Strand 1: CULTURE AND DIVERSITY
Early learning programs should include experiences that provide for the study of culture and cultural diversity. Students will have the opportunity to share their family's attributes with peers and discuss similarities and differences.

Standard SS 4 yr.1.1
Recognize differences and commonalities in culture, ethnicity, and abilities within the classroom and immediate communities (for example, language, family structure, traditions, disabilities).

Strand 2: TIME, CONTINUITY, AND CHANGE
Early learning programs should include experiences that provide for the study of the past and present. Students will identify changes over time to self, family, and community and explore how these changes affect them.

Standard SS 4 yr.2.1
Identify examples of change over time on topics including self, family, and community and how these changes may affect them (for example, changes in the family, classroom, or neighborhood).

Strand 3: PEOPLE, PLACES, AND ENVIRONMENTS
Early learning programs should include experiences that provide for the study of people, places, and environments. Students will learn how to care for and protect their home and school environments, the earth, and to safely interact within their school and community.

Standard SS 4 yr.3.1
Recognize people and places across familiar environments and discuss what is gained through interactions (for example, buy food at the store, receive packages from the mail carrier).

Standard SS 4 yr.3.2
Identify and follow safety procedures for school and various environments (for example, safety drills, crosswalks, seatbelts, helmets).

Standard SS 4 yr.3.3
Describe ways to care for home and school environments and the earth (for example, recycle, use paper and use water only as needed, place trash in the garbage can).

Strand 4: INDIVIDUAL DEVELOPMENT AND IDENTITY
Early learning programs should include experiences that provide for the study of individual development and identity. Students will gain an awareness of their personal identity, including their abilities and preferences.

Standard SS 4 yr.4.1
Demonstrate awareness of one's own identity including personal information, characteristics, preferences, and abilities (for example, name, age, gender, physical attributes, likes/dislikes, parent/caregiver, family members) and participate in respectful discussions about similarities and differences with others.

Strand 5: INDIVIDUALS, GROUPS, AND INSTITUTIONS
Early learning programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Students will work cooperatively with others and contribute to the classroom community.

Standard SS 4 yr.5.1
Begin to demonstrate independence in interacting cooperatively with others by sharing, turn-taking, resolving conflicts, accepting consequences of actions, and recognizing others' needs.

Standard SS 4 yr.5.2
Participate in the classroom community by interacting with other children and adults in a formal or group setting (for example, follow established rules, participate in a variety of classroom roles, take care of classroom materials).

Strand 6: POWER, AUTHORITY, AND GOVERNANCE
Early learning programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. Students will contribute to developing classroom rules and procedures and participate in the selection of classroom activities.

Standard SS 4 yr.6.1
Participate in the democratic process as it applies to a classroom community (for example, recognize the importance of rules, assist with developing rules, propose solutions to classroom problems, and participate in voting for activities).

Strand 7: PRODUCTION, DISTRIBUTION, AND CONSUMPTION
Early learning programs should include experiences that provide for the study of how people organize and contribute to family and community. Students will identify the differences between wants and needs and the purpose of employment.

Standard SS 4 yr.7.1
Identify the difference between basic needs (for example, food, shelter, clothing) and wants (for example, toys, games, treats).

Standard SS 4 yr.7.2
With prompting and support, explain that people have jobs to meet needs, including for self, classroom, and community.

Strand 8: SCIENCE, TECHNOLOGY, AND SOCIETY
Early learning programs should include experiences that provide for the study of relationships among science, technology, and society. Students will identify the uses of simple technology (for example, pencils, scissors, spoons) and electronic tablets and computers. Students will understand how to use technology safely and how it affects learning and living.

Standard SS 4 yr.8.1
Describe how simple and electronic technology affects the way people live, work, travel, communicate, and play.

Standard SS 4 yr.8.2
Recognize the importance of balancing media time with other activities.