Standards

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?

District 11 Graduate Profile Skills Addressed

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: 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 2: 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 3: 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 4: 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 5: 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 6: 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 7: 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