2. Social Studies Grade 1

3. LaKeisha Johnson, Beth Ryan, and Jaime Trick ED 417-01 Fall 2001

4. Rationale It is important for elementary students to know the significance of their family traditions or customs and how their lives would be different without the presence of family governing their actions. They also need to be aware of the various types of family units because each family is unique in its own way.

5. Objectives The students will learn of the different American heritages that are represented through families today. They will also be able to recognize ways that families contribute to our society. The students will learn of the various ethics involved with being in a family. They will also be able to view how families depend on resources and come together to make decisions. The students will learn about decision making, and the democratic process through role playing and situations related to their families.

6. The American Heritage Strand shows us the aspects of the past to help us understand the American people and their uniqueness. Through this strand we can learn about families in America, our common experiences, and our culutures.

7. Activities Students will research and compare different families from various time periods throughout history. Each student will write a story about their family and share with the class. Students will prepare a class graph showing what their nationality/ heritage is.

8. Activities Students will create a picture album in groups of families throughout American Heritage showing different dress, hairstyles, homes, food etc… Cooking Time- students will help make and decorate gingerbread houses and people to represent their family unit and heritage

9. WebPages (http://www.pbs.com) (http://www.geocites.com) (http://www.kidsdomain.com) (http://www.scholastic.com) (http://www.familiesfirst.org)

10. Through this strand, we recognize that many different and unique groups make up one society that we all live in. By studying families in perspective of this strand, we will learn how families are a part of society, their functions, and how they work together for good.

11. Activities Students will research and write what/who makes up a society Students will make a list of how their family contributes to society Students will each write a pretend letter to someone else in society telling how they will help them

12. Activities Students will create a drama showing different families working in society and what they can do Students will work in groups and draw a mural that involves a timeline and pictues of people in societies over time (changes, cultural awareness, jobs)

13. Web Pages (http://www.familiesandwork.org) (http://www.ed.gov/pubs/FamLit/paren t.html) (http://www.fema.gov/kids/html) (http://www.historykids.org) (http//:www.americanedu.com)

14. WORLD INTERACTIONS This strand explores links people make around the world. This strand explores links people make around the world. Family is structured the same way. People make attempts to contact relatives around the world. Family is structured the same way. People make attempts to contact relatives around the world.

15. ACTIVITIES  The students will research the various family lifestyles around the world through books, magazines, and videos, then compare their lifestyle to those presented to them.  With a map or globe, the students will locate, describe, and name the city and state in which at least one of their relatives lives with assistance (if needed).  The students will design a collage of their family members by pasting their pictures on a family tree, then writing their names underneath their pictures to identify them.

16. ACTIVITIES CONTINUED  The students will write and illustrate a story about a time when their family lived by the traditions and customs of another family. The students will choose a family from one of the seven continents.  The students will raise some money through a fundraiser or collect can goods and give it to a family in extreme need of financial assistance. They will send the money or can goods and a letter to an anonymous family within the school or another country (selected by vote) for a Christmas or a Thanksgiving basket.

17. WEB SITES  http://www.thefunplace.com  http://www.ed.gov/pubs/Famlit/parent.html  http://www.family.go.com/  http://www.familyeducation.com/home/  http://www.familyplay.com

18. DECISION MAKING AND RESOURCES This strand focuses on potential resources and decisions people and societies make in addressing wants. This strand focuses on potential resources and decisions people and societies make in addressing wants. Families depend on resources to satisfy their wants as well as relying upon one another to reach mutual decisions concerning their wants and needs. Families depend on resources to satisfy their wants as well as relying upon one another to reach mutual decisions concerning their wants and needs.

19. ACTIVITIES  The students will be given the formal definition for a want (unnecessary necessity) and a need (necessary necessity). They will then design a list requiring them to to make a column of wants and a column of needs based on their family’s lifestyle. They will discuss the significance of each column.  The students will pick a country, research it, and describe how a particular country earns a living in order to satisfy the wants and/or needs within the family.

