ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Every nine weeks prior to research
Strand
LISTENING/\
SPEAKING/
PURPOSES
READING/
COMPREHENSION
TEKS
K. 1
The student listens
attentively and engages
actively in a variety of
oral language
experiences.
K.9
The student uses a
variety of strategies to
comprehend selections
read aloud.
Objective:
The student is expected to
Resources/Activities
• Questioning strategies
(A) determine the purpose for listening
• Questioning strategies
(A) use prior knowledge to anticipate meaning and make sense
of text.
(B) establish purposes for reading or listening such as to be
informed.
1
revised: 10/05
Strand
READING/
INQUIREY AND
RESEARCH
WRITING/
INQUIRY AND
RESEARCH
TEKS
Objective:
The student is expected to
K.12
The student generates
questions and conducts
research about topics
introduced through
selections read aloud and
(A) identify relevant questions for inquiry such as “Why did
from a variety of other
knights wear armor?
sources.
K.16
The student uses writing
as a tool for learning and
research.
Resources/Activities
• Library books related to
social studies units
• Questioning strategies
(A) record or dictate questions for investigating.
2
revised: 10/05
Strand
SOCIAL STUDIES
SKILLS
TEKS
Objective:
The student is expected to
Resources/Activities
K.17
The student uses
problem-solving and
decision-making skills,
working independently
and with others, in a
variety of settings.
(A) use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages
and disadvantages, choose and implement a solution, and
evaluate the effectiveness of the solution.
(B) use a decision-making process to identify a situation that
requires a decision, gather information, identify options,
predict consequences, and take action to implement a
decision.
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Every nine weeks during research
Strand
TEKS
Objective:
The student is expected to
Resources/Activities
3
revised: 10/05
Strand
TEKS
LISTENING/\
SPEAKING/
PURPOSES
K. 1
The student listens
attentively and engages
actively in a variety of
oral language
experiences.
LISTENING/SPEAKING/
AUDIENCES/
ORAL GRAMMAR
READING/
INQUIREY AND
RESEARCH
K.3
The student speaks
appropriately to
different audiences for
different purposes and
occasions.
K.12
The student generates
questions and conducts
research about topics
introduced through
selections read aloud
and from a variety of
other sources.
Objective:
The student is expected to
Resources/Activities
(D) listen critically to interpret and evaluate.
• Questioning strategies
(C) ask and answer relevant questions and make contributions
in small or large group discussions.
• Questioning strategies
• Librarian
• Library
books/periodicals
(B) use pictures, print, and people to gather information and
answer questions.
(C) draw conclusions from information gathered.
(D) locate important areas of the library/media center.
4
revised: 10/05
Strand
SOCIAL STUDIES
SKILLS
TEKS
K.15
The student applies
critical-thinking skills
to organize and use
information acquired
from a variety of
sources including
electronic technology.
Objective:
The student is expected to
Resources/Activities
• Individual teacher
resources
(A) obtain information about a topic using a variety of oral
sources such as conversations, interviews, and music.
(B) obtain information about a topic using a variety of visual
sources such as pictures, symbols, television, maps,
computer images, print materials, and artifacts.
(C) sequence and categorize information.
(D) identify main ideas from oral, visual, and print sources.
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Every nine weeks responding to completed research
5
revised: 10/05
Strand
TEKS
LISTENING/
SPEAKING/
AUDIENCES/
ORAL GRAMMAR
K.3
The student speaks
appropriately to
different audiences
for different purposes
and occasions.
Objective:
The student is expected to
(A) choose and adapt spoken language appropriate to the audience,
purpose, and occasion, including use of appropriate volume and
rate.
Resources/Activities
• Teacher observation and
guidance
(E) gain increasing control of grammar when speaking such as using
subject-verb agreement, complete sentences, and correct tense.
LISTENING/
SPEAKING/
COMMUNICAITON
K.4
The student
communicates clearly
by putting thoughts
and feelings into
spoken words.
• Teacher observation and
guidance
(B) use vocabulary to describe clearly ideas, feelings, and
experiences.
(C) clarify and support spoken messages using appropriate props
such as objects, pictures, or charts.
(D) retell a spoken message by summarizing or clarifying.
WRITING/
INQUIRY AND
RESEARCH
K.16
The student uses
writing as a tool for
learning and
research.
• Kid Pix
(B) record or dictate his/her own knowledge of a topic in various
ways such as by drawing pictures, making lists, and showing
connections among ideas.
6
revised: 10/05
Strand
TEKS
SOCIAL STUDIES
SKILLS
K.16
The student
communicates in oral
and visual forms.
Objective:
The student is expected to
Resources/Activities
• Questioning strategies
(A) express ideas orally based on knowledge and experiences.
(B) create and interpret visuals including pictures and maps.
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
7
revised: 10/05
Inquiry and Research: Social Studies and Language Arts
Unit: “Getting to Know You”
1st nine weeks
Strand
SOCIAL STUDIES:
CITIZENSHIP
TEKS
Objective:
The student is
expected to
K.10
The student
understands
important
(A) identify the flags of the United
customs,
States and Texas.
symbols, and
celebrations
that represent (B) recite the Pledge of Allegiance.
