UbD+-+2nd+Grade+-+Long+Ago+and+Yesterda

Name: Kathryn Cooke, Topaz Pham, Jennifer Kingman

Date: 1/28/16

Unit Title: Long Ago and Yesterday

Grade Leve: 2nd

Subject/Strand/Topic Area(s): Social Studies, Language Arts, Visual and Performing Arts

Time Frame: 10 days

In this unit, students will learn about long ago and yesterday. The students will learn about how to learn family history, how life is different today than from the past, and they will learn how to order things in sequential order using a time line. By the end of this lesson, students will have some understanding of what primary and secondary sources are. They will be able to create a family tree. They will have compared and contrast the similarities and differences between today and things of the past. Students will learn how to create and interpret a timeline. ||
 * __Brief Summary of Unit (Including curricular context and unit goals):__

STAGE 1 – DESIRED RESULTS
 * COMMON CORE State Standard(s):

2.1 Students differentiate between things that happened long ago and things that happened yesterday. 1. Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents. 2. Compare and contrast their daily lives with those of their parents, grandparents, and/or guardians. 3. Place important events in their lives in the order in which they occurred

ELA-LITERACY.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

VAPA - Creative Expression 2.1
 *  Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils. ||
 * === Big Ideas – ===
 * 1) === Family history can be traced through primary and secondary sources. ===


 * 1) === We use different objects in our lives than our parents did when they were children. ===


 * 1) === Our parent lived differently than we live today. ===

Understanding(s) Students will understand that…
How do we learn family history? How is life different today? How can we put events in order? || Primary source, secondary source, document, artifact, different, alike, and timeline.
 * 1) Historians use multiple sources when learning about the complexity of history.
 * 2) That some things change over time, while other stay the same
 * 3) That timelines can help show the order in which events happen. ||
 * Essential Question(s)
 * Students will know (Vocabulary):

Students will be able to (Processes & Skills):
 * Identify a primary and secondary source when researching family history.
 * Compare and contrast their daily lives with those of their parents, grandparents and/or guardians.
 * Place important event in sequential order. ||

STAGE 2 – ASSESSMENT EVIDENCE

G : When you have finished this lesson, you will be able to display your ancestors in a family tree, chart significant events in your life into a timeline, identify items that have changed over time.
 * Performance Task -- Goal, Role, Audience, Situation, Product/Performance, Standards/Criteria for Success

R : Your job is to gather artifacts of your parents, grandparents and/or guardians history and recreate their life in the past through a collage. A : The audience of the task are the classmates, teacher, and parents.

S : The challenge is to recreate life of your family in the past through a collage and explain what you think caused the change.

P : Students will each make a collage the consists of pictures representing important event in their lives, family heirlooms, family heritage, family members, etc… Once all the students have completed their collages, they will present them to the class explaining each picture and why they felt it was important to have on their collage. With assistance from the teacher, the students will put all the collages together to make a big quilt.

S: By what criteria will “performances of understanding” be judged? The students will be evaluated on the basis that their collages reflect and accurate portrait of their personal lives, their families, their heritage, and interests. ||
 * Other Evidence (journal prompts, observations, work samples, tests, quizzes, etc.)

Students respond to a writing prompt in their Family Journal composition book. Student will create their own time lines incorporating important events in their life and the life of a family member. ||

