My Family and Other Families Now and Long Ago
What kinds of things do "good" citizens do?
Can symbols help us understand ouselves and our country?
Citizens develop rules and laws to govern and protect themselves.
Citizens know important symbols of the United States and respect them.
Citizens understand the importance of respecting themselves, and others.
What are rules?
Why are rules important?
What is a constitution?
What are rules we have in school and our classroom?
What is a right?
What is a responsibility?
Do all people have rights and responsibilities
Should all people have rights and responsibilities/
What is a bully?
Books
Jason Takes Responsibility by Virginia Kroll and Nancy Cote
Know and Follow Rules by Cheri J. Meiner
David Goes to School by David Shannon
America’s Symbols by Judith Stamper
Students will use the vocabulary in this unit (see Unit Glossary).
Students will compare and contrast rules throughout the school community.
Students will complete a T-chart.
Students will participate in class discussions in planning classroom rules.
Students will identify the consequences of breaking rules.
Students will assume responsibility for carrying out class rules.
Students will identify and interpret symbols.
Students will work cooperatively.
Students will sort items into correct categories.
New York State Social Studies Framework
Key Ideas: 1.2, 1.3, 1.4
Conceptual Understandings: 1.2a, 1.2b, 1.3a, 1.3b, 1.4a, 1.4c
Next Generation English Language Arts Learning Standards
1R1, 1R2, 1R3, 1R4, 1R7, 1R8, 1R9
1W1, 1W2, 1W7
1SL1, 1SL2, 1SL4, 1SL5, 1SL6
1L4, 1L5, 1L5a, 1L5c, 1L6
How are families alike and different?
How is life today different from life long ago?
Families are similar and different,
Families grow and change over time.
In every family, members have rules and responsibilities and help one another.
How are families alike and different?
Do families change over time?
What are the roles and responsibilities?
Do you think you need your family?
What are some traditions that you celebrate with your family?
What are some traditions that you celebrate with your family?
What are some holidays celebrated around the world?
Books
Family Tree by Pierre Coran
The Relatives Came by Cynthia Rylant
When I Was Young In The Mountains by Cynthia Rylany
All Kinds of Families by Norma Simon
All Families Are Special by Norma Simon
The Keeping Quilt by Patricia Polacco
Students will use the vocabulary in this unit.
Students will compare and contrast ideas.
Students will draw inferences.
Students will be aware and respectful of diverse traditions and customs.
Students will get and organize information.
Students will look for patterns.
Students will apply, analyze, and synthesize information.
Students will define terms.
Students will respect varying points of view.
Students will work cooperatively.
Students will sort pictures representing past and present.
Students will develop a multicultural awareness of different holidays.
New York State Social Studies Framework
Key Ideas: 1.1, 1.4, 1.7, 1.8
Conceptual Understandings: 1.1a, 1.1b, 1.1c, 1.4c, 1.7a, 1.7b, 1.7c, 1.7d, 1.8b
Next Generation English Language Arts Learning Standards
1R1, 1R2, 1R3, 1R4, 1R5, 1R6, 1R7, 1R9
1W1, 1W2, 1W3, 1W6, 1W7
1SL1, 1SL4, 1SL5, 1SL6
1L5
What does a community need to be successful?
A community is a place where people live, work, learn and play.
Citizens have certain roles and responsibilities within communities.
Citizens must respect and communicate with other members of the community.
A map is a drawing of real places in communities and use symbols to represent them (schools, parks, and roads).
What does a community need to be successful?
How are communities alike and different?
Do community members have responsibilities?
What are some important places in our community?
What places in our community offer goods and services?
Books
My Neighborhood Places and Faces by Lisa Bullard
On the Town: A Community Adventure by Judith Casely
My Map Book Sara Fanelli
My School Helper Series by Cindy Klingel and Robert B. Noyed
Me on the Map by Vera A. Williams
Students will formulate relevant questions.
Students will collect information and take notes from interviews, Read-alouds, and web sites.
Students will conduct interviews.
Students will describe the role of various community helpers.
Students will apply information.
Students will create a riddle.
Students will define and use terms related to community.
Students will read a map and identify symbols.
Students will locate places on a map.
Students will assume responsibility for carrying out a task.
Students will work with other students.
New York State Social Studies Framework
Key Ideas: 1.3, 1.5, 1.6, 1.10
Conceptual Understandings: 1.3a, 1.3b, 1.5a, 1.5b, 1.5c, 1.6a, 1.6b, 1.6c, 1.10a
Next Generation English Language Arts Learning Standards
1R1, 1R2, 1R5, 1R6, 1R7, 1R9
1W2, 1W4, 1W6, 1W7
1SL1, 1SL2, 1SL3, 1SL4, 1SL5
1L4, 1L5, 1L5a, 1L5c
How do people in a community fulfill their needs and wants?
Needs and wants are different and must be fulfilled in order for people to live.
Scarcity occurs when people’s needs exceed their resources.
Community members work together to meet their needs and wants.
Individuals and communities need to make informed decisions about how to save and budget.
What is money?
How do you get money?
Do you really need it? Need/Want
Who produces your community goods/services?
What is saving?
Why do people save?
Books
Bringing the Rain to Kapiti Plain by Verna Aardema
Jack and the Beanstalk Steven Kellogg
Community Helpers from A to Z by Bobbie Kalman
A Chair For My Mother by Vera Williams
Students will compare and contrast needs and wants.
Students will identify jobs that will help people earn income.
Students will identify the cause and effect of scarcity.
Students will identify people in the community and the goods and services they provide.
Students will use decision making skills to determine how to use money.
Students will conclude how money can be used by the individual and in the community.
Students will complete a Constructed Response Question independently.
New York State Social Studies Framework
Key Ideas: 1.9, 1.10
Conceptual Understandings: 1.9a, 1.9b, 1.9c, 1.10a,1.10b, 1.10c, 1.10.d
Next Generation English Language Arts Learning Standards
1R1, 1R2, 1R3, 1R4, 1R5, 1R7, 1R9
1W1, 1W2, 1W3, 1W7
1SL1, 1SL4
1L4, 1L5, 1L5a