American
(C) explain the use of voting as a
beliefs and
method for group decision
principles and
making.
contribute to
our national
identity.
Key Concepts
• The state we live in is called
Texas.
• The country we live in is
called the United States of
America. Sometimes people
use shorter names, such as
America, the United States, or
the U.S.A.
• Almost every country has a
flag. Many states have their
own flag, also.
Resources/Activities
• Shared reading unit:
“Getting to Know
You”
• Books
° The Pledge of
Allegiance
° La promesa de
lealtad
° The Flag We Love
• Reciting the Pledge of
Allegiance shows patriotism.
• Flags have identifying colors
and designs.
8
revised: 10/05
Strand
TEKS
Objective:
The student is
expected to
Key Concepts
Resources/Activities
• The United States flag has 13
stripes to represent the original
colonies and 50 stars to
represent the number of states.
Sometimes it is called, “The
Old Glory.”
• Voting is part of the
democratic process.
9
revised: 10/05
Strand
LISTENING/SPEAKING/
COMMUNICATION
TEKS
Objective:
The student is
expected to
K.4
The student
communicates
(A) learn the vocabulary of school:
clearly by
putting
thoughts and
° shapes
feelings into
° sounds
spoken words.
° position
° opposites
° colors
Key Concepts
Resources/Activities
• Harcourt: lessons 9,
1.2, 1.6, 1.9, 1.10, 2.7
• Books
° Cat and dog books
° David Goes to
School
° Spot Goes to
School
° Miss Bendergarten
Goes to
Kindergarten
° Altobus escolar
• Howard Language
Experience Story (I
see
the ...)
10
revised: 10/05
Strand
READING/VOCABULARY
DEVELOPMENT
TEKS
K.8
The student
develops an
extensive
vocabulary.
Objective:
The student is
expected to
Key Concepts
Resources/Activities
Word Banks
(A) discuss meanings of words and
develop vocabulary through
meaningful/concrete
experiences.
(C) identify words that name
° persons, places, or things
° actions
• People
° teacher, principal,
secretary, student,
man, woman, child,
etc.
• Relationships
° mother, father,
daughter, son,
cousin, aunt, uncle,
grandmother,
grandfather, etc.
• School supplies
° crayons, glue,
scissors, ruler,
paper, pencils, etc.
11
revised: 10/05
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Unit: “Social Skills”
Strand
TEKS
Objective:
The student is
expected to
Key Concepts
Resources/Activities
12
revised: 10/05
Strand
SOCIAL
STUDIES:
GOVERNMENT
TEKS
Objective:
The student is
expected to
K.8
The student
understands
the purpose (A) identify purposes for having rules.
of rules.
(B) identify rules that provide order,
security, and safety in the home and
school.
Key Concepts
Resources/Activities
• Social skills program
1st nine weeks: “Belonging”
• Books
• School-wide expectations
• Following directions
• Getting the teacher’s
attention
• Respect
Come Along, Daisy
Joshua Disobeys
Miss Nelson is Missing
Stand Tall, Molly Lou Melon
2nd nine weeks: “Generosity
•
•
•
•
Fairness
Citizenship
Compassion
Generosity/sharing
A Very Special Critter
Clifford’s Good Deeds
Miss Tizzy
Generous Me
13
revised: 10/05
Strand
TEKS
SOCIAL
STUDIES:
GOVERNMENT
K.8
(continued)
Objective:
The student is
expected to
Key Concepts
Resources/Activities
3rd nine weeks: “Mastery”
• Manners
•
•
•
•
Expressing Feelings
Honesty
Effort/Perseverance
Accepting “NO” for an
answer
4th nine weeks:
“Independence”
•
•
•
•
•
Disagreeing appropriately
Safety/stranger danger
Making good choices
Integrity
Responsibility
Someday We’ll Have Very
Good Manners
Mean Soup
The Bernstein Bears and the
Truth
Dudley, the Dog that Could
No Jumping on the Bed
Ella Sarah Gets Dressed
Never Talk to Strangers
Big Moon Tortilla
Hey, Little Ant
Pig Pig Grows Up
14
revised: 10/05
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and language Arts
Unit: “I Am Special”
1st nine weeks
Strand
TEKS
Objective:
The student is
expected to
Key Concepts
Resources/Activities
15
revised: 10/05
Strand
TEKS
SOCIAL STUDIES/
CULTURE
K.11
The student
understands
similarities
and
differences
among
people.
Objective:
The student is
expected to
Key Concepts
Resources/Activities
• We all have things that
are the same.
• Shared reading unit: “I
Am Special”
(A) identify personal attributes common
to all people such as physical
characteristics.
• We all have things that
are different.
• Books
(B) identify differences among people.
• Basic needs of people
are the same.
• Everyone is unique.
• Senses teach about the
world around us.
• Our senses are sight,
smell, touch, taste, and
hearing.
• We use the senses
together or separately.
• Families, houses, and
customs are different.
