Social Studies Thematic Unit Curriculum Map

Theme, Enduring Understandings, Standards- How Students will Demonstrate Their Understanding Strategies / Best Practices Used to Explicitly Teach the Resources for
& Essential Questions for This Unit based Skills & Concepts this Multi-Genre
Essential Unit
Skills (GLE) &
Concepts to
be Targeted
Unit

GLES Strategy 1: (2nd Grade, Past & Present History)

Theme(s): Common What students will know : Anchor Text(s):
● Culture Core Learning Target H3.2.2- Compare perspectives of people in the past to people
History: in the present. “If You Lived in
● People, Places, and
I will be able to compare and contrast colonial times and present times. Colonial Times”
Environment 1. What: This is an activity where students create a
H3.2.2-
● Individual Development and venn diagram to compare the difference between
Compare I will be able to document how native peoples shaped local history. (Strategy 1)
Identity colonial times and present times. With this there
perspectives
is a book called ‘If You Lived in Colonial Times.’
of people in I will be able to document my own family heritage and how it has shaped local that is read and the students would create their
the past to
history. diagrams based off of that information.
people in the
Essential Question(s): 2. Why: This is a comparison task because students
present.
I will be able to use globes, maps, and other geographic models to identify are taking information they learned from the book
What are some of the ways that (Strategy 1) and create a compare/contrast chart, otherwise
characteristics of different cultures.
local tribes are working to make known as a venn diagram. The information on
improvements in their H2.2.1- both sides are compared and students are able to
communities and the state of Document I will be able to recognize the differences between urban, rural, and suburban see what may be different from the past to the Short Stories:
Washington as a whole? how various communities in the context of community. present.
individuals in 3. Modification: To modify this lesson for a student
How is what my parents or the who may struggle, I could create a venn diagram
guardians did in school different community Success Criteria for them and have a copy of the text provided to
from what I am doing in school? have shaped them so that they could refer back to it.
Why is it different? local history. I can compare colonial times to present time after reading ‘If You Lived in Colonial 4. Enhance: To enhance this activity I could have
Times,’ on a venn diagram. students do more research on the internet about
When people with different (Strategy 2 the differences of colonial times to the present.
backgrounds or cultures work and 3) Students could present this information in a
together, what advantages or dis- I can investigate the history of Native American tribes in the United States and
powerpoint format or as a report.
advantages occur? Geography: create a powerpoint with this information.
Nonfiction:
Strategy 2: (2nd Grade, Native History)
G1.2.2- Use I can create a book about my family heritage by collecting information through H2.2.1- Document how various individuals in the community
maps, globes, interviews and research. have shaped local history.
and other
simple 1. What: This is an activity where students
I can create an informative poster board by researching a different country’s culture.
geographic investigate the history and information about a
models to Native American tribes in the United States. I will
identify I can create a diagram of what urban, suburban, and rural communities look like by have created a list of the expectations for the
cultural and creating a small neighborhood. projects. Students will then create a powerpoint
environmental presentation about their findings. All the students Fiction:
 Formative Assessment
characteristics will present their tribe to the class, so that
of places. everyone learns about each tribe.
Strategy 1
2. Why: This is an investigation task because
(Strategy 4) students would be researching a Native American
In order to see that the students are able to tell the differences between colonial group then creating a presentation that they will
Civics: times and present times, I will have students write a one to two paragraph paper share their findings to the class with.
about what they put into their venn diagram. Students would also be able to 3. Modification: To modify this lesson for a student
C1.2.1- brainstorm some other differences that may not have been included in the book. who may struggle, I could create structured visual
Recognize the plans that students could follow, as well as giving
Once they have done that, students could explain whether a difference impacted the
key ideal of them a couple of resources to use when they
public or present and how important it really is now. I would collect these write ups and read
researching their specific tribe.
common good over them to determine if the students had a full understanding. 4. Enhance: To enhance this activity I could have a
within the speaker come into the classroom from a few local
context of the For students who may be having difficulty grasping the comparison/contrasting, I tribes to speak on their behalf, so that students are
community. would provide them with a copy of the book as well as re-doing my instruction. I able to get a different perspective/further their
would provide students with examples and non-examples for their compare/contrast learning.
(Strategy 5)
chart. If they are unable to complete a one to two paragraph paper about the Strategy 3: (2nd Grade, Heritage)
differences and how it impacts us now, then I could have them verbally tell me. By
doing this I can provide them with explicit instruction on the task, as well as support H2.2.1- Document how various individuals in the community
have shaped local history.
in their way to explain it to me.
1. What: This is an activity where students create a
Strategy 2 book where they put information about their
family heritage. Students would do research on
In order to see that the students have learned about their Native American Tribe they their family by doing interviews with family
were assigned, I would have students present their powerpoints they have created to members and learning about their culture.
the entire class. I would have set up some expectations for the powerpoints that the 2. Why: This is a creation task because students will
students would then follow. The audience members would have to take notes on the be creating a book that is all about their own
presentation. I would observe their presentations and the other students would be heritage and where they came from. I will have
taking notes. Once presentations are over, I will have students turn in their notes to expectations that students will need to include in
me. I will look over their notes and make sure that they align with the presentations. their book.
3. Modification: To modify this lesson for a student
For students who may have difficulty taking their notes and staying organized. I
who may struggle, I could have a premade format
would have all students send me their powerpoints and I would add a section for
of the book that they can follow to make their
notes next to each slide. The student’s would be able to turn in those packets for
book about their heritage.
credit.
4. Enhance: To enhance this activity I could have
students bring in a family heirloom or something
Strategy 3
that represents their culture and give a quick show
and tell. (This could be a family crest, a
In order to see that students understood what ‘heritage’ was, I would have students
document/picture of past family, etc.)
do a short write on what they learned about their families heritage and what heritage
means. The book will consist of the information about their heritage, but I want to Strategy 4: (2nd Grade, World Cultures)
assess what they learned and may have not known. I also want to assess whether G1.2.2- Use maps, globes, and other simple geographic
they understand the term heritage. I will collect these short-writes and analyze them
models to identify cultural and environmental charac-
to see if the students had a full understanding of the lesson.
teristics of places.

