West Virginia Department of Education



Electronic Resource Package Template: Social Studies

Course: Social Studies Grade level: 1

Title: Module 03 - Take Me to your Leader and Help Me on the Way

Name/Email:

Big Idea: Working Together

|Content Standards and Objectives |Learning Targets |

|SS.1.3 | |

|Investigate the symbols, icons, and traditions of the United | |

|States that provide a sense of community across time (e.g., Labor | |

|Day, Veterans Day, Memorial Day, Pledge of Allegiance, patriotic |Engage in a volunteer experience |

|songs, landmarks, art and literature that demonstrate community |Create a poster to become President using American symbols |

|traditions, etc.). | |

|SS.1.4 |Create a poster to become President |

|Apply the process of how leaders are selected and analyze how they|Give a short campaign speech |

|influence decisions made in the school and community. |Vote |

| | |

|TCS.K-2.7 |Write an e-mail to Brother or Sister Bear. |

|Communicate with others through the use of technology. | |

|DSS.K-2.11 |Discuss similarities and differences in job roles within local, state and |

|Identify and describe roles and relationships among community |federal government. |

|members. | |

Focus (or Guiding) Questions:

What is government?

What are three the three levels of government?

How is the local government different than the state government?

How is the state government different than the federal government?

Why is volunteering important?

Where are some places you could volunteer?

Know:

Leaders and important figures in local, state, and federal governments.

Similarities and differences between the local, state, and federal governments.

Definition of volunteerism

Ways to become active in community

Do:

Write an e-mail to Brother or Sister Bear

Engage in a volunteer experience

Write a letter to voice concerns

Participate in a city council meeting.

Play the role of a member of a local government

Volunteer in another classroom or in the community.

Participate in a community service project.

Reflect upon how volunteering helps the community.

Create a poster to become President

Give a short campaign speech

Vote

|Introduction: Provide guidance to the teacher as to how this information might be introduced to students. |

|Start the beginnings of a word web on a large sheet of tablet paper and place on the board. Write the word “volunteer” in the middle of a |

|circle. Challenge students to pronounce the word. Assist if necessary. Ask students where they have heard the word and if they know the |

|meaning. Help students and elicit and classroom definition for “volunteer.” Write the word and student friendly definition on a sentence |

|strip and place in the classroom where it can be seen. Have students turn to a neighbor and use the word “volunteer” in a sentence. Have |

|students provide examples of ways they can volunteer. Write these on the word web, connected to the main word. |

Academic Vocabulary: (May include key events and people)

Research has shown that the least effective strategy for teaching vocabulary is having students look up words and write the definitions.  For quality, research-based strategies for teaching content vocabulary, see below.

government

local government

state government

federal government

mayor

city council

governor

president

volunteer

|Manage the Process: |

|Stage 1: Helping Out |

|Start the beginnings of a word web on a large sheet of tablet paper and place on the board. Write the word “volunteer” in the middle of a |

|circle. Challenge students to pronounce the word. Assist if necessary. Ask students where they have heard the word and if they know the |

|meaning. Help students and elicit and classroom definition for “volunteer”. Write the word and student friendly definition on a sentence |

|strip and place in the classroom where it can be seen. Have students to turn to a neighbor and use the word “volunteer” in a sentence. Have |

|students to provide examples of ways they can volunteer. Write these on the word web, connected to the main word. |

|Watch “The Berenstain Bears Lend a Hand” You may want to cue|

|this up beforehand to prevent buffering issues. |

|Questions for discussion: |

|How did the cubs help Widow Jones? |

|Did the cubs always like helping Widow Jones? |

|Did the cubs get anything like money or food for helping? |

|Did the way the cubs feel about helping change? How? |

|What did the cubs learn? |

|How can helping make you feel? |

|Do you always get money or something in return for volunteering? Explain. |

|Have you volunteered to do something? Share. |

|  |

|Have students pretend they can write a letter to Brother or Sister Bear. What question would they ask the bears about volunteering? Write |

|the question on appropriate paper. Students are to save their questions until they can go to the computer lab or participate in a center with |

|a computer. |

|Using this site students can type their question to the Bears. Include an e-mail address where students can |

|receive a response. You may want to create an e-mail address on hotmail or yahoo for this purpose. Print any responses that are received and |

|give to the student who asked a question. Allow them to share with the class. |

|Have students generate ways they can volunteer around the school. This can include planting flowers, picking up litter on the playground, |

|reading a book to another classroom, or helping a Kindergartener read a book. Students can create decorations for the lunchroom or the |