° Families are Alike;
Families are Different
° I Like Me
(English/Spanish)
° Chrysanthemum
(English/Spanish)
° I Am Special
(English/Spanish)
° Aliki: My 5 Senses
(English/Spanish)
• Science Center
° Kaleidoscope
° Color Paddles
° Magnifying glasses
16
revised: 10/05
Strand
TEKS
LISTENING/
SPEAKING/
CULTURE
K.2
The student
listens and
speaks to
gain
knowledge
of his/her
own culture,
the culture
of others,
and the
common
elements of
culture.
K.13
The student
reads or
listens to
increase
knowledge
of his/her
own culture,
the culture
of others,
and the
common
elements of
cultures.
READING/CULTURE
Objective:
The student is
expected to
Key Concepts
Resources/Activities
° Musical instruments
° Taste tests
° Shaker boxes
(A) connect experiences and ideas with
those of others through speaking and
listening.
(B) compare language and oral traditions
(family stories) that reflect customs,
regions, and culture.
• Texture Walk
• Home to School
Connection: 5 Senses
Baggy Book
(A) connect his/her own experiences
with the life experiences, language,
customs, and culture of others.
(B) compare experiences of characters
across culture.
17
revised: 10/05
Strand
TEKS
READING/VOCABULARY
DEVELOPMENT
K.8
The student
develops an
extensive
vocabulary.
Objective:
The student is
expected to
Key Concepts
Resources/Activities
Word Banks
(A) discuss meanings of words and
develop vocabulary through
meaningful/concrete experiences.
(C) identify words that name
° persons, places, or things
° actions
• Body Parts
° eyes, nose, mouth, teeth,
hair, skin, legs, heart,
lungs, etc.
• Moved
° crawled, drifted, flew,
raced, wiggled,,
stretched, climbed, etc.
• Made a Face
° smiled, blinked,
frowned, grinned, etc.
• Made a Sound
° coughed, hummed,
laughed, sneezed,
snored, whistled, etc.
18
revised: 10/05
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Unit: “Food Pyramid”
1st nine weeks
Strand
TEKS
Objective:
The student is expected
to
Key Concepts
Resources/Activities
19
revised: 10/05
Strand
TEKS
SOCIAL
STUDIES/
ECONOMICS
K.6
The student
understands that
basic human needs
are met in many
ways.
Objective:
The student is expected
to
(A) identify basic human needs.
(B) explain how the basic human need of
food can be met.
Key Concepts
Resources/Activities
• Everyone needs food to
survive.
• Shared reading unit:
“Food Pyramid”
• Our foods are grouped
into a food pyramid.
• Books
° Gregory the Terrible
Eater
• Servings and portions
are important for us to
stay fit and healthy.
• A healthy diet helps us
grow.
• Physical activity and
rest are also important
for good health.
° Grandpa’s Garden
° Today is Monday
° On Top of Spaghetti
° Vegetable Soup
(English/Spanish)
° Eating the Alphabet
(English/Spanish)
° The Very Hungry
Caterpillar
(English/Spanish)
° Stone Soup
(English/Spanish)
20
revised: 10/05
Strand
SOCIAL
STUDIES/
ECONOMICS
TEKS
Objective:
The student is expected
to
Key Concepts
Resources/Activities
K.6 (continued)
• Activities
° Housekeeping Center:
Sort food items
° Howard’s HEB Store
° HEB Field Trip
• Power Point: “Food
Pyramid”
(English/Spanish)
READING/
VOCABULARY
DEVELOPMENT
K.8
The student
develops an
extensive
vocabulary.
Word Banks
(A) discuss meanings of words and develop
vocabulary through
meaningful/concrete experiences.
(C) identify words that name
° persons, places, or things
° actions
• Places to Eat
° restaurant, cafeteria,
kitchen, dining room,
Sonic, McDonald’s, etc.
• Places to Shop
° HEB, Walmart, etc.
• Things we Eat
° pizza, spinach, carrots,
apples, pancakes,
spaghetti, tacos, etc.
21
revised: 10/05
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Unit: “Pilgrims/Native Americans/Thanksgiving”
2nd nine weeks
Strand
TEKS
Objective:
The student is expected
to
Key Concepts
Resources/Activities
22
revised: 10/05
Strand
TEKS
SOCIAL
STUDIES/
HISTORY
K.2
The student
understands
how historical
figures and
ordinary people
helped to shape
the community,
state, and
nation.
Objective:
The student is expected
to
Key Concepts
• Native Americans were
our first Americans.
(A) identify the contributions of historical
figures who helped to shape our state
and nation.
• Native Americans used
available resources from
nature for food, shelter,
and clothing.
• Native Americans
communicated through
picture/symbol writing,
songs, and oral stories.
• Pilgrims came to
America from European
continents.
• Pilgrims met with
friendly Indians.
• Native Americans taught
the Pilgrims how to
survive in the New
World.