For students who may have difficulty doing the short-write, they may verbally recite 1. What: This is an activity where students apprise
to me what they have learned and the meaning of heritage. This will ensure that I information about world cultures. This process
still will be able to assess their understanding. would be done through creating a poster board of
a country that the student was assigned. I will
have created a list of the expectations for the
Strategy 4 projects. There will be a gallery walk on the day
students bring their poster boards in, and students
In order to see that students understood different world cultures, I would have will take notes.
students fill out an exit ticket that explicitly asks questions about each of the 2. Why: This is an appraisal task because students
countries that were seen in the gallery walk. Some of the questions may be ‘what is will be researching specific countries
the most popular activity in this country?’ ‘what is the most common practice of practices/culture and be posting their information
on a poster board. They will be informing their
religion in that country?’ ‘how has this country's culture impacted the cultures
classmates about what they learned about their
around it?’ and so on. The questions would be based off of the requirements on the country.
rubric that needed to be on the students posters. I would collect these to make sure 3. Modification: To modify this lesson for a student
that students were able to get the correct answers for each of the presentations. who may struggle, I could create an option for
them to pick the way they would like to present
For students who may have difficulty answering all the questions in short sentences, their information with the class. Another way is
I could provide them with a fill in the blank worksheet. On this worksheet it would by constructing a structured visual plan that
students could follow with a few resources they
have information from each of the students presentations that they would fill in
could use to help their research.
based on looking at the poster boards. For example, some questions could be the 4. Enhance: To enhance this activity I could have
population of Rome, Italy is _____. A culture that influenced Italy was ________. students find a dish that may be linked to that
The Vatican is from _______ Italy. culture and make it, so that they can bring it to
class. We could have a potluck style while
Strategy 5 students go around on the gallery walk. (I would
make sure to get all the allergy information
beforehand.)
In order to see that students understood the differences in rural, suburban, and urban
communities, I would have students turn in their small neighborhoods they created. Strategy 5: (2nd Grade, Community)
With this I would have them do a short write about what the differences are between C1.2.1- Recognize the key ideal of public or common good
rural, suburban, and urban communities. I would analyze both their small within the context of the community.
neighborhood and their responses to the short-write to determine their
understanding. 1. What: This is an activity where students are
illustrating what rural, suburban, and urban
communities may look like. Students would be
For students who may have difficulties with the differences in rural, suburban, and able to create a small neighborhood for each.
urban communities, I would re-teach the portion of the lesson and make sure to be 2. Why: This is an illustration task because students
very explicit with my instruction of each. During this time I would have the student are asked to draw a small neighborhood of each
take notes during the instruction so that they will have something that will guide of the different communities. Students should
them on their short writing about the differences. know the difference between each community
because these communities are present throughout
each state. Each community also offers something
to each other and works together.
Summative Assessment 3. Modification: To modify this activity I would
have each of the symbols already drawn out for
For my summative assessment, the students will do a report on our local Lummi the student and have blanks that the student would
Nation tribe members. I would have volunteers come in to tell their stories and fill in for what the community is. I would have
history of the Lummi Nation tribe. Students would also do research via the internet the list next to the blanks and they could use a
to help them get more information for their report. As a class I would also like to go process of elimination to find which is which.
4. Enhance: To enhance this lesson I would have
on a field trip to the Lummi Nation’s main tribal camp so students are able to
students create a presentation via powerpoint that
explore the land. Within their report I would want students to be able to identify if talks about what each community does for each
the Lummi Nation community is rural, suburban, or urban. I also want students to other or what is included normally in these
create a hand-drawn map of the reservation that helps them explain the communities, such as farm land, where farmers
characteristics of the culture of the Lummi Nation. This map could include major grow x, y, z, etc.
waterway’s they access to fish, etc.