20. ACTIVITIES CONTINUED  The students will bring in two items of choice from home. They are to get into groups of four and discuss what resources were needed to produce the items. They will then share their results with the class.  The students will pick three items that they really want whether it be for a birthday, holiday, or special occasion and then choose only one item for their family to buy and explain why that item was chosen over another. Ask them, “What made you make that decision?”

21. ACTIVITIES CONTINUED  In groups of four, the students will talk about the tragic events of September 11th and come up with a list of items the families may want/need in order to compensate for their loses. They will then share their results with the class. As an extension to this activity our class will begin a collection within the school and send the money to the September 11th fund.

22. WEB SITES  http://www.kids-space.org/  http://www.fema.gov/kids/  http://www.htmgv.org/smartfun/colonial/intr o/  http://www.museum.state.il.us/exhibits/atho me/  http://www.edecisiontree.com

23. Strand 5: Democratic Process..examines the principles of democracy and explores the extent to which governments reflect those principles

24. Democratic Process Activities  Have students discuss in pairs what authority is to them and who demonstrates authority within their family, community, state, and country.  Have several guest speakers (city manager, fireman, policeman…) come to the room and talk about their jobs and the authority that they have within their jobs. Have students discuss the reason for authority within their community, country, world and then compare it to their family and the roles in which they take.

25. Activities Continued  As a creative writing assignment have each student pretend to be the leader of their household, and come up with rules and consequences for the family.  As a class discuss and create rules that could be applied within the classroom. Have the students debate on these suggestions and adopt two new rules. Remind students that at school we are a family just like they have at home.  Have the students role play various settings of family life given by the teacher, and come up with rules and ways to make that situation better. Then vote on these rules.

26. Democracy Web Sites  http://www.drspock.com/article/0,1510,5760+++TOP:641+c bx_families,00.html  http://parent.net/parents/tips/archive/value.shtml  http://www.oas.org/children/menu1.html  http://npin.org/library/pre1998/n00282/n00282.html  http://www.childrensresources.org/publications.html

27. Strand 6: Citizenship Rights and Responsibilities …provides a context for examining and engaging in those activities that are part of an adult’s public life

28. Activities  Students are to discuss with their families what their responsibilities are at home and talk about what being responsible means.  On a letterhead, students will make a list of their responsibilities they have at home and write a paragraph to their family stating that they promise to do their part.  Students will be assigned various jobs within the classroom to help out that relate to their home duties. (feed the rabbit, clean the chalkboards, organize library, keep floor clean)

29. Activities Continued  Students will keep a daily journal of their responsibilities and include things like: what they did, how long it took, did they do it without being asked, did anyone help….  Students will write a narrative stating what responsibility is to them, and why it helps to be responsible.

30. Web Sites  http://childrens-justice.org/  http://www.kidlink.org/kie/nls/english/right s/lesson8.html  http://www.savethechildren.org.uk/childrig hts/main.html  http://members.tripod.com/epweek/  http://www.aifs.org.au/institute/pubs/fm1/f m37mr.html

31. Strand 7: Science, Technology and Society … national standard that says, social studies programs should include experiences that provide for the study of relationships among science, technology and society

32. Activities  Students will discuss what types of technology they use at home.  Students will discuss what it would be like in their homes if technology wasn’t there.  Students will interview their grandparents do see what kind of technology they had growing up and compare it to their lives.

33. Activities Continued  Students will take a field trip around the school to see what types of technology are available to the school.  As a class students will do research on early forms of technology and write summaries to share with our families.

34. Web Sites  http://www.crayoncrawler.com/  http://www.brainpop.com/  http://www.thetech.org/robotics/  http://www.cotf.edu/ete/modules/msese/ explorer.html  http://www.amazon.com/exec/obidos/AS IN/0912517026/ref=ase_thegreatideafin d/002-6484454-7320033

35. Conclusion –It is important for first grade students to be aware of their families and to recognize the roles in which their families have in society. Students should take away information from this presentation and be able to compare it to their lives at home.