Resources/Activities
• Books
° Sarah Morton’s Day
° Samuel Eaton’s Day
° The Story about the First
Thanksgiving
° The Rough Face Girl
° The Mud Pony
° The Mud House
° Ten Little Rabbits
° Indian Paintbrush
(English/Spanish)
• Activities
° Native American
costumes
° Pilgrim costumes
° Limited Thanksgiving
feast
° Pow-Wow
23
revised: 10/05
Strand
TEKS
SOCIAL
STUDIES/
HISTORY
K.2 (continued)
Objective:
The student is expected
to
Key Concepts
Resources/Activities
• Native Americans and the
Pilgrims developed a
friendship and
partnership.
• Thanksgiving originated
from the friendship
between Native
Americans and the
Pilgrims.
• Thanksgiving is
celebrated as a national
holiday.
• Present day Thanksgiving
continues the tradition of
giving thanks.
READING/
VOCABULARY
DEVELOPMENT
K.8
The student
develops an
extensive
vocabulary.
Word Banks
(A) discuss meanings of words and
develop vocabulary through
meaningful/concrete experiences.
(C) identify words that name
° persons, places, or things
° actions
• Categorize words that relate
to Pilgrims, Indians, and
Thanksgiving into
previously-formulated word
banks; i.e., foods, proper
names, etc. or develop new
word banks; i.e., clothing,
houses.
24
revised: 10/05
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Unit: “Community Helpers”
2nd nine weeks
Strand
TEKS
Objective:
The student is
expected to
Key Concepts
Resources/Activities
25
revised: 10/05
Strand
TEKS
SOCIAL
STUDIES/
HISTORY
K.2
The student
understands
how historical
figures helped
to shape the
community,
state, and
nation.
Objective:
The student is
expected to
(B) identify ordinary people who have
shaped the community.
Key Concepts
Resources/Activities
• We all belong to a
community.
• Shared reading unit:
“People”
• Families are a community.
• Books
• Families can be members of
a neighborhood.
• Many neighborhoods make
up a city.
• Everyone has a role in the
community.
° On the Town
° What’s My Job?
° Curious George Takes a
Job
° En el barrio
° En la ciudad
• Activities
° Build a model city
° Field trips: Community
places
° Career “Dress-Up Day”
° Career talks
° Fire truck visit
SOCIAL
STUDIES/
GOVERNMENT
K.9
The student
understands
the role of
authority
figures.
(A) identify authority figures in the
home, school, and community.
(B) explain how authority figures make
and enforce rules.
• There are authority figures
in every setting (family,
school, and community).
• Rules are made for
everyone’s benefit: safety,
well-being, and order.
26
revised: 10/05
Strand
TEKS
SOCIAL
STUDIES/
ECONOMICS
K.7
The student
understands
the
importance of
jobs.
SOCIAL
STUDIES/
GEOGRAPHY
Objective:
The student is
expected to
(A) identify jobs in the home, school,
and community.
(B) explain why people have jobs.
Key Concepts
Resources/Activities
• There are a wide variety of
jobs in the world.
• All jobs are important.
• People have jobs to earn
money, for survival needs,
for special wants, to have a
purpose in the world, and
for personal fulfillment.
K.5
The student
understands
the physical
(B) identify the ways of earning a
and human
living.
characteristics
of the
environment.
27
revised: 10/05
Strand
READING/
VOCABULARY
DEVELOPMENT
TEKS
K.8
The student
develops an
extensive
vocabulary.
Objective:
The student is
expected to
Key Concepts
Resources/Activities
Word Banks
(A) discuss meanings of words and
develop vocabulary through
meaningful/concrete experiences.
(C) identify words that name
° persons, places, or things
° actions
• Occupations
° teacher, gardener, secretary,
fireman, dancer, musician,
nurse, etc.
• Places we Work
° fire station, hospital,
school, office, restaurant,
store, etc.
28
revised: 10/05
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Unit: “Holiday Traditions”: Halloween, Winter Holidays, Valentine’s Day,
Fiesta/Children’s Day, Mother’s Day, Father’s Day
2nd, 3rd, and 4th nine weeks
Strand
SOCIAL STUDIES/
CULTURE
TEKS
Objective:
The student is
expected to
K.12
The student
understands
(A) identify family customs and
how people
traditions and explain their
learn about
importance.
themselves
through family
(B) compare family customs and
customs and
traditions.
traditions.
Key Concepts
• Families, communities,
and nations celebrate
events and traditions in a
variety of ways
throughout the year.
Resources/Activities
• Shared reading unit:
“Traditions”
• Customs vary among
families.
(C) describe customs of the local
community.
29
revised: 10/05
Strand
TEKS
LISTENING/
SPEAKING/
CULTURE
K.2
The student
listens and
speaks to gain
knowledge of
his/her own
culture, the
culture of
others, and the
common
elements of
culture.
Objective:
The student is
expected to
Key Concepts
Halloween
• Emphasize safety and
good manners
(A) connect experiences and ideas with
those of others through speaking and
listening.
(B) compare language and oral traditions
(family stories) that reflect customs,
regions, and culture.