Stage 3 – Learning Plan

To create an effective and engaging Learning Plan, will the students: W – Know WHERE they are going, WHY, WHAT is expected? H -- Have their interest HOOKed and HOLD interest to keep engaged? E -- Have opportunities to EXPLORE & EXPERIENCE Big Ideas that will EQUIP them for performances? R -- Have opportunities to RETHINK, REVISE, REFINE their work when given timely feedback? E -- Have opportunity to EVALUATE their own work and set future goals? T -- Have work TAILORed to their needs and flexibility in addressing their interests and learning styles? O -- Have work ORGANIZEd and sequenced to maximize engagement and effectiveness? Have Technology integrated to enhance engagement and have their learning based on data-driven instruction? || W – Students will be introduced to the Essential question: How do we learn family history? They will read “The keeping Quilt” by Patricia Polacco. Students will be introduced to the question: how did the quilt maintain family customs and traditions? H – Gather students together on a carpet or another close setting. This will ensure all students are able to view the illustrations, which are a key component to understanding the story. The story, “The keeping Quilt” by Patricia Polacco will be read to the class. Read aloud the entire book with minimal interruptions. Stop to provide word meanings or clarify only when you know the majority of your students will be confused. E – Pre-cut materials for a “family tree”. Teacher will provide small pictures to represent the 6 generations of women to be added to the tree from the book. SECOND READING: Use a document camera or e-book for the second readings. This will ensure students can view the book while working with their graphic organizers simultaneously from their seats or from a space in the room that allows them to work. Re-read pgs. 2-8. Allow students to take out their “family tree” that was created the day before and add characters that are re-introduced in this lesson. Vocabulary Go back to pg. 4 and read the sentence, “The only things she had left of backhome Russia were her dress and the babushka she liked to throw up into the air when she was dancing.” Tell -” Babushka” means a scarf women wear on their heads. Ask - What do you think are other ways you could use a babushka? Questions for Think Pair Share: (Page 5) Why did Anna’s mother decide to make a quilt? Why do you think certain pictures are in color? And why do you think the illustrator chose to make the quilt colorful throughout the book, while the rest of each drawing is in brown pencil? R – Students will have the opportunity to work on their family trees as a class. As the teacher is reading and guiding the students will place their people on the tree. Then the teacher will walk around the class and verify students were correct and give feedback before they paste the pictures down. E – Students will be able to review their work as a class. The teacher will be reading the text as they place the proper person on the tree. If they are struggling, teacher feedback will help them set goals. T – ELL and Special needs students will have a modified tree that will be labeled to help match up the photos. O – This lesson leads to the next lesson where students will be introduced to how historians learn about history. || W – Artifacts (and Documents) Tell a Story about a Person, their Family, and their Work: Predicting with Artifacts. Identify and categorize the kinds of information obtained from a variety of artifacts and documents (e.g., what would this artifact tell us about how people lived?) A parent letter will be sent to the students before this unit is started requesting that student bring in a family artifact from great grandparents, grandparents, aunts, uncles, close friend, or neighbor to be studied. H – Have students set treasured object they have found, bought, or been given on their desks. Have each student briefly introduce their object and tell where, when, why and how they obtained it, indicating any gaps in their memory or knowledge. Afterwards, ask volunteers to share why their objects are important or notable for them. Do they serve, for example, as comfort objects, reminders, symbols? What role do treasured objects like these play in our lives? E – Introduce the concepts of Primary and secondary sources with a video [|__http://teachinghistory.org/historical-thinking-intro__]. Examples of Primary Sources: Primary sources are not just documents and written records. There are many different kinds of primary sources, including: first-person accounts, documents, physical artifacts, scientific data that has been collected but not interpreted, and face-to-face mentors with specific knowledge or expertise. Primary sources also take a variety of formats—examples of these are listed below. Audio—oral histories or memoirs, interviews, music Images—photographs, videos, film, fine art Objects—clothing (fashion or uniforms), tools, pottery, gravestones, inventions, weapons, memorabilia Statistics—census data, population statistics, weather records Text—letters, diaries, original documents, legal agreements, treaties, maps, laws, advertisements, recipes, genealogical information, sermons/lectures How do Primary and Secondary Sources differ? While primary sources are the original records created by firsthand witnesses of an event, secondary sources are documents, texts, images, and objects about an event created by someone who typically referenced the primary sources for their information. Textbooks are excellent examples of secondary sources. ACTIVITY: Have students fill out a bubble map of primary and secondary sources. Students will use photos and word examples to organize and brainstorm their thoughts. Tell students that they will investigate the history of an object treasured by a family member. They will also find out how and where their family member obtained the object and why it is important to them. In class, students should brainstorm ideas for family members, treasured objects, and places to search. Do they associate certain objects with certain relatives? Can they think of items they have seen or heard about that might be interesting? Might there be something interesting awaiting discovery in their home? Have students discuss and write in their R – Students will have the opportunity to collaborate with their partners to get ideas on what would be a good artifact to bring and where they might find it. E – Students respond to a writing prompt in their Family Journal composition book about their brainstorming of where they will search for a family object. T – For ELL and special needs students, the vocabulary of artifact, primary and secondary source, and document will be defined. Students will be given photos of artifacts and documents to demonstrate. O – This lesson leads into the wrap-up lesson for students to learn about the value of primary and secondary sources. || W – Students will continue with their Primary and secondary source project. Artifacts (and Documents) Tell a Story about a Person, their Family, and their Work: Predicting with Artifacts. Identify and categorize the kinds of information obtained from a variety of artifacts and documents (e.g., what would this artifact tell us about how people lived?) H – Students will place their found artifacts in a safe location around the room. They will walk to room and look at each artifact. They will make predictions about what that artifact may have been used for and compare the different artifacts from their own. E – Students will focus on their item and do some basic research. Where, when, why and how did the family member obtain this item, as far as they can find out (students should have received this information from their family members already)? What can they find out about it by searching on the Internet? What kinds of experts might be helpful? R – Students will be able to write in their journals about what they were able to find and what information they are missing, still. And how research will help them fill in the missing information. E – Students will use their journals to create goals on how to find more information about their family’s artifacts. T – ELL and special needs will have sentence starters and questions to help the student achieve the learning goals. O – This lesson leads into the next lesson about comparing the lives of student’s parents to today. || W -- Students will transition from studying primary and secondary sources to utilizing the information to applying it to their own lives. First, the students will watch a video on Ellis Island and have time to share their thoughts and comments with partners. They will then read a secondary source by reading a biography of Carmen Lomas Garza. Ask the students why they feel Carmen is a well known figure? After students have collaborated with the class. They will then complete two worksheets that will activate knowledge of their family’s past answering questions “What do we use everyday?” and “What did our parents do everyday?” H -- Students will watch a video of Ellis Island on Brain Pop Jr. on the rug. Ellis IslandfBy having students watch videos together on the rug, this allows them to remain focused and feel connected with their peers. This may activate prior knowledge with some students who may have information regarding their family’s history. For others, this may be a new experience to understand about immigrants from long ago.
 * Daily Lesson --
 * Day 1:
 * Anna’s mother (p. 6)
 * Great-Gramma Anna (p. 1)
 * Grandma Carle (p. 15)
 * Mary Ellen (p. 20)
 * Patricia (p. 29)
 * Traci Denise (p. 29)
 * Day 2:
 * Day 3:
 * Day 4: How is Life Different Today?

