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SOCIAL

STUDIES
CURRICULUM
UNIT
Emma Ruppenthal

Table of Contents:
2

Content
Outline.
3

Unit
Rationale
.4

Unit
Objective
..5

Lesson
1
6

Lesson
2
8

Lesson
3
.11

Lesson
4
.14
3

Lesson
5
.17

Unit
Closure
.19

Assessment
.19

Biblography
..20
4

Content Outline:

Prior Knowledge:
Before teaching this unit the teacher should be aware of the different
cultures that make up the United States. Teachers need to know more
information about the historic events that have taken place in our countrys
history regarding different ethnic groups as well as how America came to be
settled. While I was doing research for this project I looked at the book, If
America Were A Village. This book helped me to understand some of the
cultures, religions, languages, families make up, jobs and where people tend
to live.

Another way that I found out about the history of the United States was
by looking up a timeline of the United States from the 1600s until current
times. As a teacher you should be aware of the significant events that make
up the United States. (infoplease.com, 2016) In order for students to
understand that different cultures make up the population of the United
States they need to understand where they come from. The teacher should
find a variety of books that the students can explore, look at, and read to find
out about immigration to the United States. Some of the books I have found
are: Coming to America, The Story of Immigration by Betsy Maestro, The
Copper Lady by Alice Rose, Dreaming of America by Eve Bunting and How
Many Days to America: A Thanksgiving Story by Eve Bunting. Each of these
books discuss how people from the past came to America and the last one
lists some of the hardships about coming to America.

The vocabulary from this unit cover Standards 1-3 in the Social Studies
Common Core. The words the unit we are focusing on are community,
tradition, immigrant, culture, state, nation, compare/ contrasting, tribe,
latitude, longitude and equator. The definitions I will be using for these words
are as follows.
Community: the people living in an area or a group/ groups of people who
share common interests.
Tradition: a custom or belief that is passed down throughout the
generations or that is done time after time, year after year.
Immigrant: someone who moves to a new country
Culture: a particular set of customs, morals, codes and traditions from a
specific time and place.
State: a territory with its own government and borders within a larger
country. Utah is a state in the United States of America.
Nation: a body of people in a particular location with a distinct government
Latitude: the measurement of the earth that runs from North to South
Longitude: the distance east or west on the earths surface
Equator: an imaginary line drawn on the earth and spaced equally between
the North and South pole.
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Unit Rationale:
America itself is an ever changing and rapidly expanding country. We

have new languages, religions, cultures and people coming to our nation

every day. In some cases these people do not look the same, speak the same

or act the same as you or I would. This unit aims to teach students that just

because something is not the same it does not mean that it is bad or should

be judged poorly. This lesson itself is included in the common core but should

also be a life lesson to students as they grow up.

In light of recent events in America I believe this unit is more important

than ever to teach to second graders. These are the voice of the next

generation and if they learn to hate then they will portray hate. In my

classroom, we learned about the election and my students did not truly

understand the gravity of politics or who was who. What I can tell you though

from all of their talk was who each of their families would be voting for. In

second grade, students learn valuable life lessons about how to treat others,

open their eyes to new experiences and give kindness and leave hatred

behind. Through this unit, my goal is for my students to understand the

makeup of our country is not the same as themselves or even their families.

We may be different but together we are strong and united.


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Unit Objective
Social Studies, Second Grade
Standard 1: Students will recognize and describe how within their community, state and
nation are both similar and different.
Objective 1: Examine and identify cultural differences within the community.
a. Explain the various cultural heritages within their community
b. Give examples of how families in the community borrow customs or traditions
from other cultures.
Objective 2: Recognize and describe contributions of different cultural groups in Utah
and the nation.
a. Identify various cultural groups within the state and nation
b. Explain ways American Indians and immigrants have shaped both Americas and
Utahs culture.
c. Compare and contrast elements of two or more cultures within the state and
nation.
Standard 3: Geography; Students will use geographic tools and skills to locate and describe
places on earth.
Objective 2: Demonstrate geographic skills on a map and a globe.
a. Identify and use information on a map and on a globe
c. Locate your city, the State of Utah, and the United States on a variety of maps and
on a globe.
E. Using a map or a globe, link cultures/nationalities within your community to their
origin.

