Roselle Public Schools Social Studies Curriculum Units of Study Grades 1&2

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1 Unit/Chapter Title: Unit 1: Citizenship Course/Grade: 1/2 Unit Length: 10 weeks Interdisciplinary Connection: ELA/Technology Standards: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Strands: A. Civics, Government, and Human Rights D. History, Culture, and Perspectives CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects Grade 1: RI.1 Ask and answer questions about key details in a text. RI.2 Identify the main topic and retell key details of a text RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text W.2 Write an informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure Grade 2: 1

2 RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 21 st Century Life and Careers Standards A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking F.2 Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities F.3 Explain the importance of understanding and following rules in family, classroom, and community settings. Interdisciplinary Connections: Computer Technology: 8.1.P.E.1 Use the internet to explore and investigate questions with a teacher s support Essential Questions 1. What makes a good citizen? 2. Why are rule important and where do we need rules? 3. Why should people be treated with respect and fairness? Who are some historical figures that helped shape our community? Enduring Understandings Acceptance and consideration of others is important to the success of a community. Rules and consequences are created to maintain a safe and orderly community. Key historical events, documents, and figures led to the 2

3 development of our country. Student Learning Objectives (What students should know and be able to do?) What Students should know What students should be able to do 6.1.P.A.1 Demonstrate an understanding of rules by following most classroom rules 6.1.P.A.2 Demonstrate responsibility by initiating simple classroom tasks and jobs. 6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good A.2 Explain how fundamental rights guaranteed by the U.S. Constitution and Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels A.3 Determine how fairness, equality, and the common Discuss and chart characteristics of a good citizen Explain what rules are and why they are important. Provide examples of rules for different places, including school, home, and the community. Discuss and role-play ways in which conflicts may be resolved in a variety of settings (home, school, playground, etc.) Identify contributions of historical figures and documents (community, state, nation and world) through reading various genres. Use timelines to sequence important historical events. Explain and classify the roles of authority figures in the home, school, community, and nation. Identify and connect the Constitution to the classroom rules. 3

4 good have influenced change at the local and national levels of the United States government A.1 Evaluate what makes a good rule or law D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions. Instructional Strategies (How will the students reach the learning targets?) Scaffolds for Learning/Extensions (How will I differentiate?) Assessments (How will the students demonstrate mastery?) Resources/Technology (What resources and materials will students need?) Close Reading of Texts Use graphic organizer to identify main idea and supporting details Compare and contrast events using a Venn Diagram Summarize passages/texts Use context clues to decode words and ideas Check for Understanding through Multiple Response Approaches (Thinkpair-share, Hand Scaffolds for Learning: Use a graphic organizer to identify the main idea and supporting details Use an inference chart while reading a story or a particular event and draw conclusions about what was read. Pose questions Skim and scan an assigned reading to identify text features and structure. Formative Assessments: Teacher Observation Role-plays Quizzes/Test Portfolios Group Discussions Writing journals Constructed responses Performance Tasks See Appendix A Text/s: Harcourt Social Studies Textbook Harcourt Practice/Homework Book Scholastic News Leveled readers Read-alouds Current Events Other Texts: See Appendix C Websites: 4

5 signals, response cards) Role-playing Exit Tickets Extensions: Respond to an openended question based on informational text read in class Use class discussions and role-playing to act out examples of good citizenship. Have students create own skits. Summative Assessment See Appendix B Texts See Appendix C Student Portfolios new.civiced.org/resources m Ancillary Materials Writer s Notebook Graphic organizers Open-Ended Response Rubric Word Walls Internet Various Writing Prompts Exemplars Student Portfolios Anchor Charts Important Dates Constitution Day (September 17) Columbus Day Veterans Day 5

6 Key Terms/Vocabulary Words Grade 1: cause, effect, rule, responsibility, principal, fair, problem/solution, community, citizen, law, map, symbol, map key, leader, mayor, city, government, governor, vote, President, ballot, government service, respect, right, share, sportsmanship, authority figure Grade 2: community, citizen, right, responsibility, law, consequence, problem/solution, government, judge, government service, tax, election, mayor, governor, President, vote, ballot, capital, Congress, Supreme Court, Constitution, council, legislature, map key, border, authority figure, fairness, equality 6

7 Appendix A Performance Task/s Grade 1 Task 1: Conduct a class vote. Children can vote to decide on how to handle various details of the classroom routine, such as which of two books they would like to hear at story time the next day. Provide students with a ballot and have them check next to the book they would like to listen to. At the end, have one group of children count and tally the ballots and a second group do a recount to check the results. Afterwards, have students write the steps of a vote. Encourage students to use new vocabulary, such as vote, ballot and election. Students will also explain why it is important for a recount. Task 2: Create a Good Leader poster. Provide children with age-appropriate books and research about familiar U.S. Presidents, such as Washington, Lincoln, and Jefferson, or other influential leaders, such as Martin Luther King or Rosa Parks. Have children choose a person and create a poster showing why their choice was a good leader. Have children illustrate their posters. Encourage students to use character traits, such as responsibility, fairness, or respect when writing 2-3 sentences explaining why they were a good leader. 7

