Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• Chronology organizes people and events and helps explain historical relationships.

• Societies are diverse and change over time.
• Historian use primary and secondary sources to ask and answer questions about the past and present. (historical inquiry)
• The exchange of goods and services leads to trade and interdependence.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

• What is history?
• How is your family different from others? How is it the same?
• How can people and events in your family’s history be organized?
• How are members of your family different and the same?

• What types of sources can we look at to find out about a family’s history? What do the sources tell us?
• How are goods and services distributed?

Standards and Benchmarks

• History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
• Benchmark A: Students know the general chronological order of events and people in history.
• History 2 Students know how to use the processes and resources of historical inquiry.
• Benchmark A: Students knows how to formulate questions and hypotheses regarding what happen in the past and how to obtain and analyze historical data to answer questions and test hypotheses.
• History 3 Students understand that societies are diverse and change over time.
• Benchmark A: Students know how various societies were affected by contacts and exchanges among diverse people.
• Economics 3: Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.
• Benchmark A: Students understand that the exchange of goods and services creates economic interdependence and change.

Social Studies Indicators:

• Organize events and people in history chronologically (time lines, lists, sequencing).
• Describe cultural similarities, differences, and interactions among various groups in both past and present.
• Use primary and secondary sources to ask and answer questions (who, what, when, why, how) about the past and present, and to determine cause and effect relationships.
• The exchange of goods and services leads to trade and interdependence.

Lesson 1-2: Schools of Past and Present
Duration: 2-25 minutes class sessions

Enduring Understandings: Chronology organizes people and events and helps explain historical relationships. Societies are diverse and change over time.
Essential Questions: What is history? How can people and events in history be organized?
Social Studies Indicators: Organize events and people in history chronologically (time lines, lists, sequencing). Describe cultural similarities, differences, and interactions among various groups in both past and present.
Assessment:  Based on Social Studies Alive! Material, make a visual time line, or student acted time line of school events, past and present, and discuss the similarities and differences between past and present.

Activities

• Teacher/student discussion to define history as the study of what has happened in the past; teacher uses example from his/her life and students give examples from their lives.
• In pairs, construct a student event times by day or ½ day; then for the school for a day or a week (Note—using a school calendar would show students chronology for a week)
• investigate how the school has changed over time by looking for pictures and other artifacts from the past

Differentiation
Support: During teacher/student discussion, teacher will write events on 3x5 cards.  Cards will be read to out loud, and students will put in correct sequence.
Extension:  Make a list of at least 5 events at school during the last month, in order
Resources:  Social Studies Alive! Chapter 1

Lesson 3-4: American Families Past and Present
Duration: 2-25 minute class sessions

Enduring Understanding: Societies are diverse and change over time. Chronology organizes people and events and helps explain historical relationships between the past and present. (historical inquiry)
Essential Questions: How are members of your family different and the same? How can people and events in your family’s history be organized
Social Studies Indicators: Chronological Organization: Organize events and people in history chronologically (time lines, lists, sequencing). Describe cultural similarities, differences, and interactions among various groups in both past and present.
Assessment: Create a time line of family events (What I did when I was 1, 2, 3… 6).

Activities

• Draw a picture of the people that make up the family that lives in your house, and discuss ways family members are alike and different.

• In partners, make a Venn diagram using your family drawing for similarities/ differences.

Differentiation 
Support:  Have students state the roles of family members in native language and English
Extension: Draw a family tree with your extended family. Graph the number in each person’s family.

Lesson 5-7: Comparing Japan and America Past and Present
Duration: 3-25 minute class sessions

Enduring Understandings: Societies are diverse and change over time. Chronology organizes people and events and helps explain historical relationships between the past and present. (historical inquiry)
Essential Questions: How are members of families different and the same? How can people and events in history be organized?
Social Studies Indicators: Chronological Organization: Organize events and people in history chronologically (time lines, lists, sequencing). Describe cultural similarities, differences, and interactions among various groups in both past and present.
Assessment:  Ask: How are we most like people in Japan? How are we most different?

Activities

• Use materials from trunk to explore similarities and differences in ways people live in the United States and in Japan.

• In partners, make a Venn diagram of similarities/ differences.

