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Kerri Lynn Haney-Vanderberg

Unit Rationale

The following Then and Now unit addresses the critical inquiry question How
does the past affect my family and community? Grade one students will examine how
change over time has affected their family and community. A unit addressing this critical
inquiry questions provides students the opportunity to reflect on how things have
changed within in the world around them. This unit will be taught after the community
helpers unit. Students will therefore have knowledge and understanding of the concept
of community. In the Community Helpers unit students have the opportunity to
evaluate what their community looks like today. The Then and Now unit is a logical
unit to teach after Community Helpers. The unit after Then and Now is Looking at
My World. Students will have acquired the knowledge about their own community and
be able to distinguish is from others.

Grade one students develop their understanding of citizenship and identity


throughout this unit. Students learn how their community has changed over time and
how this affects their lives today. This is essential because learning about how an
individuals community has changed allows students to establish a deeper
understanding of where they come from. This unit also allows students to develop
understanding of how their family history impacts their individual identity. Students
therefore are able to make essential connections between citizenship and identity.

This unit creates opportunity for students to increase understanding and


perspective about First Nation experiences. Students will connect how stories were told
in the past versus how stories are told to today. By having a hands on experience to
create their own buffalo hide story, students are able to reflect on the experiences of
First Nation people in the past.

In this unit I have provided several different learning opportunities and activities
to engage students. Students are given hands on experiences to evaluate the concept
of change. I have tried to incorporate as many hands on experiences as possible to
deepen students understanding about change from the past to the present. I believe
this will make the social studies unit more engaging and activate excitement about
social studies.

In order for this unit to be successful, I believe it will be important to evaluate


student understanding about the key concept of change. Students will need to apply
their learning about key history concepts to make this unit meaningful. I will need to
check for understanding for students to be successful throughout the implementation of
this unit. It will also be important to be mindful that students will develop their
understanding at different rates. I will need to be considerate that some students may
need learning to be at slower pace, while others will need to be challenged.
Kerri Lynn Haney-Vanderberg

Unit Planning Organizer

Subject:__Social Studies________________Grade and GLO:_1_/ 1.2_

Unit/Topic:____Then and Now______Unit Duration:__5 weeks_______

Classes/Week: __4___ Length of Classes: 45 minutes_

1. Unit Overview Critical Inquiry Question

How does the past affect my family and my community?

2. Focusing Questions for Lessons (Related questions)

What is Change?
What is Tradition?
How has my Community Changed?
How has my family changed over time?
What are our connections to First Nation people?
What was my community like in the past?
What is an artifact?
What is a community?
What is my familys past in my community?
Who am I?
What is the past?
What is the present?

3. SEE-I of Key Concept for Unit

Concept is Change (see SEE-I)

Key Concepts to Understand Unit: Community, Tradition, Past, Present, Family,


Role, Responsibility

4. Specific Learning Outcomes for Unit (assessed by culminating task)

1.2 Moving Forward with the Past: My Family, My History and My


Community

General Outcome:
Kerri Lynn Haney-Vanderberg

Students will demonstrate an understanding and appreciation of how changes


over time have affected their families and influenced how their families and
communities are today.

Knowledge:

1.2.2 analyze how their families and communities in the present are influenced by
events or people of the past by exploring and reflecting upon the following
questions for inquiry:
How have changes affected my family over time (e.g., births, deaths, moves)?
What is my familys past in our community?
In what ways has my community changed over time (e.g., original inhabitants,
ancestors, generations, and ways of life)?
How have changes over time affected their families and communities in the
present?

Attitude:
1.2.2 appreciate how stories and events of the past connect their families and
communities to the present:
recognize how their families and communities might have been different in the
past than they are today
appreciate how the languages, traditions, celebrations and stories of their
families, groups and communities contribute to their sense of identity and
belonging
recognize how their ancestors contribute to their sense of identity within their
family and communities
appreciate people who have contributed to their communities over time

Skill:

1.S.1 develop skills of critical thinking and creative thinking:


examine ideas and information from varied sources
choose and justify a course of action

1.S.2 develop skills of historical thinking:


recognize that some activities or events occur on a seasonal basis
differentiate between activities and events that occurred recently and long ago

1.S.5 demonstrate skills of cooperation, conflict resolution and consensus


building:
consider the ideas and suggestions of others
work and play in harmony with others to create a safe and caring environment
demonstrate a willingness to share space and resources

1.S.6 develop age-appropriate behavior for social involvement as responsible


Kerri Lynn Haney-Vanderberg

citizens contributing to their community, such as:


behavior in accordance with classroom, school and community expectations

1.S.8 demonstrate skills of oral, written and visual literacy:


interact with others in a socially appropriate manner
respond appropriately, verbally and in written forms, using language respectful
of human diversity
listen to others in order to understand their point of view create visual images
using paint and draw programs

Essential Resources:

Solomons Tree by Andrea Spalding


This book will be used to develop students historical thinking skills to recognize
how things change. Students will evaluate the concept of change in relation to
the seasons. Students have previous knowledge and experience with seasonal
changes. Students will answer questions in connection with the story they create
their own change chart.

My Community Then and Now Lynn Bryan


This book will be used to demonstrate different types of change that people can
experience. The story outlines personal, community, school, and technological
changes that have occurred over time. Students will use the content in this book
to develop the concept of change over time within communities.

The Copper Tin Cup Carole Lexa Schafer


This book will utilized to explain the importance of artifacts from the past and
connecting them to the present. In this book Sammys favorite cup is engraved
with his initials but it did not always belong to him. Sammy learns the history of
his favorite cup and how artifacts connect generations of family members.

Gem of the West Museum


This local museum is an excellent community resource to demonstrate change
within Coaldale. Students will witness firsthand how objects have changed over
time. This field trip will establish a foundation for the students culminating task of
their classroom museum. The field trip will also be used for students to
strategize for what artifact to bring. Students can use examples from the
museum to brainstorm what artifact will be used for their final assignment.

Canada Through Time: Immigration and New Communities


This book will be used to establish a timeline of events in Canada. Students will
use knowledge and understanding to develop the concepts of past and present.
Differing chapters will be read to establish connections to the past.

