Our classroom community
Students learn how a classroom works as a small community. They practice asking questions, following shared rules, and listening to classmates who see things differently.
What does a student learn in
This is the year students start to see themselves as part of a bigger world. Students learn the rules and helpers at school, talk about fair ways to share and take turns, and notice that families and neighborhoods are not all the same. They look at simple maps and pictures to find where things are. By spring, students can ask a question about their community and share what they learned by drawing, talking, or writing.
- Rules and fairness
- Community helpers
- Maps and places
- Families and culture
- Asking questions
- Needs and wants
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Me and my family
Students share stories about their families and homes. They notice how families are alike and different, and they begin to see themselves as part of a larger group.
- 3
Maps and the world around us
Students explore maps, pictures, and their own neighborhood. They learn to point out where things are and to talk about the weather and places people live.
- 4
Needs, wants, and choices
Students sort what people need from what people want. They talk about saving, sharing, and the trade-offs of picking one thing over another.
- 5
Long ago and today
Students compare life now with life in the past. They look at old photos and stories, including ones from New Jersey, and notice what has changed and what has stayed the same.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Inquiry and Disciplinary Skills
Inquiry and Disciplinary Skills
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Develop Questions and Plan Inquiries
Students practice asking "why" and "how" questions about topics they want to understand, then figure out where to look for answers. This is the start of learning to investigate something all the way through.
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Evaluate Sources and Use Evidence
Students look at a photo, a book, or a story and decide whether it seems trustworthy. Then they point to something specific in that source to back up what they think.
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Communicate Conclusions and Take Informed Action
Students share what they learned by drawing a picture, telling someone, or writing a few words. Then they do something with that learning, like making a sign or helping fix a small problem they noticed.
| Standard | Definition | Code |
|---|---|---|
| Develop Questions and Plan Inquiries | Students practice asking "why" and "how" questions about topics they want to understand, then figure out where to look for answers. This is the start of learning to investigate something all the way through. | NJ-SS.INQ.K.1 |
| Evaluate Sources and Use Evidence | Students look at a photo, a book, or a story and decide whether it seems trustworthy. Then they point to something specific in that source to back up what they think. | NJ-SS.INQ.K.2 |
| Communicate Conclusions and Take Informed Action | Students share what they learned by drawing a picture, telling someone, or writing a few words. Then they do something with that learning, like making a sign or helping fix a small problem they noticed. | NJ-SS.INQ.K.3 |
Civics, Government, and Human Rights
Civics, Government, and Human Rights
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Civics and Government Institutions
Kindergartners learn what rules are, who makes them, and why communities need them. They start with the classroom and school, then look at the town, state, and country.
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Civic Virtues and Human Rights
Civic virtues are habits like taking turns, being fair, and helping others. Students practice these habits in the classroom and learn why they matter beyond school too.
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Processes, Rules, and Laws
Students practice following classroom rules and talk about why rules exist. They connect those rules to real decisions, like how to share space or treat others fairly.
| Standard | Definition | Code |
|---|---|---|
| Civics and Government Institutions | Kindergartners learn what rules are, who makes them, and why communities need them. They start with the classroom and school, then look at the town, state, and country. | NJ-SS.CIV.K.1 |
| Civic Virtues and Human Rights | Civic virtues are habits like taking turns, being fair, and helping others. Students practice these habits in the classroom and learn why they matter beyond school too. | NJ-SS.CIV.K.2 |
| Processes, Rules, and Laws | Students practice following classroom rules and talk about why rules exist. They connect those rules to real decisions, like how to share space or treat others fairly. | NJ-SS.CIV.K.3 |
Economics, Innovation, and Technology
Economics, Innovation, and Technology
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Economic Decision Making
Scarcity means there isn't enough of something for everyone who wants it. Students learn why people have to choose between options and what they give up when they pick one thing over another.
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Markets, Innovation, and Technology
Buying, selling, and new inventions shape how people get what they need. Students look at simple examples, like a local store or a new tool, to see how those connections reach across towns and countries.
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Personal Finance
Kindergartners learn that money is a choice: you can spend it now, save it for later, or set it aside to grow. They practice deciding when to buy something and when to wait.
| Standard | Definition | Code |
|---|---|---|
| Economic Decision Making | Scarcity means there isn't enough of something for everyone who wants it. Students learn why people have to choose between options and what they give up when they pick one thing over another. | NJ-SS.ECON.K.1 |
| Markets, Innovation, and Technology | Buying, selling, and new inventions shape how people get what they need. Students look at simple examples, like a local store or a new tool, to see how those connections reach across towns and countries. | NJ-SS.ECON.K.2 |
| Personal Finance | Kindergartners learn that money is a choice: you can spend it now, save it for later, or set it aside to grow. They practice deciding when to buy something and when to wait. | NJ-SS.ECON.K.3 |
Geography, People, and the Environment
Geography, People, and the Environment
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Geographic Reasoning
Students use maps and photos to explore what different places look like and where they are. Think of it as learning to read the world before reading a book.
