Journey through the aaaa Georgia Early Learning and Development Standards SOCIAL STUDIES

GELDS- Georgia Early Learning and Development Standards Guidelines that identify what children should know from birth to age 5. Address what children should be able to do. Help teachers ensure that children meet their learning and developmental milestones. GELDS help set clear & realistic goals for success.

Social Studies 3 Strands Family People and Community History

Strand: FAMILY Standard: CD-SS1 – The child will demonstrate an understanding of his/her family and an emerging awareness of his/her own culture and ethnicity SS1.4a Describes his/her family structure and family roles. Examples of classroom activities: drawing and labeling a family portrait, playing “family” in the housekeeping center, graphing how many siblings, reading stories about families

Strand: FAMILY SS1.4b Describes similarities and differences between self and others. Example of classroom activities: drawing a self-portrait, graphing physical traits, sorting by boy/girl

Strand: PEOPLE AND COMMUNITY Standard: CD-SS2 – The child will demonstrate an understanding of his/her community and an emerging awareness of others’ cultures and ethnicity. SS2.4a - Identifies and follows rules of the classroom community and displays competence in engaging in appropriate social behavior Examples: Explaining rules to other students, creating a list of rules, partaking in classroom jobs, sharing materials, waiting your turn

Strand: PEOPLE AND COMMUNITY SS2.4b- Explains diverse customs and cultural celebrations within the home, classroom and community. Examples: sharing what you did over of the weekend, sharing holiday traditions, participating in community events (like the Character Book Parade), learning about another students culture (Chinese New Year or Hanukkah), trying a different type of food from another culture.

Strand: PEOPLE AND COMMUNITY SS2.4c - Recognizes similarities and differences between own culture and that of others Examples: learn some words from other languages (sign language), recognize a family speaks a different language at home.

Strand: PEOPLE AND COMMUNITY Standard: CD-SS3 – The child will demonstrate awareness of the geography in his/her community SS3.4a Creates simple representations of home, school and community Example-drawing a map of their house or classroom, building a model of their house using blocks

Strand: PEOPLE AND COMMUNITY SS3.4b - Identifies and describes aspects of his/her community. Examples- notices changes in the classroom (new bulletin boards, new materials in a center), talking about construction of a new restaurant.

Strand: PEOPLE AND COMMUNITY Standard: CD-SS4 – The child will demonstrate an awareness of economics in his/her community. SS4.4a - Completes jobs to contribute to his/her community and communicates why it is important. Example: participating in classroom jobs

Strand: PEOPLE AND COMMUNITY SS4.4b - Describes the roles and responsibilities of a variety of occupations. Examples: dressing up to role play a community helper, talking about the importance of brushing teeth after a visit from the dentist

Strand: PEOPLE AND COMMUNITY SS4.4c - Describes how people interact economically and the exchange of goods and services. Examples: using real or pretend money and discussing its purpose and value. Discussing trading items like in books, Caps For Sale and Stone Soup

Strand: PEOPLE AND COMMUNITY SS4.4d - Explores the uses of technology and understands its role in the environment. Example: using anything technology related- cell phones, tablets; talking about FaceTime or Skype, asking to watch a video on YouTube

Strand: HISTORY AND EVENTS Standard: CD-SS5 – The child will understand the passage of time and how events are related. SS5.4a - Recognizes and describes sequence of events with accuracy. Examples: Tells you that dinosaurs lived “a long, long time ago” and that now “they are extinct”; comments that he wants to be a fireman when he grows up

Strand: HISTORY AND EVENTS SS5.4b – Differentiates between past, present and future. Examples: Says, “I learned how to ride a bike this summer, so now I can”; Tells teacher, “We forgot to water the seeds yesterday. Does that mean they won’t grow?”; After seeing a small group use play dough the day before, asks, “Is this our day to use play dough at small group?”; Asks to read a story again