Resources:  Japan trunk
Differentiation 
Support: Partners discuss similarities and differences, and make a list or T chart.
Extension: Write a paragraph about how life would be different if you lived in Japan.

Lesson 8-10: Grandfather’s Journey
Duration:  3-25 minute class sessions
 
Enduring Understandings: Chronology organizes people and events and helps explain historical relationships. Societies are diverse and change over time.
Essential Questions: How can people and events in a family’s history be organized?
Social Studies Indicators: Organize events and people in history chronologically (time lines, lists, sequencing)Assessment: Arrange sentence strips of the day’s class events in order

Activities

• Read Grandfather’s Journey by Allen Say. Discuss and summarize story.

• Using notes from summarizing make 5- 7 sentence strips and have students arrange in chronological order. Add one more and do again. Redistribute to other kids and do a third time

• List events using chronology –in order by time—an explain the term, explain the term

Differentiation
Support:  Reduce the number of events from the story. Provide visuals
Extension:  Select other events from the story to arrange chronologically.
Resources: Grandfather’s Journey by Allen Say, Japan Kit
Grandfather's Journey Website

Lesson 11-12: Artifacts of Our Past
Duration: 2-25 minutes class sessions
     
Enduring Understandings: Historian use primary and secondary sources to ask and answer questions about the past and present. (historical inquiry)
Essential Questions:  What types of sources can we look at to find out about a family’s history? What do the sources tell us?
Social Studies Indicators: Use primary and secondary sources to ask and answer questions (who, what, when, why, how) about the past and present, and to determine cause and effect relationships.
Assessment:  Bring/draw a picture of in an item to show as a primary resource in your life.  Be able to explain why the item is important.

Activities

• Teacher shares part of his/her family history and a few artifacts. Be sure these are positive stories and articles/artifacts that represent them.
• Read and complete activities for Social Studies Alive! Chapter 9 “How are Families Special?”

Differentiation
Support: Students will do the same activity, but instructions will be more specific: Bring/Draw something from your (1^st, 5^th, etc) birthday.
Extension: Using all the items/drawings brought in, categorize them and explain the reason for placement.
Resources:   Social Studies Alive! Chapter 9
http://www.timeforkids.com.TFK/hh/goplaces/article/0,20343,555135,00.html

Lesson 13-14: Wants and Needs
Duration: 2-25 minute class session
   
Enduring Understandings: The exchange of goods and services leads to trade and interdependence.
Essential Questions:  How are goods and services distributed?
Social Studies Indicators: The exchange of goods and services leads to trade and interdependence.
Assessment:  Using magazine pictures, make a collage of wants and needs for school or neighborhood.

Activities

• Play Social Studies Alive!  “What Do Families Need and Want?”  CD Track 9

• Discuss and define goods and services.

• Make a T-Chart listing ways that good from various parts of the neighborhood, town, country and world are distributed (get to people who want/need them).

• Make a list of goods and services needed in the school; talk about how they get there.

• Discuss trade. In partners, discuss and decide on 2 things to trade fairly, and share your results with the class.

Differentiation 
Support: Emphasize the last activity
Extension: Make a list of all the different kinds of foods that are transported to the US, and how they are transported.

Resources
Magazines, construction paper, glue
Social Studies Alive! Chapter 10, CD Track 9
Junior Achievement materials

Lesson 15-16: Japanese Homes and Families
Duration: 2-25 minute class session
    
Enduring Understanding: Citizens have rights, roles, and responsibilities.
Essential Question: How are roles and responsibilities in children and families in different places alike?  Different?
Social Studies Indicator: Explain the rights, roles, and responsibilities of students and citizens in the classroom, school, community, state, and nation.
Assessment:  Identify similarities and differences in children and family roles and responsibilities for Japan and here.

Activities          

• Read Japan the People by Bobbie Kalman. Have a class discussion about the roles and responsibilities of Japanese children and their parents. 
• Use a T chart to compare with United States
• Using information from the previous lesson, compare wants and needs, goods and services in both countries

Differentiation
Support: Have students illustrate one similarity and one difference and be able to explain what they drew.
Extension: Make one or more Venn diagrams using information from the lesson.
Resources:  Japan the People by Bobbie Kalman, from the Japan trunk