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Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
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Maps, globes and geographic tools are used to locate information about
places.
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Developments in technology have changed societies throughout history.
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Societies are diverse and change over time
Essential Questions - most important “big picture” questions
students should be able to answer after completing learning activities.
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What information can
be learned from reading a map?
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What evidence of
science and technology is found in schools in Colorado Springs and in
Kenya?
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How does the way of
life in Kenya compare to the way of life in communities of Colorado
Springs for young people?
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What are the roles
of students in each place?
Standards and Benchmarks
History 3: Students understand that societies are diverse and change over time.
Benchmark B: Students understand the history of social organization in various societies.
History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
Benchmark A: Students understand the impact of scientific and technological developments on individuals and societies.
Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Benchmark B: Students develop knowledge of earth to locate people, places, and environments.
Civics 4: Students understand how citizens exercise the roles, rights, and responsibilities of participation in civic life at all levels.
Benchmark A: Students know how various societies were affected by contacts and exchanges among diverse people.
Elementary Social Studies D-11 Indicators, K-5
History
1.Chronological Organization: Organize events and people in history
chronologically (time lines, lists, sequencing).
2.Historical Inquiry: 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.
3.Diverse and Changing Societies: Describe cultural similarities,
differences and interactions among various groups in both past and present.
4.Science, Technology, and Economic Activity: Identify and explain changes
in technology (scientific achievements and inventions) and how they changed
history.
5.Political Institutions and Theories: Describe how and why rules and laws
(government) have been made and enforced.
6.Religious and Philosophical Ideas: Identify beliefs of individuals and
groups and their effects on societies.
Geography
1.Use of Geographic Tools: Use tools (maps, globes, photographs, graphs,
charts, and databases) to locate information about places.
2.and 3.Physical Processes/Physical and Human Characteristics of Places and
Regions: Identify and describe human and physical characteristics of places,
and use them to define regions.
4.Patterns of Human Population: Explain why people migrate and settle in
different places.
5.Human and Physical Systems: Describe ways humans change the physical
environment and how the physical environment affects human activity.
6.Apply Knowledge of Geography: Describe how and why places change over
time.
Civics
1.Purpose of Government and US Constitutional Principles: Explain how people
get, use, and misuse power and authority.
2.Structure and Function of Government: Explain how governments are
organized at the local, state, and national levels and the responsibilities
of each.
3.Political Relationships: Describe ways that peoples and nations interact.
4.Citizenship Participation: Explain the rights, roles, and responsibilities
of students as citizens in the classroom, school, community, state, and
nation.
Economics
1.Scarcity and Decision-Making: Identify scarce natural, human, and capital
resources and evaluate decisions about how they are used.
2.Resources and Production of Goods and Services: Explain how, why, and for
whom goods and services are produced.
3.Trade, Exchange, and Economic Interdependence: Identify ways goods and
services are distributed through trade, exchange and interdependence. |
Sample Units
District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
Lessons 1-7:
Comparison of Kenya and a Colorado Springs
Duration:
7 class periods
Standards:
Geography 1:
Students know how to use and construct
maps, globes, and other geographic tools to locate and derive information
about people, places, and environments.
Benchmark A: Students know how to use maps, globes, and other geographic
tools to acquire, process, and report information from a spatial
perspective.
Benchmark B: Students develop knowledge of earth to locate people, places,
and
environments.
Indicator:
Use of Geographic Tools: Use tools (maps, globes, photographs, graphs,
charts, and databases) to locate information about places.
Enduring Understanding:
Maps, globes
and geographic tools are used to locate information about places.
Essential
Question:
What
information can be learned from reading a map?
Assessment: Social Studies Alive, Chapter 3 pp. 32+33 Lesson
Guide
Response to prompt: In a paragraph explain the parts of a map: symbols, key,
grid, and compass rose, and how each of these is used to read a map.
Activities:
- Read aloud to class, or if multiple copies are available have students
read in small groups: CJ and the Mysterious Map by Kimberly
Weinberger (New York: Scholastic, 2000), Maps and Symbols by
Angela Roytson (Austin, Texas: Steck-Vaughn, 1999), The Key to Maps
by Harley Chan (Washington, DC: National Geographic Society, 2001),
discuss as a whole class or by Jigsaw method if in small groups.