Resources/Activities
Halloween
• Books
° Froggy’s Halloween
(English/Spanish)
° Pumpkin Pumpkin
(English/Spanish)
° Where the Wild Things
Are (English/Spanish)
30
revised: 10/05
Strand
READING/CULTURE
TEKS
Objective:
The student is
expected to
K.13
The student
reads or listens
to increase
(A) connect his/her own experiences
knowledge of
with the life experiences, language,
his/her own
customs, and culture of others.
culture, the
culture of
others, and the (B) compare experiences of characters
across culture.
common
elements of
cultures.
Key Concepts
Resources/Activities
° El dia de los muertas
• Activities
° Halloween Class Party
Winter Holidays
• The winter holidays are a
celebration of light in
various cultures.
• Different symbols of the
winter holidays represent
traditions around the
world.
Winter Holidays
• Books
° The Legend of the
Poinsettia
(English/Spanish)
° Old Befana
° Las posadas
° Latkes and Applesauce
° The Legend of the
Christmas Tree
° Christmas Mice
° The Legend of the
Candy Cane
° Rudolph the RedNosed Reindeer
° My First Kwanzaa
° Too Many Tamales
(English/Spanish)
° Vivan los reyes magos
• Activities
° Winter Holidays Class
Party
31
revised: 10/05
Strand
READING/CULTURE
TEKS
Objective:
The student is
expected to
K.13
(continued)
Key Concepts
Valentine’s Day
• Emphasize the themes of
letter writing, family
warmth, friendship
Resources/Activities
Valentine’s Day
• Books
° Froggy’s First Kiss
(English/Spanish)
° A Zillion Valentines
° The Jolly Postman
• Activities
° Valentine’s Day Class
Party
Fiesta
• Fiesta is a time to
celebrate our customs and
traditions originating in
Mexico.
Fiesta
• Books
° Fiesta
(English/Spanish)
° Brown Bear, Brown
Bear (English/Spanish)
° La feria del abc
• Activities
° Power point: “Fiesta”
° Mini-fiesta
° King Antonio visit
° El Rey Feo visit
Mother’s Day and Father’s
Day
• Mother’s Day and
Father’s Day are special
days in the calendar set
aside to honor parents.
Mother’s Day and Father’s
Day
• Books
° Just Like Daddy
° Papa, Please Get the
Moon for Me
32
revised: 10/05
Strand
READING/CULTURE
TEKS
Objective:
The student is
expected to
K.13
(continued)
Key Concepts
Resources/Activities
What Mary Jo Shared
A Chair for My Mother
Mother’s Day Mice
The Runaway Bunny
Guess How Much I
Love You
° El jardin florido
°
°
°
°
°
• Activities
° Muffins for Mom
° Date with Dad
READING/
VOCABULARY
DEVELOPMENT
K.8
The student
develops an
extensive
vocabulary.
Word Banks
(A) discuss meanings of words and
develop vocabulary through
meaningful/concrete experiences.
(C) identify words that name
° persons, places, or things
° actions
• Categorize words that
relate to holidays into
previously-formulated
word banks; i.e., foods,
proper names, etc. or
develop new word banks.
33
revised: 10/05
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Unit: “National Holidays/Famous People”
3rd nine weeks
Strand
TEKS
Objective:
The student is expected
to
Key Concepts
Resources/Activities
34
revised: 10/05
Strand
TEKS
SOCIAL
STUDIES/
HISTORY
K.1
The student
understands
that holidays
are
celebrations
of special
events.
Objective:
The student is expected
to
(A) explain the reasons for national
patriotic holidays, such as
Independence Day and Presidents’
Day.
(B) identify customs associated with
national patriotic holidays.
Key Concepts
• Many people came to
America from England
where people were ruled by
a king.
• Sometimes people disagreed
with the English king and
wanted to be free to make
their own rules and choose
their own leaders in
America.
• On July 4, 1776, some of
America’s leaders signed a
very important document
called the Declaration of
Independence which
explained why America
should be free of England.
Resources/Activities
• Books
° Young George
Washington
° Young Abe Lincoln
° If You Grew Up with
George Washington
° Abe Lincoln’s Hat
° Just Like Abe
° Our Money
° The Story of the Statue of
Liberty
° The Adventures of
Capitol Kitty
• Americans still celebrate
Independence Day every
year on the Fourth of July.
35
revised: 10/05
Strand
SOCIAL
STUDIES/
HISTORY
TEKS
Objective:
The student is expected
to
K.2
The student
understands
how
historical
(A) identify the contributions of historical
figures and
figures who helped to shape our state
ordinary
and nation.
people helped
to shape the
community,
state, and
nation.
Key Concepts
• The first President of the
United States was George
Washington.
• Washington’s picture is on a
quarter and on a dollar bill.
Resources/Activities
• Art Activities
° George Washington’s wig
° Abe Lincoln hats
° Statue of Liberty hats
° Flags
• Thomas Jefferson was the
third President of the United
States. His picture is on the
nickel.
• Abraham Lincoln was the
sixteenth President of the
United States. He was
known as “Honest Abe” and
led the country through
some of its most difficult
times.
• Our current president is
_________.
• The President lives in a
special home called the
White House in
Washington, D.C.
36
revised: 10/05
Strand
READING/
VOCABULARY
DEVELOPMENT
TEKS
K.8
The student
develops an
extensive
vocabulary.
