Hello, Guest!

Instructional Focus Document
Kindergarten Social Studies
TITLE : Unit 04: Community Celebrations, Customs, and Family Traditions SUGGESTED DURATION : 20 days

Unit Overview

Introduction

This unit bundles student expectations that address celebrations, customs, and traditions of communities. Studying about community celebrations is important for understanding how culture and traditions help to unite people in community. 

Prior to this Unit

Prior to this unit, students studied about physical geography along with developing spatial reasoning skills using maps and globes.  

During this Unit

During this unit students broaden the scope of community to include local, state, and national entities. Students specifically study the customs associated with patriotic national holidays and the cultural heritage that is reflected in national customs and family traditions.

After this Unit

In the next unit students about how communities are shaped by individuals, including historical community leaders and the current community leaders.


Culture serves to unify people.

  • What commonalities binds people together as a group?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Americans celebrate patriotic holidays.

  • Why are patriotic holidays important to Americans?
  • How do Americans celebrate patriotic holidays?

Cultural Patterns

  • Community
  • Customs/Traditions
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

People in communities have cultural similarities and differences.

  • What are some ways that our classmates are similar and different?
  • What are some ways that our community is similar and different from other communities?
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Families create traditions.

  • What are some common traditions that families practice?
  • How do families learn about important traditions?
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None identified

Unit Vocabulary

patriotic – inspired by a love of your country
nation – a country
symbol – an object that represents something else
custom – a habit that is common to a group or a place
tradition – practices and beliefs that are taught to younger people

Related Vocabulary

  • community
  • celebration
  • kinship
   
System Resources

System Resources may be accessed through Search All Components in the District Resources Tab.


TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
K History.
K.1 History. The student understands that holidays are celebrations of special events. The student is expected to:
K.1A Explain the reasons for national patriotic holidays such as Presidents' Day, Veterans Day, and Independence Day.

Explain

REASONS FOR NATIONALPATRIOTIC HOLIDAYS

Including, but not limited to:

  • National patriotic celebrations commemorate significant individuals and events in a nation’s history
  • Presidents’ Day – honors the contributions to the United States by presidents, which is observed near both Washington’s and Lincoln’s birthdays (recognized as Washington’s Birthday by the federal government and observed on the third Monday in February.) First observance was in 1796 in honor of George Washington’s birthday.
  • Veterans Day – honors military veterans and citizens who have served in the military. Nationally observed on November 11. Originally commemorated the cessation of fighting of the First World War – the armistice went into effect on the 11th hour of the 11th day of the 11th month (November 11, 1918 at 11:00 am.) Later expanded to recognize all veterans of foreign wars and then all veterans.
  • Independence Day – commemorates the signing of the Declaration of Independence on July 4, 1776. National holiday first celebrated in 1777.
K.1B Identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day.

Identify

CUSTOMS ASSOCIATED WITH NATIONAL PATRIOTIC HOLIDAYS 

Including, but not limited to:

  • Independence Day
    • Parades
    • Fireworks
    • By the early 1800s the traditions of parades, picnics, and fireworks were established as the way to celebrate America’s birthday.
  • Veterans Day examples of customs:
    • Parades in honor of those who have served
    • Display U.S. flags
    • Ceremonies at cemetery, lay wreaths at the Tomb of the Unknown Soldier, playing of “Taps” at ceremonies
K Citizenship.
K.10 Citizenship. The student understands important symbols, customs, and responsibilities that represent American beliefs and principles and contribute to our national identity. The student is expected to:
K.10C Identify Constitution Day as a celebration of American freedom.

Identify

PURPOSE OF CONSTITUTION DAY

Including but not limited to:

  • To celebrate American freedom. Constitution Day commemorates the September 17, 1787, signing of the Constitution. The purpose of Constitution Day is to ensure that students are gaining an increased knowledge and appreciation for this valuable and important document of freedom. Beginning in 2005, schools receiving federal funds were mandated by Congress to observe Constitution Day on September 17.
K Culture.
K.11 Culture. The student understands similarities and differences among people. The student is expected to:
K.11A Identify similarities and differences among people such as kinship, laws, and religion.

Identify

SIMILARITIES AND DIFFERENCES AMONG PEOPLE

Including, but not limited to:

  • Kinship – refers to relationships created by family connection
  • Laws – the rules established in a community
  • Religion – a specific fundamental set of beliefs and practices generally agreed upon by a number of persons
K.11B Identify similarities and differences among people such as music, clothing, and food.

Identify

SIMILARITIES AND DIFFERENCES

Including, but not limited to:

  • Music – an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and timbre (e.g. the sound of a woodwind vs. the sound of brass instrument)
    • Similarities – people from the same culture may have similar music styles such as the use of bagpipes in Scottish and Irish cultures
    • Differences – people from different generations may have grown to like different genres of music
  • Clothing – Something that covers the body; garments
    • Similarities – people from the same physical region may have clothes made locally from similar material
    • Differences – people from varying locations, such as hot and cold regions, may need different clothing
  • Food – any nourishing substance that is eaten, drunk, or otherwise taken into the body to sustain life, provide energy, promote growth, etc.
    • Similarities – people from the same historical background may eat similar foods such as curries in Indian and UK cuisine
    • Differences – people in a community from different historical backgrounds may enjoy different types of cuisine
K.12 Culture. The student understands the importance of family customs and traditions. The student is expected to:
K.12A Describe and explain the importance of family customs and traditions.

Describe, Explain

IMPORTANCE OF FAMILY CUSTOMS AND TRADITIONS

Including, but not limited to:

  • Importance of family customs
    • Customs refer to the habits, actions, and practices performed by a particular group or in a particular place.  Customs create a bond based on common experience and shared values.
    • Family customs are actions families do together such as celebrating birthdays, observing holidays, taking vacations, etc. (e.g., take pictures first day of school; choose favorite foods for birthday meal, go to the lake with cousins.)
  • Importance of family traditions
    • Traditions are derived from the process of transmitting knowledge and practices through generations without written instructions. Traditions create a bond based on common experience and shared values.
    • Family traditions are practices  that have been done in a family for generations (e.g., always hold family reunion on 4th of July, go to the cemetery to put flowers on graves for Memorial Day, make quilts, work on the family farm/ranch)
K.12B Compare family customs and traditions.

Compare

FAMILY CUSTOMS AND TRADITIONS

Including, but not limited to:

  • Holidays
  • Celebrations (birthday, etc.)
  • Clothing
  • Food
  • Music
K Social studies skills.
K.15 Social studies skills. The student communicates in oral and visual forms. The student is expected to:
K.15A Express ideas orally based on knowledge and experiences.

Express

IDEAS ORALLY

Including, but not limited to:

  • Based on knowledge
  • Based on experiences
K.15B Create and interpret visuals, including pictures and maps.

Create, Interpret

VISUALS

Including, but not limited to:

  • Pictures
  • Maps
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/23/2018
Loading
Data is Loading...