The Crayon Box that Talked


https://www.youtube.com/watch?v=wXMuRI7p2k8
Kerri Lynn Haney-Vanderberg

DeRolf, S. (1996). The crayon box that talked. New York, NY: Random House
Inc.

This fiction picture book will used to introduce the concept of tradition to students.
In this book each crayon color is unique and does not like each other because of
their differences. At the conclusion of the book, the crayons learn to celebrate
their differences. Students will be challenged to think about their family as a
unique crayon color. How each family celebrates tradition is unique to them.

A video of a read aloud will be used to introduce this book. This will be done to
create a different way to experience books in the classroom using technology.

When I Was Little Jamie Lee Curtis

Curtis, J. (1993). When I was little: A four-year-olds memoir of her youth.


Toronto, ON: Scholastic Canada.

In this picture book a little girl evaluates how her life has changed over four
years. The little girl compares what she could do as a baby versus what she can
do today. This resource will be used at the beginning of the unit to introduce the
concept of change to students. Students will then create their own comparison
chart of how they have changed since they were a baby.

Comparing Past and Present 6 book non-fiction series


o Taking a Trip
o Cooking and Eating
o Playing with Friends
o Going to the Doctor
o Cleaning Up
o Going to School

In this six book non-fiction series students can compare and contrast
differences in the past and present. The books use excellent pictures from
the past to demonstrate for students how life in the past was different. These
books will be used to develop the concepts of change over time, past, and
present.

Rissman, R. (2014). Comparing past and present: Cooking and eating. Chicago, IL:
Heinemann Library.

Rissman, R. (2014). Comparing past and present: Taking a trip. Chicago, IL: Heinemann
Library.

Rissman, R. (2014). Comparing past and present: Playing with friends. Chicago, IL:
Heinemann Library.
Kerri Lynn Haney-Vanderberg

Rissman, R. (2014). Comparing past and present: Going to the doctor. Chicago, IL:
Heinemann Library.

Rissman, R. (2014). Comparing past and present: Cleaning up. Chicago, IL: Heinemann
Library.

Rissman, R. (2014). Comparing past and present: Going to school. Chicago, IL:
Heinemann Library.
Kerri Lynn Haney-Vanderberg

SEE I: A process for clarifying and communicating understanding

S: State it (Briefly, clearly, precisely define it)


Change:
to become different
to make (someone or something) different
to become something else

E: Elaborate (Explain it more fully in your own words)


Change means to make or become different. Many things experience change. For
example changes can be physical, environmental, and technological. Change is
something that can press us out of our comfort zones. Change forces something to be
different which can bring up varying feelings (positive and negative). Change can be for
the better or for the worst depending on how you view it.

E: Exemplify (Give a good example)


Students will create a personal scrapbook using the See How I Grew chart. This chart
will be used to demonstrate how students have changed over their life span. Students
will examine physical, mental, and emotional changes that they have experienced since
being a baby. Students will evaluate four big events that have transformed their lives.
Students will include pictures to create a visual of how they have changed physically.
Kerri Lynn Haney-Vanderberg

I: Illustrate (Provide a picture, image, analogy,metaphor)


Kerri Lynn Haney-Vanderberg

Unit Calendar Overview - How has the past affected my past and community?

Mon - 6 Tues Wed - 8 Thurs Fri


Week 1: Introduction of Introduction:
March 6 - 8 Teacher and Changes in My
Students: World

Who am I? What is Change?


Who are you?

45 Minutes 45 Minutes

Lesson Students will appreciate Students will define the


Objective: their unique identity and concept of change and
how they contribute to the recognize examples of
classroom community. change in their lives.

Activity Mystery Box: Put items in Introduce concept of


box that represent who I change bring
am to introduce myself to photograph of myself as
students. Students will a baby, blanket, clothing
guess what items may be - Students will
in the box. Teacher will brainstorm with teacher
pull an item out how I have changed
individually and explain its over time. Teacher will
Kerri Lynn Haney-Vanderberg

importance. For write answers on board.


example, pictures of
family, hiking socks, dog
leash. Read: When I Was
Little Jamie Lee
The Best Part of Me: Curtis
Students will indicate
three things that are What does the word
important to them. change mean?
Students will draw a
pictures of the objects or What changes occurred
people. Students will in the story?
write three sentences to
describe the three What changes around
pictures. Students will us?
then present picture to
class. What can you do this
year that you couldnt do
last year?

How have you


changed?

Students will complete


My Changes Over
Time worksheet to
identify changes that
they have experienced
Students will write
examples of how they
have changed over time.
Students will draw and
color pictures to
accompany sentence.
Assessment Formative: The Best Part Formative: Me in the
of Me (Assessment for Past, Present, and
Learning) This will be Future worksheet.
used as an introduction Teacher will assess
exercise to build rapport student understanding
with students in the of change over time by
classroom. assessing if identified
changes are in a logical
order (baby, child, adult)
(Assessment for
Learning)

Knowledge 1.1.3 examine how they 1.2.2 analyze how their


belong and are connected families and
to their world by exploring communities in the
and reflecting present are influenced
upon the following by events or
questions for inquiry people of the past by
exploring and reflecting
upon the following
questions for inquiry:
1.2.2.1 How have
changes affected my
family over time (e.g.,
Kerri Lynn Haney-Vanderberg

births, deaths, moves)?


1.2.2.2 What is my
familys past in our
community?

Values and 1.1.1 value self and 1.2.1 appreciate how


Attitudes others as unique stories and events of the
individuals in relation to past connect their
their world families and
communities to
the present:
1.2.2.3 recognize how
their families and
communities might have
been different in the
past than they
are today
Skills and 1.S.6 develop age- 1.S.1 develop skills of
Processes appropriate behavior for critical thinking and
social involvement as creative thinking:
responsible citizens 1.S.1.1 examine ideas
contributing to their and information from
community varied sources
1.S.1.2 choose and
1.S.8 demonstrate skills justify a course of action
of oral, written and visual
literacy 1.S.2 develop skills of
historical thinking:
1.S.2.2 differentiate
between activities and
events that occurred
recently and long ago

Mon - 13 Tues Wed - 15 Thurs Fri


Week 2:
March PD Day NO How have I
13 - 15 SCHOOL changed?