Objective:
The student is expected
to
Key Concepts
Resources/Activities
Word Banks
(A) discuss meanings of words and
develop vocabulary through
meaningful/concrete experiences.
• Categorize words that relate
to National Holidays and
Famous People into
previously-formulated word
banks or develop new word
banks.
(C) identify words that name
° persons, places, or things
° actions
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Unit: “Where Are We (Geography)?”
3rd nine weeks
Strand
TEKS
Objective:
The student is
expected to
Key Concepts
Resources/Activities
37
revised: 10/05
Strand
TEKS
SOCIAL STUDIES/
GEOGRAPHY
K.4
The student
understands
the concept of
location.
Objective:
The student is
expected to
(A) use terms, including over, under,
near, far, left, and right, to
describe relative location.
(B) locate places on the school
campus and describe their
relative locations.
Key Concepts
• Maps give us pictures of the
world to study.
• Maps help us see the shapes
of land and water.
• Some maps show where
mountains, rivers, and lakes
are and give us their names.
• Some maps show the names
of highways and the locations
of towns and cities.
• Some maps show
neighborhoods and streets.
• A globe is a special kind of
map which is round. It is a
little model of our world.
• The big pieces of land are
called continents.
Resources/Activities
• Books
° Mapping Penny’s
World
° My World
° The Armadillo from
Amarillo
° The Time Song (CTP)
° This is My World
(CTP)
° My Global Address
(CTP)
• Classroom Maps and
Globes
• Activities
° “Ecology Man” (made
from recyclable
materials)
° Recycle bins
38
revised: 10/05
Strand
SOCIAL STUDIES/
GEOGRAPHY
TEKS
Objective:
The student is
expected to
K.4
(continued)
Key Concepts
Resources/Activities
• There are seven continents:
Asia, Europe, Africa, North
America, South America,
Australia, and Antarctica.
• Our world is mostly under
water. The biggest bodies of
water are called oceans.
• The United States of America
is a country on the continent
of North America.
• Everything on earth is in a
certain direction from where
you are now.
• The four main directions are
north, south, east, and west.
• East is where the sun rises;
west is where the sun sets.
• To the north of the United
States is the country called
Canada. To the south of the
United States is the country
called Mexico.
• All three countries are on the
North American continent but
they all have different
leaders, different rules, a
different kind of money, and
a different flag.
39
revised: 10/05
Strand
SOCIAL STUDIES/
GEOGRAPHY
TEKS
Objective:
The student is
expected to
K.5
The student
understands
the physical
(B) identify the human
and human
characteristics of places such as
characteristics
types of houses.
of the
environment.
Key Concepts
Resources/Activities
• It is important to take care of
the Earth.
• To conserve means to use
something carefully---to save
and not to waste.
• Ways to conserve include
° turn off water faucets
° recycle paper, metal cans,
glass, and plastic
° turn off lights when you
don’t need them
SOCIAL STUDIES/
ECONOMICS
K.6
The student
understands
that basic
human needs
are met in
many ways.
• People have different kinds of
homes.
(A) identify basic human needs.
(B) explain how basic human needs
of shelter can be met.
• Homes provide protection for
people.
• Homes are different in
different parts of the country
because of the climate.
40
revised: 10/05
Strand
TEKS
LISTENING/
SPEAKING/
CULTURE
K.2
The student
listens and
speaks to gain
knowledge of
his/her own
culture, the
culture of
others, and
the common
elements of
culture.
READING/CULTURE
K.13
The student
reads or
listens to
increase
knowledge of
his/her own
culture, the
culture of
others, and
the common
elements of
cultures.
Objective:
The student is
expected to
Key Concepts
Resources/Activities
• People choose to furnish and
decorate their homes in
different ways.
(A) connect experiences and ideas
with those of others through
speaking and listening.
(B) compare language and oral
traditions (family stories) that
reflect customs, regions, and
culture.
(A) connect his/her own experiences
with the life experiences,
language, customs, and culture of
others.
(B) compare experiences of
characters across culture.
41
revised: 10/05
Strand
SOCIAL STUDIES/
CULTURE
TEKS
K.12
The student
understands
how people
learn about
themselves
through
family
customs and
traditions.
Objective:
The student is
expected to
Key Concepts
Resources/Activities
(A) identify family customs and
traditions and explain their
importance.
(B) compare family customs and
traditions.
(C) describe customs of the local
community.
LISTENING/
SPEAKING/
COMMUNICATION
K.4
The student
communicates
clearly by
putting
thoughts and
feelings into
spoken words.
Harcourt: lessons
(A) learn the vocabulary of school:
7, 1.7, 5.8, 6.5
° location
42
revised: 10/05
Strand
READING/
VOCABULARY
DEVELOPMENT
TEKS
K.8
The student
develops an
extensive
vocabulary.
Objective:
The student is
expected to
Key Concepts
Resources/Activities
Word Banks
(A) discuss meanings of words and
develop vocabulary through
meaningful/concrete experiences.
(C) identify words that name
° persons, places, or things
° actions
• Things on a map
° city, state, country,
continent, river, lake,
street, etc.
