Social Studies Unit Plan1st Grade

American History: American History: Cooperation, Toleration, and Cooperation, Toleration, and

Conflict in Early AmericaConflict in Early America

American History: Cooperation, Toleration, and Conflict in Early

America Native AmericaNative America European ExplorationEuropean Exploration European/Native EncountersEuropean/Native Encounters Thanksgiving Day and Columbus Thanksgiving Day and Columbus

DayDay Mapping European Exploration and Mapping European Exploration and

Native AmericaNative America

Key Perspectives Activist: Children should come to see Activist: Children should come to see

themselves as truth tellers and change themselves as truth tellers and change makers.makers.

Multicultural, anti-racist, pro-justice: The Multicultural, anti-racist, pro-justice: The children should discover the truth behind the children should discover the truth behind the roots of the country and the Native Americans roots of the country and the Native Americans who were the original inhabitants of this who were the original inhabitants of this country.country.

Grounded in the lives of our students: The Grounded in the lives of our students: The Children should look at how the European Children should look at how the European Explorers their culture to the country and how Explorers their culture to the country and how the culture is related to their lives today.the culture is related to their lives today.

Background Information School 1School 1 Very supportive of Very supportive of

Thanksgiving and Thanksgiving and discussed what it meant.discussed what it meant.

11stst graders said it was “to graders said it was “to give thanks and to be give thanks and to be thankful for what we thankful for what we have”.have”.

Need to learn it was not Need to learn it was not always peaceful here.always peaceful here.

Need to learn what Need to learn what ignorance can do without ignorance can do without going into great detail on going into great detail on the horrific events of the horrific events of many explorations.many explorations.

School 2School 2 Thanksgiving as birth of Thanksgiving as birth of

AmericaAmerica 11stst graders said it was graders said it was

about turkey and about turkey and PilgrimsPilgrims

Need to learn truth Need to learn truth behind Columbus and behind Columbus and other explorationsother explorations

Explorations were not Explorations were not always peaceful-many always peaceful-many fights and fights and misunderstandings misunderstandings between natives and the between natives and the Europeans.Europeans.

Background Information from Academic Readings

Columbus Day celebrates a huge Columbus Day celebrates a huge misconception in the United States.misconception in the United States.

In reality, the explorers treated the In reality, the explorers treated the native people as if they were not native people as if they were not human.human.

They were extremely cruel to the They were extremely cruel to the people who were living in the country people who were living in the country when they arrived.when they arrived.

Thanksgiving is meant to celebrate the Thanksgiving is meant to celebrate the exchange of cultural ideas.exchange of cultural ideas.

Rationale

This unit is important to teach students This unit is important to teach students about the history in our country. about the history in our country.

Students need not learn all the gory details Students need not learn all the gory details of the events of early settled America, but of the events of early settled America, but they need to be told both sides of history. they need to be told both sides of history.

This unit is important for the children to be This unit is important for the children to be able to connect their lives to the lives of able to connect their lives to the lives of people who have culturally changed our people who have culturally changed our country.country.

Instructional Strategies

Using role play, debate and Using role play, debate and simulationsimulation

Using oral historyUsing oral history Integrating dramaIntegrating drama

Reasons for Instructional Strategies

Using role play, debate and simulationUsing role play, debate and simulation The students will understand The students will understand

perspective by role playing. perspective by role playing. Using oral historyUsing oral history

They will read the letters aloud to the They will read the letters aloud to the class.class.

Integrating dramaIntegrating drama The students will role play to gain The students will role play to gain

perspective about life in North perspective about life in North America in the sixteenth century.America in the sixteenth century.

Instructional Strategies in Schools 1 & 2

Our teachers use oral history in the Our teachers use oral history in the classroom.classroom.

They use artifacts from the time They use artifacts from the time period being studied.period being studied.

They show videos about historical They show videos about historical events.events.

They play tribal music.They play tribal music.

Background Information from academic readings

The European explorers did not “discover” North The European explorers did not “discover” North America. America.

Encounters between Natives and Europeans were not Encounters between Natives and Europeans were not peaceful.peaceful.

Europeans attempted to convert Natives to Christianity.Europeans attempted to convert Natives to Christianity. Many Natives were taken as slaves by the Europeans.Many Natives were taken as slaves by the Europeans. The Pilgrims came to America and encountered Native The Pilgrims came to America and encountered Native

Americans. They only survived because of the Native Americans. They only survived because of the Native Americans’ help. Americans’ help.

There are many different Native American tribes There are many different Native American tribes throughout the United States, with unique throughout the United States, with unique characteristics and different cultures.characteristics and different cultures.

Literacy Links

We will use poetry about Native We will use poetry about Native Americans.Americans.

We will read biographies about the We will read biographies about the explorers.explorers.

