Rhode Island

1 Families

• SSK.1.1 Members of and roles in families

  • SSK.1.1 Explain families, family roles, and family rules through looking at the student's own, those of classmates, and those represented in literature.

    • SSK.1.1.a Identify examples and configurations of a family unit, and explain the characteristics of what makes a family (e.g., adopted families, foster families, heterosexual couple families, families with same sex caregivers, interracial families, families with a single caregiver, extended families).

    • SSK.1.1.b Identify roles people have in a family unit, and explain how the roles relate to each other.

    • SSK.1.1.c Identify what rules and norms families have, and explain who makes them and why they exist.

      • Rules and laws (K-B.1)

    • SSK.1.1.d Explain responsibilities that members of a family have to the family unit (including to pets).

      • Good citizenship (K-B.4)

    • SSK.1.1.e Explain ways to help at home.

      • Good citizenship (K-B.4)

• SSK.1.2 Family locations in the local community

  • SSK.1.2 Explain the physical location of students' and classmates' families within the community and the relationships between families and the community.

    • SSK.1.2.a Identify the purpose and features of a map and a globe and the locations of where students and their classmates live (e.g., city/town, state, and country).

      • Introduction to maps (K-F.1)
      • Use cardinal directions (K-F.2)
      • Use a map key (K-F.3)
      • Use maps of the community (K-F.4)

    • SSK.1.2.b Identify resources near families and resources that are farther away (e.g., schools, stores, services for the unhoused, disability services).

      • Use maps of the community (K-F.4)

    • SSK.1.2.c Identify the location of the student's home address and addresses to important places and relative locations near their home.

    • SSK.1.2.d Explain the physical environment where students live.

      • Compare cities and rural areas (K-A.4)

    • SSK.1.2.e Explain how families make up neighborhoods and neighborhoods create, are a part of, and influence the larger community.

      • What is a community? (K-A.1)

• SSK.1.3 Family and cultural traditions

  • SSK.1.3 Explain a variety of family and cultural traditions through looking at the students' own, those of classmates, and those represented in literature.

    • SSK.1.3.a Identify the characteristics of culture (e.g., food, clothing, activities, holidays, religion).

      • Christmas (K-J.1)
      • Día de los Muertos (K-J.2)
      • Easter (K-J.3)
      • Hanukkah (K-J.4)
      • Holi (K-J.5)
      • Kwanzaa (K-J.7)
      • Lunar New Year (K-J.8)
      • Ramadan (K-J.12)
      • Rosh Hashanah (K-J.13)
      • Thanksgiving (K-J.14)

    • SSK.1.3.b Identify family traditions as they relate to culture (e.g., food, clothing, activities, holidays, religion).

      • Christmas (K-J.1)
      • Día de los Muertos (K-J.2)
      • Easter (K-J.3)
      • Hanukkah (K-J.4)
      • Holi (K-J.5)
      • Kwanzaa (K-J.7)
      • Lunar New Year (K-J.8)
      • Ramadan (K-J.12)
      • Rosh Hashanah (K-J.13)
      • Thanksgiving (K-J.14)

    • SSK.1.3.c Explain ways in which where people live can affect traditions.

    • SSK.1.3.d Identify ways students can explore the different traditions of people in their community.

    • SSK.1.3.e Identify differences and similarities between the traditions of their families, their classmates' families, and those represented in literature.

• SSK.1.4 Family needs and wants

  • SSK.1.4 Explain the differences between needs and wants and how these concepts impact family units.

    • SSK.1.4.a Identify family wants and needs, and explain how wants and needs are important in understanding the responsibilities individuals have to each other and the family as a whole.

      • Needs and wants (K-G.1)

    • SSK.1.4.b Explain ways families share and distribute resources.

    • SSK.1.4.c Explain scarcity and ways wants and needs play out with limited resources.

      • Scarcity (K-G.2)

    • SSK.1.4.d Explain what jobs are, different types of jobs, and how they are used to obtain wants and needs.

      • Jobs community helpers do (K-A.2)

    • SSK.1.4.e Identify ways jobs are determined by where one lives (e.g., closeness to the family) or ways jobs may determine where one lives (e.g., moving to be closer to a job).

    • SSK.1.4.f Explain what income is and the role of money in obtaining goods and services.

      • Trade and money (K-G.6)

    • SSK.1.4.g Explain ways jobs provide resources to the community.

      • Producers and consumers (K-G.4)

2 Schools

• SSK.2.1 School location in the local community

  • SSK.2.1 Analyze the school's place within the local community geographically, socially, and economically.

    • SSK.2.1.a Identify the school's address and its location on a map.