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Human-Environment Interaction
Students look at how the land, water, and weather around them change what people build and do, and how people in turn change the land around them.
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Movement, Migration, and Diffusion
Students look at why people move to new places and how they bring their food, language, and traditions with them. Over time, those ideas spread and change the neighborhoods and regions where people settle.
| Standard | Definition | Code |
|---|---|---|
| Geographic Reasoning | Students use maps and photos to explore what different places look like and where they are. Think of it as learning to read the world before reading a book. | NJ-SS.GEO.K.1 |
| Human-Environment Interaction | Students look at how the land, water, and weather around them change what people build and do, and how people in turn change the land around them. | NJ-SS.GEO.K.2 |
| Movement, Migration, and Diffusion | Students look at why people move to new places and how they bring their food, language, and traditions with them. Over time, those ideas spread and change the neighborhoods and regions where people settle. | NJ-SS.GEO.K.3 |
History, Culture, and Perspectives
History, Culture, and Perspectives
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Change, Continuity, and Context
Students notice what stays the same and what changes over time in their own lives, like comparing how they looked as a baby to how they look now.
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Perspectives
Students hear different people's accounts of the same event and talk about why those accounts might differ. This builds the habit of asking whose story is being told.
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Causation and Argumentation
Students look at a simple event from the past, such as why schools started or how a holiday began, and explain what caused it and what happened because of it.
| Standard | Definition | Code |
|---|---|---|
| Change, Continuity, and Context | Students notice what stays the same and what changes over time in their own lives, like comparing how they looked as a baby to how they look now. | NJ-SS.HIST.K.1 |
| Perspectives | Students hear different people's accounts of the same event and talk about why those accounts might differ. This builds the habit of asking whose story is being told. | NJ-SS.HIST.K.2 |
| Causation and Argumentation | Students look at a simple event from the past, such as why schools started or how a holiday began, and explain what caused it and what happened because of it. | NJ-SS.HIST.K.3 |
No state assessments at this grade
Students take their next one in Grade 4.
NAEP (National Assessment of Educational Progress)
Federally administered sample-based assessment in reading, mathematics, science, and writing. NAEP results inform state-by-state comparisons rather than individual student or school accountability.
- When given:
- biennial in winter
- Frequency:
- every two years
Common Questions
What does social studies look like in kindergarten?
Students learn how to be part of a group. They talk about rules at school and home, the jobs people do in a neighborhood, and how families are alike and different. Most of the work happens through stories, pictures, and conversation, not textbooks.
How can I help my child with social studies at home?
Talk about your day during dinner or the car ride. Point out community helpers like the mail carrier or crossing guard, and ask why rules exist at the playground or store. Small conversations build the vocabulary students need for class.
What should students be able to do by the end of the year?
Students should follow classroom rules, ask questions about what they see, and share an opinion with a reason. They should also recognize a simple map, name a few jobs in the community, and tell a short story about something that happened in the past.
How do I sequence social studies across the year?
Start with self and classroom in the fall, move to family and neighborhood by winter, then widen to community and the wider world by spring. Repeating routines like calendar talk, weekly map time, and read-alouds about real people keeps the strands woven together.
My child says they only played and read books. Are they learning social studies?
Yes. At this age, sharing toys, voting on a class book, and acting out a story are the lesson. Students learn rules, fairness, and perspective-taking through play before they ever read a chapter on it.
Which skills usually need the most reteaching?
Asking a real question instead of telling a story, and giving a reason for an opinion. Many students also need extra practice reading a simple map key and putting events in order with words like first, next, and last. Short daily practice works better than long units.
How do I talk about money and choices with a kindergartner?
Use real moments at the store. Show two snacks and explain that picking one means not picking the other. A clear jar for saving coins at home makes the idea of saving for something later concrete in about five minutes a week.
How do I introduce maps without overwhelming students?
Start with the classroom. Draw the rug, the door, and the reading corner on chart paper, then walk students to each spot. Move to a map of the school, then the neighborhood. Keep a key with two or three symbols so students can read it on their own.
How will I know my child is ready for first grade social studies?
Students are ready when they can name a rule and explain why it matters, point to where they live on a simple map, and tell a short story about a person from the past or present. Comfort sharing ideas in a group matters as much as the facts.