Kindergarten Social Studies Teaching and Learning Framework*

Q1 Q2 Q3 Q4
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Learning to be a US Geography & Labor Day & Work Columbus Day Veterans Day & Thanksgiving, Martin Luther King, US Presidents & Year in Review:
Good Citizen Symbols (4 weeks) (2 weeks) Symbols Christmas, & New Jr. Symbols Citizenship,
(2 weeks) (3 weeks) Year’s Day (3 weeks) (6 weeks) Holidays, &
(3 weeks) (4 weeks) Symbols
(9 Weeks)
What does it How does where we What are the jobs in Why and how do we Who are our What makes our Why do we Why do we Why is it important
mean to be a live affect how we our community and observe Columbus veterans and why holiday season celebrate Dr. Martin celebrate to be a good citizen
good citizen? live? why are they Day? do we honor them? special to so many? Luther King, Jr.? President’s Day? every day?
important?
Map & Globe Skills: 1
Information Processing Skills: 1, 2, 3
Connecting Themes &
Enduring Geographic Understandings – Location; Culture
Understandings
SSKG1: Describe the SSKG1: Describe the SSKG1: Describe the SSKG1: Describe the SSKG1: Describe the SSKG1: Describe the SSKG1: Describe the SSKG1: Describe the
Location
diversity of diversity of diversity of diversity of diversity of diversity of diversity of diversity of
Individuals, American culture by American culture by American culture by American culture by American culture by American culture by American culture by American culture by
Groups, & explaining the explaining the explaining the explaining the explaining the explaining the explaining the explaining the
Institutions customs and customs and customs and customs and customs and customs and customs and customs and
celebrations of celebrations of celebrations of celebrations of celebrations of celebrations of celebrations of celebrations of
Scarcity various families and various families and various families and various families and various families and various families and various families and various families and
Time, Change, & communities. communities. communities. communities. communities. communities. (cont. communities. (cont. communities. (cont.
Continuity (introduce) (develop) (assess) (assess) (assess) to apply) to apply) to apply)
SSKG2a-c: SSKG3: State the SSKG2a-c: Explain SSKG3: State the SSKG3: State the SSKG3: State the
Culture Explain that a map is street address, city, that a map is a street address, city, street address, city, street address, city,
Production, a drawing of a place state, and country drawing of a place state, and country state, and country state, and country
Distribution, & and a globe is a in which the and a globe is a in which the in which the in which the
Consumption model of Earth. student lives. model of Earth. student lives. student lives. student lives.
a. Differentiate land (introduce) a. Differentiate land (develop) (develop) (assess)
(Introduced Q1 & and water features and water features
developed on single maps and on single maps and
throughout the globes. (assess) globes. (cont. to
year.) b. Explain that maps apply)
and globes show a b. Explain that maps
view from above. and globes show a
(assess) view from above.
c. Explain that maps (cont. to apply)
and globes show c. Explain that maps
features in a smaller and globes show
size. features in a smaller
SSKG3: State the size.
street address, city, SSKG3: State the
state, and country in street address, city,
which the student state, and country
lives. (introduce) in which the

*This framework is intended as a guide and is flexible to meet the needs of local schools and students updated August 19
 student lives.
(develop)

Historical Understandings – Time, Change, Continuity; Individuals, Groups, Institutions

SSKH2a, b: Identify SSKH1d: Identify SSKH1b: Identify SSKH1j: Identify the SSKH1a, g, i: SSKH1e: Identify SSKH1h: Identify SSKH1c, f: Identify
the following the national the national national holidays (j. Identify the national the national the national the national
American symbols: holidays (d. Labor holidays (b. Veteran’s Day) and holidays holidays (e. Martin holidays (h. holidays (c.
a. National and Day) and describe Columbus Day) and describe people (i.Thanksgiving, Luther King, Jr. Day) Presidents’ Day) Independence Day
state flags (United people and/or describe people and/or events a.Christmas, g.New and describe people and describe people and f. Memorial
States and Georgia) events celebrated. and/or events celebrated. (assess) Year’s Day) and and/or events and/or events Day) and describe
(assess) (assess) celebrated. (assess) SSKH2d: describe people celebrated. (assess) celebrated (G. people and/or
b. Pledge of SSKH3a-f: Correctly SSKH3a-f: Correctly Identify the and/or events SSKH3a-f: Correctly Washington, A. events celebrated.
Allegiance (assess) use words and use words and following American celebrated. (assess) use words and Lincoln, current (assess)
SSKH3a-f: Correctly phrases related to phrases related to symbols: (assess) SSKH3a-f: Correctly phrases related to president). (assess) SSKH2c, e:
use words and chronology and chronology and d. the bald eagle use words and chronology and SSKH2f, g, h: Identify the
phrases related to time. (Note: These time. (Note: These SSKH3a-f: Correctly phrases related to time. (Note: These Identify the following American
chronology and elements should be elements should be use words and chronology and elements should be following American symbols: (assess)
time. (Note: These integrated into integrated into phrases related to time. (Note: These integrated into symbols: (assess) c. Star Spangled
elements should be discussions about discussions about chronology and elements should be discussions about f. Lincoln Memorial Banner (national
integrated into historical events historical events time. (Note: These integrated into historical events g. Washington anthem)
discussions about and figures.) and figures.) elements should be discussions about and figures.) Monument e. Statue of Liberty
historical events and a. Now, long ago a. Now, long ago integrated into historical events a. Now, long ago h. White House SSKH3a-f: Correctly
figures.) discussions about and figures.) SSKH3a-f: Correctly use words and
b. Before, after b. Before, after historical events b. Before, after use words and phrases related to
a. Now, long ago c. Today, tomorrow, c. Today, tomorrow, a. Now, long ago c. Today, tomorrow,
and figures.) phrases related to chronology and
b. Before, after yesterday yesterday b. Before, after yesterday chronology and time. (Note: These
c. Today, tomorrow, d. First, last, next d. First, last, next a. Now, long ago c. Today, tomorrow, d. First, last, next time. (Note: These elements should be
yesterday e. Day, week, e. Day, week, b. Before, after yesterday e. Day, week, elements should be integrated into
d. First, last, next month, year month, year c. Today, tomorrow, d. First, last, next month, year integrated into discussions about
e. Day, week, f. Past, present, f. Past, present, yesterday e. Day, week, f. Past, present, discussions about historical events
month, year future future d. First, last, next month, year future historical events and figures.)
f. Past, present, e. Day, week, f. Past, present, and figures.)
future month, year future a. Now, long ago
f. Past, present, a. Now, long ago b. Before, after
future b. Before, after c. Today, tomorrow,
c. Today, tomorrow, yesterday
yesterday d. First, last, next
d. First, last, next e. Day, week,
e. Day, week, month, year
month, year f. Past, present,
f. Past, present, future
future

