Renaissance Public
School Academy
1st Grade
Social Studies Curriculum
Guide
2013
1
Year at a Glance
1st 9 Week Unit
What is a Family?
How Do We Get What We Need or Want?
2nd 9 Week Unit
What is a Citizen?
3rd 9 Week Unit
How Do We Learn About Places?
4th 9 Week Unit
How Do We Learn About the Past?
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Using this Guide:
This curriculum guide is to be used as just that, a guide. While using this guide you are encouraged
to take notes on what activities were successful, which ones were not, and what suggested ideas to
add. The sequence was planned in theory and once in practice, does it make sense? This guide
should be used as a living document that should be adjusted throughout the year and changed from
year to year in order to best meet the needs of our students. Each 6-week unit has multiple science
standards. Science processes and inquiry skills are incorporated into each unit. Please note that
you can work on more skills than the ones listed if the teachable moments occur. This guide strives
to keep each teacher focused on the same standards and skills while using their own teaching
styles and approaches. If a concept is not the focus until later in the year, you may introduce the
students to it if it works with earlier lessons.
Within each unit are samples of activities and assessments. Please note teachers are not limited to
these examples. Additional lessons, activities, and assessments are expected and encouraged.
The sample activities are not exclusive to the particular unit in which it is listed. If you like an
activity and want to tweak it for a future unit please do so. When using this guide, you will notice
that there is not a sample activity for every standard or essential skill listed. It is the teacher’s
responsibility to know the skills to be focused on for each unit. This guide provides ideas; gives a
framework; and educates the teacher on areas in which she/he requires guidance. This guide is a
planning tool used to align the standards and the school. The teacher is the determining factor in
how effectively this guide is to be used.
Grade levels should use this guide to create more in-depth lesson plans while not limiting their
creative process to the resources listed. During each unit, it is crucial to monitor all standards
being taught. By the end of each unit, the teacher should have a strong knowledge of where each
child is performing in each area. This data will be used to determine which skills need to be retaught and which students need remediation. A chart at the end of this guide shows the specific
standards covered during each unit.
Note: if there are students who have not mastered a skill and that skill is not represented in future
units, the teacher will need to determine a plan on how she or he will revisit that skill/standard and
at what level of instruction (whole class, small group or one on one) students will receive.
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Notes, Tips, and Pointers
Writing Across the Curriculum
Three Text Types
Argument
Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on
the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or
problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or
conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary
work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing
about. In history/social studies, students analyze evidence from multiple primary and secondary sources to
advance a claim that is best supported by the evidence, and they argue for a historically or empirically
situated interpretation. In science, students make claims in the form of statements or conclusions that
answer questions or address problems. Using data in a scientifically acceptable form, students marshal
evidence and draw on their understanding of scientific concepts to argue in support of their claims.
Informational/Explanatory Writing
Informational/explanatory writing conveys information accurately. This kind of writing serves one or more
closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a
procedure or process, or to provide readers with an enhanced comprehension of a concept.
Informational/explanatory writing addresses matters such as types (What are the different types of poetry?)
and components (What are the parts of a motor?); size, function, or behavior (How big is the United States?
What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch
of government function?); and why things happen (Why do some authors blend genres?). To produce this
kind of writing, students draw from what they already know and from primary and secondary sources. With
practice, students become better able to develop a controlling idea and a coherent focus on a topic and more
skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also
able to use a variety of techniques to convey information, such as naming, defining, describing, or
differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or
a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including
academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as
well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications,
and résumés. As students advance through the grades, they expand their repertoire of
informational/explanatory genres and use them effectively in a variety of disciplines and domains.
Although information is provided in both arguments and explanations, the two types of writing have different
aims. Arguments seek to make people believe that something is true or to persuade people to change their
beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer
questions about why or how. Their aim is to make the reader understand rather than to persuade him or her
to accept a certain point of view. In short, arguments are used for persuasion and explanations for
clarification.
Like arguments, explanations provide information about causes, contexts, and consequences of processes,
phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only
gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on
a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical
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descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his
or her claim(s) with sound reasoning and relevant and sufficient evidence.
Narrative Writing
Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be
used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts,
students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and
autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict
specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior
monologue that provide insight into the narrator’s and characters’ personalities and motives; and to
manipulate pace to highlight the significance of events and create tension and suspense. In history/social
studies, students write narrative accounts about individuals. They also construct event models of what
happened, selecting from their sources only the most relevant information. In science, students write
narrative descriptions of the step-by-step procedures they follow in their investigations so that others can
replicate their procedures and (perhaps) reach the same results. With practice, students expand their
repertoire and control of different narrative strategies.
Additional Examples
Writing is integrated into all of our subject areas. Students need to write in many different ways and for
many different purposes to understand the importance of writing. The writing process should be taught
explicitly on a daily basis. The steps of the writing process need to be followed in all grades from the
prewriting to publishing. However, that is not the only time writing should take place in a classroom.
Students in kindergarten up to eighth grade should be writing five to ten times a day. Each grade will
manifest the processes differently, but many of the ideas are the same. And remember, it is not just the
students who should be writing throughout the day, it is the teachers too. Shared writing, model writing,
recording student-generated ideas, and creating classroom-generated charts and graphs are great ways to
model the importance of writing and create a classroom brimming with literacy.
Quick Writes: When you are in the middle of an activity/ lesson, watching an educational film, or reading a
passage in any content area, a Quick Write is a great process to work on with your students. The idea is to
stop at designated points during your instruction to check for understanding, make predictions, hypothesis
or inference, make a connection, summarize, etc. The students write their thoughts down quickly and share
with designated students. This activity should only take about 5-10 minutes, depending if your students
share their Quick Writes with the whole class, a partner, or small group. Many teachers who use this
method keep scratch paper near the desks or use notebooks or Quick Write journals.
Reports/ Research papers: Students can create a research paper or report at every grade level. Get the
students involved in their science or social studies topics through exploration and creating a research paper
that they can publish.
Journaling: There are so many ways to get students journaling. All they need is a notebook and pencil.
Students can write about their ideas, personal experiences, and opinions. The teacher can provide a
prompt, story starter, or let the student select a topic. Interactive journals are a great way to use journaling
for communication. In this process students write to the teacher and the teacher writes back. This is also a
creative way to work on letter writing, using writing as a communication tool, building relationships with
students, and teaching mini lessons to a particular child.
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Note Taking: Note taking is an important skill and one that needs to be taught. A student should not be
copying word for word off of the board. Students should be creating their own words to capture what they
have learned and this should be explicitly taught. In the younger grades, students can draw pictures of
what they have learned and use labels as an early version of note taking.
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Grouping Practices:
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Varying the way students are grouped for instruction is an important component of planning
and teaching. There is a place for whole group, small group, partner work, and 1-on-1
instruction throughout the day. Determining an instructional method is part of the lesson
planning process along with planning what the students will be doing with or without the
direct instruction from the teacher.
●
Students need to truly understand the teacher’s expectations and procedures when
working with partners, in centers/ stations, or independently. These expectations should be
modeled and practiced at the beginning of the year. When working in small groups, the
teacher needs to make sure the other students are working on high-quality, independent
work, or academic centers.
●
Small group instruction is great for working with a few students with similar areas of
weakness and at similar levels or to facilitate a small group of students at different levels
learning from one another.
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When pairing students, be thoughtful of which students should be paired together.
Typically the highest performer in the classroom should not be paired with the lowest
performer in the classroom because both may feel frustrated. Also, many times students
with specific personality traits do not work well together. For example, two shy students or
a student who struggles with behavior and a student who is very quiet.
●
Every teacher also needs to plan for what she/he will be doing when students are working in
pairs or independently. Will the teacher be walking around and checking for understanding
with groups or students, or calling students over to a table to do some 1-on-1 instruction or
assessing? Avoid the mistake of using this time to catch up on e-mails or finish paperwork.
Each and every moment the students are in the classroom is an opportunity to learn more
about the students and make a larger impact on their learning.
Assessments:
Data should drive the teacher’s instruction. Teachers need to use formative and summative
assessments such as: performance tasks, observations, writing samples, interim assessments,
pre/mid/post unit assessments to determine which students are at mastery and which students
need more assistance/ remediation. Using frequent student data provides informed decision
making in order to determine the pace of the classroom and the need for additional activities to
strengthen a concept in the class.
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Comprehension Strategies:
Research shows that skilled readers use a set of learning strategies that help them make meaning
from text. Teachers need to expose students to these strategies starting in kindergarten and going
through 8th grade by modeling, conducting think-alouds, and facilitating class discussions.
Making Connections: Children make personal connections with the text by using their schema
(prior knowledge). There are three main types of connections that can be made: Text to Text, Text
to Self, and Text to World. It is important to model/ teach students how to activate their prior
knowledge and make connections before, during, and after reading.
Questioning: Questions help students clarify and deepen their understanding of the text they are
reading. Using stickies, journals or recording forms for students to jot down questions before,
during, and after reading is an effective technique for students to record their ideas.
Visualizing: Mental pictures are the cinema-like unfolding of imagery in your mind that makes
reading three-dimensional. Visualizing helps readers engage with text in ways that make it
personal and memorable.
Inferring: Inferring is usually described as “reading between the lines.” Readers form best
guesses using evidence such as context clues, picture clues, and their own personal knowledge.
Students predict, draw conclusions, and find meaning in unknown words.
Evaluating: Readers judge, justify, and/or defend understandings to determine importance based
on stated criteria. The reader makes judgments about what they read and can explain their way
through evidence in the text.
Synthesizing: Readers’ thinking changes as they gather more information. New information makes
readers re-evaluate their schema to form new schema. In a more child friendly term, synthesizing
is putting the pieces together to see them in a new way.
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Michigan’s Grade Level Content Expectations for Social Studies
The purpose of social studies instruction is to develop social understanding and civic
efficacy.The Grade Level Content Expectations (GLCE) balance disciplinary content
and processes and skills that contribute to responsible citizenship and form a
foundation for high school social studies coursework.
