Kindergarten Social Studies. Kindergarten students continue their exploration of basic concepts as they relate to the four strands of social studies: Civics, History, Geography, and Economics by making simple connections to their own experiences in the classroom, school, and neighborhood.

1. (1) Practice Standards.
2. (A) Practice Standard 1. The student will apply critical thinking skills to address authentic civic issues.
3. (i) Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems.
4. (I) Describe how people can work together to make decisions in the classroom and school.
5. (II) Engage in democratic processes to address authentic, real-world problems in the classroom.
6. (III) Identify and discuss local problems and ways in which people are trying to address these problems.
7. (ii) Develop practices which demonstrate an understanding that social studies involves the evaluation of evidence.
8. (I) Collaboratively ask and respond to essential questions of common concerns to the student and community.
9. (II) Use supporting questions to help guide learning of specific social studies content.
10. (III) Practice critical thinking skills by responding to various levels of open-ended questions.
11. (IV) With guidance, demonstrate understanding of social studies content through completion of authentic tasks.
12. (B) Practice Standard 2. The student will use interdisciplinary tools to acquire, apply, and evaluate content understanding of the four strands of social studies.
13. (i) Demonstrate an understanding of the principles of government, the benefits of democratic systems, and their responsibilities as citizens.
14. (I) Identify democratic principles such as equality, fairness, and respect for the law.
15. (II) Identify responsibilities of people in authority in school and community settings.
16. (III) Describe the purposes of rules in various settings (e.g., family, classroom, school), how rules are made, and consequences for violating rules.
17. (ii) Develop skills which demonstrate an understanding of historical events and the people who shaped our history.
18. (I) Identify a primary source of information and with support, gather basic information (i.e., author, date, facts).
19. (II) Identify point of view and examples relevant to the student’s experiences.
20. (III) Explain possible reasons for an event and make simple timelines which reflect cause-effect relationships, with guidance and support.
21. (iii) Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present.
22. (I) Answer geographic questions using geographic information about the student’s own community.
23. (II) Identify and describe the community’s human and physical environment through the use and creation of simple maps and photographs of the community.
24. (III) Identify how the physical environment impacts our daily lives and affects human activities.
25. (iv) Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings.
26. (I) Collaboratively gather simple economic data from graphs.
27. (II) Identify needs and wants, including the concept of freedom of choice.
28. (III) Identify examples of the goods and services that school and community workers provide.
29. (C) Practice Standard 3. The student will engage in critical, active reading of primary and secondary sources related to social studies concepts.
30. (i) Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies.
31. (I) Locate the topic or main idea and supporting details of a text.
32. (II) Use titles and graphic features, including photographs and illustrations, to understand a text.
33. (ii) Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives.
34. (I) Identify the author’s purpose, with guidance and support.
35. (II) Locate facts that are clearly stated in a text (e.g., who, what, where, when, why, how).
36. (III) Ask and answer basic questions and engage in collaborative discussions about appropriate topics in a text.
37. (D) Practice Standard 4. The student will develop a variety of evidence-based written products designed for multiple purposes.
38. (i) Summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content.
39. (I) Draw, label, dictate, and write an informative product with guidance and support.
40. (II) With guidance and support, draw, label, dictate, and write to express an opinion, providing reasons as support.
41. (ii) Engage in authentic research to acquire, refine, and share knowledge through written presentations and products.
42. (I) With guidance and support, generate a list of topics of interest and questions about social studies.
43. (II) Organize information found during group research, using graphic organizers and other aids with guidance and support.
44. (III) With guidance and support, deliver a simple presentation to communicate ideas and thoughts.
45. (2) Content Standards.
46. (A) Content Standard 1. The student will understand and demonstrate traits of good citizenship.
47. (i) Describe the importance of being a member of a family, class, and school by explaining the purpose of rules, how everyone should be treated the same under the rules, and why natural consequences are the result of one’s choices.
48. (ii) Describe authority figures in the school and community (e.g., principal, police officers) including why they are needed.
49. (iii) Identify ways that individuals can be patriotic and contributory members of the community (e.g., participate in community service projects, show respect for authority, demonstrate fairness).
50. (iv) Identify the importance of United States symbols, such as the Statue of Liberty, and how they are used to represent common ideals of Americans.
51. (v) Identify the purpose of the Pledge of Allegiance and describe appropriate flag etiquette.
52. (B) Content Standard 2. The student will understand the impact of historical events and people.
53. (i) Identify past events that have occurred in the community (e.g., celebrations or festivals, famous people, founding stories, significant events, leaders who made a difference).
54. (ii) Identify how the United States flag is a symbol of our country and its people, explaining the symbolism of its stripes (representing the first colonies and states) and its stars (representing the current states).
55. (iii) Explain that different types of sources can be used to learn about the past (e.g., photographs, maps, books, artifacts, songs, oral histories, and art).
56. (iv) Use words and phrases related to the concept of chronology (e.g., before, after; yesterday, today, tomorrow).
57. (v) Explain how people and the environment change over time (e.g., human growth, construction of roads and homes).
58. (C) Content Standard 3. The student will identify and examine the basic concepts of physical and human geography.
59. (i) Ask geographic questions about where places are located and why they are located there.
60. (ii) Explain that a map is a drawing of a place as viewed from above.
61. (iii) Construct basic maps of the classroom, school, and neighborhood.
62. (iv) Identify basic cardinal directions and terms used to describe relative location.
63. (v) Distinguish between land and water on a map.
64. (vi) Explain that the school is part of a larger community and describe the features of the neighborhood around the school.
65. (vii) Explain that one’s community is within the state of Oklahoma and identify the state of Oklahoma on a map of the United States.
66. (viii) Describe what makes one’s community alike or different from other communities by comparing family and community customs and traditions.
67. (D) Content Standard 4. The student will identify basic economic concepts.
68. (i) Differentiate between a need and a want by explaining that a need is necessary for survival while a want is something desired.
69. (ii) Explain the difference between a good and a service, including how they are used to meet needs and wants.
70. (iii) Identify examples of goods used by children, families, and communities (e.g., food, toys, clothing), drawing conclusions about where they come from and how they connect us to other communities.
71. (iv) Identify examples of services provided by community members (e.g., medical care, fire protection, law enforcement, military service, elected officials).
72. (v) Explain the purpose of money and the relationship between work and earning money.
73. (vi) Identify ways that people use their money, including spending on needs and wants, saving, and contributing to the community.

Added at 36 Ok Reg 755, eff 7-25-19

Amended at 42 Ok Reg, Number 21, effective 7-26-25