Miss Jenni's Pioneer Play Party supports Texas Essential Knowledge and Skills for grades K through 6 both directly and indirectly. Directly, the song, spoken, and incidental (costumes, instruments, etc.) elements of the show support many specific history and social studies curriculum goals. Indirectly, the show content gives children context and perspective for other concepts including ideas about animals, weather, economics, the natural world and bodies of water, culture and customs. The following abridged and re-ordered (for this html page) passages are taken from Texas Administrative Code Chapther 113: Texas Essential Knowledge and Skills for Social Studies: Subchapter A Elementary. Visit this online directory at the Texas Education Agency website. Curriculum goals that are supported directly by Miss Jenni's Pioneer Play Party are noted in bold.

113.2. Social Studies, Kindergarten.

Introduction

• In Kindergarten, the focus is on the self, home, family, and classroom. The study of our state and national heritage begins with an examination of the celebration of patriotic holidays and the contributions of historical people. The concept of chronology is introduced. Students discuss geographic concepts of location and physical and human characteristics of places. Students are introduced to the basic human needs of food, clothing, and shelter and to ways that people meet these needs. Students learn the purpose of rules and the role of authority figures in the home and school. Students learn customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. Students compare family customs and traditions and describe examples of technology in the home and school. Students acquire information from a variety of oral and visual sources.
• To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include You're a Grand Old Flag and a children's biography of George Washington. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.
• Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic values of our state and nation as referenced in the Texas Education Code, 28.002(h).

Knowledge and skills

History. The student understands how historical figures and ordinary people helped to shape the community, state, and nation. The student is expected to:
• identify the contributions of historical figures such as Stephen F. Austin and George Washington who helped to shape our state and nation; and
• identify ordinary people who have shaped the community.

Geography. The student understands the physical and human characteristics of the environment. The student is expected to:
• identify the human characteristics of places such as types of houses and ways of earning a living.

Economics. The student understands that basic human needs are met in many ways. The student is expected to:
• identify basic human needs; and
• explain how basic human needs of food, clothing, and shelter can be met.

Culture. The student understands how people learn about themselves through family customs and traditions. The student is expected to:

• identify family customs and traditions and explain their importance;
• compare family customs and traditions; and
• describe customs of the local community.

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113.3. Social Studies, Grade 1. (a) Introduction. (1) In Grade 1, students learn about their relationship to the classroom, school, and community. The concepts of time and chronology are developed by distinguishing among past, present, and future events. Students identify anthems and mottoes of the United States and Texas. Students make simple maps to identify the location of places in the classroom, school, and community. The concepts of goods and services and the value of work are introduced. Students identify historic figures and ordinary people who exhibit good citizenship. Students describe the importance of family customs and traditions and identify how technology has changed family life. Students sequence and categorize information. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include a children's biography of Abraham Lincoln. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. (4) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code, ?28.002(h). (b) Knowledge and skills. (1) History. The student understands how historical figures helped to shape our community, state, and nation. The student is expected to: (A) identify contributions of historical figures such as Sam Houston and Abraham Lincoln who have influenced the community, state, and nation; (C) compare the similarities and differences among the lives and activities of historical figures who have influenced the community, state, and nation. (2) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to: (B) compare the observance of holidays and celebrations, past and present; and (C) identify anthems and mottoes of the United States and Texas. (3) History. The student understands the concepts of time and chronology. The student is expected to: (A) distinguish among past, present, and future; (C) use vocabulary related to chronology, including yesterday, today, and tomorrow. (5) Geography. The student understands the purpose of maps and globes. The student is expected to: (B) locate places of significance on maps and globes such as the local community, Texas, and the United States. (6) Geography. The student understands various physical and human characteristics of the environment. The student is expected to: (A) identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and weather; (B) identify examples of and uses for natural resources in the community, state, and nation; and (C) identify and describe the human characteristics of places such as types of houses and ways of earning a living. (12) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to: (A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; (B) identify historic figures such as Clara Barton, Nathan Hale, and Eleanor Roosevelt who have exemplified good citizenship; and (C) identify ordinary people who exemplify good citizenship and exhibit a love of individualism and inventiveness. (13) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: (A) explain selected national and state patriotic symbols such as the U.S. and Texas flags, the Liberty Bell, and the Alamo; (D) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom. (14) Culture. The student understands how families meet basic human needs. The student is expected to: (A) describe ways that families meet basic human needs; and (B) describe similarities and differences in ways families meet basic human needs. (15) Culture. The student understands the importance of family beliefs, customs, language, and traditions. The student is expected to: (A) describe various beliefs, customs, and traditions of families and explain their importance; and (B) retell stories from selected folktales and legends such as Aesop's fables. (16) Science, technology, and society. The student understands how technology has affected daily life, past and present. The student is expected to: (A) describe how household tools and appliances have changed the ways families live; (B) describe how technology has changed communication, transportation, and recreation; and (C) describe how technology has changed the way people work. Source: The provisions of this ?113.3 adopted to be effective September 1, 1998, 22 TexReg 7684.