K–12 teaching and learning · from the UNC School of Education

  1. Introduction
    1. Preamble
    2. Meeting the needs of all students in the 21st century
  2. Grades K–8
    1. Kindergarten
    2. Grade 1
    3. Grade 2
    4. Grade 3
    5. Grade 4
    6. Grade 5
    7. Grade 6
    8. Grade 7
    9. Grade 8
  3. High School Courses
    1. World History
    2. United States History I
    3. United States History II
    4. Civics and Economics
  4. Electives
    1. The Cold War
    2. Twentieth Century Civil Liberties and Civil Rights
    3. Turning Points in American History
    4. Psychology
    5. Sociology
    6. 21st Century Global Geography
    7. World Humanities
    8. American Humanities

Kindergarten through second grade students are introduced to an integrative approach of Social Studies by exploring aspects of self, others, families and communities across the world in developmentally responsive ways. In early years, children develop a foundation for the entire social studies program beginning in Kindergarten; therefore, Social Studies must be an essential part of the daily curriculum. As students are acquainted with diverse classmates, they develop awareness to the similarities among individuals in the classroom as well as within the school, community and world. Comparing family traditions enable students to accept and appreciate their pluralistic society and acquire a sense of purpose regarding their role and the role of other citizens within the community and world. K-2 students develop geographic awareness of their surroundings by using geographic representations to process information about locations using maps and globes. They learn that people not only use the environment, but also modify or adapt to it. In history, students begin to develop the ability to think like an historian as they acquire knowledge of history to understand the past and present. Students begin to appreciate the influence history has on their daily lives as they identify contributions of historical figures. They examine why certain events and people are celebrated through national holidays. In economics, students develop and build upon basic economic concepts by relating to their own wants and needs.


  1. 1.H.1 Understand that history tells a story of how people and events changed society over time.
    1. 1.H.1.1 Explain how and why neighborhoods and communities change over time.
    2. 1.H.1.2 Explain the importance of folklore and celebrations and their impact on local communities.
    3. 1.H.1.3 Explain why national holidays are celebrated (Constitution Day, Independence Day, Martin Luther King, Jr., Memorial Day, Presidents’ Day, etc.).

Geography and Environmental Literacy

  1. 1.G.1 Use geographic representations, terms and technologies to process information from a spatial perspective.
    1. 1.G.1.1 Use geographic tools to identify characteristics of various landforms and bodies of water.
    2. 1.G.1.2 Give examples showing location of places (home, classroom, school and community).
    3. 1.G.1.3 Understand the basic elements of geographic representations using maps (cardinal directions and map symbols).
  1. 1.G.2 Understand how humans and the environment interact within the local community.
    1. 1.G.2.1 Explain ways people change the environment (planting trees, recycling, cutting down trees, building homes, building streets, etc.).
    2. 1.G.2.2 Explain how people use natural resources in the community.
    3. 1.G.2.3 Explain how the environment impacts where people live (urban, rural, weather, transportation, etc.).

Economics and Financial Literacy

  1. 1.E.1 Understand basic economic concepts.
    1. 1.E.1.1 Summarize the various ways in which people earn and use money for goods and services.
    2. 1.E.1.2 Identify examples of goods and services in the home, school and community.
    3. 1.E.1.3 Explain how supply and demand affects the choices families and communities make.

Civics and Governance

  1. 1.C&G.1 Understand the importance of rules.
    1. 1.C&G.1.1 Explain why rules are needed in the home, school and community.
    2. 1.C&G.1.2 Classify the roles of authority figures in the home, school and community (teacher, principal, parents, mayor, park rangers, game wardens, etc).
    3. 1.C&G.1.3 Summarize various ways in which conflicts could be resolved in homes, schools, classrooms and communities.


  1. 1.C.1 Understand the diversity of people in the local community.
    1. 1.C.1.1 Compare the languages, traditions, and holidays of various cultures.
    2. 1.C.1.2 Use literature to help people understand diverse cultures.