*This framework is intended as a guide and is flexible to meet the needs of local schools and students updated August 19
 Civic/Government Understandings - Individuals, Groups, & Institutions
SSKCG1a, b: SSKCG1a, b: SSKCG1a, b: SSKCG1b: SSKCG1b: SSKCG1b: SSKCG1b: SSKCG1b: SSKCG1b:
Demonstrate an Demonstrate an Demonstrate an Demonstrate an Demonstrate an Demonstrate an Demonstrate an Demonstrate an Demonstrate an
understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of
good citizenship. good citizenship. good citizenship. good citizenship. good citizenship. good citizenship. good citizenship. good citizenship. good citizenship.
a. Explain how a. Explain how rules a. Explain how rules b. Explain why rules b. Explain why rules b. Explain why rules b. Explain why rules b. Explain why rules b. Explain why rules
rules are made are made and why. are made and why. should be followed. should be followed. should be followed. should be followed. should be followed. should be followed.
and why. (develop) (apply) (cont. to apply) (cont. to apply) (cont. to apply) (cont. to apply) (cont. to apply) (cont. to apply)
(introduce) b. Explain why rules b. Explain why rules SSKCG2: Describe SSKCG2: Describe SSKCG2: Describe SSKCG2: Describe SSKCG2: Describe SSKCG2: Describe
b. Explain why should be followed. should be followed. examples of examples of examples of examples of examples of examples of
rules should be (develop) (assess) positive character positive character positive character positive character positive character positive character
followed. SSKCG2: Describe SSKCG2: Describe traits exhibited by traits exhibited by traits exhibited by traits exhibited by traits exhibited by traits exhibited by
(introduce) examples of positive examples of good citizens such good citizens such good citizens such good citizens such good citizens such good citizens such
SSKCG2: Describe character traits positive character as honesty, as honesty, as honesty, as honesty, as honesty, as honesty,
examples of exhibited by good traits exhibited by patriotism, patriotism, patriotism, patriotism, patriotism, patriotism,
positive character citizens such as good citizens such courtesy, respect, courtesy, respect, courtesy, respect, courtesy, respect, courtesy, respect, courtesy, respect,
traits exhibited honesty, patriotism, as honesty, pride, and self- pride, and self- pride, and self- pride, and self- pride, and self- pride, and self-
by good citizens courtesy, respect, patriotism, control. (develop) control. (develop) control. (develop) control. (assess) control. (assess) control. (assess)
such as honesty, pride, and self- courtesy, respect,
patriotism, control. (develop) pride, and self-
courtesy, respect, control.
pride, and self-
control.
(introduce)
Economic Understandings – Scarcity; Production, Distribution, & Consumption
SSKE1: Describe the SSKE2: Explain that
work people do people earn income
such as: police by working.
officer, fire fighter, SSKE3a: Explain
soldier, mail carrier, how money is used
farmer, doctor, to purchase goods
teacher, etc. and services.
SSKE2: Explain that a. Distinguish goods
people earn income from services (cont.
by working. to apply)
SSKE3a, b: SSKE4: Explain that
Explain how money people must make
is used to purchase choices because
goods and services. they cannot have
a. Distinguish goods everything they
from services. want. (develop/
(assess) assess)
b. Identify that U.S.
coins and dollar bills
(paper money) are
used as currency.
(assess)
SSKE4:
Explain that people
must make choices
*This framework is intended as a guide and is flexible to meet the needs of local schools and students updated August 19
 because they
cannot have
everything they
want. (introduce/
develop)

Map & Globe Skills

1. use a compass rose to identify cardinal directions

Information Processing Skills

1. compare similarities and differences

2. organize items chronologically
3. identify issues and/or problems and alternative solutions

*This framework is intended as a guide and is flexible to meet the needs of local schools and students updated August 19