Unit 4: Communities Then and Now
Embedded Files
Impact Chapter: 1
ReadyGen Alignment: Module 5A/B
Text Alignment: John Chapman: Planter and Pioneer and Johnny Appleseed
Text Alignment: Pioneers to the West and Going West
Unit Overview: Why is it important to learn about the past?
In this unit, students will explore the concept of communities then and now, focusing on the changes that have occurred over time. They will develop an understanding of the nature of history, the role of artifacts, primary and secondary sources, and the importance of preserving and interpreting historical information. Students will organize historical events using timelines and identify local historical sources from diverse perspectives. They will examine the changes within their own neighborhood or community and analyze the interactions and contributions of various people and cultures. By the end of the unit, students will develop a broader appreciation for the rich history and diverse makeup of their local community.
Prepared Graduates:
Apply the process of inquiry to examine and analyzes how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Grade Level Expectation(s):
History
Ask questions and discuss ideas taken from primary and secondary sources (1.1)
Describe how people of various cultures influence neighborhoods and communities over time. (1.2)
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):
Explain that the nature of history involves stories of the past preserved in various primary and secondary sources. For example: Images, oral and written accounts, etc. (1.1.a)
Organize historical events by creating timelines and explaining the information conveyed by them. (1.1.b)
Identify local historical primary and secondary sources from multiple diverse perspectives and generate questions about their functions, significance, and perspective. For example: Maps, photographs, letters, etc. (1.1.c)
Compare and contrast neighborhoods and/or communities, both past and present, through studies of their people and events. For example: The National Western Stock Show, state/county fairs, and community events. (1.2.a)
Describe the changes within one neighborhood and/or community over time. (1.2.b)
Analyze the interactions and contributions of various people and cultures that have lived in or migrated to neighborhoods and/or communities, including African Americans, Latinos, Asian Americans, Hawaiian/Pacific Islanders, Indigenous Peoples, LGBTQ, and religious minorities. (1.2.c)
Colorado Essential and Nature of Skills
Identify key attributes of a variety of information products. For example: Books, newspapers, online or print articles, etc. (Media Literacy).
Demonstrate curiosity about events and people from the past using primary and secondary sources (Media Literacy).
Recognize and describe patterns within and between neighborhoods and communities (Critical Thinking and Analysis).
Investigate to make observations and draw conclusions about neighborhoods and communities (Critical Thinking and Analysis).
Historical thinkers gather firsthand accounts of history through a variety of sources, including differing accounts of the same event.
Historical thinkers use primary sources to investigate the past.
Historical thinkers investigate relationships between the past and present.
Historical thinkers organize findings in chronological order as one way to examine and describe the past.
Inquiry Questions
How can two people understand the same event differently?
Why is it important to use more than one source for information?
How can putting events in order by time help describe the past?
What kinds of tools and sources do historical thinkers use to investigate the past?
What are the cultural attributes of a neighborhood or community?
How can understanding the past impact our understanding of communities today?
How have events and ideas from the past shaped the identity of communities and neighborhoods today?
Disciplinary, Informational, and Media Literacies
Apply disciplinary concepts such as perspective to create accounts of the past.
Listen for main idea and sequence of events in a social studies text.
Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare and contrast competing theories, points of view, and arguments in the discipline.
Apply disciplinary concepts such as change, continuity, and causation to create accounts of neighborhoods and communities in the past.
Academic Vocabulary and Language Expectations
artifact, community, culture, history, immigrant, past, present, primary source, secondary source, tradition
Possible Assessments:
Inquiry Project from Chapter 1
Lesson Tests (1-5) and Chapter Overview Assessment Chapter 1
Instructional Resources & Notes:
Chapter 1 from Impact
Research Companion
Inquiry Journal
Explorer Magazine
Supplemental Resources
Primary Source Set from CDE: Your Community Long Ago and Today
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