Standards

Enduring Understandings-These are important ideas that students should learn and 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.
• Government involves people acquiring and using power and authority.

Essential Questions-Below are the most important questions that students should be able to answer after completing all of the learning activities in this section.

• How have I grown and changed over time?
• How are we alike?    
• How are we different? 
• How am I unique? 
• How am I special?
• What are the roles of people in our classroom?
• What are the roles of people in our school?

Standards

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 3: Students understand that societies are diverse and change over time.
Benchmark B: Students understand the history of social organization in various societies.

Civics 2: Students know how to use structure and function of local, state, and national government and how citizen involvement shapes public policy.

Benchmark C2B: Students know how power, authority, and responsibility are distributed, shared, and limited.

Lesson 1 Title: All About Me-Time, Growing and Changing

Enduring Understanding: Chronology organizes people and events and helps explain historical relationships.

Essential Question: How have I grown and changed over time?

Indicator: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 

Assessment: Have fun talking with students talking about and drawing pictures on a timeline (in the correct order) about their lives. Focus on major events such as birth, learning to walk, learning to ride a bicycle, going to school, losing a tooth, etc.

Duration: 5 classes of 25-30 minutes

Activities

• Talk with your students about all of the different ways to organize time. Use the following measurements and have students list them from smallest units to largest; minutes, hours, days, weeks, months, years. After they understand the smallest units to the largest, talk with them about about which of the following they would put on a timeline; beginning/middle/end, and yesterday/today/tomorrow.
• Make a timeline of 5-6 events in student’s lives birth-Kindergarten.
• Make connections with other content by having students put things in order such as numbers, the alphabet, or other events. Some resources that you can use to do this are as follows; Scholastic units or any other alphabet book, Cookie’s Week by Cindy Ward, books by Laura J. Numeroff-put events in order. For math you can use manipulative for numbers focusing on 1-30.

Differentiation: For support you can have students recite the days of the week, and months of the year.
Enrichment: Draw examples of events for beginning/middle/end, and yesterday/today/tomorrow to share with the rest of the class.
Resources: Timelines, Cookie’s Week by Cindy Ward; books by Laura J. Numeroff—put events in order. Math: manipulative for numbers.

Lesson 2 Title:  All About Me-Alike and Different

Enduring Understanding: Societies are diverse and change over time.
 

Essential Questions

• How are we alike?

• How are we different?
• How am I unique?
• How am I special?

Standard History 3: Students understand that societies are diverse and change over time.

Assessment: Self portrait; body tracing. Students talk about how drawings and features are alike and different, and why.

Duration: 5 classes of 25-30 minutes

Activities: Students will have fun and learn from tracing and coloring their body.

• Lay on a piece of paper and have someone draw around you.
• Color the eyes, hair and clothes.
• Cut out the drawing.
• Discuss the 4 essential questions listed above.

Record students personal answers to the four essential questions and send home to parents. This step is for parent awareness and for students to have extra time to review and learn the information.

Differentiation:

• Support: Pair students to practice telling what color of eyes and hair.
• Extension: Social Studies Alive! Lesson 1 Activity1.6

Resources: Social Studies Alive! Lesson 1; materials for body tracing.

Literacy Connection: Scholastic Literacy Place, Unit 1 "Apples, peaches, pears and plums, tell me when your birthday comes.”  Book: Chrysanthemum, by Kevin Henkes

Lesson 3 Title: All About Me-How I Look/How I Feel

Enduring Understanding: Societies are diverse and change over time.

Essential Questions

• How are we alike?

• How are we different?
• How am I unique?
• How am I special?

Standard History 3: Students understand that societies are diverse and change over time.

Assessment: Social Studies Alive! Processing activity 1.7

Duration: 5-6 classes of 25-30 minutes

Activities: Social Studies Alive! Lesson 1 Activity 1.3, 1.4, and 1.5

Differentiation

    Support: Pair students to complete activities.

    Extension: Social Studies Alive! Lesson 1-any activity not already used.

Resources: Social Studies Alive! Lesson 1

Lesson 4 Title: What Jobs Do You Do?

Enduring Understanding: Government involves people acquiring and using power and authority.

Essential Question: What are the roles of people in our classroom?

Assessment: Role play the jobs of different classroom helpers.

Duration: 2 classes of 25-30 minutes

Activities:

• SSA! Lesson 6, Activities 1 and 2
• SSA! Lesson 6, Activities 4, 5 and 6

Differentiation:

• Support: Practice with the clean up signal and have students tell the teacher or a partner why it is important to follow directions.
• Extension: Have students develop a different clean up signal.

Resources:
Literacy Connections: "This Is The Way We Go To School," by Edith Baer; "All About Things People Do," by Melanie and Chris Rice.

Lesson 5 Title: What Jobs Do People in Our School Do?

Enduring Understanding: Government involves people acquiring and using power and authority.

Essential Question: What are the roles of people in the school?                                                                                              

Assessment: With students, make a chart or do a matching exercise of school personnel, their roles, and the power they have.

Duration: 3 classes of 25-30 minutes

Activities:

• Bring members of the school staff to classroom to introduce themselves and describe roles: building manager, nurse, office ESP, vice principal, principal, etc.
• Take pictures of staff with different jobs when they speak with students, post, and discuss their roles and the power/authority they have. 

Differentiation:

• Support: Have student restate the names/roles to the teacher to check for understanding.
• Extension: Role play the people and their jobs

Resources: Literacy Connections: "This Is The Way We Go To School," by Edith Baer; "All About Things People Do," by Melanie and Chris Rice.