Vocabulary words different and alike will be introduced to enable students to use these words when comparing and contrasting the past and the present. E -- After watching the video, the students will have an opportunity to pair up with a partner and share what they viewed in the video and if their parents were also born from outside of the United States. The students will share their responses. They will collaborate one more time with another partner, now sharing what differences do they see in the video from what is happening today.

When finished collaborating, the students will go into reading the biography of Carmen Lomas Garza at their desks. This will transition into completing the two worksheets that answer the former questions regarding their family. R -- Students have an opportunity to rethink, revise and refine their work as they share their responses as a class to the worksheets. If students are unaware of their parents’ background or items that are shown in the worksheet, they may take it home to go over with their family. E -- By sharing their responses with the whole class, students have the opportunity to evaluate their own work to see where they may be lacking information of their family’s history. Here, they will decide if they need to complete their work at a later time to then be able to collaborate with the class. Future goals can be set here if they need to gather more information. T -- To help students who may need further assistance, when students are sharing their findings in the video and making a connection with their own life, a graphic organizer can be created. This organizer will list ideas that compare what happened in the past and what is going on today.

To emphasize and elaborate on vocabulary, different types of balls can be shared to show students how these items may be alike and different concerning color, texture, size, softness and use. O -- In today’s age, students are exposed to the use of technology inside and outside of the classroom that it has become a norm when used in everyday lessons. By having an online video from Brain POP Jr. for students, they are much more focused and engaged when learning concepts and ideas that cater to their academic language. The videos are very interactive and relevant to primary grades. || W -- In the next lesson, students will now apply what they learned about the differences and similarities of their lives and their relatives lives onto paper. They will be expected to answer questions regarding school and everyday life activities of their own life and a relative they are interviewing. Once finished with the questions, which students will answer individually, the class will draw back to reading about a piece of history regarding the differences and similarities of the use of transportation. H -- As students are seated on the rug, remind them that it is both fun and helpful to understand what life was like for their parents, grandparents, and/or guardians when they were the children’s ages. they will be reminded of the differences of their life at age seven or eight and the lives of their relatives now. Review this information as well as the information that was written on the chart to compare and contrast. E -- Students are creating their own primary sources by answering questions on their own account and gathering information from their relatives. Comparisons will be made through the process once students have completed interview. To prepare this, students create a booklet with 5 pieces of construction paper, folded in half vertically. They will be given a set of interview questions that they will cut out individually. The two sets of questions are numbered the same to have placed side by side in the booklet, comparing their life now with their life at the age of their child. The students will answer only the questions regarding the present. || Now that I am ___ || When you were my age... ||
 * Day 5: When You Were My Age...
 * 1. Where do you live and what kind of home do you have? || 1. Where do you live and what kind of home did you have? ||
 * 2. What is your favorite book? || 2. What was your favorite book? ||
 * 3. How do you get to the grocery store and home again? || 3. How did you get to the grocery store and home again? ||
 * 4. What do you do for fun? || 4. What did you do for fun? ||
 * 5. What kind of music do you listen to? || 5. What kind of music did you listen to? ||
 * 6. What do you wear to school? or work? || 6. What did you wear to school? ||
 * 7. If you have a television, what is your favorite show? || 7. If you had a television, what was your favorite show? ||
 * 8. What kind of phone do you have? || 8. What kind of phone did you have? ||