45 Minutes
Lesson Students will identity
Objective past events that have
contributed to their
sense of self and
identity. These events
will demonstrate change
over time within their
lives.
Activity See How I Grew
Scrapbook Timeline
Page

Introduce See How I


Grew chart. Teacher
will brainstorm with
students Big Events that
Kerri Lynn Haney-Vanderberg

have occurred in their


lives.
- reflect back on book
When I Was Little,
have students identify
changes that occurred
within the story

- Students will bring in


pictures of themselves
to appreciate how they
have grown physically
over time. Students will
also contribute big
events to demonstrate
how changes they have
experienced has
changed events in their
lives.
Assessment Formative: See How I
Grew (Assessment for
Learning)
- Assess if students can
identify changes in their
lives and how these
changes have
contributed to identity

Knowledge 1.2.2 analyze how their


families and
communities in the
present are influenced
by events or
people of the past by
exploring and reflecting
upon the following
questions for inquiry:

1.2.2.1 How have


changes affected my
family over time (e.g.,
births, deaths, moves)?

Values and 1.2.1 appreciate how


Attitudes stories and events of the
past connect their
families and
communities to the
present:

1.2.1.1 recognize how


their families and
communities might have
been different in the
past than they are today
Skills and 1.S.2 develop skills of
Processes historical thinking:
Kerri Lynn Haney-Vanderberg

1.S.2.1 recognize that


some activities or events
occur on a seasonal
basis
1.S.2.2 differentiate
between activities and
events that occurred
recently and long ago

Mon - 20 Tues Wed - 22 Thurs Fri


Week 3: What is a tradition? What do the
March concepts then and
20 - 24 What celebrations now mean?
or traditions do you
have in your house?

45 minutes 45 minutes

Lesson Students will understand Students will understand


Objective concept of tradition and that concepts then, now,
identity how family past, and present and
celebration are unique to be able to apply these
individual families. words into assignments.

Students will be able to


describe a family tradition.

Activity To demonstrate that Define history words


tradition does not be by using a concept sort.
associated with holidays, I This will be a classroom
will request students activity. History words
come to school this day in will be placed on
their pajamas. vocabulary wall.

Explain to students that As a class sort how the


pajama days are a words relate to one
tradition in my family with another.
my kids. We are very
busy with hockey, dance, Give student groups five
and swimming. When we pictures each to sort into
have a day off we plan to vocabulary words.
have Sunday Funday. Students will need to
We stay in our pajamas decide if the picture is
all day, eat popcorn, and from the past or present.
order pizza. This is an This will be conducted
example of a tradition. group by group.
Students will be
Have students sit in circle encouraged to discuss
on the floor. why they chose to put
the picture in the
Have a basket full category they chose.
crayons in the center of
the floor. Ask students Students will complete
what is the same about an individual concept
these crayons? What is sort to further develop
Kerri Lynn Haney-Vanderberg

different? the history concepts.

Have students each


choose a crayon that they
like.

Watch the The Crayon


Box that Talked

Brainstorm with students


what they think the book
was about.

Explain to students that


every family is different.
Every family has different
traditions that they
celebrate in their home.

Brainstorm with the class:


What is a tradition?

What is the importance of


traditions?

What are some family


traditions you have that
are not connected to a
holiday?

Students will complete a


family tradition crayon that
is unique to them.

Extention:
Brainstorm
holidays/celebrations that
are celebrated throughout
the year by displaying the
12 months. Month by
month have children state
celebrations or traditions
they have in their families.

Crayon Family Tradition


Worksheet

Adapted From:
Crayon Box - Family Diversity. (n.d.).
Retrieved March 05, 2017, from
http://www.uen.org/Lessonplan/preview.cgi?
LPid=25969

Assessment Formative: Check for Formative: I can sort


understanding about things from long ago
tradition, family tradition and today
crayon worksheet- I will (Assessment for
use this to assess if Learning) This will be
students have used to assess
understanding of tradition understanding of the
within their lives. history concepts
Kerri Lynn Haney-Vanderberg

(Assessment for explored in the lesson. I


Learning) will be able to determine
which students have an
understanding of the
concepts.
Knowledge 1.2.2 analyze how their 1.2.2 analyze how their
families and communities families and
in the present are communities in the
influenced by events or present are influenced
people of the past by by events or people of
exploring and reflecting the past by exploring
upon the following and reflecting upon the
questions for inquiry following questions for
inquiry
1.2.2.7 What are some
examples of traditions, 1.2.2.2 What is my
celebrations and stories familys past in our
that started in the past community?
and continue today in 1.2.2.3 In what ways
their families and has my community
communities? changed over time (e.g.,
original inhabitants,
ancestors, generations,
ways of life)?

1.2.2.4 How have


changes over time
affected their families
and communities in the
present?
Values and 1.2.1 appreciate how 1.2.1 appreciate how
Attitudes stories and events of the stories and events of the
past connect their families past connect their
and communities to the families and
present communities to
the present
1.2.1.2 appreciate how
the languages, traditions, 1.2.1.3 recognize how
celebrations and stories of their families and
their families, groups and communities might have
communities contribute to been different in the
their sense of identity and past than they
belonging are today

1.2.1.3 recognize how


their ancestors contribute
to their sense of identity
within their family and
Communities

1.2.1.4 appreciate people


who have contributed to
their communities over
time

1.2.1.6 acknowledge and


respect symbols of
heritage and traditions in
Kerri Lynn Haney-Vanderberg

their family and


communities

Skills and 1.S.2 develop skills of 1.S.2 develop skills of


Processes historical thinking: historical thinking:

1.S.2.1 recognize that 1.S.2.1 recognize that


some activities or events some activities or events
occur on a seasonal basis occur on a seasonal
basis
1.S.2.2 differentiate
between activities and 1.S.2.2 differentiate
events that occurred between activities and
recently and long ago events that occurred
recently and long ago

1.S.5 demonstrate skills


of cooperation, conflict
resolution and
consensus building:

1.S.5.1 consider the


ideas and suggestions
of others

1.S.5.2 work and play in


harmony with others to
create a safe and caring
environment

1.S.5.3 demonstrate a
willingness to share
space and resources

Mon - 27 Tues Wed - 30 Thurs Fri


Week 4: What is our What was my
March connection to First community like in
27 - 30 Nation the past?
communities?
45 minutes
45 minutes
Learning Students will understand Students will understand
Objective how people lived long and how people lived long
past is very different from and past is very different
the present. from the present.