English Language Goals:


Reading:

Literature Standard 3
Describe how characters in a story respond to major events.

Literature Standard 6
Acknowledge differences in points of view of characters including speaking in a different
voice for each character when reading dialogue aloud.

Informational Text Standard 3:


Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in a technical procedure.

Informational Text Standard 6:


Identify the main purpose of a text, including what the author wants to answer, explain or
describe.

Writing Standard 7:
Participate in shared research and writing projects
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Lesson One:
Title: Introduction to We the People of the United States.
Subject: Social Studies
Length of Lesson: 45 minutes
Grade: 2nd Grade

Objective:

Standard 1: Objective 2
Examine and Identify cultural differences within their community. A: Identify
various cultural groups within state and nation.

Language Objective:
Students will be able to compare and contrast qualities about people in
America.

ELL Considerations:
Preview the text and point out difficult vocabulary words for the
students
Write some of the difficult words on the board and leave them for the
students to see during the reading.
Use some examples about cultures in our own classroom to get kids
using background knowledge about the lesson.

Preparation:
Book: If America Were a Village
Smart board
KWL chart
Post its
Time Lesson
10:35-10:38 Move in from recess and
transition to rug.
Begin KWL chart.
10:38-10:45 Use the K from the chart to
activate background knowledge.
Ask students what makes people
in America different? Are we all
the same? What are some of the
differences.

*As a teacher, I will be looking for


answers such as we do not all
speak the same language or
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some of us live with just our mom


and dad while others have
grandparents that live with them.
10:45-10:55 +/- Read If America Were A Village
Discuss some of the topics they
heard about in the book during
reading

10:55-11:05 Continue discussion and filling


out of the KWL. After reading the
book, fill in the L What were
some of the ethnicities in the
book, languages, religions, places
people lived, etc?

11:05-11:20 Students will create a visual


representation of their day.
Students will draw a picture of
how they got to school, what they
ate, their morning routine, what
they watched, what they do after
school and so forth. After
students have finished we will
take a short gallery stroll of the
different day journeys and then
meet back at our desk seats.
Three students will share their
journeys and then we will talk
about how each one is different
or the same then break for lunch.

Assessment: This assessment would be informal. The visual representation is

used as the form of informal assessment to show students that not everyone

is the same but we all end up in the same classroom at the end of the day.

The visual representation is also a piece of art they may keep with
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themselves to add to if they feel like more of their journey belongs on the

paper.

Lesson Plan 2:

Name:
Date:
Subject: Social Studies
Length of Lesson: 10:35-11:20
Grade Level: 2nd Grade

Core Curriculum Objectives: Standard 1: Students will recognize and describe how people
within their community, state and nation are both similar and different.
Objective 1: Identify and examine cultural differences within the community
a. Explain the various cultural heritages within their community, explain ways
people respect and pass on their cultural traditions and customs.
Objective 2: Recognize and describe the contributions of different cultural groups in Utah
and the nation
a. Identify various cultural groups within the state and the nation
b. Describe contributions of cultural groups to our state and nation

Common Core Objectives (ELA or Math): If subject other than ELA or Math, please show
how the content could be integrated with the Common Core.

ELL Considerations:

Vocabulary Development:
Students will learn:
Community
Tradition
Custom
Immigrant
Celebrations
Contribution
Culture
State
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Nations
Compare/ contrast

Preparation:
Anchor Chart
Pre made trunk with Items of things I would need
Shoebox/ matchbox
Book: The Matchbox Diary: Paul Fleischman
Venn diagram of things today and things from the past
Journals students can write in about their lives
Markers, colored pencils, crayons.

Time: Lesson:
10:35-10:38 Transition from Recess to classroom

10:38-10:45 Venn Diagram to compare and contrast what life is like today
from what life was like 100 years ago. Students will write on post
its to come up with some things from today and some things from
yesterday. Together as a class we will come up with things that are
similar.
10:45-10:48 Teacher will introduce what A matchbox diary is. Teacher will
have Matchbox Diary that is constructed by self. Explain that
students will create a classroom trunk that is similar to a
matchbox diary.
10:48-11:05ish Close reading of Matchbox Diary by Paul Flesicher

11:05-11:20 Teacher will pass out student journals with blank pages. The
teacher will explain to the students they will be writing daily
journals that they can draw in or write in every day for the next
week. At the end of the week the students will be putting the
journals into the classroom trunk.