We will have the children give oral We will have the children give oral presentations about different explorers presentations about different explorers and different Native American tribes.and different Native American tribes.

The students will role play and write The students will role play and write letters to family and friends about life in letters to family and friends about life in North AmericaNorth America..

Literacy Link Explanation

We would like to expose the children to We would like to expose the children to the information in as many ways as the information in as many ways as possible. possible.

Children can be visual learners, auditory Children can be visual learners, auditory learners, and kinesthetic learners. learners, and kinesthetic learners. Therefore, we will teach the students Therefore, we will teach the students using various methods in order to reach using various methods in order to reach the majority of the students.the majority of the students.

Critical Perspective on Teaching Methods for

Literacy It is known that all children have It is known that all children have

different learning styles. different learning styles. It is the teacher’s job to try to It is the teacher’s job to try to

expose the children to various expose the children to various teaching methods in order to reach teaching methods in order to reach the most students.the most students.

Unit Essential Questions Native America: What are the different tribal Native America: What are the different tribal

nations, traditions, and ways of life?nations, traditions, and ways of life? European Exploration: What are the reasons for European Exploration: What are the reasons for

exploration, who were some well-known explorers, exploration, who were some well-known explorers, and what were some of the experiences that the and what were some of the experiences that the explorers had?explorers had?

European/Native Encounters: What were the European/Native Encounters: What were the encounters like (both positive and negative)?encounters like (both positive and negative)?

Thanksgiving and Columbus Day: Why are these Thanksgiving and Columbus Day: Why are these days celebrated and what do they mean? days celebrated and what do they mean?

Mapping European Exploration and Native America: Mapping European Exploration and Native America: Where did the Europeans first settle and what were Where did the Europeans first settle and what were some exploration routes?some exploration routes?

Unit Standards Alignment 14.F.1 14.F.1 Describe political ideas and traditions important to the development of the Describe political ideas and traditions important to the development of the

United States including democracy, individual rights and the concept of freedom.United States including democracy, individual rights and the concept of freedom. 16.A.1a16.A.1a Explain the difference between past, present and future time; place Explain the difference between past, present and future time; place

themselves in time.themselves in time. 16.A.1b16.A.1b Ask historical questions and seek out answers from historical sources (e.g., Ask historical questions and seek out answers from historical sources (e.g.,

myths, biographies, stories, old photographs, artwork, other visual or electronic myths, biographies, stories, old photographs, artwork, other visual or electronic sources).sources).

16.A.1c16.A.1c Describe how people in different times and places viewed the world in Describe how people in different times and places viewed the world in different ways.different ways.

16.C.1b (W)16.C.1b (W) Explain how trade among people brought an exchange of ideas, tech Explain how trade among people brought an exchange of ideas, tech nology and language.nology and language.

16.D.1 (W)16.D.1 (W) Identify how customs and traditions from around the world influence Identify how customs and traditions from around the world influence the local community.the local community.

17.A.1a17.A.1a Identify physical characteristics of places, both local and global (e.g., Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water). locations, roads, regions, bodies of water).

17.A.1b17.A.1b Identify the characteristics and pur poses of geographic representations Identify the characteristics and pur poses of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.locate specific places using each.

18.C.118.C.1 Describe how individuals interacted within groups to make choices Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.regarding food, clothing and shelter.

Native America

Lesson Ideas: 1. Picnic with foods Lesson Ideas: 1. Picnic with foods that the Native Americans would that the Native Americans would have eaten. 2. The students will have eaten. 2. The students will create a totem polecreate a totem pole

Instructional strategies: Instructional strategies: Construct learning centers Construct learning centers field experiences.field experiences.

European Exploration

Lesson idea: The students will role Lesson idea: The students will role play as a European explorer and play as a European explorer and will write letters to relatives that will write letters to relatives that are in Europe about North America.are in Europe about North America.

Instructional Strategies: Instructional Strategies: Simulation/Role playSimulation/Role play Using documents and interviewsUsing documents and interviews

European/Native encounters

Lesson Ideas: 1. Discuss Lesson Ideas: 1. Discuss communication problems between communication problems between Natives and Europeans. 2. Make a Natives and Europeans. 2. Make a compare/contrast chart about the compare/contrast chart about the differences and similarities between the differences and similarities between the Native Americans and the EuropeansNative Americans and the Europeans

Instruction strategies: Instruction strategies: Oral HistoryOral History Integrating writing activitiesIntegrating writing activities

Thanksgiving and Columbus Day

Lesson Ideas: 1.Create a Lesson Ideas: 1.Create a Thanksgiving feast 2.Role play the Thanksgiving feast 2.Role play the Pilgrims and the Native Americans Pilgrims and the Native Americans 3.Role play Columbus and the 3.Role play Columbus and the Native AmericansNative Americans

Instructional Strategies:Instructional Strategies: Simulation/role playSimulation/role play

Mapping European Exploration and Native

America Lesson ideas: 1.Have the children Lesson ideas: 1.Have the children

create a map of the location of all create a map of the location of all of the Native American nations. of the Native American nations. 2.Map the European exploration 2.Map the European exploration routes.routes.

