Standards Based Unit of Study

 

Unit Planning Template

 

Teacher:  Mrs. Rebecca C. Brent

 

Subject/Course:  Social Studies                                  Grade/Level:  5^th grade primary

 

Unit Topic/Focus:  Heroes in History for Building Community

 

 

Integration with other content areas (if applicable):  Language Arts

 

 

Estimated time for implementation:  Forty-Five minutes per day 

 

Connections to previous/future learning:  Study of history timelines/Building community/Thinking in historical context

 

Standards:

 

Academic Expectations	Program of Studies	Core Content for Assessment
2.14 = Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. 2.20 = Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.	-          Students will understand that history has been impacted by significant individuals and groups.  -          Students will develop an understanding of the nature of history using a variety of tools (e.g. primary and secondary sources, family mementos, artifacts, Internet, diaries, timelines, maps) -          Students will use print and non-print sources (e.g. stories, folktales, legends, films, magazines, Internet, oral history)	SS-05-5.11 = Students will use a variety of primary and secondary sources (e.g. artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives. SS-05-5.21 = Students will identify historical documents, selected readings and speeches (e.g. Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have A Dream) and explain their historical significance.

 

 

Context (Unit Organizer): A narrative that

                Students need to practice historical thinking to be able to understand historical ideas and events in correlation to how people and communities have changed through the decades on a local, national, and global perspective.  To move our community forward in the future, by making a difference, students must understand historical figures’ aspirations, struggles, and accomplishments.  The writing, research, and project-based assignment give the students creative thinking skills in analyzing and evaluating historical events.

 

Essential Questions:

-          In analyzing historical timelines during the Hero History Board Game, which time period was of greater impact or significance to our community today (in your opinion) and why?

-          Which characteristics/personality traits of a hero are important to make even the smallest difference in the community?

-          Through reading your personal narratives of historical figures, who was the most influential person (in your opinion) and why?

 

Culminating Activity/Assessment, A product or performance that:

-          helps students process their historical thinking and develop relevant insights/questions with an exit card

after participating in a historical virtual field trip.

-          Encourages classroom participation and interactive learning with a group KWL chart and classroom

discussions.

        -       Ensures understanding of assignment with a rubric developed for the Hero History Board Game.

 

Resources / Technology:

                Computers (Internet/Web Page access)           Pens/Pencils

                Markers/Crayons                                                   (5)Stapled Pieces of Paper with Lines for Storybook

                Poster Board                                                         Chart Paper

                Construction Paper                                              Historical Narratives

                Scissors                                                                 Journal Notebooks

                Stick Glue

 

Outline of Daily Plans:

                Day 1 = Students will navigate through virtual field trip online.  At completion, students will fill out an exit

                              card for assessment to formulate questions and practice historical thinking.

                Day 2 = Students will create a Superhero Personality and Goal List in their journal notebooks.  Students will

                              be assigned a fellow classmate to partner read Historical Narratives and develop questions for a

                              literature circle.  Assessment will be used during class read-alouds of their journal writing.

                Day 3 = Students will be assigned to groups to create a History Hero Timeline Board Game.  Students will

                              research facts and other timelines online to gather information for the game.

                Day 4 = Students will be assigned to groups for literature circle discussions of the Historical Narratives they

                              read earlier in the week.  Assessment will be used by creating a group KWL chart.  Students will

                              also create a personal mini-storybook of a historical hero they would like to be by researching facts

                              online.

                Day 5 = Students will switch groups to play each other’s History Hero Timeline Board Game.  A rubric will be

                              given to each group to peer assess the creativity and quality of the game.  Students will also read

                              their personal mini-storybook to the class.