    • SSK.2.1.b Explain the relative location of the school in relation to where the students live.

      • Left and right (K-E.1)
      • Use location words (K-E.4)
      • Use cardinal directions (K-F.2)

    • SSK.2.1.c Explain the relative location of the school in relation to other nearby resources such as stores, services, etc.

      • Left and right (K-E.1)
      • Use location words (K-E.4)
      • Use cardinal directions (K-F.2)

    • SSK.2.1.d Analyze what the school provides for the local community socially and how the local community helps the school.

      • Jobs community helpers do (K-A.2)
      • Tools community helpers use (K-A.3)
      • Government services (K-B.3)

• SSK.2.2 Roles and responsibilities in schools

  • SSK.2.2 Analyze rules, roles, and responsibilities at school.

    • SSK.2.2.a Identify rules and norms of school within the classroom and in other spaces at school (e.g., cafeteria, hallways).

      • Rules and laws (K-B.1)

    • SSK.2.2.b Analyze differences in rules in different places like at home, at school, or in public.

      • Rules and laws (K-B.1)

    • SSK.2.2.c Argue how the rules, norms, and rights at school help students to learn and teachers to teach and how they create a way for students to work together.

      • Rules and laws (K-B.1)
      • Authority figures (K-B.2)

    • SSK.2.2.d Analyze the responsibilities of people at school and at home and how they work together to help students to learn effectively (e.g., teachers, principal, class helpers, custodian, family caregivers).

      • Authority figures (K-B.2)

• SSK.2.3 Classroom citizenship

  • SSK.2.3 Explain the roles and responsibilities of being classroom citizens.

    • SSK.2.3.a Explain responsibilities that students have to each other.

      • Good citizenship (K-B.4)

    • SSK.2.3.b Explain ways to help in the classroom and at school.

      • Good citizenship (K-B.4)

    • SSK.2.3.c Identify school symbols (e.g., mascot, school colors) and ways to show school pride.

    • SSK.2.3.d Identify the United States flag at school as a way to show national pride.

      • The American flag (K-C.3)

    • SSK.2.3.e Explain the words in the Pledge of Allegiance and why it is recited at school.

      • Pledge of Allegiance (K-C.4)

• SSK.2.4 School holidays and traditions

  • SSK.2.4 Explain traditions and holidays that are celebrated and recognized at school.

    • SSK.2.4.a Identify school traditions (e.g., special school-specific traditions like field day, spirit week).

    • SSK.2.4.b Identify people, holidays, and traditions that are celebrated and the historical events they represent (e.g., Labor Day, Indigenous Peoples' Day / Columbus Day, Veterans Day, Dr. Martin Luther King, Jr. Day, Presidents' Day, Juneteenth, Memorial Day).

      • George Washington (K-I.1)
      • Abraham Lincoln (K-I.2)
      • Rosa Parks (K-I.11)
      • Independence Day (K-J.6)
      • Martin Luther King Jr. Day (K-J.9)
      • Memorial Day (K-J.10)
      • Presidents' Day (K-J.11)
      • Thanksgiving (K-J.14)

    • SSK.2.4.c Identify the differences and similarities between how holidays and traditions are celebrated at school and at home.

3 Neighborhoods

• SSK.3.1 Neighborhood boundaries and nearby neighborhoods

  • SSK.3.1 Analyze the relationship between geography, location, and resource availability in how neighborhoods and communities are defined.

    • SSK.3.1.a Identify buildings and places in students' neighborhoods (e.g., school, library, places of worship, community centers), and explain their locations in relation to each other.

      • Use maps of the community (K-F.4)

    • SSK.3.1.b Identify boundaries of a neighborhood versus the larger community.

    • SSK.3.1.c Identify the geographical landscape of students' neighborhoods (e.g., urban, rural, suburban, has trees, hilly).

      • Compare cities and rural areas (K-A.4)

    • SSK.3.1.d Explain what resources are available in students' neighborhoods and larger communities (e.g., schools, trees, stores, rivers, health services, recreation), and analyze how those resources are made available, and to whom.

      • Natural resources (K-G.5)

    • SSK.3.1.e Analyze the similarities and differences between students' neighborhoods and those of their classmates (e.g., landscape, population, availability of resources).

• SSK.3.2 Roles in the community and community citizenship

  • SSK.3.2 Analyze the ways members of a community interact, help each other, and contribute to the community as a whole.

    • SSK.3.2.a Explain why people have responsibilities to each other, and analyze actions people take to show civility to each other.

      • Good citizenship (K-B.4)

    • SSK.3.2.b Explain community rules and norms, who makes them, and ways rules and norms contribute to the health of the community.