Once students have completed their booklets, these will be taken home for relatives to answer.The students will then move onto completing a worksheet that will drive them to enable an interview with whomever they will have answer the booklet questions. R -- “Think-pair share” strategy will be implemented the following lessons as students think about the topic at hand, pair with a classmate and share the ideas they have gathered. E -- Students will be required to answer each question on their own account. These are questions they will be able to make connections set forth and how they will be able to share the information with their peers in the next lesson. Have students ask themselves, “How are ways we can find out about the past and present?” T -- For students who may have difficulty understanding the questions, illustrations may be shown as a supplement to reinforce words. Emphasis should be made that the students are answering questions about themselves and the booklet will be used at home. O -- The lesson will tie together to prepare students for the interview. The students will apply what they have learned about primary and secondary sources to these activities of this lesson. Having students create their own booklets keeps the students engaged and involved in the responsibility to complete the task in class and at home. Students question and learn effective ideas they can utilize when speaking with their relative. W -- Students will now be able to compare and contrast a primary and secondary source as they will again, create a chart that compares the past and present. For the previous lesson, the students had recalled information from their minds (secondary source), and now after having done the interview, they have a primary source to share. Have them answer the question on their own “How is life different today?” H -- Gather students again on the rug. The rug serves as a central area for students to collaborate and communicate effectively in an open space, working with different classmates each time, rather than a shoulder partner at their desks. Students are limited who they share information with if they are continuously surrounded by the same students on a regular basis. Implement “think-pair, share” here to allow them to openly share their findings. E -- After collaboration is done, students share while teacher is recording onto a new chart of a graphic organizer chart of the past and the present. While creating the chart, students are essentially answering the big question of how life is different from today. They are continuously drawing back with comparing the past with the present. R -- Have students return back to their seat along with their interview booklet. If writing journals are used, have students answer the question “How is life different today?” All answers may be acceptable so long as students reference both the past and present, making connections of their own lives with their relative. If no writing journal is used, have students write on a blank sheet of paper. E -- Once students are finished, they will turn in their responses to be evaluated. These will be analyzed on the basis that students can compare and contrast. T -- Rather than having students write in a writing journal or separate sheet of paper, create a premade graphic organizer. This may be in a chart form such as the two made for the class, or in a Venn Diagram. O -- Students now have two charts to compare. By having the students collaborate as a class as a whole again with the charts, this involves everyone and allows students to be inclusive. There is a sense of an open and welcoming environment as all students have a booklet with them to engage in the lesson. Having the students work individually on their own writing serves as a form of assessment for students to apply their knowledge of what they have learned in previous lessons and answering the essential question. No technology is integrated into the lesson as students worked strictly with materials they created. || W – Students have learned about how their lives are different from the lives of their relatives. They have learned how to gather information using primary and secondary sources. In this lesson students will be asked the essential question, how can we put events in order? They will be introduced to time lines. They will learn that everything happens in sequential order. They will start to gain knowledge on how to create and use a time-line. H – Students will be asked to provide a list of holidays that are celebrated throughout they year. They will then provide the date for each holiday. Once they have done this, the teacher will draw a timeline on the board and ask the students to help put the Holidays in order by which happens first to which one happens last. E – Using the student textbook, we will do a whole class reading about what timelines are and how can we use them. They will also learn about storyboards and how they are similar to time lines. After reading, they students will be asked to journal about their day so far. They will need to put in order from the time they woke up until that very moment the things they have done. Students will be asked at random to share their journal entries. R – The students will then work with their table groups each taking turns telling about their timeline of events for their day so far. They will discuss how they were able to put the events in order. The rest of the group will be able to help them, if they find one of their group mates events out of order. They will be able to make any corrections necessary. E – Students will need to work on their journal entries independently. They will need to proofread and edit their responses. While working they will need to ask themselves, “am I producing my best work?”