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Name: Corrie Legge

Date: 12/11/13

Unit Description: Understanding the Past using Timelines Description of class for which unit is intended: There are 23 second-grade students in this classroom. Two students are on IEP, though neither student is on an academic IEP. Both students participate fully in all classroom activities. One of these students has a full time, one-on-one aide. There are also 3 ELL students in the class. The classroom has one lead teacher, one aide, and two student teachers that are each in the class one day a week. Social Studies rarely gets its own time block and when it does, there’s only 30 minutes. Social Studies is never taught multiple days in a row. STAGE ONE - Established Goals Inherited Standards/Intended Learning Outcomes and Goals: Relevant State Standards: History and Geography: 2. Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other places), and causation (because, reasons). (H) 3. Explain the information that historical timelines convey and then put in chronological order events in the student’s life (e.g., the year he or she was born, started school, or moved to a new neighborhood) or in the history of countries studied. (H) Relevant National Standards (NCSS, etc): Ten Big Themes 2. Time, Continuity, and Change  Studying the past makes it possible for us to understand the human story  Children in early grades learn to locate themselves in time and space 4. Individual Development and Identity  In the early grades, young learners develop their personal identities in the context of families, peers, schools, and communities Relevant Common Core Standards: CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Teacher Concerns:  Make history and social studies relevant to students’ lives.  Integrate social studies learning into math, literacy, and/or writing to allow more time to develop concepts.

Essential Questions:  How do we decide which events are important in history and can therefore be placed on timelines?  How do we know what happened in the past?  How can we learn different stories about the past by looking at different sources?

Enduring Understandings (long-term takeaways):  The past can be represented using a timeline of important events.  History is constructed using various sources of evidence (journals, oral tradition, other’s research, etc.) therefore making history subjective.  Timelines are constructed with a specific purpose in mind, which therefore determines which events are “important” and should be included.

Content Knowledge: Skills: Students will know…. Students will be able to….  That a timeline is a variation of a  Represent a sequence of events on number line a timeline  Sources of evidence for history –  Read and interpret information memory, oral, diary/journal, represented in a timeline drawings/paintings, pictures, old  Begin recognizing the link between documents their personal histories and the  Words related to time – now, in the national history past, in the future, before, after  Identify potential bias in historical  The several important events in the sources histories of the United States, Mexico, Ghana, and China Content Needing Uncoverage:  History is always retold the same way.  Historical non-fiction books always represent exactly what happened.

STAGE TWO – Acceptable Evidence Performance Tasks:  Group posters and presentations of assigned country  Personal Life Timelines

Other Evidence to be Collected:  All worksheets described in lesson plans  Worksheet based on other groups presentations Student Self-Assessment and Reflection:  Self assessment of performance on group project and presentation