Social Studies Foundation: 2 - History and Events

Topic: SS2.3 - Demonstrate awareness of the foundations of government

The foundations of the government are how a society chooses to regulate itself in order to maintain itself.

The development of awareness of foundations of government leads to:
*An understanding of how rules and laws are created and enforced
*An appreciation and respect for leadership
*Effective participation and an understanding of their role in groups in which they belong
*An understanding of checks and balances across systems

Looking Ahead to Kindergarten	Family Engagement	Special Populations
In kindergarten, students will be asked to give examples of people who are community helpers and leaders and describe how they help us (K.2.1). They will also be asked to identify and explain that the President of the United States is the leader of our country and that the American flag is a symbol of the United States (K.2.2).	Encourage families to: Talk about leaders in their community, (e.g. firefighters, police officers, clergy, etc.), their responsibilities, and what their jobs are. Consider talking about their individual family structure as well as the roles and responsibilities family members have.	Educators can: *Provide opportunities and materials that are accessible to all children to explore the role of community helpers (e.g. ensuring the dramatic play center is accessible to children with varying mobility).

Looking Ahead to Kindergarten

Family Engagement

Special Populations

In kindergarten, students will be asked to give examples of people who are community helpers and leaders and describe how they help us (K.2.1). They will also be asked to identify and explain that the President of the United States is the leader of our country and that the American flag is a symbol of the United States (K.2.2).

Encourage families to:

*Talk about leaders in their community, (e.g. firefighters, police officers, clergy, etc.), their responsibilities, and what their jobs are.
*Consider talking about their individual family structure as well as the roles and responsibilities family members have.

Educators can:
*Provide opportunities and materials that are accessible to all children to explore the role of community helpers (e.g. ensuring the dramatic play center is accessible to children with varying mobility).

Powerful Practices
Across all developmental stages, educators can: Provide materials and experiences with books that depict community helpers and vehicles. Use familiar relationship terms reflective of the child’s daily environment (e.g. “Your mommy will be here to pick you up today” or “Ms. Cindy is your teacher”). Make a connection between home and school by learning the terms each family uses to identify family members (e.g. grandma/mamaw, grandma/papaw, etc.). Engage with community helpers to provide internal or external “field trips” (e.g. a firefighter, librarian, or police officer comes to the program). *Use daily opportunities to acknowledge community helpers (e.g. fire truck passes the program. Educator says, “Oh! The firefighters must be going to help someone!”).
Infant

Younger Toddler

Older Toddler
Draw attention to and discuss community and cultural symbols (e.g. logos, street signs, etc.)
Younger Preschool
Identify and discuss leaders in the home or environment (e.g. mom/dad, grandma/grandpa, principal/director, educator) Display symbols and pictures that relate to child’s neighborhood environment (e.g. program director, educators, churches, police, firefighters, etc.)
Older Preschool
Identify and discuss leaders and community helpers (e.g. pastor, rabbi, police officer, firefighter, etc.) Provide pictures of flags and symbols that are relevant to children (e.g. local, state, and national places, teams, parks, etc.)

Return to List