• Places we live/stay
° city, country, farm,
camp, house, apartment,
cabin, tent, hotel, inn,
etc.
• Things in buildings and
houses
° sofa, refrigerator, bath
tub, chair, bed, windows,
sink, lights, etc.
ALAMO HEIGHTS
HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
43
revised: 10/05
Unit: “Clothing”
3rd nine weeks
Strand
SOCIAL STUDIES/
ECONOMICS
TEKS
K.6
The student
understands
that basic
human needs
are met in
many ways.
Objective:
The student is
expected to
(A) identify basic human needs.
(B) explain how basic human needs of
clothing can be met.
Key Concepts
• Clothes are worn for
protection and to be
socially acceptable.
• Different cultures
have different types
of clothing.
• Clothing types and
styles change with
the change of
seasons.
• Geographical
locations determine
clothing needs.
Resources/Activities
• Science unit: “Fabric”
• Books
° Charlie Needs a New Cloak
° The Emperor’s New
Clothes (English/Spanish)
° The Mitten
(English/Spanish)
° The Hat
° The Jacket I Wear in the
Snow
° Froggy Gets Dressed
(English/Spanish)
° Warm in the Winter
° Quilt Story
(English/Spanish)
• Activities
° Class quilt
° Weaving
44
revised: 10/05
Strand
TEKS
LISTENING/
SPEAKING/
CULTURE
K.2
The student
listens and
speaks to gain
knowledge of
his/her own
culture, the
culture of
others, and the
common
elements of
culture.
READING/CULTURE
Objective:
The student is
expected to
Key Concepts
Resources/Activities
(A) connect experiences and ideas with
those of others through speaking and
listening.
(B) compare language and oral traditions
(family stories) that reflect customs,
regions, and culture.
K.13
The student
reads or listens
to increase
(A) connect his/her own experiences
knowledge of
with the life experiences, language,
his/her own
customs, and culture of others.
culture, the
culture of
others, and the (B) compare experiences of characters
across culture.
common
elements of
cultures.
45
revised: 10/05
Strand
SOCIAL STUDIES/
CULTURE
TEKS
Objective:
The student is
expected to
Key Concepts
Resources/Activities
K.12
The student
understands
(A) identify family customs and
how people
traditions and explain their
learn about
importance.
themselves
through family
(B) compare family customs and
customs and
traditions.
traditions.
(C) describe customs of the local
community.
READING/
VOCABULARY
DEVELOPMENT
K.8
The student
develops an
extensive
vocabulary.
Word Banks
(A) discuss meanings of words and
develop vocabulary through
meaningful/concrete experiences.
(C) identify words that name
° persons, places, or things
° actions
• Things we wear
° hat, shoes, glasses, belt,
jeans, socks, watch, sweater,
etc.
• Places where we shop
° Target, Walmart, Kohls
46
revised: 10/05
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and language Arts
Unit: “Technology and Inventions”
3rd nine weeks
Strand
TEKS
Objective:
The student is expected
to
Key Concepts
Resources/Activities
47
revised: 10/05
Strand
SOCIAL
STUDIES/
SCIENCE,
TECHNOLOGY,
AND SOCIETY
TEKS
K.13
The student
understands ways
technology is used
in the home and
school.
Objective:
The student is expected
to
(A) identify examples of technology used
in the home and school.
(B) describe how technology helps
accomplish specific tasks.
Key Concepts
• Technology refers to all
the ways people use their
inventions and
discoveries to satisfy
their needs and wants.
• An invention is the
creation of something
that never existed before.
• Through the ages, people
invented tools,
machines, materials, and
techniques to make work
easier.
Resources/Activities
• Science unit: “Simple
Machines”
• Books
° Traffic
° Things That Go
° Too Much Television
° La tela de Fred
° Donald Crews’ books
• Activities
° TV Free Week
° Yahoo Weather
Website
° Computers (lab and
classroom)
48
revised: 10/05
Strand
SOCIAL
STUDIES/
SCIENCE,
TECHNOLOGY,
AND SOCIETY
TEKS
K.14
The student
understands ways
in which
technology has
changed how
people live.
Objective:
The student is expected
to
(A) describe how his or her life might be
different without modern technology.
(B) list ways in which technology meets
people’s needs.
Key Concepts
Resources/Activities
• People also discovered
water power, electricity,
and other sources of
power that increased the
rate at which they could
work.
• Technology has helped
people gain control over
nature and build a
civilized way of life.
• The first people had little
control over nature.
49
° The had only simple
tools.
° They did not know
how to raise animals
or plants, so they had
to search for wild
animals and plants
for food.
° They had no
permanent homes.
Animal skins were
their only protection
against the cold.
° The sun was their
only source of light.
° The discovery of how
to make fire helped
them gain some
control over nature.
revised: 10/05
Strand
READING/
VOCABULARY
DEVELOPMENT
TEKS
K.8
The student
develops an
extensive
vocabulary.
Objective:
The student is expected
to
Key Concepts
Resources/Activities
Word Banks
(A) discuss meanings of words and
develop vocabulary through
meaningful/concrete experiences.