Students will apply history Students will understand


vocabulary to describe that their community
how the First Nation looked very different in
people lived long ago. the past.

Students will understand


that First Nations people
lived on the land.

Students will understand


that we live on Blackfoot
Kerri Lynn Haney-Vanderberg

territory

Activity Read excerpt on First View pictures of


Nations history from Coaldale from the past
Canada Through Time: Gallery Walk
Immigration and New
Communities read Read My Community:
pages 4-5 , 10,11. Then and Now as a
class
Read Buffalo Song
Go For Walk outside,
Connect story to prior weather dependent.
understanding of Ask students on the
traditions walk what would look
different outside (dirt
Who use to live on the roads, horse drawn
land? carriages, no cars,
houses would look
Where did the First different, smaller
Nations people live? houses)

What did First Nations What do you think the


eat? playground would look
like?
What does the story tell
us about what happened What do you think
to the buffalo? students played with?

Activity: Telling a story on


a buffalo hide.
Students will apply
understanding from the
story and create a story
on to a buffalo hide. The
students will be requires
to only use the provided
symbols to create a story.

http://americanhistory.si.e
du/buffalo/about-
hides.html

Assessment Formative Assessment- Formative Assessment-


Students will be assessed Check for student
on ability to follow understanding about the
instructions. Students will past versus the present
need to tell a family story in the community.
using the pictographs
provided.
Knowledge 1.2.2 analyze how their 1.2.2 analyze how their
and families and communities families and
in the present are communities in the
Understandi influenced by events or present are influenced
ng people of the past by by events or
exploring and reflecting people of the past by
Kerri Lynn Haney-Vanderberg

upon the following exploring and reflecting


questions for inquiry upon the following
questions for inquiry
1.2.1.1 How have
changes over time 1.2.1.1 How have
affected their families and changes over time
communities in the affected their families
present? and communities in the
present?
1.2.2.3 In what ways have
Aboriginal, Francophone 1.2.2.3 In what ways
and diverse cultural have Aboriginal,
groups contributed to the Francophone and
origins and evolution of diverse cultural groups
their communities over contributed to the origins
time? and evolution of their
communities over time?
1.2.2.6 What connections
do we have to the 1.2.2.6 What
Aboriginal, Francophone connections do we have
and diverse cultures to the Aboriginal,
found in Francophone and
our communities? diverse cultures found in
our communities?
1.2.2.7 What are some
examples of traditions, 1.2.2.7 What are some
celebrations and stories examples of traditions,
that started in the past celebrations and stories
and continue today in that started in the past
their families and and continue today in
communities? their families and
communities?
Values and 1.2.1 appreciate how 1.2.1 appreciate how
Attitudes stories and events of the stories and events of the
past connect their families past connect their
and communities to families and
the present communities to
appreciate people who the present
have contributed to their appreciate people who
communities over time have contributed to their
communities over time
1.2.1.5 recognize how
diverse Aboriginal and 1.2.2.5 recognize how
Francophone diverse Aboriginal and
communities are integral Francophone
to Canadas character communities are integral
to Canadas character
1.2.1.6 acknowledge and
respect symbols of 1.2.2.6 acknowledge
heritage and traditions in and respect symbols of
their family and heritage and traditions in
communities their family and
communities
Skills and 1.S.2 develop skills of 1.S.2 develop skills of
Processes historical thinking: historical thinking:
recognize that some recognize that some
activities or events occur activities or events occur
on a seasonal basis on a seasonal basis
Kerri Lynn Haney-Vanderberg

differentiate between differentiate between


activities and events that activities and events that
occurred recently and occurred recently and
long ago long ago

1.S.7 apply the research 1.S.7 apply the research


process: process:

1.S.7.1 ask questions to 1.S.7.1 ask questions to


make meaning of a topic make meaning of a topic

1.S.7.2 compare and 1.S.7.2 compare and


contrast information contrast information
gathered gathered1

Mon - 3 Tues Wed - 5 Thur Fri


s
Week 5: What was my What was my
April community like in community like in
35 the past? the past?

45 minutes 45 minutes
Lesson Students will understand Students will understand
Objective the community was the community was
different in the past. different in the past.

Students will understand Students will understand


how things were done in how things were done in
the past is different than the past is different than
today. today.
Activity Review history vocabulary Review history Gem of
with students vocabulary with students the West
Museum
Read Comparing Past Read Comparing Past Field Trip
and Present Going to and Present Cooking
School and Eating

Concept Sort Life in the Making Butter as a class


Past Life in the Present students will use jar
and shake cream pass it
My Community Then and around to understand
Now- Mini Book - Quill how much time it took to
page make butter in the past
versus going to the
Students will try to write supermarket today
with quills, chalk and slate
connect this to how First Make an Inference-
Nation people of the past Gallery Walk what was
wrote stories down the artifact used for
(buffalo hide and natural artifact guessing game
paint vs. quill and ink)
My Community Then
and Now- Mini Book -
Stove page
Kerri Lynn Haney-Vanderberg