Students will use this time to decorate their journals in their own
fashion and then respond to the reflection question:

What is one thing you would bring with you if you had to
move to another country?

*This hopefully can be kept in the classroom for the entire year.
When the students are going into third grade the teacher will
allow the students to look at the journals and take them home.
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Adaptations: In my classroom, I have one ELD student (Level 4). In terms of language
adaptation I do not need to make any adaptations to the book or the lesson. I have other students
that will need some adaptations. More specifically, I have 4 students that tend to take longer to
respond to sentences. In their journals I will have sentence frames they can use to respond to the
journal reflection. If necessary for the post it portion of the lesson, I will ask the students to
partner up with another students and come up with a post it.

Integration: How would you take this topic and integrate it into other subject areas?
The lesson itself is Social Studies based but it can be integrated into other subject areas. In
Science, 2nd graders learn about adaptations and how animals have to change in order to survive
in one place. Through this lesson, I will have the chance to introduce the word adaptation or how
to adapt. We can then discuss how when a person or animal has to move from one place to
another they learn to adapt to the new surroundings. Writing is integrated into this lesson through
the Journal piece. The students have the opportunity to respond to reflection questions in their
own manner and to sentence frames if they are struggling. Since the book takes place in the past,
we can create a timeline of the events in the book and in the present. After we have read the book
we can calculate how many years have passed between the events in the story and current times.
Students are expected to add and subtract within 200 in 2nd grade. (Social Studies, Visual Art,
Dance, Health, PE, Life Skills, Music, Drama, Writing, Listening, Grammar, Math, Etc.)

Assessment: At the end of this lesson students should have completed writing in their journals
and answered the question about what items they would take with them if they were moving to
another country and why. As a teacher, I am look to see that my students understand immigrating
to another country is a big move and sometimes only the important things can come with you
rather than your entire house.
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Lesson Plan 3
Title: The People of Utah
Subject: Social Studies
Length of Lesson: 45 minutes + Field Trip
Grade: 2nd Grade

Core Curriculum Standards: Standard 1, Objective 2, Part A: Identify various


cultural groups within the state and the nation. B: Describe contriubutions of
cultural groups to our state and nation. C: Explain ways American Indians
and Immigrants have shaped Utahs culture.

Vocabulary:
Celebration
Contribution
Custom
Community
Tradition

Preparation Materials:
Field trip planning
Working with the UMFA professor
Field Journals of Fieldtrip
Book: History of Utahs American Indians.
Map of Utah

ILO: Students will be able to recognize the contributions the American


Indians had upon Utah as well immigrants. This will be done by having a
classroom field trip from the Utah Museum of Fine Arts, Tribes of Utah. It will
be adjusted to fit Utahs Second Grade Core Curriculum rather than 4th.

Language Objective:
Informational Text Standard 3:
Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in a technical procedure

ELL Considerations:
Preview the text and tribe names
Prepare sentence structures in field journals for students to write about
things they have learned
During field trip lessons directly working one on one to make sure
student is able to keep up with the information learned in the
classroom.
Time: Lesson:
10:35-10:45 Students will transition from recess
to the rug in the classroom and
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observe the maps of Utah that are


presented on the smartboard.

One map will divide Utah into


different American Indians tribes
that live there and a map from
today.

Discuss some of the differences


between the maps.
10:45-10:50 Using the map, we will discuss the
journey of the immigrants and
settlement of Salt Lake City.
10:50-11:00 Read marked portions from book
about Utahs Native Indian tribes
and discuss some of the important
contributions they made to our
society.
11:00-11:15 From the agricultural society, order
wool rug weaving kits. The Navajo
was one tribe that lived in Utah
before other immigrants settled in
the area. Sheep were one of the
most important sources of food and
income to the Navajo people. Using
the wool kits sent from the
Agricultural society students will
learn how to make yarn and weave
small rugs.
11:15-11:20 Students will share their rugs with
the classroom. Again this is how we
can compare and contrast some of
the similarities between families and
people. Not every rug will be the
same but each of them are beautiful
in their own way.

