This is the year students start to see the world beyond their own family. Students learn the rules that keep a classroom and a neighborhood running, meet the helpers who keep them safe, and figure out why people use coins and dollars to buy things. They practice reading a simple map and putting events in order on a calendar. By spring, students can explain a school rule, name a few coins, and point out land and water on a map.
Students learn what it means to be part of a classroom and a community. They talk about rules that keep everyone safe, the jobs of helpers like firefighters and teachers, and the difference between something they get to do and something they need to do.
Students meet the symbols, songs, and celebrations that show up at home, in school, and around the country. They learn why people stand for the Pledge of Allegiance and what the national anthem is for.
Students explore how money works. They sort coins and bills, talk about paying with a card or a phone, and think about the difference between something they need, like food, and something they want, like a toy.
Students start reading simple maps and globes. They spot mountains, rivers, and oceans, and practice words like above, below, left, and right to describe where things are.
Students put events in order using calendars and picture timelines. They compare life long ago with life today by looking at old photos and objects, and they learn what yesterday, today, and tomorrow mean.
Civics covers how communities make rules, who leads them, and why those rules matter. Students learn what it means to be a good citizen at home, in school, and in the neighborhood.
Students learn where money comes from, why people buy and sell things, and how families make choices about what to buy when they can't have everything they want.
Students learn where places are in the world around them, starting with their classroom and neighborhood, then moving outward to cities, states, and countries.
Students learn that the past is different from today. They look at old photos, stories, and objects to understand how life, tools, and traditions have changed over time.
| Standard | Definition | Code |
|---|---|---|
| Civics | Civics covers how communities make rules, who leads them, and why those rules matter. Students learn what it means to be a good citizen at home, in school, and in the neighborhood. | SS24.K.C |
| Economics | Students learn where money comes from, why people buy and sell things, and how families make choices about what to buy when they can't have everything they want. | SS24.K.E |
| Geography | Students learn where places are in the world around them, starting with their classroom and neighborhood, then moving outward to cities, states, and countries. | SS24.K.G |
| History | Students learn that the past is different from today. They look at old photos, stories, and objects to understand how life, tools, and traditions have changed over time. | SS24.K.H |
Rights are things students are allowed to have or do. Responsibilities are things students are expected to do in return, like following classroom rules or helping at home.
Rights are what students are allowed to have or do. Responsibilities are what students are expected to do for others. Students learn to tell the difference between the two.
Rules tell people what to do and what not to do so everyone stays safe and treated fairly. Students learn why rules matter at home, at school, and in their neighborhood.
Community helpers are people with jobs that keep everyone safe and cared for, like firefighters, doctors, and teachers. Leaders make decisions for the group. Students learn who these people are and what they do.
Students learn to recognize symbols like the American flag, holidays like Thanksgiving, and people like past presidents. They practice explaining what these symbols and traditions mean at home, in school, and in their community.
Students learn why the country sings the national anthem and recites the Pledge of Allegiance: both are ways Americans show respect for the nation they share.
| Standard | Definition | Code |
|---|---|---|
| Describe rights and responsibilities of citizens and individuals within the… | Rights are things students are allowed to have or do. Responsibilities are things students are expected to do in return, like following classroom rules or helping at home. | SS24.K.1 |
| Differentiate between rights and responsibilities of citizens and individuals | Rights are what students are allowed to have or do. Responsibilities are what students are expected to do for others. Students learn to tell the difference between the two. | SS24.K.1a |
| Explain how rules meet needs and provide order, security | Rules tell people what to do and what not to do so everyone stays safe and treated fairly. Students learn why rules matter at home, at school, and in their neighborhood. | SS24.K.1b |
| Describe roles of community helpers and leaders | Community helpers are people with jobs that keep everyone safe and cared for, like firefighters, doctors, and teachers. Leaders make decisions for the group. Students learn who these people are and what they do. | SS24.K.2 |
| Identify and explain symbols, customs, influential individuals | Students learn to recognize symbols like the American flag, holidays like Thanksgiving, and people like past presidents. They practice explaining what these symbols and traditions mean at home, in school, and in their community. | SS24.K.3 |
| Describe the purpose of the national anthem | Students learn why the country sings the national anthem and recites the Pledge of Allegiance: both are ways Americans show respect for the nation they share. | SS24.K.3a |
Students learn what it means to earn money by doing work, and what it means to save it or spend it. They practice explaining the difference between buying something now and setting money aside for later.
Buying something at a store is a trade: you give money, you get a good or service back. Students learn what money is for and how buying and selling works in everyday life.
Students sort real money (coins and bills) and learn that digital payments on a phone or card work the same way. The focus is on recognizing that different forms of money each carry a value.
Goods are things you can hold, like food or toys. Services are things people do for you, like a haircut or a bus ride. Students learn to tell the difference between the two.
