Unit Overview:  How does the past shape our lives?

In this unit, students will embark on a journey through time to explore how the past has shaped their lives and communities. They will develop skills in chronological thinking, analyze primary and secondary sources, and gain an understanding of the diverse cultures and traditions that make up the United States and the world. Students will compare and contrast aspects of daily life from different time periods and cultures, fostering an appreciation for the rich tapestry of human experiences.  By the end of this unit, first-grade students will have gained an appreciation for the significance of history in their lives and an understanding of the diverse cultures that contribute to their community.

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

• Arrange life events in chronological order. (1.1.a)

• Use words related to time, sequence, and change. For example: past, present, future, change, first, next, and last.  (1.1.b)

• Identify the organizational components of a calendar. For example: year, months, weeks, days, and notable events. (1.1.c)

• Determine events from the past, present, and future using the components of a calendar.  (1.1.d)

• Distinguish between primary and secondary sources. (1.1.e)

• Identify information from primary and/or secondary sources that answer questions about patterns and chronological order of events from the past. (1.1.f)

• Identify the unique characteristics of oneself as well as the similarities and differences between themselves and others. For example: Eye color, ability, individuality, family composition, etc. (1.2.a)

• Discuss common and unique characteristics of different cultures, including African American, Latino, Asian American, Hawaiian/Pacific Islanders, Indigenous Peoples, LGBTQ, and religious minorities, using multiple sources of information. (1.2.b.)

• Understand that the United States is made up of the diverse perspectives and traditions of many cultures. For example: The diversity of foods available in the local community. (1.2.c)

Possible Assessments:

• Inquiry Project from Chapter 4

• Lesson Tests (1-5) and Chapter Overview Assessment Chapter 4

Instructional Resources & Notes:

• Chapter 4 from Impact

  • Research Companion

  • Inquiry Journal

  • Explorer Magazine