Unit 4: Our Country
Embedded Files
Impact Chapter: 3
ReadyGen Alignment: Module 4A
Text Alignment: I Love Saturdays y Domingos and Apple Pie Fourth of July
Unit Overview: What does it mean to be an American?
In this unit, kindergartners will embark on a captivating exploration of our country, America. Through engaging activities, discussions, and the use of primary and secondary sources, students will investigate how people celebrate and show pride in America. They will learn about important symbols, holidays, places, and people that hold significance in our nation. Additionally, students will gain an understanding of the diverse cultures and backgrounds that contribute to the rich tapestry of American society. They will gain knowledge about important aspects of our nation's history, culture, and celebrations, fostering a sense of identity and belonging. This unit will encourage students to ask questions, explore diverse perspectives, and contribute to the collective memory of our country.
Prepared Graduates:
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Grade Level Expectation(s):
1.1 History:
Ask questions and discuss ideas about the past.
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):
Ask questions about the past using question starters. For example: What did? Where did? When did? Which did? Who did? Why did? How did? From whose perspective? (1.1.a)
Identify information from primary and/or secondary sources that answers questions about the past and adds to collective memory. (1.1.b)
Provide rationale about something from the past using statements. For example: Because, as a result, I know ___. (1.1.c)
Colorado Essential and Nature of Skills
Recognize and describe cause-and-effect relationships about the past (Civic Engagement).
Demonstrate curiosity about the past (Creativity and Innovation).
Historical thinkers ask and answer questions to guide investigations of people, places, and events in the past.
Historical thinkers ask and answer questions about the past.
Historical thinkers determine the kinds of sources that will be helpful in answering questions about the past.
Historical thinkers communicate conclusions using print, oral, and/or digital technologies to share their ideas about the past with others.
Inquiry Questions
What is history?
What do primary sources tell me about the past?
How are the lives of people from the past both similar and different from our lives today?
What makes something a primary source?
Disciplinary, Informational, and Media Literacies
Generate questions and/or answers when presented with historical sources.
Interpret what is read through illustrations.
Listen to stories to gain information on a main idea.
Gather information and present orally.
Academic Vocabulary and Language Expectations
Celebrate, courage, custom, holiday, nation, symbol
Possible Assessments:
Inquiry Project
Students work as a group to make a celebration board of holidays and symbols. They choose a holiday or symbol and draw and write about what makes it special. They present the drawing and writing to the class. See pages T178-179 (Impact Teacher’s Manual)
Lesson Tests (1-5) and Chapter Overview Assessment Chapter 3
Instructional Resources & Notes:
Chapter 3 from Impact
Research Companion
Inquiry Journal
Explorer Magazine
Supplemental Resources
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