The disciplinary knowledge found in this document can be used by students to
construct meaning through understanding of powerful ideas drawn from the
disciplines of history, geography, civics and government, and economics.These
ideas can be best supported by assessment and instruction that focuses on the
Standards for Assessment and the Standards for Teaching and Learning found in
the Michigan Curriculum Framework.
Effective social studies instruction and assessment incorporate methods of inquiry,
involve public discourse and decision making, and provide opportunities for citizen
involvement. Each year, students should receive instruction that allows them to think
and act as historians, geographers, political scientists, and economists. For this type of
thinking to occur, teachers should utilize the following disciplinary processes with their
students:
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acquiring, organizing, and presenting social studies information
conducting investigations on social studies questions
analyzing public issues in our various communities
engaging in constructive conversation around social studies topics
composing cohesive essays expressing a position on public issues
participating constructively as community members
Respect for the underlying values of a democratic society is developed through
effective social studies education. Rigorous standards provide a framework for
designing curriculum, assessment, and effective classroom instruction, that result in
relevant learning experiences.
These content expectations provide the necessary framework for deliberate
professional development. Working collaboratively, teachers, administrators,
university personnel, government officials, parents, community organizations, and
businesses will prepare Michigan students to become productive 21st century citizens.
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The K-8 Social Studies GLCE were developed to meet the following criteria:
Rigor
● challenging enough to equip students to succeed at the next grade level
● represent the essential core content of a discipline – its key concepts and how they relate to each other
Clarity
● more than just plain and jargon-free prose
● widely understood and accepted by teachers, parents, school boards, and others who have a stake in the quality of
schooling
● provide guidance for university faculties who will prepare teachers to convey the expectations, and who later receive
those teachers’ students
Specificity
● enough detail to guide districts in developing curricula and teachers in planning instruction
● address available time for instruction
Focus
● prioritize facts, concepts, and skills that should be emphasized at each grade level
Progression
● move from simple to complex, from concrete to abstract
● delineate a progression of knowledge and skills, rather than repetition from grade to grade
Coherence
● reflect a coherent structure of the discipline and/or reveal significant relationships among the strands, and
how the study of one complements the study of another
● represent a “back-mapping” from the high school expectations to a progression of benchmarks that middle and
elementary school students would need to reach in order to be “on track” for success in college and work
The Challenges of Developing Content Expectations in Social Studies
At the national level and in just about every state, establishing standards and benchmarks in the social
studies has been a challenging endeavor, filled with political and pedagogical controversy. Three enduring
educational issues have challenged the creation of standards/content expectations to guide instruction and
assessment in Michigan: (1) The challenge of integrating separate disciplines, (2)The challenge of
representing both thinking and substance, and (3) The challenge of determining an effective K-12 scope
and sequence.
First, while everyone recognizes that social studies is an amalgam of four or more disciplines including
history, civics, economics and geography, there is no consensus concerning the appropriate mix of
these or the appropriate place of each in the curriculum. Critical questions about the relationship
among the content areas or even the relative amount of each area in the standards and eventually in
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the curriculum have not been resolved. Therefore, one critical challenge is to find ways to make
connections within and across content areas.
Second, social studies educators face a problem in trying to reflect both disciplinary “thinking” and
“substance” in standards documents. This is particularly true in history and civics where people want
students to develop more sophisticated ways to think about contemporary issues and to draw upon
specific knowledge of the past and the present in their thinking. So, standards and content
expectations must include both thinking and knowledge expectations in such a combination that can
effectively guide teachers, curriculum designers, and, of course, assessors.
When standards documents stress “thinking” at the expense of “substance,” teachers and
educational critics often argue these appear vague and offer little guidance for deciding what
content should be taught and tested. Teachers often complain that the mandated tests assess
content not specified in standards or benchmarks.
On the other hand, standards that specify more substantive detail face their own critics who argue that
such detail is too prescriptive and gives too much content to be effectively assessed in large-scale,
multiple-choice dominated exams. A second challenge, therefore, is to provide more substance to meet
the criticism that Michigan’s standards were too vague without losing sight of the central purposes for
offering social studies to our students.
Finally, there is the challenge of creating a sensible and educationally sound K-12 scope and sequence.
For many years, states required the full run of U.S. history in grades 5, 8 and 11. Critics argued this
privileged breadth over depth, and urged dividing historical content into three sections for students to
study in more depth in 5th, 8th and 11th grades. Still others argued that this arrangement was asking very
young students(e.g., 5th graders) to study, remember, and be able to use very sophisticated concepts
and events five or six years later when they were studying U.S. history in high school. Most advanced
courses rely upon earlier grades to develop foundational skills and knowledge, but do not expect earlier
grades to help students achieve the sophisticated study possible in
high school. Thus they begin their studies of U.S. history at the “beginning.” In short, social studies
educators have developed three different and compelling patterns for structuring the scope and sequence
in social studies.
The standards and expectations that follow represent the best efforts of the various writing and review
committees to provide the integration, coherence, and the scope and sequence that will guide instruction
and assessment in Michigan.
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ACTIVE RESPONSIBLE CITIZENS
Our constitutional democracy requires active citizens. Responsible citizenship requires students to
participate actively while learning in the classroom. Instruction should provide activities that actively
engage students so that they simultaneously learn about civic participation while involved in the civic
life of their communities, our state, and our nation.The social studies curriculum prepares students to
participate in political activities, to serve their communities, and to regulate themselves responsibly.
The Responsible Citizen
● Uses knowledge of the past to construct meaningful understanding of our diverse cultural heritage and inform his/her civic
judgments (Historical Perspective)
● Uses knowledge of spatial patterns on earth to understand processes that shape both the natural environments and the
diverse societies that inhabit them (Geographic Perspective)
● Uses knowledge of American government and politics to make decisions about governing his/her community (Civic
Perspective)
● Uses knowledge of the production, distribution and consumption of goods and services to make personal, career and
societal decisions about the use of scarce resources (Economic Perspective)
● Uses methods of social science investigation to answer questions about society (Inquiry)
● Knows how, when, and where to construct and express reasoned positions on public issues (Public Discourse and Decision
Making)
● Acts constructively to further the public good (Citizen Involvement)
USING SOCIAL STUDIES TO DEVELOP DIGITAL-AGE PROFICIENCIES
The use of technology is critical for responsible citizenship. Citizens must know how to read and comprehend narratives from
a variety of sources, understand and use data effectively, as well as know how to compile and present valid and reliable
data.The development of vocabulary, critical to understanding and communication, is an important component of the social
studies curriculum. Finally writing, especially expository, informational and persuasive writing, is an empowering skill needed
by all citizens.The ability to clearly communicate one’s ideas and reasoned viewpoints is the hallmark of a responsible citizen.
“The current and future health of America’s 21st Century Economy depends directly on how broadly and
deeply Americans reach a new level of literacy—21st Century Literacy—that includes strong academic
skills, thinking, reasoning, teamwork skills, and proficiency in using technology.” —21st Century
Workforce Commission National Alliance of Business
In order to thrive in a digital economy, students will need digital-age proficiencies.These proficiencies include:
● Basic, scientific, technological, financial, economic, and civic literacy
● Visual and information literacy
● Cultural literacy and global awareness
● Adaptability, ability to manage complexity, and self-direction
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● Curiosity, creativity, and risk-taking
● Higher order thinking and sound reasoning
● Teaming and collaboration
● Personal and social responsibility
● Interactive communication
● Prioritizing, planning, and managing for results
● Effective use of real-world tools
● High quality results with real-world application
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K-5 Overview
K-5 GradeSpecific
Contexts
Kindergarten
First
Second
Third
Fourth
Myself and Others
Families and
Schools
The Local
Community
Michigan Studies
United States
Studies
Using a familiar context for five and six year olds, kindergartners
learn about the social studies disciplines (history, geography,
civics and government, and economics) through the lens of
“Myself and Others.” Accordingly, each discipline focuses on
developing rudimentary understandings through an integrated
approach to the field.
In first grade, students continue to explore the social studies
disciplines of history, geography, civics and government, and
economics through an integrated approach using the context of
school and families. This is the students’ first introduction to social
institutions as they draw upon knowledge learned in kindergarten to
develop more sophisticated understandings of each discipline.
In second grade, students continue the integrative approach to
social studies through the context of the local community. This the
first time students are introduced to a social environment larger than
their immediate surroundings and they draw upon knowledge
learned in previous grades to develop more sophisticated
understandings to explore the social studies disciplines of history,
geography, civics and government, and economics.
Third grade students explore the social studies disciplines of history,
geography, civics and government, and economics through the
context of Michigan studies. Building on prior social studies
knowledge and applying new concepts of each social studies
discipline to the increasingly complex social environment of their
state, the third grade content expectations help prepare students for
more sophisticated studies of their country and world in later grades.
Using the context of the United States, fourth grade students learn
significant social studies concepts within an increasingly complex
social environment. They examine fundamental concepts in
geography, civics and government, and economics through the
lens of Michigan history and the United States.
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Fifth
Integrated
American
History
The fifth grade social studies content expectations mark a departure
from the social studies approach taken in previous grades. Building
upon the geography, civics and government, and economics
concepts of the United States mastered in fourth grade and
historical inquiry from earlier grades, the fifth grade expectations
begin a more disciplinary-centered approach concentrating on the
early history of the United States. Students begin their study of
American history with American Indian peoples before the arrival of
European explorers and conclude with the adoption of the Bill of
Rights in 1791. Although the content expectations are organized by
historical era, they build upon students’ understandings of the other
social studies disciplines from earlier grades and require students to
apply these concepts within the context of American history.
