NYCDOE: Passport to Social Studies: Grade K, unit 4
This is the fourth unit of the kindergarten Social Studies scope and sequence, titled: Families, Change and Time. It was developed by a team of NYCDOE staff and teachers, in collaboration with scholars of the humanities and social sciences as well as museum curators. Students will immerse themselves in the topic by discussing focus questions, reading and analyzing a rich collection of diverse primary and secondary sources, examining artifacts, and interpreting images, such as: paintings, photographs, maps, and political cartoons.
This guide offers a multitude of perspectives on children and families from different cultures all share some common characteristics, but also have specific differences that make them unique; and the study of American symbols, holidays and celebrations helps to develop a shared sense of history, community, and culture. Students engage in learning specific words and phrases related to chronology and time to recount events and experiences; and also understand that economics concepts of needs and wants, goods and services, and how people are not able to have all the goods and services that satisfy needs and wants. Topics of representative lessons in this unit include: sharing, analyzing and discussing family photographs and family records; exploring similarities and differences in ways families’ celebrate; engage in understanding roles, jobs and responsibilities; constructing a system for saving and planning for the future
To evaluate student mastery of content knowledge, cognitive processes, and critical thinking skills, this unit includes formative assessments, and a performance-based assessment activity, which has students designing family portraits of members of their family, comparing and contrasting family celebrations, creating family culture kite and traditions booklet.
Please note: the complete set of NYCDOE K-8: Passport to Social Studies Core Curriculum materials include a wide-range of trade books and primary documents, in addition to this unit of study. In order to support rigorous social studies instruction and student inquiry, we recommend that teachers integrate these resources into their daily instruction and assessments plans.
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