Assessment Formative: The Past and Formative: The Past


Present mini book. and Present mini
Selected page out of book book. Selected page
will be used to assess out of book will be used
student understanding of to assess student
how things have changed understanding of how
from the past to the things have changed
present. from the past to the
present.
Knowledge 1.2.2 analyze how their 1.2.2 analyze how their
families and communities families and
in the present are communities in the
influenced by events or present are influenced
people of the past by by events or
exploring and reflecting people of the past by
upon the following exploring and reflecting
questions for inquiry: upon the following
1.2.2.1 How have questions for inquiry:
changes affected my 1.2.2.1 How have
family over time (e.g., changes affected my
births, deaths, moves)? family over time (e.g.,
1.2.2.2 What is my births, deaths, moves)?
familys past in our 1.2.2.2 What is my
community? familys past in our
1.2.2.3 In what ways has community?
my community changed 1.2.2.3 In what ways
over time (e.g., original has my community
inhabitants, ancestors, changed over time (e.g.,
generations, ways of life)? original inhabitants,
1.2.2.4 How have ancestors,
changes over time generations, ways of
affected their families and life)?
communities in the 1.2.2.4 How have
present? changes over time
1.2.2.5 In what ways have affected their families
Aboriginal, Francophone and communities in the
and diverse cultural present?
groups contributed to the 1.2.2.5 In what ways
origins and evolution of have Aboriginal,
their communities over Francophone and
time? diverse cultural groups
contributed to the
origins and evolution of
their communities over
time?
Values and 1.2.1 appreciate how 1.2.1 appreciate how
Attitudes stories and events of the stories and events of the
past connect their families past connect their
and communities to families and
the present: communities to
1.2.1.2 recognize how the present:
their families and 1.2.1.2 recognize how
communities might have their families and
been different in the past communities might have
than they are today been different in the
1.2.2.3 appreciate how past than they
the languages, traditions, are today
celebrations and stories of 1.2.2.3 appreciate how
Kerri Lynn Haney-Vanderberg

their families, groups and the languages,


communities contribute to traditions, celebrations
their sense of identity and and stories of their
belonging families, groups and
1.2.2.4 recognize how communities contribute
their ancestors contribute to their sense of identity
to their sense of identity and belonging
within their family and 1.2.2.4 recognize how
communities their ancestors
contribute to their sense
of identity within their
family and
communities
Skills and 1.S.1 develop skills of 1.S.1 develop skills of
Processes critical thinking and critical thinking and
creative thinking creative thinking
1.S.2 develop skills of 1.S.2 develop skills of
historical thinking: historical thinking:
recognize that some recognize that some
activities or events occur activities or events occur
on a seasonal basis on a seasonal basis
differentiate between differentiate between
activities and events that activities and events that
occurred recently and occurred recently and
long ago long ago
1.S.4 demonstrate skills 1.S.4 demonstrate skills
of decision making and of decision making and
problem solving: problem solving:
collaborate with others to collaborate with others
devise strategies for to devise strategies for
decision making and decision making and
problem solving apply problem solving apply
ideas and strategies to ideas and strategies to
contribute to decision contribute to decision
making and problem making and problem
solving solving
1.S.5 demonstrate skills 1.S.5 demonstrate skills
of cooperation, conflict of cooperation, conflict
resolution and consensus resolution and
building: consensus building:
consider the ideas and consider the ideas and
suggestions of others suggestions of others
work and play in work and play in
harmony with others to harmony with others to
create a safe and caring create a safe and caring
environment environment
demonstrate a demonstrate a
willingness to share space willingness to share
and resources space and resources

Mon - 10 Tues Wed - 12 Thurs Fri


Week 6: How does my past How does my past
April affect my family and affect my family
10- 12 community? and community

45 minutes 45 minutes
Kerri Lynn Haney-Vanderberg

Learning Students will understand Students will understand


Objective the community was the community was
different in the past. different in the past.

Students will understand Students will understand


how things were done in how things were done in
the past is different than the past is different than
today. today.

Students will understand Students will understand


what an artifact is. what an artifact is.

Students will understand


what makes an object
from the past.

Students will bridge the


artifact from the past to
the present.

Activity Review history vocabulary Review history


with students vocabulary with students

Working on Cumulative Working on Cumulative


Task Students will Task Students will
create booklet that they create booklet that they
will use to explain artifact will use to explain
they have brought in for artifact they have
our classroom museum. brought in for our
classroom museum.
Students will need to use
their history vocabulary to Students will need to
explain why the artifact is use their history
important to their families. vocabulary to explain
why the artifact is
Students will explain what important to their
the artifact was used for. families.

Why do we keep things Students will explain


from the past? what the artifact was
used for
What can they teach us
about the past? Students will present
artifact to class and
Why are some old things explain why it is
important to us? important to their past,
and why it is important
Why do some old things to their family.
seem to be more
important to us as they
grow older?

Assessment Summative Students Summative Students


will be assessed on their will be assessed on their
ability to communicate ability to communicate
how the past connects to how the past connects
the present. Students to the present. Students
must use key words from must use key words
Kerri Lynn Haney-Vanderberg

our history vocabulary to from our history


explain connection to vocabulary to explain
artifact. connection to artifact.

Knowledge 1.2.2 analyze how their 1.2.2 analyze how their


families and communities families and
in the present are communities in the
influenced by events or present are influenced
people of the past by by events or
exploring and reflecting people of the past by
upon the following exploring and reflecting
questions for inquiry upon the following
questions for inquiry
1.2.2.1 How have
changes affected my 1.2.2.1 How have
family over time (e.g., changes affected my
births, deaths, moves)? family over time (e.g.,
births, deaths, moves)?
1.2.2.2 What is my
familys past in our 1.2.2.2 What is my
community? familys past in our
community?
1.2.2.3 In what ways has
my community changed 1.2.2.3 In what ways
over time (e.g., original has my community
inhabitants, ancestors, changed over time (e.g.,
generations, ways of life)? original inhabitants,
ancestors,
1.2.2.4 How have generations, ways of
changes over time life)?
affected their families and
communities in the 1.2.2.4 How have
present? changes over time
affected their families
and communities in the
present?
Values and 1.2.1 appreciate how 1.2.1 appreciate how
Attitudes stories and events of the stories and events of the
past connect their families past connect their
and communities to families and
the present communities to
the present
1.2.1.1 recognize how
their families and 1.2.1.1 recognize how
communities might have their families and
been different in the past communities might have
than they been different in the
are today past than they
are today
1.2.1.2 appreciate how
the languages, traditions, 1.2.1.2 appreciate how
celebrations and stories of the languages,
their families, groups and traditions, celebrations
communities contribute to and stories of their
their sense of identity and families, groups and
belonging communities contribute
recognize how their to their sense of identity
ancestors contribute to and belonging
Kerri Lynn Haney-Vanderberg

their sense of identity recognize how their


within their family and ancestors contribute to
communities their sense of identity
appreciate people who within their family and
have contributed to their communities
communities over time appreciate people who
have contributed to their
communities over time
Skills and 1.S.1 develop skills of 1.S.1 develop skills of
Processes critical thinking and critical thinking and
creative thinking: creative thinking:

1.S.1.1 examine ideas 1.S.1.1 examine ideas


and information from and information from
varied sources varied sources

1.S.2 develop skills of 1.S.2 develop skills of


historical thinking: historical thinking:

1.S.2.1recognize that 1.S.2.1 recognize that


some activities or events some activities or events
occur on a seasonal basis occur on a seasonal
basis
1.S.2.2 differentiate
between activities and 1.S.2.2 differentiate
events that occurred between activities and
recently and long ago events that occurred
recently and long ago
1.S.4 demonstrate skills
of decision making and 1.S.4 demonstrate skills
problem solving: of decision making and
problem solving:
1.S.4.1 collaborate with
others to devise strategies 1.S.4.1 collaborate with
for decision making and others to devise
problem solving strategies for decision
making and problem
1.S.4.2 apply ideas and solving
strategies to contribute to
decision making and 1.S.4.2 apply ideas and
problem solving strategies to contribute
to decision making and
problem solving

Culminating Task - Story Telling Through Family Artifact

Teacher Check-List:
Kerri Lynn Haney-Vanderberg

Create Letter to be sent home to families requesting an artifact representing a


strong family memory

Send letter home March 22th to parents requesting an artifact to be brought to


school items will need to be brought in by April 3rd to begin writing portion of
the assignment (if student does not being in item, I will have artifacts students
may draw a picture of an artifact that represents a strong family memory)

Label items with students names and place in box (bring towels to wrap items if
needed)

April 5th students will make their Notebook from the Past. Students will write
their story about what the artifact was used for in the past.

April 10th students will write story of why this artifact is important to their family

April 12th students will present their artifact Grade One Museum Day (parents
invited)

Send artifacts home with students and/or parents on Museum Day

Take photos of students with their artifact Linking the Past with the Present
present on bulletin board

Culminating Task Specific Learning Outcomes:

Values and attitudes:


1.2.1 Appreciate how stories and events of the past connect their families and
communities to the present:

1.2.1.1 Recognize how their families and communities might have been different in the
past than they are today

1.2.1.2 Appreciate how the languages, traditions, celebrations and stories of their
families, groups and communities contribute to their sense of identity and belonging

1.2.1.3 Recognize how their ancestors contribute to their sense of identity within their
family and communities

1.2.1.4 Appreciate people who have contributed to their communities over time

1.2.1.6 Acknowledge and respect symbols of heritage and traditions in their family and
communities

Knowledge and understanding:


Kerri Lynn Haney-Vanderberg

1.2.2 Analyze how their families and communities in the present are influenced by
events or people of the past by exploring and reflecting upon the following questions for
inquiry:

1.2.2.1 How have changes affected my family over time (e.g., births, deaths, moves)?

1.2.2.2 What is my familys past in our community?

1.2.2.3 In what ways has my community changed over time (e.g., original inhabitants,
ancestors, generations, ways of life)?

1.2.2.4 How have changes over time affected their families and communities in the
present?

1.2.2.5 In what ways have Aboriginal, Francophone and diverse cultural groups
contributed to the origins and evolution of their communities over time?

1.2.2.7 What are some examples of traditions, celebrations and stories that started in
the past and continue today in their families and communities?

Skills and processes:

1.S.1 develop skills of critical thinking and creative thinking:


examine ideas and information from varied sources
choose and justify a course of action

1.S.2 develop skills of historical thinking:


recognize that some activities or events occur on a seasonal basis
differentiate between activities and events that occurred recently and long ago

Dear Families,
Kerri Lynn Haney-Vanderberg

We have had so much fun over the last month exploring how the
past has affected our family and community. Over the past few
weeks students have identified how they, their families, and
community have changed over time. I have really enjoyed
listening to your childs stories of change over time. To further
develop your childs understanding of change over time, I am
asking students to select an artifact from home that represents a
strong family memory and bring it to school. We will be using the
artifacts to complete a Story Telling through Family Artifacts
task. Students will bring an artifact from home that represents a
strong family memory, write a story, and present it to our class.
This assignment will further your childs understanding of how the
past is connected to the present. Examples of artifacts you may
consider to send are pictures, ceramics, tools, and toys. If you do
not have the artifact or it is valuable or breakable, please send a
picture of the artifact with your child. Once our task is complete
we will send the artifact home with your child. Please send your
artifact by April 3rd so we can begin this exciting assignment.
Attached you will find a question sheet that will assist your child in
completing the assignment. The rubric that will be used to assess
your childs work is also attached. Thank you so much for your
participation!!

Sincerely,
Mrs. Kerri Lynn Haney-Vanderberg

Storytelling through a Family Artifact


Kerri Lynn Haney-Vanderberg

Name of Artifact________________________________________________________

Name of Artifact Owner_________________________________________________

Description_____________________________________________________________

Storytelling through a Family Artifact - Rubric for Assessment


Kerri Lynn Haney-Vanderberg

Student Name: _______________________________________

Date: _______________________________________________

Unit: ________________________________________________

Assignment:__________________________________________

Clearly communicates why the artifact represents a strong

4

family memory using details
Describes how the artifact was used in the past
Includes many important written and/or drawn details about the
artifact in complete sentences
Describes how the artifact bridges the past to the present

Communicates why artifact represents a strong family memory


Describes what make the artifact an item from the past in
complete sentences
Includes some written and/or drawn details about the artifact
Draws a picture of why the artifact represents a strong family


memory
Includes few written details about the artifact in point form

Draws a picture

1 Includes limited details of artifact

LESSON PLAN
Kerri Lynn Haney-Vanderberg

Subject: Social Studies Grade: 1 Date: March 6, 2017


Critical Inquiry Question: How does the past affect my past and my community?