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Families and Schools
Grade One
In first grade, students continue to explore the social studies disciplines of history, geography, civics
and government, and economics through an integrated approach using the context of families and
schools. This is the students’ first introduction to social institutions as they draw upon knowledge
learned in kindergarten to develop more sophisticated understandings of each discipline.
History
First grade students begin to develop the ability to think like a historian. Using a calendar, students begin
to understand the passage of time. They then apply their understanding of time and chronology by using
events from family and school, extending their understanding of the past to events beyond their own
lifetimes. Using events to which they have a personal connection, students learn that history involves
stories of the past. By exploring relevant primary sources such as photographs, diaries, and artifacts,
students develop simple narratives of the history of families or school. Students also learn to draw
generalizations and conclusions about changes over time by comparing family life, school, jobs, and
methods of communication in their lives, to those in the past. In examining why certain events and people
are celebrated through national holidays, students begin to appreciate the influence history has on their
daily lives. The study of history through the lens of families and schools in first grade prepares students
for more complex investigations of the past of their community, state, and country in later grades.
Geography
The expectations in first grade build upon simple understandings of maps. Students’ spatial perspective
is deepened by constructing classroom maps to illustrate aerial perspective and introducing absolute
and relative location using the familiar contexts of home and school. Students begin to use personal
directions to describe the relative location of different places in the school environment. Students use
maps and globes to distinguish physical characteristics of Earth, such as landmasses and oceans. In
introducing students to the concepts of region and human systems, first grade sets the stage for more
sophisticated study of these concepts in later grades. By using their immediate school environment,
students learn to distinguish between physical and human characteristics of place, and describe unifying
characteristics of different regions within their classroom and school. Students begin to build an
understanding of the different aspects of culture through a comparison of family life. They learn that
people not only use the environment, but also modify or adapt to the environment.
Civics and Government
The content expectations in civics use the school as a context for learning about the purposes of
government, the values and principles of American democracy, and the roles of citizens. Building upon
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the concept that people are not free to do whatever they want, students identify reasons for rules in
school. Concepts of power and authority are introduced as students identify examples of people using
power with and without authority in the school setting. Drawing upon the notion of fairness from
kindergarten, students explore fair ways to resolve conflicts at school. The expectations broaden
students’ understanding of the values and principles of American democracy using significant symbols of
the United States. Notions of individual responsibilities introduced in kindergarten are expanded to include
civic responsibilities as members of a group or school community. Thus, students begin to recognize that
respect for the rule of law and the rights of others is fundamental to our system of government.
Economics
First grade students extend their understanding of basic economic concepts. They distinguish
between producers and consumers and examine ways in which their families consume goods and
services. Using practical examples and personal experiences, students begin to learn how scarcity
forces people to make choices. Students develop a deeper understanding of trade as they explore
the reasons why people trade, how money simplifies trade, and how people earn money. These
concepts lay the foundation for more complex studies of economic principles in later years.
Public Discourse, Decision Making, and Citizen Involvement
In first grade, students continue to develop an understanding of public issues and the importance of
citizen action in a democratic republic. First grade students identify public issues in the school
community and analyze data about them. They investigate different resolutions to these issues.
Students begin to develop competency in expressing their own opinions relative to a public issue in
school by justifying their opinions with reasons. This foundational knowledge is built upon throughout the
grades as students develop a greater understanding of how, when, and where to communicate their
positions on public issues with a reasoned argument.
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Unit 1: What is a Family? How Do We Get What We Need or Want?
In this integrated, foundational unit students begin an important transition as they expand from focusing on
themselves to focusing on the social units of family and school. The unit introduces many important concepts
such as rules, responsibilities, basic needs, wants, change and diversity. The unit begins with an activity in
which students share information about themselves. Using the book When I Was Five students compare the
past and present and identify examples of how they have changed from kindergarten to first grade. Students
compare family characteristics based on their own family and those in several books such as: Little Mama
Forgets, Daddy Makes the Best Spaghetti and Jonathan and His Mommy. Students explore how family rules
and responsibilities ensure families live and work together safely and effectively. Using family photos and
informational text such as Families or Families Are Different Big Book, students identify how families are
alike and different. Finally, students explore similarities and differences between school and family.
Building on economic concepts from kindergarten, the unit continues with an exploration of economic wants
and how people fulfill their wants with goods and services. Next, students are introduced to the terms
‘producer’ and ‘consumer’ as they explore ways in which their families consume goods and services.
Students apply what they have learned in an activity based on Little Nino’s Pizzeria or a similar book.
Students explore the concept of scarcity through a simple classroom demonstration and discussion of the
book Bunny Money or a similar book. Students explore how scarcity forces people to make choices. This unit
integrates math expectations using data, pictographs, and money. Using the book Crow & Pig or a similar
book, students explore the concept of trade and then investigate how money simplifies trade. Students next
look at various ways people earn money. Finally, students summarize the unit concepts in a graphic
organizer.
BENCHMARKS COVERED:
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1 – C1.0.1 Identify some reasons for rules in school (e.g., provide order, predictability, and
safety).
1 – G4.0.1 Use components of culture (e.g., foods, language, religion, traditions) to describe
diversity in family life.
1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future
using family or school events.
1 – C5.0.1 Describe some responsibilities people have at home and at school (e.g., taking care of
oneself, respect for the rights of thers, following rules, getting along with others).
1 – E1.0.2 Describe ways in which families consume goods and services.
1 – E1.0.1 Distinguish between producers and consumers of goods and services.
1 – E1.0.2 Describe ways in which families consume goods and services.
1 – E1.0.3 Using examples, explain why people cannot have everything they want (scarcity) and
describe how people respond (choice).
1 – E1.0.4 Describe reasons why people voluntarily trade.
1 – E1.0.5 Describe ways in which people earn money (e.g., providing goods and services to others,
jobs).
1 – E1.0.6 Describe how money simplifies trade.
ADDITIONAL SKILLS
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■
■
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Comparing/Contrasting
Describing
Cause and Effect
Comparing/Contrasting
Describing
ESSENTIAL QUESTIONS:
1 Why are families and schools important?
2. How do families meet their wants and needs where they live?
ESSENTIAL CONTENT/ UNDERSTANDINGS:
The students will understand how to:
●
●
●
●
●
identify what a family is and how a school is like a family.
compare and contrast characteristics of different families
follow rules because they keep us safe, keep things fair, and help us get along.
describe the needs and wants of a family
analyze needs and wants of a family based on where they live.
THINKING QUESTIONS:
1. What is a family?
2 How are families alike and different?
3 How is a school like a family?
4. How do families satisfy their needs and wants?
5. What is scarcity and what does it force families to do?
6 . How and why do families trade?
19
TERMINOLOGY
alike
basic needs
change
different
diversity
economic wants
family
past
present
responsibility
rules
school
TARGETED OUTCOMES:












At the end of this unit students should have the ability to:
1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using
family or school events.
1 – G4.0.1 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in
family life.
1 – C1.0.1 Identify some reasons for rules in school (e.g., provide order, predictability, and safety).
1 – C5.0.1 Describe some responsibilities people have at home and at school (e.g., taking care of oneself,
respect for the rights of others, following rules, getting along with others).
1 – E1.0.2 Describe ways in which families consume goods and services.
1 – E1.0.1 Distinguish between producers and consumers of goods and services.
1 – E1.0.2 Describe ways in which families consume goods and services.
1 – E1.0.3 Using examples, explain why people cannot have everything they want (scarcity) and
describe how people respond (choice).
1 – E1.0.4 Describe reasons why people voluntarily trade.
1 – E1.0.5 Describe ways in which people earn money (e.g., providing goods and services to others,
jobs).
1 – E1.0.6 Describe how money simplifies trade.
SAMPLE ACTIVITIES AND ASSESSMENTS
Sample Activities-Give each student a “Past, Present, and Future” graphic organizer. Tell them to draw a picture of something they liked
to do in the past (in Kindergarten) in the first column. Have them complete the sentence at the bottom: “In the p ast, I
liked to …” Tell the students to draw a picture of something they like to do in the present (in First Grade) in the second
column. Have them complete the sentence at the bottom: “In the present, I like to…”. Finally, have students draw a
picture of something they want to do in the future or when they are grown up in the third column. Have them complete
the sentence stem: When I grow up I want to…” Allow students the opportunity to share their completed chart with the
20
rest of the class.
-Tell students they will now begin to compile a “My Family” book. For this step, they will create
3 pages
for their books—“Families Work Together,” “Families Play Together,” and “Families Eat Together.” Tell the
students to draw a picture on each page showing how their family works, plays, and eats together. Those
who are able can complete the sentence explaining their pictures (assist others with writing.) Note, this is
also a great take home activity for students to complete with their family.
-Students begin by comparing similarities and differences in the families of their classmates. They then read
a book to examine ways in which families may differ such as size, family members, skin color, etc. Using
literature, the concept of diversity is introduced as students examine cultural differences among three
families in the story. Student then consider how families are similar. The teacher guides students to an
understanding that all families share cultural universals such as food, language, religion, and traditions
although the type of food, language, religion or traditions may differ.
-To discuss how school is like a family use a venn diagram. Discuss ways they are alike and different. Then
have students work in groups to discuss and share why is school a family?
-Remind students that recently they talked about families. Families provide safety and love. Families also
help meet people’s wants and needs. Draw a T-Chart on chart paper. Lead students in identifying examples
of their needs and wants. Be certain to include food.
-Read the book, If You Take a Mouse to School, by Laura Numeroff to students. While reading the story,
ask students to listen for wants the mouse has. After reading the story, ask the students to name all of the
mouse’s wants. List them on chart paper. Next, ask students to think about people in the book or in their
school who provide a service either for the book characters or for the students in your school. List them on
the service side of the chart.
Assessments:
-Use the discussion of the book, If You Take a Mouse to School, to formatively assess students’
understanding of goods and services
-Assess the students’ understanding of the concepts of past, present, and future by listening to their
individual responses during group discussion sessions. Were they able to make text-to-self connections with
the story? Did the students correctly respond to questions about the past and the present? The “Past,
Present, and Future” graphic organizer can also be used as a written summative assessment. .
