CONTENT STANDARDS
Preschool programs provide children with opportunities to:

EXAMPLE PERFORMANCE INDICATORS
Some things a child does to demonstrate competency:

Hawai`i DOE Content and Performance Standards

Social Studies

General Learner Outcome

Engage in complex thinking and problem-solving

Standard 1: Learn about themselves and other people.

• Identify similarities and differences among people, such as height, hair color, eye color, skin color, language, etc.

• Take on a variety of roles in dramatic play (I’m the big brother, you’re the mom.)

• Draw or paint pictures of themselves and others with distinguishable characteristics
  (I painted Emma with long hair and Micah with short hair)

• Discuss how they and their families are similar to/different from those of classmates (We don’t have a baby in our family)
   

Social Studies: History: Historical Content

Understand people now and then, here and now (learning, living, working together).

Standard 2: Appreciate their own and other cultures.

• Participate in discussions of family rituals and traditions related to culture (I call my grandma Ojiisan, you call yours Tutu)

• Talk about stories set in different cultural contexts (discuss the ways the mother in Mama Do You Love Me? is similar to and different from his/her own mother)

• Identify their family’s cultural identification in the context of classroom activities and discussions (We make mochi at New Year because we’re Japanese)
   

Social Studies: Cultural Anthropology: Systems, Dynamics, and Inquiry 

Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time.

Standard 3: Become aware of how things, people and places change over time.

• Relate their personal life to the process of change while talking about day to day events (I used to drink from a bottle and now I use a cup, I used to crawl but now I can walk and run)

• Notice and talk about similarities and differences between people of different ages (He’s a grandpa, he has white hair).

• Talk about yesterday, today, and tomorrow (going to the beach last weekend, an upcoming birthday party)

• Guess how events today or in the recent past will affect the near future (It rained hard so there will be puddles.)
   

Social Studies: Historical Understanding: Change, Continuity, and Causality

Understand change and/or continuity and cause and/or effect in history.

Standard 4: Explore how people depend upon one another for the things (goods) and help (services) they need.

•  Identify job at school and home (My daddy cooks dinner and my mom washes the dishes. Everybody has to help clean up. Today’s my day to be the light switcher)

• Contribute to discussions about things that everyone needs (food, water, shelter, protection, and clothing)

• Show awareness that people work to provide the things others need (pretend to be the doctor or fire fighter in dramatic play, represent jobs in drawings)

• Talk about ways that people get the things they need (buy things with money, grow food, make clothes)

• Demonstrate awareness of money and how it used (play store and use slips of paper to pretend to buy things, talk about needing money to buy something)
   

Social Studies: Cultural Anthropology: Systems, Dynamics, and Inquiry

Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time.

Social Studies: Economics: Resources, Markets, and Government

Understand economic concepts and the characteristics of various economic systems.

Standard 5: Understand what people need to do to work and live together in groups.

• Demonstrate awareness that everyone deserves to learn, be safe, respected, and listened to (waits his/her turn, protects other children, discusses what might be fair treatment)

• Participate in creating/following rules to ensure that everyone is safe, respected, and listened to

• Recognize the role of authority (leaders) and what leaders do (follows directions, talks about the role of the teacher, director)

• Participate in group decision making (voting for the name of the class rabbit)

Social Studies: Political Science/Civics: Governance, Democracy, and Interaction

Understand the purpose and historical impact of political institutions, the principals and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives.

Social Studies: Political Science/Civics: Participation and Citizenship

Understand roles, rights (personal, economic, political) and responsibilities of American citizens and exercise them in civic action.

Standard 6: Develop geographic awareness

• Notice how objects are spatially related to one another (far/near)

• Describe and/or draw aspects of the environment

• Use blocks, clay or other materials to recreate aspects of the environment

• Create a simple map of the home, classroom, school or neighborhood

Social Studies: Geography: World in Spatial Terms

Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world.

Standard 7: Develop awareness of the natural environment and how they can be protected.

• Become aware of characteristics of the place they live and of other places

• Use blocks, clay or other materials to recreate aspects of the environment

• Talk about how people can take care of, or harm the environment

• Participate in efforts to protect the environment (e.g. pick up trash, save paper to be recycled).

Social Studies: Geography: World in Spatial Terms

Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world.