- Use the “Treasure Hunt” activity (pp. 25+26 Lesson Guide) to allow the
children to feel the difference in looking for something without and
then with a map.
- Using the Chapter Opener Transparency 3 or
Social Studies Alive! : My
Community Big Book, examine the illustration. Discuss what the girl
is looking at and what this is helping her to do.
- Students will read or share in the reading of Ch. 3 “What Does a Map
Show?” pp. 17-21,
Social Studies Alive!
: My Community
- Definitions for: symbols, key, grid, and compass rose (North, South,
East, and West) will be located through using context clues and by using
the Glossary in the back of the text.
- Complete Reading Notes 3, pp. 8+9
Interactive Student Notebook, emphasizing the use of symbols and the strategy for reading a grid.
- Using Student Handout 3.4 and rulers follow the procedure for Activity
3.4 (pp. 27+28 Lesson Guide) in drawing a grid and using the grid to
locate coordinate points.
A secret coded message will be revealed by matching the
codes to the letters in the grid.
- Review cardinal directions and guide students through the Reading Notes
3 activity on pp.10-11, Interactive Student Notebook.
- Reproduce Student Handouts 3.6A and 3.6B to create a board game which
uses a map (See rules pp. 29+30 Lesson Guide).
- The Processing activity on pp. 12+13,
Interactive Student Notebook,
asks the students to make a playground map, choosing symbols to
represent the items shown.
- Apply the map reading skills in this lesson to examining a map of
Colorado Springs and a map of Kenya. Let the children point out
similarities and differences. Follow with the items below:
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Compare and contrast life in Kenya with life in Colorado Springs.
Tribal Customs in Kenya Video
Household Tasks in Kenya Video
Kenya Tourism Video
Kenya and the Future Video
Resources:
Map
of Colorado Springs and Kenya
Rulers, masking tape, crayons, colored pencils
Tribal
Customs in Kenya Video
Household
Tasks in Kenya Video
Kenya
Tourism Video
Kenya
and the Future Video
Differentiation
Support:
Read with/ for the students or partner with another child for assistance.
Provide definitions for the vocabulary before the lesson.
Allow the students to act out (i.e. cardinal points) to demonstrate
comprehension.
Extensions:
Provide opportunity for examining other maps of Colorado, the United
States, and Kenya, creating a map of a location of choice. The map may
be shared with the class upon completion.
Lessons 8-12:
Geographic Features in Colorado and Kenya
Duration 4-5
days/class periods
Standards:
Geography 1:
Students know how to use and construct maps,
globes, and other geographic tools to locate and derive information about
people, places, and environments.
Benchmark A: Students know how to use maps, globes, and other geographic
tools to acquire, process, and report information from a spatial
perspective.
Benchmark B: Students develop knowledge of earth to locate people, places,
and
environments.
Indicator:
Use of Geographic Tools: Use tools (maps, globes, photographs, graphs,
charts, and databases) to locate information about places.
Enduring Understanding:
Maps, globes
and geographic tools are used to locate information about places
Essential
Question:
What information can be learned from reading a map?
Assessment:
Assessment social Studies
Alive Chapter 4, 4 pp. 45+46 Lesson Guide; Response to prompt: What is
geography?
Activities
- Reproduce Information Master 4.1 Lyrics to “The Geography Song” and play
Track 2 on the CD from the
Social Studies
Alive! :
My Community teacher resource kit.
Students will learn the
8 geographic features through the song.
- Use the
Social Studies Alive!
: My Community
Big Book or
Chapter Opener Transparency 4 to introduce the new ideas: geography,
mountain, valley, desert, plain, river, lake, island, ocean, and
landform.
- Read aloud pages 23-27 in
Social Studies
Alive! :
My Community,
emphasizing the new vocabulary as they are presented.
- Complete Reading Notes 4 pp. 14-15,
Interactive Student Notebook, matching the term with its definition.