Lesson: Introduction: Who Am I? Who are you? Time: 45 minutes


SLOs: From the Program of Studies

General Learning Outcome:

1.2 Moving Forward with the Past: My Family, My History and My Community

Students will demonstrate an understanding and appreciation of how changes over time
have affected their families and influenced how their families and communities are today

Knowledge and Understanding


1.2.2 analyze how their families and communities in the present are influenced by
events or
people of the past by exploring and reflecting upon the following questions for inquiry:
1.2.2.1 How have changes affected my family over time (e.g., births, deaths, move)

Values and Attitudes


1.2.1 appreciate how stories and events of the past connect their families and
communities to the present:
1.2.1.1 recognize how their families and communities might have been different in the
past than they are today

Skills and Processes


1.S.2 develop skills of historical thinking:
1.S.2.1 recognize that some activities or events occur on a seasonal basis
1.S.2.2 differentiate between activities and events that occurred recently and long ago

Instructional Objectives:.
Knowledge:
Students will understand how individuals in the class are the same and different
Students will understand why it is important to know facts about each other.

Skill:
Students will demonstrate ability to follow instructions
Students will identify basic facts about themselves that make them unique

Key Questions:
Who am I?
Who are you?
What do you think is important for your teacher to know?
What do you like?
Kerri Lynn Haney-Vanderberg

What do you not like?


What are some things that you like to do?
What is your favorite color?
What is your favorite food?
What are some of your interests?

Materials:
1) 24 copies All About Me worksheet
2) Pencils/Pencil Crayons/ Crayons
3) Ball
4) Box filled with things that represent me
5) Horton Hatches the Egg by Dr. Suess

Preparation:
1) Fill box with items that represent who I am
2) Make copies of All About Me worksheet
3) Place stool at front of class
4) Copy of Horton Hatches the Egg Dr. Suess book

Adaptations:

- There are no adaptations read worksheet out loud for students. Have students do
their best to sound out words and write them.

Lesson Procedure:
1) Introduce that todays class will be used get to know each other better. Explain
why it is important to know things about each other.
2) Introduce that we will be reading my familys favorite book Horton Hatches the
Egg by Dr. Suess
3) Introduce that students can ask me questions to get to know me. What would
you like to know about me? Inside the box are things that I think are important.
What is in the box?
4) Introduce that now it is there turn for me to get to know them. Hand out
worksheet to students. Go through each section with students so they can
understand what it expected of them
5) If time permits have students share their worksheets

Assessment:
Formative Assessment: Worksheet will used to check for understanding of expectations.
This activity is used to build rapport with students and establish essential relationships.
Kerri Lynn Haney-Vanderberg

Lesson Reflection:

This is a space for notes after youve taught the lesson.


Kerri Lynn Haney-Vanderberg

Silver, S. F. (2016, June 20). About Me FREEBIE!!! Retrieved March 05, 2017, from
https://www.teacherspayteachers.com/Product/About-Me-FREEBIE-2602662
Kerri Lynn Haney-Vanderberg

LESSON PLAN
Subject: Social Studies Grade: 1 Date: March 8, 2017
Critical Inquiry Question: How does the past affect my family and community?

Lesson: What is Change? Time: 45 minutes


SLOs:

General Learning Outcome:

1.2 Moving Forward with the Past: My Family, My History and My Community

Students will demonstrate an understanding and appreciation of how changes over time
have affected their families and influenced how their families and communities are
today.

Specific Learning Outcomes:

Knowledge and Understanding:


1.2.2 Analyze how their families and communities in the present are influenced by events or
people of the past by exploring and reflecting upon the following questions for inquiry:
1.2.2.1 How have changes affected my family over time (e.g., births, deaths, moves)?
1.2.2.2 What is my familys past in our community?

Values and Attitudes:


1.2.1 Appreciate how stories and events of the past connect their families and communities to
the present:
1.2.2.3 Recognize how their families and communities might have been different in the past
than they are today

Skills and Processes:


1.S.1 develop skills of critical thinking and creative thinking:
1.S.1.1 examine ideas and information from varied sources
1.S.1.2 choose and justify a course of action

1.S.2 develop skills of historical thinking:


1.S.2.2 differentiate between activities and events that occurred recently and long ago

Instructional Objectives:

Knowledge:
Students will understand and define concept of change
Students will identify specific attributes and characteristics of how they have
changed over time

Skill:
Kerri Lynn Haney-Vanderberg

Students will share ideas and examples


Students will use historical thinking skills to identify examples of how they have
changed over time.
Students will apply learning from storybook to complete their worksheet
Summarizing and understanding text structure

Key Questions:

What is Change?

What can you do this year that you couldnt do last year?

How have you changed?

What does the word change mean?

What changes occurred in the story?

What changes around us?

How have you changed since you were little?

What can your parents do that you cannot do?

Materials:

- When I Was Little Jamie Lee Curtis


- 24 copies Me in the Past, Present and Future worksheet
- Felts/Crayons/Pencil Crayons
- Pencils
- PowerPoint How I Have Changed (pictures of myself as a baby, teenager, and
adult/parent).
- Prepare anecdotes to accompany pictures.

Preparation:

1) Photocopy 24 copies of Me in the Past, Present, and Future


2) Prepare How I Have Changed PowerPoint (pictures of me from baby to adult)
prepare anecdotes to accompany pictures
3) Have extra felts/crayons/pencil crayons in shared bin
Kerri Lynn Haney-Vanderberg

4) Sharpen classroom pencils for student use

Adaptations:

- Students may need assistance with folding paper in half

Lesson Procedure:

1) Invite students to sit in reading and listening circle for Storybook time

2) Read When I Was Little: A Four-Year-Olds Memoir of Her Youth Jamie Lee
Curtis instruct students that a memoir is a story about someones life

3) Instruct students to return to desks

4) Draw T-Chart on board labeled with baby and 4 year old

5) Ask students:
a. How did the little girl change in the story?
b. What type of things could she do as baby?
c. What type of things can she do as a 4 year old?

Fill in T-Chart with student answers

This little girl experienced many changes in four years. Think about how you
have changed in six years. I bet you have changed so much.

6) Instruct students that today I want to share how I have changed in thirty-three
years.

7) Display PowerPoint How I Have Changed


a. Read anecdote for each slide

8) Ask students How did I change in the pictures?