      • Rules and laws (K-B.1)
      • Authority figures (K-B.2)

    • SSK.3.2.c Identify different community helpers (e.g., mayor, police, firefighters, teachers, doctors, cashiers), and analyze the ways they help people.

      • Jobs community helpers do (K-A.2)
      • Tools community helpers use (K-A.3)

    • SSK.3.2.d Explain ways to help people in the local neighborhood or community.

      • Jobs community helpers do (K-A.2)
      • Good citizenship (K-B.4)

    • SSK.3.2.e Identify where in the community students can go for help (e.g., trusted adult, emergency services), and explain how to get help (e.g., call 911, talk to school counselor).

• SSK.3.3 Neighborhood and community traditions and celebrations

  • SSK.3.3 Analyze similarities and differences between diverse traditions and celebrations from local neighborhoods, communities, and those represented in literature.

    • SSK.3.3.a Identify local traditions and celebrations, and explain how different communities observe them.

      • Christmas (K-J.1)
      • Día de los Muertos (K-J.2)
      • Easter (K-J.3)
      • Hanukkah (K-J.4)
      • Holi (K-J.5)
      • Independence Day (K-J.6)
      • Kwanzaa (K-J.7)
      • Lunar New Year (K-J.8)
      • Martin Luther King Jr. Day (K-J.9)
      • Memorial Day (K-J.10)
      • Presidents' Day (K-J.11)
      • Ramadan (K-J.12)
      • Rosh Hashanah (K-J.13)
      • Thanksgiving (K-J.14)

    • SSK.3.3.b Explain differences and similarities between cultural celebrations and traditions (e.g., Dominican Festival and Parade, Veterans Day commemorations, Founders' Day celebrations, Fourth of July parades).

    • SSK.3.3.c Analyze similarities between celebrations and traditions learned in this unit to those learned during the unit on family and school and those learned through literature.

4 Families, Schools, and Neighborhoods around the World

• SSK.4.1 Families around the world

  • SSK.4.1 Analyze families and family traditions in other parts of the world.

    • SSK.4.1.a Identify on a map or globe where the families being studied live throughout the world.

      • Introduction to maps (K-F.1)
      • Use cardinal directions (K-F.2)
      • Use a map key (K-F.3)

    • SSK.4.1.b Analyze similarities and differences between the characteristics of families around the globe and the students' families (e.g., homes, food, clothing, traditions).

    • SSK.4.1.c Explain what the physical environment is like for the families being studied, and analyze how that influences their ways of life.

    • SSK.4.1.d Identify what resources are available to the families being studied, and explain how they obtain those resources and how environment influences resource availability.

• SSK.4.2 Schools around the world

  • SSK.4.2 Analyze the similarities and differences in what school is like around the world.

    • SSK.4.2.a Identify the physical locations of the schools being studied and their locations on a map or globe.

      • Introduction to maps (K-F.1)
      • Use cardinal directions (K-F.2)
      • Use a map key (K-F.3)

    • SSK.4.2.b Analyze similarities and differences between the characteristics of schools around the globe and the students' school (e.g., school buildings, schedules, who gets to go, grades/ages).

    • SSK.4.2.c Explain what the physical environment is like at the school location, and analyze how that influences the ways a school is organized and run.

• SSK.4.3 Neighborhoods around the world

  • SSK.4.3 Analyze the similarities and differences in what neighborhoods are like in places around the world.

    • SSK.4.3.a Identify the physical locations of the neighborhoods being looked at and their locations on a map or globe.

      • Introduction to maps (K-F.1)
      • Use cardinal directions (K-F.2)
      • Use a map key (K-F.3)
      • Use maps of the community (K-F.4)

    • SSK.4.3.b Analyze similarities and differences between the characteristics of neighborhoods around the globe and the students' neighborhoods (e.g., the way the neighborhood is organized spatially, who neighborhood leaders are, what traditions are celebrated, what buildings and places are there).

      • Compare cities and rural areas (K-A.4)
      • Introduction to maps (K-F.1)
      • Use maps of the community (K-F.4)

    • SSK.4.3.c Analyze differences among urban, suburban, and rural neighborhoods around the globe and the relationship to population.

    • SSK.4.3.d Explain what the physical environment is like for the neighborhoods being studied, and analyze how that influences the way a neighborhood is organized.

    • SSK.4.3.e Identify what resources, goods, and services are available in the neighborhoods being studied, and explain how people obtain those resources and how the environment influences resource availability.

      • Goods and services (K-G.3)
      • Producers and consumers (K-G.4)