. This will help motivate students to always try their best. If students are not producing their best work, they will be asked to do it over again. T – For student who may have difficult time with writing, they will be allowed to produce drawings of their activities. They will then dictate their responses to the teacher and group members O – This lesson will help prepare students to be able to place important event on a time line. For the next lesson the students will have to list eight important event in their live and place them in order. This lesson will provide the foundational skills they will need to the next couple of lessons. || W -- Students will read a passage about Thomas Edison. They will take the important events in his life and place them on a provided time line. This will help set them up for being able to put their own major life events in order using dates. H -- Students will have taken a packet home the previous night to have their parents help them fill out. The packet explained that the students are working on how to place events in order. The students will sit down with their parents/guardian to help come up with eight important events that have occurred in their life, such as, when they first start walking, when they first started talking, when they learned how to ride a bike, etc… Along with the event they will need to provide how old they were and a month and year. Students will then go on readwriteandthink.org and create a time line using the events they came up with. They will need to put the events in order from first to last. They will print these time lines and turn them in. E – When the students are done with their time lines they will use their journals to answer the following questions, “Why did you choose the event you chose? Do these events hold more significance in your life than other events? Explain”. This will help students recognize that some events in life are more important than others. R -- Before turning in their time lines, they will need to go over it to make sure they have their events in the correct order. After they turn it in, if they have any errors, they will be given the opportunity to make revisions. E -- Students will have turned in their timelines and their packets. The times lines will be evaluated to see if the student put the events in the proper order. The teacher will use the packet of information to help determine if the task was completed correctly. The teacher will the give the students their work back for them to be able to look over and to correct. T – For students who may have hard time completing this task, you can have them bring in pictures from home that represent an important event in their life. Then using construction paper, the students can place their pictures in sequential order. Then have them write how old they were and/or the date next to each picture. O – By this point, students are becoming more familiar with how to create a timeline. Now that they have put some of their major life events in order, they will next create a timeline of events for a family member. The technology incorporated into this lesson was the use of computers and the internet. The students used an online timeline maker to help them create their time lines. || W – The students will take the information the have learned about time lines and be able to create a timeline based on the important events that have happened in the life of a family member. H -- The students were given a list of questions to ask an adult family member (family friend). Some of the questions were: When were you born? When did you first start school? When did you first fly on a plane? When did you graduate high school and/or college? When did you first get married? And other similar questions. The students were also able to come up with some of their own questions to ask too. If possible, the students were asked to gather any pictures that may go with a specific event that they will be putting on their timeline. This part is optional. Once the students come back to class, they will need to choose 10 events from their questionnaire and sort them in sequential order on a time. E – When the students are done they will turn in their time lines. The students will then be given a worksheet. This worksheet will have a timeline of event on it. They students will then have to answer the provided questions regarding the timeline about when specific events happen. This worksheet will have short answer and true or false questions. R – Now that the students are more familiar with time lines, they will be able to go back and re-read their journal entries from the previous two days to see if there are any changes they need to make. E – Students will then journal and answer the following questions, “What have you learned about time lines? Why do you think they are important? What are some other uses for a time line?” T – For students with instructional challenges, provide these students with pictures from you personal life showing you at different stages. Ask them to put these event in order from which on they think happened first, then, next, and last. O – Students should now know how to use a timeline to put events in sequential order. They will have a basic understanding that some events hold more of a special value in our lives than others. This lesson will help the students when deciding what pictures they will want to use for the collage. This lesson did not require the use of technology. ||
 * Day 6: Collaboration: Compare and Contrast
 * Day 6: Collaboration: Compare and Contrast
 * Day 7: How Can We Put Events in Order?
 * Day 8: Major Events in My life.
 * Day 9: Important events in the lives of others.