Kindergarten Social Studies Iowa standards Standards

Iowa History

Critique Historical Sources and Evidence

Analyze Change, Continuity, and Context

Analyze Human Population Movement and Patterns

Evaluate Human Environment Interaction

Create Geographic Representations

Analyze Credit and Debt Levels

Interpret Processes, Rules and Laws

Examine Factors that Led to Continuity and Change on Human Development and Behavior

Recognize the Interaction Between the Individual and Various Groups

Taking Informed Action

Constructing Questions

Spaces and Places

Economics/Financial Literacy: Saving, Spending and Investing

Economics/Financial Literacy: Financial and Career Goals

Economics/Financial Literacy: Credit and Risk Management

Economics/Financial Literacy: Economic Decision Making

Needs and Wants (Financial Literacy)

Geography: Human-Environment Interaction

Geography: Places and Regions

Civics/Government: Role and Systems of Government

Civics/Government: Citizenship and Civic Rights and Responsibilities

Civics/Government: Processes, Rules, and Laws

History: Multiple Perspectives

Rules and Responsibilities

History: Comparison and Corroboration

History: Chronological Reasoning and Causation

History: Change, Continuity, and Context

Comparing the Past to the Present

Geography: Human Movement and Patterns

Geography: Geographic Tools

History: Multiple Perspectives

Geography: Human Environment Interaction

I Belong

Civic Engagement and Participation

Communicate Conclusions

Claims and Evidence

Gather, Interpret, and Evaluate Sources

Develop Questions and Plan Inquires

Inquiry Standards

With guidance and support, recognize a question about a familiar topic.

With guidance and support identify the difference between buying and borrowing.

Identify maps, globes or other simple geographic models.

Identify environmental characteristics in Iowa.

With guidance and support, identify reasons why people move from place to place.

With guidance and support, identify a past and a present event.

With guidance and support categorize events/items according to when they existed in the past or the present.

With guidance and support, identify the creator of a document.

With guidance and support, identify how where you live in Iowa is different than another part of the state.

With guidance and support, identify a civic problem in their classroom.

With guidance and support, identify one role within the student's family, school, or community.

With guidance and support identify one way in which students are alike and different within one social category.

With guidance and support, identify one way in which people work together to make a decision.

With guidance and support, identify one school rule and one community rule.

With teacher guidance, ask questions about disciplinary content and discuss ways to learn.

Describe ways in which students and others are alike and different in the past and present.

Distinguish between at least two related items or events by sequencing them from the past to the present.

Compare life in the past to life today.

Name the rules and responsibilities students have for different groups they are members of.

Recognize ways people can effectively work together to make decisions to improve their classrooms or communities.

Compare and contrast rules from different places.

Describe roles of community helpers and leaders.

Compare rules and responsibilities in Iowa with other states.

Compare and contrast rules and responsibilities in local environments, like towns and counties, to those in other parts of the state of Iowa.

Describe some needs and wants.

With teacher guidance, gather information from different sources and explain what they show about a topic.

Explain the difference between buying and borrowing.

Recognize ways to earn and save money.

Identify forms of money.

With teacher guidance, share facts and opinions about topics and support them with evidence from sources.

Construct responses to questions using examples.

Describe ways people can participate in their community and explain why being involved is important.

Describe students’ roles in different groups of which they are members, including their family, school, and community.

Describe ways in which students and others are alike and different in a variety of contexts.

Create a route to a specific location.

Explain why and how people move from place to place.