|hallway, etc. Vote on a project, make plans, a schedule and volunteer! |

|During students’ volunteer experience, take a picture of each child. After all students have completed their volunteer experience, provide |

|students with their picture. They are to glue the picture to a piece of lined paper with an illustration box. Use this template. |

| |

| |

|Students will write sentences to summarize their experience. You may wish to provide a prompt or stem such as: |

|I helped out when I ________________________________________________________ and |

|it made me feel ___________________________________________________________. |

|Have each student share out about their experience in their classroom. |

|Using the students’ pictures and thoughts about volunteering, create a book that they can send home and read to their parents and also a copy |

|for the school library. |

|Provide each student with a certificate for volunteering. See Super Volunteer for a certificate. This can be done in the classroom or as part|

|of your awards day ceremonies. |

|If there is someone in your community that is particularly active in volunteering, have this person come to class to describe what they do and|

|why. Have students to create a poster to recognize this person for their achievements. |

|Stage 2: Government |

|Put students into pairs. They are to discuss three questions. |

|1.     Who makes decisions at home? |

|2.     Who makes the decisions at school? |

|3.     Why is this important? |

|Discuss these questions as a group to determine comprehension of leaders and the need for decision making. Introduce the word “government”. |

|Say the word and have students to repeat the word. Have students to explain the word in their own words or provide a sentence where they have|

|heard it used or where they have heard the word. Read the information from . |

|Have students to explain what the government does. |

|Explain to students there are three types of governments: local, state, and federal. |

|Watch and discuss Government PowerPoint, which illustrates local, state, and federal governments and their responsibilities. The last slide |

|links to a website that provides an interactive community that illustrates how government affects the lives of students everyday in their |

|communities. |

|Read: So You Want to Be President by Judith St. George, it is now also available as a movie if you would like to use that. |

|Use this book to discuss fun facts about being President and how Presidents were just normal people, too. |

|Think it is easy being President? Be President for a Day! Using a projector, use this site |

| to provide an interactive experience of being President. Because this is higher level |

|reading, it would be most effective if the teacher read and explained the choices and factoids provided. |

|Create a Presidential Poster: Have students to make a poster to get people to vote for them. Use symbols such as the flag, eagle, and other |

|important symbols to decorate the poster. Give one reason why people should elect you (the student) into the White House. After posters are |

|completed, each child will come to the front and explain their posters. They will also explain what they would do if they were elected |

|President. Encourage students to listen carefully, because they might want to know some important information before they vote for someone. |

|Allow students to vote for a President! Prior to this “election” create a wonderfully decorated ballot box for voting. Explain to students |

|that in America, people can vote to determine their President. To give everyone an equal chance, create a ballot with everyone’s name. Tell |

|students they can only vote for one President. Allow voting to take place. Count the ballots and keep a tally. The winner is President for |

|the Day and allow them to be line leader, and make a few “executive” decisions.  |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

Electronic Resources

|Acquisition of Background Knowledge |Suggestion for Utilization of Resource Cited|

|Enter each resource separately |Add additional rows by clicking the Tab Key |

| |while the curser is in the last box. |

|U.S. Government for Kids |This site provides information about the |

| |Federal Government. |

| |Use in Stage 1: This will allow students to |

| |see a few ways that volunteering, or helping|

| |out makes a difference.  It may be necessary|

| |to have this video unblocked by the WVDE. |

|Berenstain Bear Post Office: |Use in Stage 1: Students can send an e-mail |

| |with a question about volunteering. |

|State and Local Government |Use in Stage 2: This gives an overview of |

| |state and local government. |

|Expansion of Knowledge |Suggestion for Utilization of Resource Cited |

|Enter each resource separately |Add additional rows by clicking the Tab Key while the curser is in |

| |the last box. |

|The Democracy Project |Interactive map that has information on each part that tells how |

| |government plays role in daily lives. |

| |Use in Stage 1: Students use this paper to reflect on volunteer |

|. |

|cture.pdf | |

|PBS Kids: |Use in Stage 2: This shows what it is like to be President for a |

| |day. |

| | |

| |

|Products, Investigations, and/or Assessments |

|E-mail to Brother/Sister Bear about volunteering |

|Volunteer activity in school/community |

|Volunteer reflection |

|Create a map to show where your community needs improvement |

|President for a Day simulation |

|Presidential Poster, speech, election |

*Not Provided

Student Reflection:

How do volunteering and government work together to help your community?

Teacher Reflection:

This module focuses on both volunteering and the government, yet a connection between the two is not made for you. How can I help my students see a connection between the government and volunteering?

Knowledge Rating Scale

|Word |Know It Well |Have Seen or Heard It |Have No Clue |What It Means |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download