- Use Placard 4.3A-4.3H to display the vocabulary as a reference, Student
Handout 4.3AGame Board, 4.3B Game Spinner, and reproduced copies of
Information Master 4.3 word cards for completion of the Identifying
Geographic Features Game (See p. 42 Lesson Guide).
- Use the
Social Studies Alive!
: My Community
Big Book to
introduce the concept of a physical map. Read aloud pp. 28+29 Social
Studies Alive! :
My Community.
- Refer to the Interactive Desk Maps and have students point to each
geographic feature as you name it (See p. 43 Lesson Guide).
- Complete Processing 4, pp. 16+17 drawing “photographs” of geographic
features they took on a long trip around the country.
- Include pictures and maps of Kenya as well as Colorado Springs to use in
identification of geographic features and landforms and comparison of
the two locations. Make a Venn diagram to compare the feature of both.
- Locate Colorado Springs on the map or globe and use directions on the
compass rose to describe in relation to Kenya.
- Refer to p. 44 Lesson Guide for several trade book suggestions to
supplement the activities.
Resources
Information Master 4.1 Lyrics to “The Geography Song” and play Track 2 on
the CD from the
Social Studies Alive!
: My Community teacher resource kit.
Social Studies Alive! :
My Community
Big Book
Transparencies 4-4.4
Interactive Student Notebooks
Placard 4.3A-4.3H
Student Handout 4.3A and 4.3B
Information Master 4.3
Paper clips
Interactive Desk Maps, map and photos of Kenya
Crayons
Differentiation
Support:
Partner students with other students for assistance.
Model each activity, and provide vocabulary definitions before the
lessons.
Extensions:
Provide opportunity to look at other maps, photos of geographic
features, website searches (i.e. National Geographic) and report to the
class on points of interest.
Students might also design their own secret message map grid (as in
Handout 3.4 above).
Lessons 13 - 17:
What is
Technology?
Duration 4-5
days/class periods
Standards:
History 4: Students
understand
how science, technology, and economic activity have developed, changed, and
affected societies throughout history.
Benchmark A: Students understand the impact of scientific and technological
developments on individuals and societies.
Indicator:
Identify and explain changes in technology
(scientific achievements and inventions) and how they changed history.
Enduring Understanding:
Developments in technology have changed societies
throughout history.
Essential Question:
What evidence of science and technology is found in schools
in Colorado Springs and in Kenya?
Assessment:
Response to prompt: How are Colorado Springs and Kenya
similar/different in the area of technology?
Activities
- Brainstorm – what is technology? Provide students with a definition such
as “technology includes all the scientific achievements and inventions
throughout history.” Compare to student brainstorming ideas, then
discuss how developments in technology have changed the ways people do
work, or play.
- Discuss the types of technology we use everyday in our homes, at school,
and in our community. Ask students to list find and list examples of
technology within the classroom.
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Expand the discussion to include
other parts of the world such as Kenya.
Compare and contrast life in Kenya with life in Colorado
Springs in the area of technology. Use the following resources:
Tribal Customs in Kenya Video ,Household
Tasks in Kenya Video ,Kenya
Tourism Video ,Kenya
and the Future Video.
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Read aloud any or all of the following: A
Country Far Away by Nigel Gray Philippe Dupasquie, Masai and
I by Virginia Kroll and “School Time”, in A Ticket to Kenya
by Sean McCollum discussing the similarities and differences between
Kenyan communities and ours.
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To expand learning opportunities, students may
research any area of science and technology that interests them such as
the history of computing, communication, electrical engineering,
entertainment, medicine, music, nuclear energy, space, transportation,
etc. Researching inventors and inventions leads to discussion of the
science and technology behind and/or key to the success of the
invention. Resources might include:
www.wikipedia.com and a timeline of historic inventions,
www.thehistorychannel.com,
www.technologyhistory.com ,
www.engr.sjsu.edu ,
www.history.com ,
www.inventors.about.com .
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Students may choose a reporting format such as a
PowerPoint, Kidspiration program illustrated report, a poster, a display
board, a written report, or an oral report.