Lummi Nation Report Rubric

Name:

4. 3. Proficient 2. Apprentice 1. Novice

Distinguishe
d

Research-Quality: Included facts Included Included a Included more opinion

and facts and mixture of facts than fact. Information
Information from conclusions conclusions from reputable was taken from
reputable sources from reliable from reliable sources and unreliable sources.
sources. sources. opinions from
Included unreliable
opinions of sources.
subject-
matter
experts.

Research-Interviewing: Interviewer All questions Some questions No questions were

was prepared prepared in prepared in prepared in advance.
Used proper with advance. No advance. Some Questions did not address
interviewing techniques questions and more than questions were the topic. Did not record
follow-up one or two unrelated to the interview responses using
questions. questions topic. Notes notes, tape recorder, or
Every were and/or recording video tape. Interviewer
question was unrelated to of interview were did not thank the
related to the the topic. incomplete or person(s) being
topic. Notes Notes and/or unclear. interviewed.
and/or recording of Interviewer did
recording of interview not thank the
interview were person(s) being
were complete. interviewed.
complete and Interviewer
 documented thanked the
with dates, person(s)
times, names, being
and locations. interviewed.
Interviewer
thanked the
person(s)
being
interviewed.

Writing-Conventions: No spelling, Fewer than 5 More than 5 More than 10 spelling

grammar, spelling and spelling and and grammar errors.
Correct spelling, capitalization grammar grammar errors. More than 10
grammar, punctuation, or errors. Fewer More than 5 capitalization and
usage punctuation than 5 capitalization and punctuation errors. Many
errors. capitalization punctuation sentences show flawed
Sentences are and errors. structure.
all well- punctuation
formed. errors. One Less than 5
or two sentences show
flawed flawed structure.
sentences.

Writing-Sentence Most Many A few sentences Sentences were short and

Fluency: sentences sentences varied in length. did not flow well.
varied in varied in Most sentences Sentence structure did
Length, variety and flow length and length and did not flow not change.
of writing structure. structure. smoothly.
Writing had a Some
natural flow sentences did
that made it not flow
easy to read. smoothly.

Maps and Models- The product Product was Product was Product was not
Overview: is of complete and nearly complete. complete. Key features
exceptional high quality. No more than were missing. Many
Neat, creative, and quality. All All required one component, features were not
includes all required components, components, such as scale, properly labeled. Product
elements such as scale, such as scale, key, or did not resemble the
key, or key, or appropriate subject.
appropriate appropriate symbols was
symbols, symbols, missing. Some
were were features were not
included. All included. properly labeled.
features were Most
identifiable features were
and properly identifiable
labeled. and properly
labeled.
Lummi Nation Report
Name:
____ My project has information from sources with excellent reputations.

____ My interview yielded useful information. I thoroughly documented my interview, and I was polite.

____ My writing uses correct grammar, spelling, and punctuation.

____ My writing has sentences which are varied in length and flow well.

____ My maps, models, dioramas, or other designs are complete and neat.