Instructional strategies: Instructional strategies: Use primary source materialsUse primary source materials

Children’s Literature Mesquakie : the Sauk and Fox Indians of Illinois /

Jacquie Salisbury The Cheyenne / by Andrew Santella

The Arapaho / Raymond Bial The Algonquin / Richard M. Gaines 1492 : the year of the New World / Piero Ventura The Age of exploration : Marco Polo, Christopher

Columbus, Herman Cortes The first Thanksgiving / Susan Whitehurst

Teacher Literature

http://www.enchantedlearning.comhttp://www.enchantedlearning.com/explorers/indexa.shtml/explorers/indexa.shtml

Unit Assessment Plan

For formal assessment, we will have a For formal assessment, we will have a written oral test, mostly vocabulary and written oral test, mostly vocabulary and simple sequencing and map simple sequencing and map identification.identification.

For informal assessment, we will keep a For informal assessment, we will keep a journal of observations on each student journal of observations on each student throughout the unit and keep track of throughout the unit and keep track of progress and participation in the progress and participation in the activities.activities.

European Explorers: Coronado

Topic: Francisco Vasquez de Topic: Francisco Vasquez de CoronadoCoronado

Grade: 1Grade: 1stst

Purpose: To investigate and Purpose: To investigate and explore the reasons for European explore the reasons for European exploration of North America.exploration of North America.

Essential Driving Questions

Who is Coronado?Who is Coronado? Where is he from?Where is he from? What did he discover or “explore”?What did he discover or “explore”? When did he explore North America?When did he explore North America? Who did he encounter upon his arrival?Who did he encounter upon his arrival? Which part of America did he explore?Which part of America did he explore? What kind of things did he do here?What kind of things did he do here?

Enduring Understandings

The students will The students will demonstrate knowledge of demonstrate knowledge of Coronado’s life and Coronado’s life and explorations through writing, explorations through writing, classroom discussion, and classroom discussion, and dramatic performance.dramatic performance.

Key Concepts

Reasons for explorationReasons for explorationCommunication with Communication with

othersothersGeography of North Geography of North

AmericaAmerica

Standards Alignment 14.F.1 14.F.1 Describe political ideas and traditions important to the development of Describe political ideas and traditions important to the development of

the United States including democracy, individual rights and the concept of the United States including democracy, individual rights and the concept of freedom.freedom.

16.A.1a16.A.1a Explain the difference between past, present and future time; place Explain the difference between past, present and future time; place themselves in time.themselves in time.

16.A.1b16.A.1b Ask historical questions and seek out answers from historical sources Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).electronic sources).

16.A.1c16.A.1c Describe how people in different times and places viewed the world in Describe how people in different times and places viewed the world in different ways.different ways.

16.C.1b (W)16.C.1b (W) Explain how trade among people brought an exchange of ideas, Explain how trade among people brought an exchange of ideas, tech nology and language.tech nology and language.

16.D.1 (W)16.D.1 (W) Identify how customs and traditions from around the world Identify how customs and traditions from around the world influence the local community.influence the local community.

17.A.1a17.A.1a Identify physical characteristics of places, both local and global (e.g., Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water). locations, roads, regions, bodies of water).

17.A.1b17.A.1b Identify the characteristics and pur poses of geographic Identify the characteristics and pur poses of geographic representations including maps, globes, graphs, photographs, software, digital representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.images and be able to locate specific places using each.

18.C.118.C.1 Describe how individuals interacted within groups to make choices Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.regarding food, clothing and shelter.

Adaptations for Group/Individual Differences

We will have a special We will have a special education teacher who will education teacher who will assist in the classroom if we assist in the classroom if we have any specific needs that have any specific needs that need to be met.need to be met.

Materials: Teacher Literature

Francisco Vasquez de Coronado: Explorer and ConquistadorFrancisco Vasquez de Coronado: Explorer and Conquistador Francisco Vásquez de Coronado (1510-1554) was a Spanish ruler, Francisco Vásquez de Coronado (1510-1554) was a Spanish ruler, explorer and conquistador. He was the first European to explore explorer and conquistador. He was the first European to explore North America's Southwest. North America's Southwest.