8 Grade 2 Task 1: Create a flip-book of rules or laws within the classroom, school, home, and community. Students will explain in writing why it is important to follow these rules and what may happen if these rules were not enforced. Students will also be encouraged to list the people who are in charge of making and enforcing the rules. Students will then compare and contrast the rules/laws within different settings. Task 2: Have students create a list of leaders in our community and country. As a class, create an anchor chart with leaders, including Principal, Mayor, President, and Governor. Encourage students to provide the names of these current leaders. Teacher will introduce the 4 Corner activity. The teacher will put the word Mayor, President, Principal, and Governor on chart paper in each corner. With a partner, students will write a fact or a responsibility of each leader on a post-it and attach it to the chart paper. Once each pair visits each corner, the teacher will read the post-its aloud to the class. Students will then choose two leaders and use a Venndiagram to compare and contrast the responsibilities of the leader. 8

9 Task Performance Rubric/Grade 1 and 2: Score 4 Score 3 Clearly understands the concept Gives clear details/facts to support ideas Uses clear sequencing Shows strong organization and creativity Understands the concept Gives some details/facts to support ideas Uses sequencing Shows organization and creativity Score 2 Score 1 Somewhat understands the concept Gives few details/facts to support ideas Uses some sequencing Shows little organization and creativity Does not understand concept Gives no details/facts to support ideas Does not sequence ideas Shows no organization or creativity 9

10 Appendix B Unit 1 Summative Assessment Title: Citizenship Subject: Social Studies Grade Level: 1, 2 Instructional Focus: Social Studies: 6.1.P.A.1, 6.1.P.A.2, 6.1.P.A.3, A.1, A.2, A.3, A.1 Reading: RL.1, RI.3 Writing: W.2 Speaking and Listening: SL.1 21 st Century Life and Careers Standards: A.1, B.1, C.1, F.3 Student Learning: Students will be able to complete the following: Create a new rule for the classroom, as well as a consequence for breaking the rule Provide supportive feedback to classmates Participate in a class vote List the steps needed for a law to become in effect 10

11 Essential Questions: What makes a good citizen? Why should people be treated with respect and fairness? Why are rule important and where do we need rules? Introduction: Having rules are a key essential for running a successful community. During the unit, we focused on many topics including: good citizenship, creating and enforcing rules and laws, and historical people who helped develop our country. Today, you will have the opportunity to create a new classroom rule and participate in a vote to choose a new rule for the classroom. Task: Students will create a new law (rule) for the classroom. Students will follow the writing prompt: I think there should be a law (rule) that says. We need this law (rule) because. If someone broke this law (rule), the consequence would be. Class will act as Congress and take a vote on whether or not the law (rule) should be passed. The teacher will act as the President and sign off on the new rule. Afterwards, students will recall and write the steps needed in order for a law to become effective. The new rule will be added to the class rule list and will be enforced. 11

12 Steps/Processes: 1. Read aloud: Arthur Meets the President. Have students make connections and relate it to information learned throughout the unit. 2. Read Introduction and Task to students. 3. Review classroom rules and have a discussion on possibly adding a new rule to the list. Have students recall the steps needed to pass a law in the United States. Tell students that they will write a new rule today and act as Congress to help decide which rule should be added. 4. If necessary, you may have a discussion on problems that have been occurring in the classroom and think of possible solutions to help fix the problem. For example, if students find that books are not being returned to the correct location in the library, students can think of a possible solution, such as a book return box. A new rule can state: Return finished books to the book return box. This may help students brainstorm ideas on creating a new rule. 5. After students complete the writing prompt, students will share their writing with classmates or group members. Classmates will provide the student with supportive feedback as to why they think the rule should be passed, or not passed. The class will take a vote on whether or not to pass the new rule. Student will tally the number of yes and no votes on their paper. 6. Teacher will then have a discussion with the class and choose one or two new rules (you may combine a few if they are similar). Students will discuss the consequence and agree that it is a fair one. Teacher (acting as the President) will sign off on student s paper. 7. Add the class rule to the classroom list and enforce the new rule. Students will write a list to restate how a law gets passed. Grade 1 Students can use terms such as classmates and teacher. Grade 2 Students will transfer the activity and use terms such as congress and President. 12

13 Materials: Arthur Meets the President Marc Brown Lined Paper Chart paper or Starboard to display writing prompt Classroom rules Rubric: Refer to NJ Registered Holistic Scoring Rubric found under Common Rubrics 13

14 Appendix C: Texts/Articles and or Documents: Title Genre/Resources/page numbers Grade 1: Harcourt A Child s View Non-fiction/Textbook/Unit 1 Share and Take Turns Meiners, Cheri J. The Voice of the People: American Democracy in Action Maestro, Betsy and Giulio Making a Law by De Capua, Sarah The Day Gogo Went to Vote Sisulu, Elinor Batezat Rules and Laws Keep Me Safe Let s Vote Strange Laws Arthur Meets the President Brown, Marc Fiction Fiction Non-fiction Fiction Non-fiction/Leveled Readers (Harcourt) Non-fiction/Leveled Readers (Harcourt) Fiction/Leveled Readers (Harcourt) Non-fiction Grade 2: Harcourt Social Studies People We Know Non-fiction/Textbook/Unit 1 14

15 America Votes: How our President is Elected Grainfield, Linda Congress Quiri, Patricia Ryon We the Kids: The Preamble to the Constitution of the United States Catrow, David Our Government at Work The President s Helpers Government on the Move Arthur Meets the President Brown, Marc Realistic Fiction Fiction Realistic Fiction Non-fiction/Leveled Readers (Harcourt) Non-fiction/Leveled Readers (Harcourt) Non-fiction/Leveled Readers (Harcourt) Non-fiction 15