(C) identify words that name
° persons, places, or things
° actions
• Things used for
transportation
° car, bus, airplane, boat,
bicycle, train, scooter,
horse, camel, etc.
• Things used as tools
° computer, paintbrush,
hammer, shovel,
toothbrush, broom, etc.
50
revised: 10/05
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Social Studies Curriculum Framework
Kindergarten
Inquiry and Research: Social Studies and Language Arts
Unit: “Texas/Cowboys”
3rd nine weeks
Strand
TEKS
Objective:
The student is expected
to
Key Concepts
Resources/Activities
51
revised: 10/05
Strand
TEKS
SOCIAL STUDIES/
HISTORY
K.2
The student
understands
how historical
figures and
ordinary people
helped to shape
the community,
state, and
nation.
Objective:
The student is expected
to
Key Concepts
Resources/Activities
• Books
° Cowboys
° Alamo across Texas
• The capital of Texas is
° The Armadillo from
in the city of Austin.
Amarillo
• State symbols include:
° I’m Going to Texas
° bluebonnet
(English/Spanish)
° pecan tree
° Round-Up
° mockingbird
°
Armadillo Rodeo
° the State seal
° motto: friendship
° T is for Texas
° flag: Lone Star flag
° Cowboy Dan
° Cowboy Roy
• Texas is called the
Lone Star State
° The Legend of the
because of the single
Bluebonnet
star on its flag.
(English/Spanish)
• We live in a state
named Texas.
(A) identify the contributions of historical
figures who helped to shape our state
and nation.
(B) identify ordinary people who have
shaped the community.
52
revised: 10/05
Strand
TEKS
SOCIAL STUDIES/
HISTORY
K.2 (continued)
Objective:
The student is expected
to
Key Concepts
Resources/Activities
• Spanish adventurers
explored the Texas
region many years ago.
• Songs
° “Bluebonnet Song”
° “I’m a Texas Star”
° “Texas, Our Texas”
° “Deep in the Heart of
Texas”
° “This Land is Your
Land”
° “T-E-X-A-S” (to the
tune of Bingo)
• Texas received its
name from the Indian
word Tejas which
means friends.
• Texas was part of
Mexico when the first
Americans settled here
in 1821.
• Davy Crockett, Jim
Bowie, and other
famous heroes died at
the Alamo fighting for
independence from
Mexico.
• Activities
° Rodeo Roundup
° Rodeo “Dress-Up
Day”
° Texas Geographical
Map
• Sam Houston led the
Texans to their final
victory against the
Mexicans.
53
revised: 10/05
Strand
TEKS
SOCIAL STUDIES/
GEOGRAPHY
K.5
The student
understands the
physical and
human
characteristics
of the
environment.
Objective:
The student is expected
to
(A) identify the physical characteristics of
places, such as landforms, bodies of
water, natural resources, and weather.
(B) identify the human characteristics of
places, such as types of houses and
ways of earning a living.
Key Concepts
Resources/Activities
• Texas has four main
land regions.
° West Gulf Coast
° North-Central
Plains
° Great Plains
° Basin and Range
• The Rio Grande,
Texas’ largest river,
forms the boundary
between the United
States and Mexico.
• The greatest natural
resources in Texas are
petroleum and natural
gas. In addition, Texas
has fertile soil and rich
grasslands.
• Frontier cowboys with
their 10-gallon hats
have long been a
symbol of Texas.
• Cowboys still ride
across the plains
driving great herds of
cattle, and cowboy
boots and hats are still
a part of the everyday
clothing of many
Texans.
54
• Texans today make
their living doing
many things.
revised: 10/05
Strand
LISTENING/
SPEAKING/
CULTURE
READING/CULTURE
TEKS
K.2
The student
listens and
speaks to gain
knowledge of
his/her own
culture, the
culture of
others, and the
common
elements of
culture.
K.13
The student
reads or listens
to increase
knowledge of
his/her own
culture, the
culture of
others, and the
common
elements of
cultures.
Objective:
The student is expected
to
Key Concepts
Resources/Activities
(A) connect experiences and ideas with
those of others through speaking and
listening.
(B) compare language and oral traditions
(family stories) that reflect customs,
regions, and culture.
(A) connect his/her own experiences with
the life experiences, language, customs,
and culture of others.
(B) compare experiences of characters
across culture.
55
revised: 10/05
Strand
TEKS
SOCIAL STUDIES/
CULTURE
K.12
The student
understands
how people
learn about
themselves
through family
customs and
traditions.
READING/
VOCABULARY
DEVELOPMENT
K.8
The student
develops an
extensive
vocabulary.
Objective:
The student is expected
to
Key Concepts
Resources/Activities
(A) identify family customs and traditions
and explain their importance.
(B) compare family customs and traditions.
(C) describe customs of the local
community.
Word Banks
(A) discuss meanings of words and develop
vocabulary through
meaningful/concrete experiences.
(C) identify words that name
° persons, places, or things
° actions
• Categorize words
relating to
Texas/cowboys into
previously-formulated
word banks; i.e. foods,
things used as tools
56
revised: 10/05