Objective Assessments: True/False questions, Cloze questioning to determine a quick check of
understanding.
Writing Portfolio: As students are growing as writers, keep a selection of writing samples throughout the
year to determine misconceptions, phonics that need attention, knowledge of sentence structure and monitor
growth as writers.
Writing Assessments: With a given prompt, have students demonstrate their understanding through writing
their thoughts.
Observations: While asking students questions or while students are performing tasks, observe them and
their thought process, and enter these observations into written form for each child observed.
Rubrics: When designing an assessment/ activity, think about what you want to learn from the assessment/
activity about your students. Use what you want to learn about the child and what you want the child to be
able to do as guidelines to create a rubric to use as an assessing tool. Students can be assessed anytime
during any activity throughout the day to see if they are learning what you want them to learn.
21
Summative Assessments:
Create a pre and post assessment that covers the literary standards covered in the unit and determine
growth and areas of weakness. This assessment can be made up of multiple choice, missing information,
and open ended questions.
INTERDISCIPLINARY CONNECTIONS
Math:
Number Sense
M.UN.01.04 Identify the different denominations of coins and bills.
M.UN.01.06 Tell the amount of money: in cents up to $1, in dollars up to $100. Use the symbols $ and ¢.
D.RE.01.01 Collect and organize data to use in pictographs.
D.RE.01.03 Make pictographs of given data using both horizontal and vertical forms of graphs; scale should
be in units of one and include symbolic representations, e.g., represents one child.
English language Arts:
R.NT.01.02 identify and describe the basic form and purpose of a variety of narrative genre
including realistic fiction, fantasy, and folktales.
Comprehension
R.CM.01.01 make text-to-self and text-to-text connections and comparisons by activating prior
knowledge and connecting personal knowledge and experience to ideas in text through oral and
written responses.
INTEGRATING CHARACTER EDUCATION
Teamwork/ Safety
Throughout instruction we want our students to construct knowledge of positive character traits
that we believe are important for our students to possess. Listed are a few ideas to integrate
friendship and responsibility into literacy instruction.
○
Explicitly teach the meaning of teamwork and safety. Have a class discussion why these
traits are important to possess.
○
Read-a-loud texts or have students read independently passages and decide if characters
are being safe and if not, what is the effect of the lack of safety?
○
Create a teamwork promise in the classroom. Discuss the traits a good teammate has and
decide as a class that everyone will be a team player in the class. Have the whole class sign
the promise.
○
Use read- a-louds to show examples of both traits and have students make connections to
their own lives.
○
Have students talk about times they have exhibited teamwork. Write about their
experiences.
22
○
As the students work in stations or cooperative groups, remind them of the importance of
teamwork. Walk around and give the students feedback on their ability to work
cooperatively.
Resources
Texts
Social Studies Annotated Bibliography
Writing Across the Curriculum Guides
Social Studies Writing Across the Curriculum
Online Resources
Discovery Education Streaming
MDE Social Studies Resources
Equipment/Manipulative
Art Paper and Drawing Materials Such as Markers and Crayons
Chart Paper and Markers
Overhead Projector or Document Camera and Projector
Student Resource (Used in Lessons)
Cruise, Robin. Little Mama Forgets. New York: Farrar, Straus and Giroux, 2006.
Hines, Anna Grossnickle. Daddy Makes the Best Spaghetti. New York: Clarion Books, 1988.
Howard, Arthur. When I Was Five. New York: Voyager Books, 1998.
Katz, K. The Colors of Us. New York: Henry Holt and Company, 1999.
Kuklin, Susan. How My Family Lives in America. New York: Aladdin Picture Books, 1998.
Morris, Ann. Families. New York: Harper Collins, 2000.
Smalls, Irene. Jonathan and His Mommy. New York: Little, Brown Young Readers, 1994.
What Is a Family?. 100% Educational Videos. 1997. Discovery Education. 26 August 2009
http://streaming.discoveryeducation.com/
Teacher Resource
Books For Teaching About Families. 26 August 2009
http://www2.scholastic.com/browse/article.jsp?id=3121
Families Poster Pack. Carson, California: Lakeshore Learning Materials, 2000.
Families Thematic Unit E- Book. Teacher Created Resources, 26 August 2009
http://www.buyteachercreated.com/estore/product/2110
Hoberman, Mary Ann. Fathers, Mothers, Sisters, Brothers: A Collection of Family Poems. New York:
Scholastic, 1991.
Pellegrini, Nina. Families are Different: Big Book and Teaching Guide. New York: Scholastic, 1992.
Teitler, Joanne. Supplemental Materials (Unit 1, Lessons 1-5).Teacher-made material. Michigan Citizenship
Collaborative, 2009.
Resources for Further Professional Knowledge
Banks, J. A. An Introduction to Multicultural Education. Boston: Allyn & Bacon, 2002.
Bisson, J. Celebrate! An Anti-Bias Guide to Enjoying Holidays in early childhood programs.
23
St. Paul, MN: Redleaf Press. 1997.
Derman-Sparks, L. & the A. B. C. Task Force. Anti-Bias Curriculum: Tools for Empowering Young
Children. Washington, DC: National Association for the Education of Young Children, 2001.
First Grade Social Studies Websites. 26 August 2009
http://www.ahisd.net/campuses/cambridge/grade1/1stsocstud.htm
National Council for the Social Studies. 26 August 2009
http://www.ncss.org/
Social Studies Lesson Plans and Resources. 26 August 2009
http://www.csun.edu/~hcedu013/
Strategies for Teaching Social Studies. 26 August 2009
http://www.udel.edu/dssep/strategies.htm
Teaching Social Studies. 26 August 2009
http://www.proteacher.org/c/185_Teaching_Social_Studies.html
Teaching Tolerance Project. Starting Small: Teaching Tolerance in Preschool andthe Early Grades.
Montgomery, AL: Southern Poverty Law Center, 1997.
Vold, E. B. (ed.). Multicultural Education in Early Childhood Classrooms. Washington, DC: National
Education Association, 1993.
Wardle, F. Proposal: An Anti-Bias and Ecological Model for Multicultural Education. Childhood Education,
72, 152-156, 1996.
York, S. Roots and Wings: Affirming Culture in Early Childhood Programs. St. Paul, MN: Redleaf Press,
1991.
Equipment/Manipulative
Art paper and drawing materials, such as markers and crayons
Chart paper and markers
Coins: penny, nickel, dime, quarter, half dollar
Colored construction paper cut into small squares to fix on pictographs
Dollar bill
Overhead projector or document camera and projector
Play money
Stickers (enough for one per student)
Student journal or notebook
Student Resource
Barbour, Karen. Little Nino’s Pizzeria. New York: Voyager Books, 1990.
Brett, Jan. The Mitten. New York: G.P. Putnam’s Sons, 1989.
Brisson, Pat. Benny’s Pennies. New York: Knopf Books for Young Readers, 1995.
Chorao, Kay. Pig and Crow. New York: Owlet Paperbacks, 2005.
Hughes, Sarah. My Aunt Works in a Cheese Shop (My Family at Work series). New York: Children’s Press,
2000.
- - -. My Dad Works on a Farm. (My Family at Work series). New York: Children’s Press, 2000.
- - -. My Grandfather Works in a Bakery. (My Family at Work series). New York: Children’s Press, 2000.
- - -. My Mom is a Beekeeper. (My Family at Work series). New York: Children’s Press, 2000.
- - -. My Uncle Owns a Deli. (My Family at Work series). New York: Children’s Press, 2000.
Hutchens, Pat. The Doorbell Rang. New York: Greenwillow Books, 1986.
Numeroff, Laura. If You Take A Mouse to School. New York: Harper Collins, 2002.
Sadler, Marilyn. Money, Money, Honey Bunny! New York: Random House Books for Young Readers, 2006.
(rhyming words)
Wells, Rosemary. Bunny Money. New York: Puffin, 2000.
Wells, Rosemary. Bunny Money Reproducibles. 26 August 2008
http://www.rosemarywells.com/money.html
Teacher Resource
Channell, Geanie, et. al. Focus: Grades K-2 Economics. National Council on Economic Education, 2007.
Econ and Me Video Series and Teachers’ Guide. National Council on Economic Education, 1995.
Economics Posters. 26 August 2008
http://kidseconposters.com
Heyse, Kathy and Day Harlan. Half-Pint Economics for Kids. Indiana Council for Economic Education, 2004.
Resources for Further Professional Knowledge
First Grade Social Studies Websites. August 26 2008
24
http://www.ahisd.net/campuses/cambridge/grade1/1stsocstud.htm
Michigan Council on Economic Education. August 26, 2008
http://mceeonline.org
National Council on Economic Education. August 26, 2008
http://www.ncee.net
National Council for the Social Studies. August 26, 2008
http://www.ncss.org/
Online Lessons for each National Standard. August 26, 2008
http://www.ncee.net/ea/standards/
Social Studies Lesson Plans and Resources. August 26, 2008
http://www.csun.edu/~hcedu013/
Strategies for Teaching Social Studies. August 26, 2008
http://www.udel.edu/dssep/strategies.htm
Teaching Social Studies. August 26, 2008
http://www.proteacher.org/c/185_Teaching_Social_Studies.html
Voluntary National Content Standards in Economics. August 26, 2008
http://www.fte.org/teachers/standards/
25
Unit 2: What is a Citizen?
This unit develops students’ understanding of and appreciation for the rule of law in the United
States. They begin by exploring the purpose of rules and how they limit absolute freedom. Through
literature students learn about three reasons for rules: to keep people safe, to keep things orderly
and organized, and to make things fair. Next, students are introduced to the concept of “fairness”
and how it applies to their lives at home and in school. They learn that fairness requires treating
people in equitable, but not necessarily identical, ways. Using literature, students identify
situations that are fair and unfair and explore the relationships among fairness, conflicts, and rules.
