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

• Historians use primary and secondary sources to ask and answer questions about the past and present (historical inquiry).
• Beliefs of individuals and groups have powerful effects on societies.
• People and nations interact politically. 
• Citizens have rights, roles and responsibilities.

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

• How do you show that you care for other people?
• What is a family?  What do families believe in?  How do families get along?  How do families change?
• How do friends and families solve problems?
   

Standards and Benchmarks
History 2:  Students know how to use the processes and resources of historical inquiry.
Benchmark A:  Students know how to formulate questions and hypotheses regarding what happened 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 peoples.
History 5:  Students understand political institutions and theories that developed and changed over time.
Benchmark C:  Students know how political power has been acquired, maintained, used, and/or lost throughout history.
History 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
Benchmark  B:  Students know how societies have been affected by religions and philosophies.
Civics 3:  Students know the political relationship of the US and its citizens to other nations and to world affairs.
Benchmark A:  Students know how and why governments and non-governmental agencies around the world interact politically.
Civics 4:  Students understand how citizens exercise the roles, rights, and responsibilities of participation in civic life at all levels.
Benchmark B:  Students know how citizens can fulfill their responsibilities for preserving the constitutional republic.

Indicators
History
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.
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.
Civics
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.

Lessons 1-5: Caring About Others
     
Duration: 5 classes of 25 -30 minutes
Enduring Understanding: Citizens have rights, roles, and responsibilities.
Essential Questions: How do you show that you care for other people? What questions would you ask?
Assessment: Social Studies Alive! Lesson 3 Processing Activity

Activities

• Social Studies Alive! 3.1 and 3.2
• Social Studies Alive! 3.4
• Social Studies Alive! 3.5
• Social Studies Alive! 3.6 or 3.7

Resources: Social Studies Alive! Lessons 3

Literacy Connection: Francis by Russell Hoban; Berenstein Bears;  Swimmy; Rainbow Fish. Scholastic Literacy Place, Unit 3.

Differentiation
Support: Have students restate directions/concepts back to teacher to check for understanding.
Extension: Have students ask 4 people outside of school questions about being a good listener and making good choices.

Lessons 6-10: How do I make friends?
     
Duration: 5 classes of 25 -30 minutes
Enduring Understanding: Citizens have rights, roles, and responsibilities.
Essential Questions: How do you show that you care for other people? What questions would you ask?
Assessment: Social Studies Alive! Lesson 4 Processing Activity

Activities

• Social Studies Alive! 4.1 and 4.2
• Social Studies Alive! 4.3
• Social Studies Alive! 4,4
• Social Studies Alive! 4.5 or 4.6

Resources: Social Studies Alive! Lessons for Chapter 4

Differentiation
Support: Have students restate directions/concepts back to teacher to check for understanding.
Extension: Have students talk to family members and other students to practice “kind words.”

Lessons 11-14: What is a Family?
     
Duration: 4 classes of 25-30 minutes
Enduring Understanding: Beliefs of individuals and groups have powerful effects on societies.
Essential Questions: What is a family? What do families believe in? How do families get along?How do families change over time?
Assessment: Social Studies Alive! Processing Activity for Lesson 2

Activities

• Define what makes a family: Social Studies Alive!  2.1 and 2.2
• Summarize family activities in different cultures: Social Studies Alive!  2.4 and Families are Different in Australia kit.
• Discuss and summarize common family rules.
• Look at family pictures and family trees. Talk with students about the different titles that people in your family have, and why they have that title. Some examples might be grandma, uncle, or father.
• Graph family size, brothers and sisters, etc.
• Compare to families in Australia.

Differentiation 
Support: have pictures of family activities, have students sort pictures in categories.
Extension: Come up with rules that your family uses that are different than the rules you  have in school.

Resources
Social Studies Alive! Lesson 2. Literacy: Families Are Different by Nina Pellegrini, Australia kit.

Lessons 15-17: How Do You Solve Problems?
     
Duration: 3 classes of 25-30 minutes
Enduring Understanding: Citizens have rights, roles, and responsibilities.
Essential Question: How do friends and families solve problems?
Assessment: Make a T-chart with pictures on how to solve problems. Provide students with a new problem to solve and have them apply the 4 steps.

Activities

• Talk about the need to solve problems: Social Studies Alive!  5.1
• Have fun and be creative while you role play strategies to use to solve problems. Use these techniques, and come up with some of your own: calming down, cooperating, and listening.
• Perform the song in Social Studies Alive!  5.3 to reinforce the 4 steps to solving a problem.
• Fold a piece of paper in half long ways creating a two column chart. Label one column PROBLEM, and the other column HOW TO SOLVE THE PROBLEM. Start with these two problems: 2 people want the same ball to play with, and there is only one cookie left and two people want it. Add more problems and solutions to both sides of the chart.

Differentiation
Support:  Have students listen to the song 3 times to learn the words and meanings.
Extension: Draw pictures of the 4 steps to solving a problem, then have other students describe what they see in the pictures. Cut the pictures apart and have students put the 4 steps in order.

Resources: Social Studies Alive!  Lesson 5: Bully Proofing Curriculum: Literacy: Chester’s Way  by Kevin Henkes