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
• Government involves people acquiring and using power and authority.

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

• 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 now 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:  Draw pictures on a timeline (in the correct order) about student’s lives: birth, learn to walk, ride a bicycle, go to school, lose a tooth, etc.

Duration: 5 classes of 25-30 minutes

Activities:

• Talk about ways of organizing time--minutes, hours, days, weeks, months, years—from smallest units to largest.  Also, which to put on a time line.-beginning/middle/end; yesterday/today/tomorrow
• Make a timeline of 5-6 events in student’s lives birth-Kindergarten.
• Make connections with other content: Scholastic units or any other alphabet book; Cookie’s Week by Cindy Ward; books by Laura J. Numeroff—put events in order.  Math: manipulative for numbers; numbers 1-30.

Differentiation: 
    Support: Recite the days of the week, months of the year.
    Enrichment: Draw examples of events for beginning/middle/end; 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:

  - Body tracing

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

  -  Record personal info and send home for parent awareness and to help students learn info.

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, 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.