In developing an understanding of citizenship, students consider why rules are important when
people are in groups. Rules for groups such as the family, classroom, and school are used to
identify rights and responsibilities associated with membership in each group. Students then apply
their understanding of fairness to rules by identifying criteria for determining whether a rule is fair
and then evaluating rules based on these criteria. Using different scenarios and literature, students
distinguish the use of power without authority and the use of power with authority. Next, students
build on their personal experiences with how rules are enforced. Using two stories, they engage in
cross-text comparisons. They discuss how people in authority – those who have the right to use
power – also have the responsibility to treat people fairly. To broaden their understanding of
citizenship, the children consider circumstances where rules are unfair or conflict with one another.
They weigh the importance of the rights of others, the rule of law, compassion, courage, and
honesty in deciding whether to follow a rule. Students then listen to a story about Dr. Martin Luther
King, Jr. and explore how his actions with respect to unfair laws resulted in a national holiday in his
honor. Through a lesson about citizenship and national symbols, students then broaden their
understanding of rules, rights, and responsibilities from family and school to their town and country.
Students then investigate several symbols of the United States and create an informational display
about their assigned symbol, which they present to small groups. The unit concludes with students
practicing their citizenship skills by taking on the role of citizens in an imaginary neighborhood and
then role-playing situations in which they apply concepts of rules, fairness, majority rules, power,
and authority.
BENCHMARKS COVERED:
●
●
●
●
●
●
●
●
1 – G1.0.2 Give examples of places that have absolute locations (e.g., home address, school
address).
1 – C1.0.1 Identify some reasons for rules in school (e.g., provide order, predictability, and safety).
1 – C1.0.2 Give examples of the use of power with authority in school (e.g., principal, teacher or bus
driver enforcing school rules).
1 – C1.0.3 Give examples of the use of power without authority in school (e.g., types of bullying,
taking cuts in line).
1 – C2.0.1 Explain how decisions can be made or how conflicts might be resolved in fair and just
ways (e.g., majority rules).
1 – C2.0.2 Identify important symbols of the United States of America (e.g., Statue of Liberty, Uncle
Sam, White House, Bald Eagle).
1 – C5.0.1 Describe some responsibilities people have at home and at school (e.g., taking care of
oneself, respect for the rights of thers, following rules, getting along with others).
1 – C5.0.2 Identify situations in which people act as good citizens in the school community (e.g.,
thoughtful and effective participation in the school decisions, respect for the rights of others, respect
for rule of law, voting, volunteering, compassion, courage, honesty).
26
●
●
●
●
●
●
●
1 – P3.1.1 Identify public issues in the school community.
1 – P3.1.2 Use graphic data to analyze information about a public issue in the school community.
1 – P3.1.3 Identify alternative resolutions to a public issue in the school community.
Communicate a reasoned position on a public issue.
1 – P3.3.1 Express a position on a public policy issue in the school community and justify the
position with a reasoned argument.
1 – P4.2.1 Develop and implement an action plan to address or inform others about a public issue.
1 – P4.2.2 Participate in projects to help or inform others.
ADDITIONAL SKILLS COVERED:
●
●
●
●
●
●
●
Classifying/Grouping
Cause and Effect
Generalizing
Identifying perspectives
Issue Analysis
Problem Solving
Non-linguistic representations
ESSENTIAL QUESTIONS:
1. How do citizens shape a community?
ESSENTIAL CONTENT/ UNDERSTANDINGS:
The students will understand how to: The students will understand how to:
● classify places where rules are used
● discuss the effects rules have on families
● identify reasons for having rules
● explain how citizens can work together to solve problems
THINKING QUESTIONS:
1. Why do we need rules?
2. How can we get along with others?
3. How can citizens work together to solve problems?
TERMINOLOGY
authority
citizen
conflict
consequences
country
enforcement
equality
fairness
freedom
majority rules
27
patriotism
power
responsibility
rights
rules/laws
symbols
vote
TARGETED OUTCOMES:
At the end of this unit students should have the ability to:
● 1 – G1.0.2 Give examples of places that have absolute locations (e.g., home address, school
address).
● 1 – C1.0.1 Identify some reasons for rules in school (e.g., provide order, predictability, and safety).
● 1 – C1.0.2 Give examples of the use of power with authority in school (e.g., principal, teacher or bus
driver enforcing school rules).
● 1 – C1.0.3 Give examples of the use of power without authority in school (e.g., types of bullying,
taking cuts in line).
● 1 – C2.0.1 Explain how decisions can be made or how conflicts might be resolved in fair and just
ways (e.g., majority rules).
● 1 – C2.0.2 Identify important symbols of the United States of America (e.g., Statue of Liberty, Uncle
Sam, White House, Bald Eagle).
● 1 – C5.0.1 Describe some responsibilities people have at home and at school (e.g., taking care of
oneself, respect for the rights of thers, following rules, getting along with others).
● 1 – C5.0.2 Identify situations in which people act as good citizens in the school community (e.g.,
thoughtful and effective participation in the school decisions, respect for the rights of others, respect
for rule of law, voting, volunteering, compassion, courage, honesty).
● 1 – P3.1.1 Identify public issues in the school community.
● 1 – P3.1.2 Use graphic data to analyze information about a public issue in the school community.
● 1 – P3.1.3 Identify alternative resolutions to a public issue in the school community.
● Communicate a reasoned position on a public issue.
● 1 – P3.3.1 Express a position on a public policy issue in the school community and justify the
position with a reasoned argument.
● 1 – P4.2.1 Develop and implement an action plan to address or inform others about a public issue.
● 1 – P4.2.2 Participate in projects to help or inform others.
SAMPLE ACTIVITIES AND ASSESSMENTS
Sample Activities-Select a rule from a class generated list and ask the following questions about the rule:
·
“Who made the rule?”
·
“How was the rule made?” Was it made by one person, or two or by everyone in the house?”
·
“Do you think that person(s) has the right to make the rule? Why or why not?”
·
“Who makes sure you follow the rule?”
Repeat the process with two more rules listed from Step 1. Discuss with students that at home, parents
have the right to make rules about certain things such as bedtime, chores, watching television, etc. Guide
students to the idea that because parents take care of and protect their children, they have the right to create
some rules about what happens in the home.
28
-Have students write a brief narrative describing a situation in which they received a reward or punishment
for following a rule. Use the following questions to prompt students’ thinking:
·
Have you ever followed a rule to get a reward? What was the rule? What was the reward?
● Have you ever been punished for doing something you were not supposed to? What did you do?
How were you punished?
Encourage students to use temporal words to signal the order of the events such as first, next, then, after,
now, but, and before. Also they should explain what happened – how the situation ended – to provide a
sense of closure to their story.
-Guide the children to understand that pushing, shoving, or hitting another person breaks a classroom/school
rule. To make the connection between rules and laws, explain that many of the rules in school are also rules
outside of school. For example, when a student pushes another student because they want to hurt that
person, it breaks a school/classroom rule. Similarly, when an adult hurts another person on purpose, it is
against the law in our country.
-Ask the children what would happen if we had no rules and everyone had the freedom to do whatever they
wanted. Listen to their responses and guide the discussion to focus on the concept of reasonable limitations
on freedom. Ask them, “What should people not be allowed to do?” Have them explain their reasoning.
-Conclude the lesson by distributing a 11x17 piece of paper to each student. Have students fold it in half. On
one side of the paper, have the students draw a picture of someone following a school rule. On the other
side of the paper, have students draw a picture of someone breaking a rule or of what might happen if
someone broke the school rule. On the back of the drawings, have students write a sentence (inventive
spelling) on why rules are important.
Assessments:
-Students’ understanding of the need for rules, and the importance of following rules can be assessed
formatively by listening to student discussions as the chart is being completed. The drawings and students
explanations from above may also be used as an assessment.
Objective Assessments: True/False questions, Cloze questioning to determine a quick check of
understanding.
Writing Portfolio: As students are growing as writers, keep a selection of writing samples throughout the
year to determine misconceptions, phonics that need attention, knowledge of sentence structure and monitor
growth as writers.
Writing Assessments: With a given prompt, have students demonstrate their understanding through writing
their thoughts.
Observations: While asking students questions or while students are performing tasks, observe them and
their thought process, and enter these observations into written form for each child observed.
Rubrics:
When designing an assessment/ activity, think about what you want to learn from the assessment/ activity
about your students. Use what you want to learn about the child and what you want the child to be able to
do as guidelines to create a rubric to use as an assessing tool. Students can be assessed anytime during
any activity throughout the day to see if they are learning what you want them to learn.
Summative Assessments:
29
Create a pre and post assessment that covers the literary standards covered in the unit and determine
growth and areas of weakness. This assessment can be made up of multiple choice, missing information,
and open ended questions.
INTERDISCIPLINARY CONNECTIONS
Math:
Expressions and Equations
English Language Arts:
Science Processes and Inquiry
Atmosphere
Chemical Changes
RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text.
RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
WST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed.
WST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
WST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
INTEGRATING CHARACTER EDUCATION
Tolerance
Throughout instruction we want our students to construct knowledge of positive character traits
that we believe are important for our students to possess. Listed are a few ideas to integrate
respect into literacy instruction.
○
Explicitly teach the meaning of tolerance. Have a class discussion about why the trait is
important to possess.
○
Use books read aloud, in small groups or independently to decide if characters are tolerant
30
of one another and their differences.
○
In literature analyze if a character in the book is being tolerant and if not, how tolerance
could help the character.
○
When examining animals and plants in nature, discuss how they need to be tolerant and how
tolerance can help them live.
○
Use literature to show examples of this trait and have students make connections to their
own lives.
○
Have students identify which character from a variety of text is the most tolerant and give
evidence from the text to back their opinions.