9) Instruct students that today they are going to draw a picture of themselves in the
past, present, and future.

a. Write Past, Present, and Future on board


b. Ask students what type of picture would they draw when drawing a picture
from the past
c. Ask students what type of picture would they draw when drawing a picture
from the present
d. Ask students what type of picture they would draw when drawing a picture
in the future.
Kerri Lynn Haney-Vanderberg

Write student answers on board

10) Instruct students that they will fill in the sentence at the bottom of the page of
they have changed since being a baby.

Model expectation for the sentence, go through example on board.


When I was a baby I rode in a stroller at the park, now I ride a two-wheeled bike.

Assessment:

This formative assessment will be used to assess student understanding of the concept
of change. Students will demonstrate that they understand change by drawing a picture
of themselves as a baby, child, and adult. Logical physical differences will be noted.

Students will then write one sentence as follows When I was a baby I
_______________now I ________________________. Students will need apply
understanding of the story into this assignment.

Lesson Reflection:

This is a space for notes after youve taught the lesson.


Kerri Lynn Haney-Vanderberg
Kerri Lynn Haney-Vanderberg

O'Connor, H. (2014, November 23). Past and Present Unit. Retrieved March 05, 2017, from
https://www.teacherspayteachers.com/Product/Past-and-Present-Unit-1576368
Kerri Lynn Haney-Vanderberg

How I Have Changed - Powerpoint


Kerri Lynn Haney-Vanderberg
Kerri Lynn Haney-Vanderberg

LESSON PLAN
Subject: Social Studies Grade: 1 Date: March 15, 2017
Critical Inquiry Question: How does the past affect my family and my community?

Lesson: How have I changed?

SLOs:

General Learning Outcome:

1.2 Moving Forward with the Past: My Family, My History and My Community

Students will demonstrate an understanding and appreciation of how changes over time
have affected their families and influenced how their families and communities are today

Specific Learning Outcome:

Knowledge and Understanding:


1.2.2 analyze how their families and communities in the present are influenced by
events or people of the past by exploring and reflecting upon the following questions for
inquiry:
1.2.2.1 How have changes affected my family over time (e.g., births, deaths, moves)?

Values and Attitudes:


1.2.1 appreciate how stories and events of the past connect their families and
communities to the present:
1.2.1.1 recognize how their families and communities might have been different in the
past than they are today

Skills and Processes:


1.S.2 develop skills of historical thinking:
1.S.2.1 recognize that some activities or events occur on a seasonal basis
1.S.2.2 differentiate between activities and events that occurred recently and long ago

Instructional Objectives:

Knowledge:
Students will apply understanding of concept of change into their lives.
Students will understand how they have changed

Skill:
Students will use historical thinking to develop timeline of change
Students will share ideas and examples
Student will use strategies to organize work
Students will use sequencing skills.
Kerri Lynn Haney-Vanderberg

Students will use critical thinking and evaluating skills to identify what events to include.

Key Questions:
What is the focus question for this lesson? What are some related questions?

How have you changed?

What is a big event?


What is important to you in your life?
What are your interests?
What do you like to do?
Who is in your family?
How are you different now from the way you were last year, a baby?

Materials:
- 24 copies See How I Grew
- Exemplar of See How I Grew
- Letter home to parents to request pictures to come to class.
- Each student will need to bring in pictures of themselves over time. (If student is
unable to bring in pictures they may draw pictures of how they have changed over time)
- Sharpened pencils
- Glue Sticks
- Felts/Markers/Pencil Crayons/Crayons

Preparation:
- Send home letter to parents requesting pictures of student over time. Students will
need at least two pictures. One picture as a baby and one picture from the present.
Letter should be sent at least one week before project is to be completed.
- Copy 24 copies of See How I Grew
- Copy 24 copies of See How I Grew blown up

Adaptations:

- If students are unable to bring in pictures for their personal timeline of change they can
draw pictures of themselves to represent of change over time.

Lesson Procedure:
1) Review concept of change with students
2) Introduce that today we will be creating a timeline
3) Ask students if they know what a timeline is or what it looks like
Kerri Lynn Haney-Vanderberg

4) Show students examples of timeline


a. Timelines can show us how things have changed over time
b. We can use timelines to show us how we have changed
5) Today we will identity big events that have happened in our lives and put the
big events into a timeline
6) This will show students how much they have changed since they were a baby.
7) Brainstorm as class what may be some examples of big events
8) Write on board
9) Put four events into a logical sequencing order for students to understand the
process of first, second, third, fourth. Encourage students to think about pacing
and that the timeline should be a picture of their whole lives up to this point. The
big events should span several ages.
10)Instruct students that first they will fill in the big events, get the events checked by
me, then they may color, draw pictures, or glue the pictures they brought from
home.
11) Present example of poster to students

Assessment:
Formative Assessment
Check for understanding regarding skill of sequencing big events
- Check for understanding if students can demonstrate through their See How I Grew
how they have changed over time
- Exit Slip end of class discuss concept of change

Lesson Reflection:

This is a space for notes after youve taught the lesson.


Kerri Lynn Haney-Vanderberg
Kerri Lynn Haney-Vanderberg

Graphic Organizer Poster: See How I Grew Poster. (n.d.). Retrieved March 05, 2017, from
https://www.rainbowresource.com/product/Graphic Organizer Poster%3A See How I Grew
Poster/021632
Dear Families,

We are beginning an exciting unit about Then and Now. Over the next
five weeks students will be answering the critical inquiry question How
does the past affect my family and my community? One of our first
projects we will compete is a See How I Grew timeline. This activity
encourages your child to think about how they have changed over time. To
further develop this concept, I am requesting that you send pictures of your
child to school. These pictures will be glued and cut on to the timeline so
please do not expect the pictures back in there original state. If you do not
have pictures to send with your child, they can draw pictures of themselves
on to the timeline. I have provided an image of the See How I Grew
timeline so you can know exactly what I am expecting from this
assignment. Thank you so much for your help to complete this assignment
for your child. I cannot wait so see how they each of changed over time.
Please send your pictures by March 14, 2017.

Sincerely,
Mrs. Kerri Lynn Haney-Vanderberg
Kerri Lynn Haney-Vanderberg