Resources: Tribal
Customs in Kenya Video ,Household
Tasks in Kenya Video ,Kenya
Tourism Video ,Kenya
and the Future Video
A Country Far Away
by Nigel Gray Philippe Dupasquie, Masai and I by Virginia Kroll and
“School Time”, in A Ticket to Kenya by Sean McCollum
discussing the similarities and differences between Kenyan communities and
ours.
www.wikipedia.com and a timeline of historic inventions,
www.thehistorychannel.com,
www.technologyhistory.com ,
www.engr.sjsu.edu ,
http://www.history.com/search.do?searchText=technology,
www.inventors.about.com
Access to PowerPoint, Kidspiration programs
Differentiation
Support:
With a partner, students will find and list examples of technology
within the classroom.
Student will team with another student or small group to participate in
the research project, perhaps creating a collage or series of pictures
of the researched topic with titles and captions.
Extensions:
Students will create a Venn diagram or other graphic organizer to
compare the communities of Colorado Springs and Kenya.
Write a letter to a student in Kenya asking about his/her access to
technology.
Lesson 18 - 21:
Community
Comparison/Kenya to Colorado Springs
Duration:
4 days/class periods
Standards:
History 3:
Students
understand that societies are diverse and change over time.
Benchmark
B: Students understand the history of social organization in various
societies.
Civics 4:
Students understand how citizens exercise the
roles, rights, and responsibilities of participation in civic life at all
levels.
Benchmark A: Students know how various societies were affected by contacts
and exchanges among diverse people.
Indicators:
Describe cultural similarities, differences and interactions among various
groups in both past and present.
Explain the rights, roles, and responsibilities of students as citizens in
the classroom, school, community, state, and nation.
Enduring Understandings:
Societies are diverse and change over time.
Citizens have rights, roles and responsibilities.
Essential Questions:
How does the way of life in Kenya compare to
the way of life in communities of Colorado Springs for young people?
What are the roles of students in each place?
Assessment: What is the greatest similarity between Colorado Springs and
Kenya? The greatest difference?
Activities
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Students will view and discuss the video Kids Explore Kenya.
Expand the discussion to
compare and contrast
life in Kenya with life in Colorado Springs. Use the following
resources:
Tribal Customs in Kenya Video,
Household Tasks in Kenya Video ,Kenya
Tourism Video ,Kenya
and the Future Video.
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Read aloud any or all of the following: A
Country Far Away by Nigel Gray Philippe Dupasquie, Masai and I by Virginia Kroll and “School Time”, in
A Ticket to Kenya by Sean McCollum discussing the similarities and differences
between Kenyan communities and ours.
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Read and discuss the Bookflix audio book on
Africa and A Story, A Story, and/or Count Your Way
Through Africa by Jim Haskins, Jambo Means Hello Swahili Alphabet
Book by Muriel Felling available through the CSSD#11
Kenya Trunk: Geography of Africa and related resources.
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Additional sources of information:
www.timeforkids.com,
www.wikipedia.com ,
www.discovery.com,
www.historynow.com ,
www.pbs.org,
www.nationalgeographic.com, etc. for students to access in learning
about the cultural similarities and differences, historically and
currently between the experiences of young people in Kenya and in
Colorado Springs. Brainstorm ideas about what it is like to be a second
grade student in Kenya.
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Ask students read about (books, magazines,
websites) one or more of the following:
shelter, transportation,
language, education, healthcare, recreation, shopping, celebrations,
chores, and sports, reporting out on their subject of choice in the form
of a display board, poster, written report, PowerPoint, Kidspiration
template report with graphic organizer, or oral presentation. The
emphasis should be on the similarities and the differences between the
two cultures.
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As an entire class, plan a Kenyan celebration as
the culmination of this study; make musical instruments, decorations and
food. Play Kenyan games and share Kenyan stories.
Resources: All resources listed under activities.
Kenya Trunk: United Nations Avenue, Nairobi PO Box 606 Village Market 00621
Nairobi, Kenya
www.lessonspage.com
Differentiation
Support: Students work with a partner to complete the project, or share orally
3-5 details about a topic researched.
Extensions:
Students write a letter to the Embassy of the Republic of Kenya
requesting brochures and /or information for the class to use in the
creation of the research projects and in planning the Kenyan
celebration.
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