○
Use as many teachable moments as possible throughout the day to complement students
for showing tolerance and use their real life examples as a learning experience.
RESOURCES:
Texts
Social Studies Annotated Bibliography
Writing Across the Curriculum Guides
Social Studies Writing Across the Curriculum
Online Resources
Discovery Education Streaming
MDE Social Studies Resources
Equipment/Manipulative/Other
2 large poster boards or butcher paper for signs
3x5 index cards (enough for all students plus one extra
5x8 piece of green construction paper, cut to resemble long grass
2 long strips of butcher paper – one red and one blue
11x17 paper
Chalk or white board
Chart Paper
Construction paper (11”x18”)
Large black marker
Markers or crayons
Milk cartons (enough for all students plus one extra)
Overhead projector or Document Camera/Projector
31
Other art supplies as desired
Tape or glue
A toy car (Matchbox or Brio work well)
A toy dog (Legos, Lincoln Log, or Brio work well)
An adult volunteer to play the role of Sloppy Sally in Lesson 9
Student Resource
Berger, Samatha. Martha Doesn't Share. New York: Little, Brown Books for Young Readers, 2010.
Berry, Joy. Let’s Talk About Being Fair. Pheonix, AZ: Gold Star Publishing, Inc., 1986 & 2000.
Brimner, Larry Dane. School Rules. (Rookie Choices Series). New York: Scholastic, 2002.
Center for Civic Education. Fair Bears Learn About Justice (Foundations of Democracy Series). California:
Center for Civic Education, 1998.
- - -. Orb and Effy Learn About Authority (Foundations of Democracy Series). California: Center for Civic
Education, 1999.
- - -. The Zookeeper Learns About Responsibility (Foundations of Democracy Series). California: Center for
Civic Education, 1998.
Danziger, Paula. Second Grade Rules, Amber Brown. N.Y: Penguin Group USA, 2004.
Douglass, Lloyd. The Statue of Liberty (Welcome Books American Symbols Series). New York: Rosen
Books, 2003.
- - -. The Bald Eagle (Welcome Books American Symbols Series). New York: Rosen Books, 2003.
- - -. The White House (Welcome Books, American Symbols Series). New York: Rosen Books, 2003.
Flack, Marjorie. The Story of Ping. New York: Scholastic Book Services, 1968.
Finn, Carrie. Kids Talk About Fairness. New York: Picture Window Books, 2006.
Havill, Juanita and Anne Silbey O’Brien. Jamaica Tag-Along. Boston, MA: Sandpiper, 1990.
Hutchins, Pat. The Doorbell Rang Big Book. New York: Greenwillow Books, 1994.
Marzollo, Jean. Happy Birthday, Martin Luther King. New York: Scholastic, 1993.
Marx, David F. Martin Luther King Jr. Day. New York: Children’s Press, 2001.
Mayer, Cassie. Being Fair (Citizenship Series). Chicago, IL; Heinemann Raintree, 2008.
- - -. Being Responsible (Citizenship Series). Chicago, IL; Heinemann Raintree, 2008.
Meiners, Cheri J. Know and Follow Rules. Minneapolis, MN: Free Spirit Publishing, 2005.
Naylor, Phyllis Reynolds. King of the Playground. New York: Aladdin Paperbacks, 1994.
O’Neill, Alexis. The Recess Queen. New York: Scholastic, 2002.
Pinkwater, Daniel Manus. The Big Orange Splot. New York: Scholastic, Inc., 1977.
Rowe, Don. The Sandbox: A book about Fairness. Mankato, MN: Picture Window Books, 2001.
Suen, Anastasia. Cutting in Line Isn’t Fair. Edina, MN: Magic Wagon, 2008.
Sommer, Carl. It’s Not Fair. Houston, TX: Advance Publishing, 2003.
Swope, Sam. The Araboolies of Liberty Street. New York: Farrar, Straus and Giroux, 2001.
32
Unit 3: How Do We Learn About Places?
In this unit students expand on the foundational knowledge of geography by exploring the
geographic themes of location, place, region and human/environment interaction. Emphasis is
placed on observing the environment around them using the school playground. The unit begins
with students exploring the concepts of maps and aerial perspective with the book Me on the Map
or a similar book. Students create a map of their own classroom. Students are also introduced to
globes and learn how map makers distinguish between land and water. The concept of absolute
and relative location is introduced as students learn about absolute location using their own
address and relative location as they tour the school. Students then explore the geographic theme
of place as they learn to distinguish between natural (physical), characteristics and human
characteristics. Using a school map, students identify regions in their school and understand that a
region is a group of similar places. Finally, students are introduced to the geographic theme of
human/environment interaction. Using the book Mike Mulligan and the Steam Shovel, or a similar
book, students learn that humans modify or change their environment. In a integrated lesson,
students explore how people adapt to their, environment by making seasonal changes in their
clothing, homes, and activities.
BENCHMARKS COVERED:
● 1 – G1.0.1 Construct simple maps of the classroom to demonstrate aerial perspective.
● 1 – G1.0.2 Give examples of places that have absolute locations (e.g., home address, school
address).
● 1 – G1.0.3 Use personal directions (left, right, front, back) to describe the relative location of
●
●
significant places in the school environment.
1 – G1.0.4 Distinguish between landmasses and bodies of water using maps and globes.
1 – G2.0.1 Distinguish between physical (e.g., clouds, trees, weather) and human (e.g., buildings,
playgrounds, sidewalks) characteristics of places.
● 1 – G2.0.2 Describe the unifying characteristics and/or boundaries of different school regions (e.g.,
playground, reading corner, library, restroom).
● 1 – G5.0.1 Describe ways in which people modify (e.g., cutting down trees, building roads) and
adapt to the environment (e.g., clothing, housing, transportation).
ADDITIONAL SKILLS COVERED:
■
■
■
■
Classifying
Comparing/Contrasting
Describing
Non-Linguistic Representations
.
ESSENTIAL QUESTIONS:
1. How does where we live affect how we live?
ESSENTIAL CONTENT/ UNDERSTANDINGS:
33
The students will understand how to:
●
●
●
●
●
use a map to locate land or water
locate a place using absolute location and relative location
distinguish between absolute location and relative location
describe how people can change or modify the land to live on it
give examples of physical characteristics that people must adapt to they can live in a place.
THINKING QUESTIONS:
1. How do we locate places?
2. How do we describe what places are like?
3. How do people adapt to and modify places?
TERMINOLOGY:
absolute location
adapt
address
aerial perspective
birds eye view
bodies of water
direction
globe
human/environment interaction
human characteristics
land masses
location
map
modify
personal directions
physical characteristics
place
region
relative location
season
weather
TARGETED OUTCOMES:
At the end of this unit students should have the ability to:
● 1 – G1.0.1 Construct simple maps of the classroom to demonstrate aerial perspective.
● 1 – G1.0.2 Give examples of places that have absolute locations (e.g., home address, school
●
address).
1 – G1.0.3 Use personal directions (left, right, front, back) to describe the relative location of
significant places in the school environment.
34
● 1 – G1.0.4 Distinguish between landmasses and bodies of water using maps and globes.
● 1 – G2.0.1 Distinguish between physical (e.g., clouds, trees, weather) and human (e.g., buildings,
playgrounds, sidewalks) characteristics of places.
● 1 – G2.0.2 Describe the unifying characteristics and/or boundaries of different school regions (e.g.,
playground, reading corner, library, restroom).
● 1 – G5.0.1 Describe ways in which people modify (e.g., cutting down trees, building roads) and
adapt to the environment (e.g., clothing, housing, transportation).
SAMPLE ACTIVITIES AND ASSESSMENTS:
Sample Activities:
-Make a classroom map together on large white paper.
-Ask students what maps help us do. Then, explain to students that each of us lives in a specific
or unique location (absolute location). Everyone has and address that is made up of a house or building
number, a street name, a city or town, the state, and zip code. Explain to students they are to draw a picture
of their house on the paper. Next, students are to practice writing their address in the space above their
picture. Assist students as needed. As an extension, provide each student a post card. (Note: you could
ask parents to donate stamps for this step.) Have the students write their address on the post card and mail
it to themselves.
-To teach relative location,1. Display a map of the school. Ask students to list the different places they see
on the map. Ask students what is to the right of the gym, what is to the left of the office, etc. Next, ask the
students if any of the things they have on the list have things in common. For example are classrooms
similar? Are bathrooms similar? Explain to students that people group places that are similar together.
These similar areas are known as regions. Explain that regions are areas that are alike because they have
common characteristics. Create categories for regions of the school: office area, classrooms, bathrooms,
library, and gym.
-Remind the students that regions are areas that are alike because they have common characteristics. Tell
students that we can learn more about what a place is like by studying physical characteristics and human
characteristics of a place. (Note: with first graders, you may want to use the term natural characteristics
rather than physical. Pass out old magazine to the students. Ask students to cut out pictures of both
physical and human characteristics of a place. Working in pairs, ask students to sort their pictures into two
piles.
-Review the idea that physical characteristics of a place are natural things like clouds, trees, lakes, hills, and
weather. Human characteristics of a place are things made by people such as buildings, playgrounds, and
sidewalks. Review the idea that when people cut down trees or build roads, they modify or change the
environment. This is known as human environment interaction. Explain to students in this lesson, they will
learn about another type of human environment interaction. Hold up a warm hat, scarf, and pair of mittens.
Ask students the following questions: When do we wear these things? Why do we wear these things?
(Possible answers: Winter, to keep us warm when it is cold outside. So we don’t get cold outside in the
winter.)
Assessments:
-Give an assessment asking questions for understanding.
35
Objective Assessments: True/False questions, Cloze questioning to determine a quick check of
understanding.
Writing Portfolio: As students are growing as writers, keep a selection of writing samples throughout the
year to determine misconceptions, phonics that need attention, knowledge of sentence structure and monitor
growth as writers.
Writing Assessments: With a given prompt, have students demonstrate their understanding through writing
their thoughts.
