Pre-K

Other California History-Social Science sets

• Grade K
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• World History and Geography: Medieval and Early Modern Times
• Grade 8
• Grade 9
• Grade 10
• Grade 11
• Grade 12

Identify as members of a group, participate willingly in group activities, and begin to understand and accept responsibility as group members, although assistance is required in coordinating personal interests with those of others.2.1.1--48

Become involved as responsible participants in group activities, with growing understanding of the importance of considering others’ opinions, group decision making, and respect for majority rules and the views of group members who disagree with the majority.2.1.1--60

Strive to cooperate with group expectations to maintain adult approval and get along with others. Self­-control is inconsistent, however, especially when children are frus­trated or upset.2.2.1--48

Exhibit responsible conduct more reliably as children develop self­ esteem (and adult approval) from being responsible group members. May also manage others’ behavior to ensure that others also t in with group expectations.2.2.1--60

Respond to the feelings and needs of others with simple forms of assistance, sharing, and turn-taking. Understand the importance of rules that protect fairness and maintain order. 2.3.1--48

Pay attention to others’ feelings, more likely to provide assistance, and try to coordinate personal desires with those of other children in mutually satisfactory ways. Actively support rules that protect fairness to others.2.3.1--60

Can use simple bargaining strategies and seek adult assistance when in conflict with other children or adults, although frustration, distress, or aggression also occurs.2.4.1--48

More capable of negotiating, compromising, and finding cooperative means of resolving conflict with peers or adults, although verbal aggression may also result.2.4.1--60

Recall past experiences easily and enjoy hearing stories about the past, but require adult help to determine when past events occurred in relation to each other and to connect them with current experience.3.1.1--48

Show improving ability to relate past events to other past events and current experiences, although adult assistance continues to be important.3.1.1--60

Anticipate events in familiar situations in the near future, with adult assistance.3.2.1--48

Distinguish when future events will happen, plan for them, and make choices (with adult assistance) that anticipate future needs.3.2.1--60

Proudly display developing skills to attract adult attention and share simple accounts about recent experiences.3.3.1--48

Compare current abilities with skills at a younger age and share more detailed autobiographical stories about recent experiences.3.3.1--60

Easily distinguish older family members from younger ones (and other people) and events in the recent past from those that happened “long ago,” although do not readily sequence historical events on a timeline.3.4.1--48

Develop an interest in family history (e.g., when family members were children) as well as events of “long ago,” and begin to understand when these events occurred in relation to each other.3.4.1--60

Identify the characteristics of familiar locations such as home and school, describe objects and activities as­sociated with each, recognize the routes between them, and begin using simple directional language (with various degrees of accuracy). 1.1.1--48

Comprehend larger familiar loca­tions, such as the characteristics of their community and region (including hills and streams, weather, common activities) and the distances between familiar locations (such as between home and school), and compare their home community with those of others.1.1.1--60

Show an interest in nature (including animals, plants, and weather) especially as children have direct experience with them. Begin to understand human interactions with the environment (such as pollution in a lake or stream) and the importance of taking care of plants and animals.1.2.1--48

Show an interest in a wider range of natural phenomena, including those not directly experienced (such as snow for a child living in Southern California), and are more concerned about caring for the natural world and the positive and negative impacts of people on the natural world (e.g., recycling, putting trash in trash cans).1.2.1--60

Can use drawings, globes, and maps to refer to the physical world, although often unclear on the use of map symbols.1.3.1--48

Create their own drawings, maps, and models; are more skilled at using globes, maps, and map symbols; and use maps for basic problem solving (such as locating objects) with adult guidance.1.3.1--60

Understand ownership, limited supply, what stores do, give-­and­-take, and payment of money to sellers. Show interest in money and its function, but still figuring out the relative value of coins.4.1.1--48

Understand more complex economic concepts (e.g., bartering; more money is needed for things of greater value; if more people want something, more will be sold).4.1.1--60