Connecticut

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Skills available for Connecticut kindergarten social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Communities Past and Present Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Communities Past and Present
Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Familiar Places and Communities Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Familiar Places and Communities
Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Inquiry Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Inquiry
Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Roles and Responsibilities in a Community Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Roles and Responsibilities in a Community
Connecticut Elementary and Secondary Social Studies Frameworks Connecticut Elementary and Secondary Social Studies Frameworks

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K.Inq Inquiry

Dimension 1 - Develop Questions and Plan Inquiries
- K.Inq.1.a Develop questions relevant to self, family, and school community.
Dimension 2 - Apply Disciplinary Concepts and Tools
- K.Inq.2.a Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content.
Dimension 3 - Evaluate Sources and Use Evidence
- K.Inq.3.a Gather information to answer a question relevant to self, family, and school community.
  - Which source should you use? (K-K.1)
Dimension 4 - Communicate Conclusions and Take Informed Action
- K.Inq.4.f Use listening, consensus-building, and voting procedures to take action in the classroom.

K-1 Roles and Responsibilities in a Community

K.Civ.1.a Describe the roles and responsibilities of community leaders (e.g., teachers, principals, town managers, business owners, first responders).
- Jobs community helpers do (K-A.2)
- Authority figures (K-B.2)
K.Civ.2.a Explain how all people, not just official leaders, contribute to the community (e.g., recycling, following agreed upon rules, advocacy, volunteering, voting, public service).
K.Civ.3.a Explain the need for and purposes of rules and laws in our community (e.g., bike helmets, school rules, traffic laws).
- Rules and laws (K-B.1)
K.Civ.6.a Describe how community members work together to accomplish tasks to make their community a better place (e.g., municipal meetings, volunteering, belonging to community organizations).
K.Eco.3.a Describe the skills and knowledge needed to do certain jobs in the community.

K-2 Familiar Places and Communities

K.Geo.1.a Distinguish between land and water features on a map.
- Identify Earth's land features (K-D.1)
- Identify Earth's water features (K-D.2)
K.Geo.1.b Demonstrate spatial awareness by creating maps of familiar places including simple text features (e.g., title, labels, compass rose, key).
K.Geo.2.a Describe places connected to student's lives using maps, photographs, and other representations (e.g., community center, home address, places of worship, school, where family members live and shop).
K.Eco.4.a Describe where goods and services in the community come from (e.g., community gardens, retail locations, farmer's market, public education, public transportation).
K.Eco.5.a Identify the prices of commonly purchased items in local stores and restaurants and online markets.
K.Eco.6.a Describe how people in the community earn income (e.g., arts, banking, farming, healthcare, manufacturing, retail, service, trades, education).
- Goods and services (K-G.3)
- Producers and consumers (K-G.4)
K.Eco.9.a Describe the role of banks in a community (e.g., lending, saving, storing valuables).

K-3 Communities Past and Present

K.His.2.a Identify similarities and differences between the past and the present (e.g., dress, recreation, schools, traditions, transportation, types of buildings).
K.His.9.a Identify a variety of primary sources to explain how people lived in the past (e.g., artifacts, family stories, newspapers, photographs).
- Which source should you use? (K-K.1)
K.His.12.a Generate questions about a particular historical source as it relates to a particular historical event or development in the community (e.g., weather related event, festival or holiday, new building).
K.His.10.a Explain how sources can be used to learn about family and community history.
- Which source should you use? (K-K.1)

Connecticut

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K.Inq Inquiry

Dimension 1 - Develop Questions and Plan Inquiries

K.Inq.1.a Develop questions relevant to self, family, and school community.

Dimension 2 - Apply Disciplinary Concepts and Tools

K.Inq.2.a Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content.

Dimension 3 - Evaluate Sources and Use Evidence

K.Inq.3.a Gather information to answer a question relevant to self, family, and school community.

Dimension 4 - Communicate Conclusions and Take Informed Action

K.Inq.4.f Use listening, consensus-building, and voting procedures to take action in the classroom.

K-1 Roles and Responsibilities in a Community

K.Civ.1.a Describe the roles and responsibilities of community leaders (e.g., teachers, principals, town managers, business owners, first responders).

K.Civ.2.a Explain how all people, not just official leaders, contribute to the community (e.g., recycling, following agreed upon rules, advocacy, volunteering, voting, public service).

K.Civ.3.a Explain the need for and purposes of rules and laws in our community (e.g., bike helmets, school rules, traffic laws).

K.Civ.6.a Describe how community members work together to accomplish tasks to make their community a better place (e.g., municipal meetings, volunteering, belonging to community organizations).

K.Eco.3.a Describe the skills and knowledge needed to do certain jobs in the community.

K-2 Familiar Places and Communities

K.Geo.1.a Distinguish between land and water features on a map.

K.Geo.1.b Demonstrate spatial awareness by creating maps of familiar places including simple text features (e.g., title, labels, compass rose, key).

K.Geo.2.a Describe places connected to student's lives using maps, photographs, and other representations (e.g., community center, home address, places of worship, school, where family members live and shop).

K.Eco.4.a Describe where goods and services in the community come from (e.g., community gardens, retail locations, farmer's market, public education, public transportation).

K.Eco.5.a Identify the prices of commonly purchased items in local stores and restaurants and online markets.

K.Eco.6.a Describe how people in the community earn income (e.g., arts, banking, farming, healthcare, manufacturing, retail, service, trades, education).

K.Eco.9.a Describe the role of banks in a community (e.g., lending, saving, storing valuables).

K-3 Communities Past and Present

K.His.2.a Identify similarities and differences between the past and the present (e.g., dress, recreation, schools, traditions, transportation, types of buildings).

K.His.9.a Identify a variety of primary sources to explain how people lived in the past (e.g., artifacts, family stories, newspapers, photographs).

K.His.12.a Generate questions about a particular historical source as it relates to a particular historical event or development in the community (e.g., weather related event, festival or holiday, new building).

K.His.10.a Explain how sources can be used to learn about family and community history.