Observations: While asking students questions or while students are performing tasks, observe them and
their thought process, and enter these observations into written form for each child observed.
Rubrics:
When designing an assessment/ activity, think about what you want to learn from the assessment/ activity
about your students. Use what you want to learn about the child and what you want the child to be able to
do as guidelines to create a rubric to use as an assessing tool. Students can be assessed anytime during
any activity throughout the day to see if they are learning what you want them to learn.
Summative Assessments:
Create a pre and post assessment that covers the literary standards covered in the unit and determine
growth and areas of weakness. This assessment can be made up of multiple choice, missing information,
and open ended questions.
INTERDISCIPLINARY CONNECTIONS:
Math:
Ratios and Proportional Relationships
English Language Arts:
Science Processes and Inquiry
Energy Waves
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from
prior knowledge or opinions.
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
WST.6-8.1 Write arguments focused on discipline-specific content.
WST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
36
WST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
WST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
WST.6-8.1d Establish and maintain a formal style.
WST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
WST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
WST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
WST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.
INTEGRATING CHARACTER EDUCATION:
Compassion/ Feelings
Throughout instruction we want our students to construct knowledge of positive character traits
that we believe are important for our students to possess. Listed are a few ideas to integrate
caring and self control into literacy instruction. Teach the terms separately.
○
Explicitly teach the meaning of compassion and how compassion relates to a person’s
feelings. Have a class discussion why these traits are important to possess.
○
Use read- a-louds and independently read passages to decide if characters are acting with
compassion and talk about why it is important to have.
○
Have students make connections to their own lives.
○
Have students talk about times they exhibited these traits. Write about it.
○
Write friendly letters to someone the class feels is very compassionate.
○
Determine how a story would change if a character showed more or less compassion.
○
Use as many teachable moments as possible throughout the day to complement students
for showing good character traits.
○
Have class discussions about feelings.
RESOURCES:
Texts
37
Social Studies Annotated Bibliography
Writing Across the Curriculum Guides
Social Studies Writing Across the Curriculum
Online Resources
Discovery Education Streaming
MDE Social Studies Resources
Equipment/Manipulative
Art Paper and Drawing Materials Such as Markers and Crayons
Chart Paper and Markers
Overhead Projector or Document Camera and Projector
Student Resource
Baker, Jeannie. Window. New York: Greenwillow Books, 1991.
Cuyler, Margery. From Here to There. New York: Henry Holt and Company,
1999.
Derby, Sally. My Steps. New York: Lee & Low Book Inc., 1996.
Hoban, Tanya. All About Where. New York: Greenwillow Books, 1991.
McMillan, Bruce. Mouse Views: What the Class Pet Saw. New York: Holiday House, 1993.
Sweeney, Joan. Me on the Map. New York: Scholastic Inc., 1996.
Teacher Resource
Google Earth. 9 April 2010 www.earth.google.com
Maps and Aerial Views. 9 April 2010 www.mapquest.com
What Do Maps Show? 9 April 2010
http://erg.usgs.gov/isb/pubs/teachers-packets/mapshow/
Resources for Further Professional Knowledge
First Grade Social Studies Websites. 9 April 2010
http://www.ahisd.net/campuses/cambridge/grade1/1stsocstud.htm
National Council for the Social Studies. 9 April 2010
http://www.ncss.org/
38
Unit 4: How Do We Learn About the Past?
In this unit students apply historical inquiry within the context of families and schools. The unit
begins with a focus on chronology, or time. In the first lesson students explore the terms ‘past’,
‘present’ and ‘future’ by using their own personal experiences and then applying the terms to two
picture books which explore the past of a child. Next, students explore different ways we learn
about history as the teacher shares a story, an artifact, a photo, and a written record of their own
past. Students then bring in a family photograph from the past to share with the class and write a
short descriptive narrative about the photograph. The idea that families have a past is then further
explored through the book When I Was Young in the Mountain or a similar book. Students learn that
evidence of the past can be gathered from the words and illustrations of a book. As a summary
activity, the class creates a “Past/Present” T-chart showing how family life has changed. Students
explore photographs and information about the history of their school and then explore
informational text showing how school life has changed. In a final lesson connected to , students
learn that national holidays are often celebrations of events and people from the past that made a
difference in the United States.
BENCHMARKS COVERED:
●
●
●
●
●
●
●
●
1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future
using family or school events.
1 – H2.0.2 Use a calendar to distinguish among days, weeks, and months.
1 – H2.0.3 Investigate a family history for at least two generations, identifying various members
and their connections in order to tell a narrative about family life.
1 – H2.0.4 Retell in sequence important ideas and details from stories about families or schools.
1 – H2.0.5 Use historical records and artifacts (e.g., photos, diaries, oral histories, and videos) to
draw possible conclusions about family or school life in the past.
1 – H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or
communication.
1 – H2.0.7 Identify the events or people celebrated during United States national holidays and
why we celebrate them (e.g., Independence Day, Constitution Day, Martin Luther King, Jr. Day;
Presidents’ Day).
1 – H2.0.7 Identify the events or people celebrated during United States national holidays and
why we celebrate them (e.g., Independence Day, Constitution Day, Martin Luther King, Jr. Day;
Presidents’ Day).
ADDITIONAL SKILLS COVERED:
●
●
Brainstorming
Making comparisons
ESSENTIAL QUESTIONS:
1. How can people and places affect our families?
ESSENTIAL CONTENT/ UNDERSTANDINGS:
39
The students will understand how to:
■
■
■
brainstorm ideas about the past
make comparisons of the past and the present
explain why we celebrate people and events from the past
THINKING QUESTIONS:
1
2
3
How do we learn about the past?
How is the past different from the present?
Why do we celebrate people and events from the past?
TERMINOLOGY
artifact
calendar
chronology
country
family
historical evidence
history
month
national holiday
school
TARGETED OUTCOMES:
At the end of this unit students should have the ability to:
●
●
●
●
●
●
●
●
1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future
using family or school events.
1 – H2.0.2 Use a calendar to distinguish among days, weeks, and months.
1 – H2.0.3 Investigate a family history for at least two generations, identifying various members
and their connections in order to tell a narrative about family life.
1 – H2.0.4 Retell in sequence important ideas and details from stories about families or schools.
1 – H2.0.5 Use historical records and artifacts (e.g., photos, diaries, oral histories, and videos) to
draw possible conclusions about family or school life in the past.
1 – H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or
communication.
1 – H2.0.7 Identify the events or people celebrated during United States national holidays and
why we celebrate them (e.g., Independence Day, Constitution Day, Martin Luther King, Jr. Day;
Presidents’ Day).
1 – H2.0.7 Identify the events or people celebrated during United States national holidays and
why we celebrate them (e.g., Independence Day, Constitution Day, Martin Luther King, Jr. Day;
Presidents’ Day).
40
SAMPLE ACTIVITIES AND ASSESSMENTS
Sample Activities-Show students an artifact from your past such as a childhood toy (or show pages 10-11 from the book,
pointing out Uncle Charlie’s war medal). Explain an artifact is a man-made object that gives information
about how people lived in the past. Ask students to think about something they have at home that would
be an “artifact.” Follow up students’ responses by discussing how these artifacts may give information
about how children lived in the year 2010 (or whatever year it is). The toy (or Uncle Charlie’s war medal)
are artifacts. Add the term “artifacts” to the chart.
-Explain to students that every person and every family has a past. Ask students to think about something
about their family’s past. Give them the “My Family’s Past” worksheet. Ask them to finish the sentence: In
the past, my family… and draw a picture to illustrate their sentence.
-Have students bring in pictures to show their family history. Have students discuss how they know the
picture is from the past. Then put the pictures in chronological order as well as you can based on their
information.
-Briefly describe to students the school’s past, including when the school was built, what the land was like
before the school was built, changes to the school, etc. Be sure give students some explanation of how
you found the information. Explain to students that they will now listen to (or read, if the book can be
displayed) a story that compares school from the past to school from the present. Read the book, School
Then and Now by Robin Nelson. Ask students to listen for examples of past and present as the book is
read.
-Read the book, Happy Birthday, Martin Luther King, Jr. by Jean Marzollo. Discuss the book with students.
Ask them why they think there is a national holiday to remember Dr. King.
-After reading the book, have students draw an illustration of Dr. King in the second section of the drawing
paper. Above their drawing, have students write, “We celebrate people of the past.” Explain that people
are honored with national holidays because they made the United States a better place to live.
Assessments:
-Assess the students’ understanding that every person and every family has a past by listening to their
responses while discussing the story. The “In the past, my family…” worksheet can be used as a written
assessment of their understanding of the past.
Objective Assessments: True/False questions, Cloze questioning to determine a quick check of
understanding.
Writing Portfolio: As students are growing as writers, keep a selection of writing samples throughout the
year to determine misconceptions, phonics that need attention, knowledge of sentence structure and
monitor growth as writers.
Writing Assessments: With a given prompt, have students demonstrate their understanding through
writing their thoughts.
Observations: While asking students questions or while students are performing tasks, observe them
and their thought process, and enter these observations into written form for each child observed.
Rubrics: When designing an assessment/ activity, think about what you want to learn from the
assessment/ activity about your students. Use what you want to learn about the child and what you want
41
the child to be able to do as guidelines to create a rubric to use as an assessing tool. Students can be
assessed anytime during any activity throughout the day to see if they are learning what you want them to
learn.
Summative Assessments: Create a pre and post assessment that covers the literary standards covered
in the unit and determine growth and areas of weakness. This assessment can be made up of multiple
choice, missing information, and open ended questions.
INTERDISCIPLINARY CONNECTIONS
Math:
Geometry
English Language Arts:
R.NT.01.04 identify how authors/ illustrators use literary devices including illustrations to support
story elements and transitional words including before, after, now, and finally to indicate a
sequence of events and sense of story.
