks, points of interest, etc. Then other students must guess the final destination Winter Break Assessment

School-created common assessments will be administered. Winter Break eek of May 27th - May 31st May 27th - May 31st Indicator Review As Needed K-1.1 K-1.2 Identify the location of his or her home, school, neighborhood, and city or town on a map. Illustrate the features of his or her home, school, and neighborhood by creating maps, models, and drawings. Identify his or her personal connections to places, including home, school, neighborhood, and city or town.

K-1.3

Recognize natural features of his or her environment (e.g., mountains and bodies of water). Winter BrWinter Break Instructional Strategies See Instructional Strategies for Indicators: Winter Break Resources See Resources for Indicators. Winter Break Assessment School-created common assessments will be administered.inter Break Week of Jun. 3rd - Jun. 7th Jun. 3rd - Jun. 6th Indicator Review As Needed K-1.1 K-1.2 Identify the location of his or her home, school, neighborhood, and city or town on a map. Illustrate the features of his or her home, school, and neighborhood by creating maps, models, and drawings. Identify his or her personal connections to places, including home, school, neighborhood, and city or town. Recognize natural features of his or her environment (e.g., mountains and bodies of water). nter BrWinter Break Instructional Strategies See Instructional Strategies for Indicators: Winter Break Resources See Resources for Indicators Winter Break Assessment School-created common assessments will be administered. Winter Break

K-1.4

K-1.3

K-1.4

Jun. 7th Indicator Teacher Workday Instructional Strategies Teacher Workday Resources Teacher Workday Assessment Teacher Workday Teacher Workday