Extension: After this introductory lesson to the people of Utah, we will have
two extended portions of this lesson. First the UMFA has a Museum in the
Classroom exhibit where they come in and work with the students for an
hour. This lesson is called Tribes of Utah. The students will be able to
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understand more about the tribes that lived in Utah before immigrants
settled the area.
Second, we will take a field trip to This Is The Place Heritage Park. Salt
Lake City is famously known for the Mormon settlers that traveled across the
west to find a new home. They came from Emigration Canyon and originally
settled near This Is The Place Park. The heritage park itself offers a hands on
opportunity for the students to do some of the jobs from the 19th century.
Students can interact with the staff or actors that portray life in Salt Lake
City. This opportunity to explore Utahs culture is important for the students
to understand that many different people contributed to what Utah is now.

Assessment: Students will compare and contrast some of the contributions


the American Indians did for Utah and what the immigrants did for Utah.
They will also identify some of the contributions that are still around today.
For example, the immigrants built the Mormon Temple and established Salt
Lake City.
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Lesson Plan 4
Title: Introduction Lesson of Reading A Map
Subject: Social Studies
Length of Lesson: 45 minutes
Grade: 2nd Grade

Core Curriculum: Standard 3: Geography; Students will use geographic tools


and skills to locate and describe places on earth.
Objective 2: Demonstrate geographic skills on a map and a globe.
b. Identify and use information on a map and on a globe
c. Locate your city, the State of Utah, and the United States on a
variety of maps and on a globe.
E. Using a map or a globe, link cultures/nationalities within your
community to their origin.

English Core Standards:


Informational Text Standard 3:
Describe the connection between a series of historical events, scientific ideas
or concepts, or steps in a technical procedure.

Informational Text Standard 6:


Identify the main purpose of a text, including what the author wants to
answer, explain or describe.

ELL Considerations:
Use the anchor chart to write simple definitions of harder vocabulary
words
Review importance of knowing where you are on a map
Have a pre marked map of Mapping Activity as a model activity.
Work with students to make a marked up map as well

Materials:
Book: Me On the Map
Smartboard
Map Printout: http://www.layers-of-learning.com/wp-
content/uploads/2013/01/world-map-grid-300x231.jpg
Markers
Ribbon and glue
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Map of Tribes of Utah


Map of immigration locations in US.

Time Lesson
10:35-10:40 Transitions from recess and meet at
the rug for anchor chart review.

The anchor chart will have the


definitions of Latitude, longitude and
equator as well as a map with
highlighted lines to mark latitude
and longitude lines as well as the
equator
10:40-10:42 Discuss if any of the students have
ever looked at a map and found
their location by reading lat. And
long. Lines.

Read the defintions and point them


out on the anchor chart.
10:42-10:55 Read Me On the Map
Discuss some of the key points of
each map. How is the map of her
state different from the map of her
town? Which one do you think she
would use more?
10:55-11:00 Transition back to seats and pass
out map printout.
11:00-11:15 Students will use markers to follow
along with the teacher. First we will
be marking the latitude line at 0 .
Then discuss what degrees means.
What is at 0 degress latitude? Next
mark longitude at 0. What is the
location of 0 longitude. We are
looking for answers such as the
equator or the North and South pole.

Depending on the speed of


understanding

Move onto explaining degrees on


the maps.
Explain how the degrees move on a
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map to explain how far away we are


from certain latitude and longitude
lines.
Use worksheet to find different
locations on the map using latitude,
longitude and degrees.

Teacher will model the first 2.

Allow students to work at a level 2


to complete the worksheet.
11:15-11:20 Exit ticket: Students will find the
closet degree rounded to a 10 to
locate Salt Lake City. Then mark the
location using ribbon and markers.
The exit ticket is a correct latitude
and longitude reading of the
location.