R.CM.01.01 make text-to-self and text-to-text connections and comparisons by activating prior
knowledge and connecting personal knowledge and experience to ideas in text through oral and
written responses.
Science Processes and Inquiry
Cell Functions
Growth and Development
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
WH.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
WH.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
WH.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
WH.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas
and concepts.
42
WH.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
WH.6-8.2e Establish and maintain a formal style and objective tone.
WH.6-8.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented.
WH.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
WH.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
WH.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
INTEGRATING CHARACTER EDUCATION
Bully Awareness and Prevention
Throughout instruction we want our students to construct knowledge of positive character traits
that we believe are important for our students to possess. When looking at who bullies are,
discuss the importance of justice and showing integrity to prevent bullying and help others who
are bullied.
○
Explicitly teach the meaning of integrity and justice.
○
Use texts that are about bullies. Talk about what makes a person a bully and how to be
the best person you can be.
○
Discuss historical American figures and discuss what character traits they possess of the
ones already covered in the school year.
○
Use read- a-louds to analyze if a character in the book is showing justice to others and
integrity to ones’ self. If not, talk about the effect of the character’s behavior.
○
Use read- a-louds to show examples of both traits and have students make connections to
their own lives. Discuss how bullying has affected their lives. Talk about how we can
stop bullying.
○
Have students talk about times they exhibited justice and responsibility. Make a class
book.
○
Brainstorm as a class why justice is important.
○
Use as many teachable moments as possible throughout the day to complement students
for showing integrity and demonstrating justice and use their real life examples as a
learning experience.
○
Talk about how justice is an important part of being an American.
○
Examine how justice and responsibility have placed a key role in our past.
○
Make an anti-bullying chain. Every time a student helps instead of hurts, have them write
43
out what they did that made a difference and add it to a paper chain in the classroom.
RESOURCES:
Texts
Social Studies Annotated Bibliography
Writing Across the Curriculum Guides
Social Studies Writing Across the Curriculum
Online Resources
Discovery Education Streaming
MDE Social Studies Resources
Equipment/Manipulative
Art Paper and Drawing Materials Such as Markers and Crayons
Chart Paper and Markers
Overhead Projector or Document Camera and Projector
Student Resource
Brent, Lynnette. At School (Times Change series). Chicago, IL: Heinemann, 2003.
Lillie, Patricia. When This Box is Full. New York: Scholastic, 1993.
Kimmelman, Leslie. Happy 4th of July, Jenny Sweeney. New York: Albert Whitman & Company, 2003.
Marzollo, Jean. Happy Birthday, Martin Luther King, Jr. New York: Scholastic Bookshelf, 2006.
Mora, Pat. Pablo’s Tree. Orlando, Florida: Harcourt Brace and Company, 1994.
Nelson, Robin. School Then and Now (First Step Nonfiction) Minneapolis, MN: Lerner Publications, 2003.
Rylant, Cynthia. Birthday Presents. New York: Orchard Books, 1987.
Rylant, Cynthia. When I Was Young in the Mountains. New York: Puffin, 1982.
Teacher Resource
Brent, Lynnette. At Home (Times Change series). Chicago, IL: Heinemann, 2003.
Cynthia Rylant Biography. 27 August 2008
http://www.edupaperback.org/showauth.cfm?authid=40
Historic Family Photographs. 27 August 2008
http://www.pbase.com/danielwickwire/wickwire_photos_one
The Making of Modern Michigan: Digitizing Michigan’s Hidden Past. A Photo Collection. 27 August 2008
http://mmm.lib.msu.edu/
Nelson, Robin. Home Then and Now (First Step Nonfiction). Minneapolis, MN: Lerner Publications, 2003.
Nelson, Robin. Transportation Then and Now (First Step Nonfiction) Minneapolis, MN: Lerner
Publications, 2003.
Rylant, Cynthia. Best Wishes (Meet the Author). New York: R.C. Owen, 1992.
Resources for Further Professional Knowledge
First Grade Social Studies Websites. 27 August 2008
http://www.ahisd.net/campuses/cambridge/grade1/1stsocstud.htm
National Council for the Social Studies. 27 August 2008
http://www.ncss.org/
National History Standards. 27 August 2008
http://nchs.ucla.edu/standards/
Social Studies Lesson Plans and Resources. 27 August 2008
http://www.csun.edu/~hcedu013/
Strategies for Teaching Social Studies. 27 August 2008
http://www.udel.edu/dssep/strategies.htm
Teaching Social Studies. 27 August 2008
http://www.proteacher.org/c/185_Teaching_Social_Studies.html
44
Michigan Grade Level Content Expectations
History
Unit 1
Unit 2
Unit 3
Unit 4
////
////
////
////
Standard
Living and Working Together
X
1 – H2.0.1 Demonstrate chronological thinking
by distinguishing among past, present, and
future using family or school events.
X
X
1 – H2.0.2 Use a calendar to distinguish among
days, weeks, and months.
XX
1 – H2.0.3 Investigate a family history for at
least two generations, identifying various
members and their connections in order to
tell a narrative about family life.
1 – H2.0.4 Retell in sequence important ideas and
details from stories about families or schools.
X
1 – H2.0.5 Use historical records and
artifacts (e.g., photos, diaries, oral
histories, and videos) to draw possible
conclusions about family or school life in
the past.
X
1 – H2.0.6 Compare life today
with life in the past using the
criteria of family, school, jobs, or
communication.
X
1 – H2.0.7 Identify the events or people
celebrated during United States national
holidays and why we celebrate them (e.g.,
Independence Day, Constitution Day,
Martin Luther King, Jr. Day; Presidents’
Day).
X
45
Geography
Standard
Unit 1
Unit 2
Unit 3
Unit 4
////
////
////
////
The World in Spatial Terms
X
1 – G1.0.1 Construct simple maps of the
classroom to demonstrate aerial perspective.
X
1 – G1.0.2 Give examples of places that have
absolute locations (e.g., home address, school
address).
X
1 – G1.0.3 Use personal directions (left,
right, front, back) to describe the relative
location of significant places in the school
environment.
X
1 – G1.0.4 Distinguish between landmasses and
bodies of water using maps and globes.
X
Places and Regions
////
////
////
////
X
1 – G2.0.1 Distinguish between physical (e.g.,
clouds, trees, weather) and human (e.g.,
buildings, playgrounds, sidewalks)
characteristics of places.
X
1 – G2.0.2 Describe the unifying
characteristics and/or boundaries of
different school regions (e.g.,
playground, reading corner, library,
restroom).
Human Systems
////
////
////
////
////
////
////
X
1 – G4.0.1 Use components of culture
(e.g., foods, language, religion, traditions)
to describe diversity in family life.
Environment and Society
////
X
1 – G5.0.1 Describe ways in which people
modify (e.g., cutting down trees, building roads)
and adapt to the (e.g., clothing, housing,
transportation).environment
46
Civics and Government
Standard
Unit 1
Unit 2
Unit 3
Unit 4
////
////
////
////
X
X
////
////
////
////
Purposes of Government
1 – C1.0.1 Identify some reasons for rules in
school (e.g., provide order, predictability, and
safety).
1 – C1.0.2 Give examples of the use of power
with authority in school (e.g., principal, teacher
or bus driver enforcing school rules).
X
1 – C1.0.3 Give examples of the use of power
without authority in school (e.g., types of
bullying, taking cuts in line).
X
Values and Principles of American Democracy
////
////
X
1 – C2.0.1 Explain how decisions can be
made or how conflicts might be resolved in
fair and just ways (e.g., majority rules).
X
1 – C2.0.2 Identify important symbols of the
United States of America (e.g., Statue of
Liberty, Uncle Sam, White House, Bald
Eagle).
Roles of the Citizen in American Democracy
////
////
1 – C5.0.1 Describe some responsibilities
people have at home and at school (e.g.,
taking care of oneself, respect for the rights of
others, following rules, getting along with
others).
X
X
X
1 – C5.0.2 Identify situations in which people
act as good citizens in the school community
(e.g., thoughtful and effective participation in
the school decisions, respect for the rights of
others, respect for rule of law, voting,
volunteering, compassion, courage,
honesty).
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Economics
Standard
Market Economy
Unit 1
Unit 2
Unit 3
Unit 4
////
////
////
////
X
1 – E1.0.1 Distinguish between
producers and consumers of
goods and services
X
1 – E1.0.2 Describe ways in
which families consume goods
and services.
1 – E1.0.3 Using examples, explain why people cannot
have everything they want (scarcity) and describe how
people respond (choice).
X
1 – E1.0.4 Describe reasons why people voluntarily trade.
X
1 – E1.0.5 Describe ways in which people earn money
(e.g., providing goods and services to others, jobs).
X
1 – E1.0.6 Describe how money simplifies trade.
X
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Public Discourse, Decision Making, and Citizen Involvement
Standard
Unit 1
Unit 2
Unit 3
Unit 4
////
////
////
////
////
////
////
////
Identifying and Analyzing Public Issues
X
1 – P3.1.1 Identify public issues in the school
community.
X
1 – P3.1.2 Use graphic data to analyze information
about a public issue in the school community.
X
1 – P3.1.3 Identify alternative
resolutions to a public issue in the
school community.
Persuasive Communication about a Public
Issue
////
////
X
1 – P3.3.1 Express a position on a public
policy issue in the school community and
justify the position with a reasoned argument
Citizen Involvement
////
////
X
1– P4.2.1 Develop and implement an
action plan to address or inform others
about a public issue.
X
1 – P4.2.2 Participate in projects to help
or inform others.
49
References:
Michigan Association of Intermediate School Administrators
http://gomaisa-public.rubiconatlas.org/Atlas/Browse/View/Default
Michigan Department of Education
http://mi.gov/mde/0,4615,7-140-28753_38684_28761---,00.html
Oakland Schools
http://oaklandk12-public.rubiconatlas.org/Atlas/Browse/View/Default
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