Students sort everyday things into two groups: things people must have to survive, like food and shelter, and things people would like but could live without.
| Standard | Definition | Code |
|---|---|---|
| Explain the process of earning, saving | Students learn what it means to earn money by doing work, and what it means to save it or spend it. They practice explaining the difference between buying something now and setting money aside for later. | SS24.K.4 |
| Describe the concept of exchange and how money is used to purchase goods and… | Buying something at a store is a trade: you give money, you get a good or service back. Students learn what money is for and how buying and selling works in everyday life. | SS24.K.5 |
| Differentiate between coin, paper | Students sort real money (coins and bills) and learn that digital payments on a phone or card work the same way. The focus is on recognizing that different forms of money each carry a value. | SS24.K.5a |
| Differentiate between goods and services | Goods are things you can hold, like food or toys. Services are things people do for you, like a haircut or a bus ride. Students learn to tell the difference between the two. | SS24.K.5b |
| Differentiate between needs and wants | Students sort everyday things into two groups: things people must have to survive, like food and shelter, and things people would like but could live without. | SS24.K.6 |
Maps show where places are and how to get from one place to another. Students learn what maps are for and how to read basic features like roads, water, and landmarks.
Students learn to spot mountains, rivers, lakes, and other land and water features on maps and globes. They practice using real photos from satellites too.
Students learn words like "above," "below," "left," and "right," then use them to describe where things are or follow a classmate's directions to find something.
| Standard | Definition | Code |
|---|---|---|
| Explain the purpose and use of maps | Maps show where places are and how to get from one place to another. Students learn what maps are for and how to read basic features like roads, water, and landmarks. | SS24.K.7 |
| Identify landforms and bodies of water on maps, globes | Students learn to spot mountains, rivers, lakes, and other land and water features on maps and globes. They practice using real photos from satellites too. | SS24.K.8 |
| Give and follow directions, using terminology that indicates position and… | Students learn words like "above," "below," "left," and "right," then use them to describe where things are or follow a classmate's directions to find something. | SS24.K.9 |
Students put events in order using tools like a daily schedule, a classroom calendar, or a simple picture timeline.
Students sort events into broad time buckets: long ago, yesterday, today, and tomorrow. It's an early step toward reading calendars and understanding how history fits in order.
A primary source is something made at the time an event happened, like a photo, a letter, or an old object. Students learn to spot the difference between firsthand evidence and a retelling written later.
Primary sources are real objects, photos, or documents from the past. Students look at them to spot what has changed and what has stayed the same in homes, schools, and neighborhoods over time.
| Standard | Definition | Code |
|---|---|---|
| Sequence events using schedules, calendars | Students put events in order using tools like a daily schedule, a classroom calendar, or a simple picture timeline. | SS24.K.10 |
| Differentiate among broad categories of time, including long ago, yesterday… | Students sort events into broad time buckets: long ago, yesterday, today, and tomorrow. It's an early step toward reading calendars and understanding how history fits in order. | SS24.K.10a |
| Identify a primary source | A primary source is something made at the time an event happened, like a photo, a letter, or an old object. Students learn to spot the difference between firsthand evidence and a retelling written later. | SS24.K.11 |
| Compare daily life in homes, schools | Primary sources are real objects, photos, or documents from the past. Students look at them to spot what has changed and what has stayed the same in homes, schools, and neighborhoods over time. | SS24.K.11a |
Students learn how to be a good citizen at home and school, how money is used to buy things, how to read a simple map, and how to tell what happened long ago versus today. It is mostly conversation, picture books, and hands-on activities, not textbooks.
Talk through everyday moments. Point out coins when paying, name the rooms on a map of the house, sort wants from needs at the store, and share a story about when a parent was little. Five minutes of real talk does more than a worksheet.
A right is something students get, like being safe and being heard. A responsibility is something students do, like cleaning up or taking turns. Naming both during normal moments at home helps the idea stick.
Students should know what the Pledge and the national anthem are for and join in when the class says them. Memorizing every word is not the goal. Understanding that these are ways people show respect for the country is.
Most teachers start with rules and community helpers in the first weeks, since that supports classroom routines. Geography fits well in the middle once students can follow position words. Save history comparisons for later, when students can talk about long ago versus today with more detail.
Telling needs from wants, and telling goods from services, both take repeated practice. So does using direction words like above, below, near, and far. Short, frequent reviews during morning meeting work better than one big lesson.
A primary source is something real from a time or place, like an old photo, a grandparent's letter, a worn toy, or a family recipe card. Bring one in, pass it around, and ask what it shows about life back then. That is the whole lesson.
By spring, students should name a few rules and why they matter, sort coins and bills as money, point out land and water on a map, and put events in order using words like yesterday, today, and tomorrow. Conversation is the best check.