Coronado was a governor of New Galicia, a western province of Coronado was a governor of New Galicia, a western province of Mexico. He searched fruitlessly for treasure that was rumored to Mexico. He searched fruitlessly for treasure that was rumored to exist in northern Mexico: the fabled seven Golden Cities of Cibola. exist in northern Mexico: the fabled seven Golden Cities of Cibola. With a group of hundreds of Spaniards and enslaved natives, he With a group of hundreds of Spaniards and enslaved natives, he traveled through what is now northern Mexico and the traveled through what is now northern Mexico and the southwestern USA (including Arizona, New Mexico, Texas, southwestern USA (including Arizona, New Mexico, Texas, Oklahoma, and Kansas). His expedition found only Zuñi, Hopi, and Oklahoma, and Kansas). His expedition found only Zuñi, Hopi, and Pueblos, native Americans who repelled Coronado when he Pueblos, native Americans who repelled Coronado when he demanded that they convert to Christianity. Coronado killed many demanded that they convert to Christianity. Coronado killed many native Americans during this expedition. Since he did not find native Americans during this expedition. Since he did not find gold, silver, or other treasures, his expedition was branded a gold, silver, or other treasures, his expedition was branded a failure by Spanish leaders. failure by Spanish leaders.

Materials: Children’s Literature

Coronado : Francisco Vázquez de Coronado explores Coronado : Francisco Vázquez de Coronado explores the Southwest by Robin S. Doakthe Southwest by Robin S. Doak

The travels of Francisco de Coronado / by Deborah The travels of Francisco de Coronado / by Deborah Crisfield ; illustrated by Patrick O'BrienCrisfield ; illustrated by Patrick O'Brien

Francisco de Coronado / by R. Conrad SteinFrancisco de Coronado / by R. Conrad Stein Coronado : dreamer in golden armor / by William Jay Coronado : dreamer in golden armor / by William Jay

JacobsJacobs Francisco Vásquez de Coronado / Kristin PetrieFrancisco Vásquez de Coronado / Kristin Petrie Francisco Vásquez de Coronado : famous journeys to Francisco Vásquez de Coronado : famous journeys to

the American Southwest and colonial New Mexico / the American Southwest and colonial New Mexico / Lesli J. FavorLesli J. Favor

Francisco Coronado / Malcolm C. Jensen ; Illus. with Francisco Coronado / Malcolm C. Jensen ; Illus. with prints, maps, and photosprints, maps, and photos

All Other Materials

Procedure First, the teacher will introduce Coronado by reading aloud First, the teacher will introduce Coronado by reading aloud Francisco Francisco

Coronado / Malcolm C. Jensen ; Illus. with prints, maps, and Coronado / Malcolm C. Jensen ; Illus. with prints, maps, and photosphotos . .

Then, the teacher will pass out the rest of the children’s books to the Then, the teacher will pass out the rest of the children’s books to the students and allow them time to browse through the pictures and text.students and allow them time to browse through the pictures and text.

The teacher will then read the teacher’s passage aloud, as it is The teacher will then read the teacher’s passage aloud, as it is displayed on a transparency. displayed on a transparency.

The students will view the map of Coronado’s exploration and then will The students will view the map of Coronado’s exploration and then will be asked to pretend that they are traveling with Coronado to America, be asked to pretend that they are traveling with Coronado to America, which is a brand-new world to them. which is a brand-new world to them.

Ask the students to brainstorm ideas about new things that they will Ask the students to brainstorm ideas about new things that they will encounter in America by constructing a K-W-L chart.encounter in America by constructing a K-W-L chart.

Then, ask the students to write a letter home to Spain telling family and Then, ask the students to write a letter home to Spain telling family and friends back home what they are encountering in the “New World”. friends back home what they are encountering in the “New World”. They will be role-playing a Spaniard traveling with Coronado. They will be role-playing a Spaniard traveling with Coronado.

Assessment Formal Assessment:Formal Assessment:

The students will have a test on The students will have a test on Coronado and his “exploration of North Coronado and his “exploration of North America”.America”.

Informal Assessment:Informal Assessment: The student will be observed The student will be observed

communicating and interacting with communicating and interacting with other students. The student will be other students. The student will be actively participating in class actively participating in class discussions and will complete an discussions and will complete an accurate letter about life in North accurate letter about life in North America.America.

Reflections Process: We learned that it is important to Process: We learned that it is important to

have a sequence of lessons and to build on have a sequence of lessons and to build on each lesson as we go along so that the each lesson as we go along so that the children can relate each lesson to the next.children can relate each lesson to the next.

Content: We had previous knowledge on the Content: We had previous knowledge on the subject, yet we found many new resources subject, yet we found many new resources that provide a strategy for relating a complex that provide a strategy for relating a complex subject to young children.subject to young children.

This experience will improve our future work This experience will improve our future work with children, expanding our teaching methods with children, expanding our teaching methods to include a variety of strategies and to include a variety of strategies and assessments. assessments.