Assessment: Students will be able to correctly identify their location using


latitude and longitude lines. The teacher will be able to informally assess this
through the exit ticket and completion of the worksheet.
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Lesson Plan 5
Title: Wrap Up Lesson, Where in the World Are We From?
Subject: Social Studies
Length of Lesson: 60 minutes
Grade: 2nd Grade

Core Curriculum:
Standard 1: Students will recognize and describe how within their community, state and
nation are both similar and different.
Objective 1: Examine and identify cultural differences within the community.
a. Explain the various cultural heritages within their community
b. Give examples of how families in the community borrow customs or traditions
from other cultures.

Standard 3: Geography; Students will use geographic tools and skills to locate and describe
places on earth.
Objective 2: Demonstrate geographic skills on a map and a globe.
a. Identify and use information on a map and on a globe
c. Locate your city, the State of Utah, and the United States on a variety of maps and
on a globe.
E. Using a map or a globe, link cultures/nationalities within your community to their
origin.
English Language Standards:
Writing Standard 7:
Participate in shared research and writing projects

ELL Considerations:
Pairing these students with stronger students to help them keep up
with the group project
Providing books in English and Spanish to help them get information
needed for the project
Sentence frame starters to help students create a summary of the
American Indian group assigned to them
Provide a map to these students to help them see where the group
they are studying is from

Materials:
Books: History of Utahs American Indians
Notes from UMFA visit
iPads
scholastic news
Map of globe
Map of Utah
Map of North America
Poster paper
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Pre assigned groups

Time: Lesson:
11:55-12:00pm Review anchor chart, mapping
definitions and some of the key
things we learned about people from
Utah in the past.
12:00pm-12:05 Explain to students that we are
going to use all of the skills we have
learned about reading maps and
information about the people of Utah
to create a report.

12:05-12:10 Students will learn their tables


assigned American Indian tribe, 2
ipads, poster paper, a map with lines
to draw latitude and longitude.
12:10-12:50 Students will research using
computers, ipads, books and notes
about their specific tribe and write
down the most important things.

Key questions they will be answering


are:

What are the American Indians from


originally?
Where is this location latitude and
longitude on the map?
Where do they reside now?
What was their main source of
income or trade?
What are some historical things that
has happened to their tribe?
Have they made any contributions to
Utahs history, if so, what?
12:50-1:00 Students will wrap up posters and
begin sharing about each of the
tribes they researched.

Assessment: In this wrap up lesson, I am bringing together all of the pieces


of information we have learned about American Indians, how to read a map,
different contributions each group of people has brought to Utah and their
22

importance to Utah today. As an assessment, I will be looking at the


students posters and taking notes about the important information they
took down as well as the mapping location for each of the tribes. I am
looking for each of my questions to be answered and correctly marked lat
and long lines.
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Unit Closure:

This unit will end with the wrap up lesson of the research project and the

sharing of each of the Tribes of Utah presentations from the table groups.

This project will give the students the opportunity to share each of the

contributions the American Indians gave to Utah and feel comfortable

sharing in front of the classroom. Each group will have 2-3 minutes to

present their poster and tell us their favorite thing about the unit. After each

group has shared we will bring up with KWL chart from the first beginning

and talk about some of the things we learned in this unit.

Assessment:

As a final summative assessment, I will have the student write a journal

paragraph about their research project. I will provide guided questions to

help them correctly answer the questions and show me what they learned

from the past unit. I am looking for identification of tribes in Utah, usage of

mapping words, books we read, and some cool facts they learned about

Utah. I will also be collecting the worksheets of the mapping project to see

that the students can correctly identify their location on a map.


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Bibilography:

Works Cited

Cuch, Forrest S., and David Begay. A History of Utah's American Indians. Salt Lake City: Utah State

Division of Indian Affairs, 2000. Print.

Maestro, Betsy, and Susannah Ryan. Coming to America: The Story of Immigration. NY, NY:

Scholastic, 1996. Print.

Sweeney, Joan, and Annette Cable. Me on the Map. New York: Crown, 1996. Print.
Map Printout: http://www.layers-of-learning.com/a-grid-on-our-earth-an-

exploration-on-map-grids/

U.S Historical Timeline of Immigration:


http://www.infoplease.com/us/immigration/milestones.html

UMFA (2016). Museums in the Classroom,


http://umfa.utah.edu/schoolprograms