Overview - Richmond County School System



1st grade American Heritage Project Based InquiryWhat contributions did historical figures make in American History?Supporting QuestionsHow were historical figures influenced by their time and place?Where did the historical figures live and explore?What character traits does the historical figures exhibit?What contributions did historical figures make in American History?Richmond County Social Studies Framework Key Ideas & PracticesSS1H1: Read about and describe the life of historical figures in American History.Identify the contributions made by these figures: Benjamin Franklin, Thomas Jefferson, Meriwether Lewis and William Clark with Sacagawea, Theodore Roosevelt, George Washington Carver, and Ruby Bridges. Describe how everyday life of these historical figures is similar to and different from everyday life in the present.SS1G1: Describe how each historic figure in SS1H1a was influenced by his or her time and place.SS1G3: Locate major topographical features of the earth’s surface.SS1CG2: Describe how the historical figures in SS1H1a display positive character traits such as: fairness, respect for others, respect for the environment, courage, equality, tolerance, perseverance, and commitment. SS1E2: Explain scarcity is when unlimited wants are greater than limited resources. Staging the Compelling QuestionWhat contributions did historical figures make in American History? Supporting Question 1Supporting Question 2Supporting Question 3How were historical figures influenced by their time and place? Where did historical figures live and explore?What character traits do historical figures exhibit?FormativePerformance TaskFormativePerformance TaskFormativePerformance TaskExit Card: A written response to a question posed at the end of a class or learning activity or the end of a day. 3-Minute Pause: provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.*I became more aware of….*I was surprised about….*I felt…Picture and word sort: The students will be given a picture of each historical figure and pair the character words with each figure. Summative Performance TaskEXTENSION This activity can be completed at home with parents or guardian. Students are encouraged to gather photos of themselves from birth to now and document on a timeline where they live each year. Be sure to include what continent you live on, major oceans you live near, and landforms that you may live by. Be creative and label your timeline for other classmates to have a gallery walk. EXTENSION Pick a continent that you would like to visit. Research the natural and manmade features in and around it. Make another map showing this place and include a title, symbols, map key, and compass rose.OverviewInquiry DescriptionThis inquiry is based on the Social Studies Georgia Standards of Excellence. It is comprised of the standards and map skills associated with the first grade “Our American Heritage” theme. In the first grade, students continue their introduction to the United States history through the study of selected historical figures. In the history strand, students study the important contributions each historical person made. The compelling question “what contributions did historical figures make in American History will be answered throughout the culminating task for this inquiry. In doing so, students will explore the meaning and purpose for maps, positive character traits, and basic economic concepts.In addition to the Key Idea listed earlier, this inquiry highlights the following Map and Globe Skills:Use a compass rose to identify cardinal directionsUse intermediate directionsNOTE: This inquiry is expected to take all year to complete. Teachers are encouraged to adapt the inquiries? to meet the requirements and interests of their particular students. Resources?can also?be modified as necessary to meet?individualized education programs (IEPs) or Section 504 Plans for students with disabilities.Structure of the InquiryIn addressing the compelling question “what contributions did historical figures make in American History?” students work through a series of supporting questions, and formative performance tasks before beginning the project based inquiry. In this inquiry the students will create “Historical Biography Bottles.” In creating the bottles, the students will become more familiar with how the historical figures lived and what major contributions they made in American History. They will also be able to explain how the contributions have influenced America today. Historical Biography Bottles580782011113050063188012106130047574201183005During the course of this inquiry the teacher will need the following materials in order to create the historical biography bottles: Eight 2liter soda bottles, large Styrofoam balls, mutli-cultural paint, primary color paint, googly eyes, glue, felt, cloth, and other materials necessary to create each figure. Keep in mind that each figure should depict the person from the child’s perspective. Each child will understand the person as their learning is scaffolded by the teacher. The resources throughout this unit have been provided to give background information on each historical figure. Examples of Biography BottlesTo begin this inquiry, introduce Benjamin Franklin to students. Create a life size picture or poster of Benjamin Franklin for students to pass around during the opening. Engage students by passing around a candle, bifocals, and be sure to explain to students that Benjamin discovered electricity, rather than invented it. Use this question to engage students, “How would the current times be different if we had to live with only candles?” Write the students responses on chart paper. After all the students have answered, play the following video:Videos about Benjamin Franklin: the course of the project, take turns in a station allowing the students to work on the biography bottle. Keep in mind the bottle does not have to be finished in one day. The estimated duration to complete the bottle is one week. During the course of the week, explain to students the contributions that were made by Benjamin Franklin. Make sure that the students understand what “contributions” mean. In order for students to fully understand the standard and be able to answer the overall question they have to understand what it means to make a contribution. Please see the resource page at the end of this unit for read aloud books.Next, the students will be introduced to Thomas Jefferson. Create a life size picture or poster of Thomas Jefferson for students to pass around during the opening. Engage students by passing around a copy of the Declaration of Independence. Videos about Thomas Jefferson: the course of the project, take turns in a station allowing the students to work on the biography bottle. Keep in mind the bottle does not have to be finished in one day. The estimated duration to complete the bottle is one week. During the course of the week, explain to students the contributions that were made by Thomas Jefferson. Make sure that the students understand what “contributions” mean. In order for students to fully understand the standard and be able to answer the overall question they have to understand what it means to make a contribution. The students will be introduced to Lewis & Clark, and Sacagawea. Open the lesson by engaging the students with a map of their exploration. 92869793800The following link will allow the students to follow along with the exploration during a virtual tour: following website can be used as a resource while teaching the students about Lewis & Clark: Lewis & Clark, the students will be introduced to Sacagawea. Show the students a life size picture of Sacagawea. Explain to students that Sacagawea was an interpreter for Lewis and Clark on their expedition. Define interpreter to the students as, “a person who helps understand what others are saying.” Use examples for the students to understand better. , the students will learn about Theodore Roosevelt. Theodore Roosevelt was the 26th President of the Unites States of America. Take the students on a virtual tour through Theodore Roosevelt’s National Park. students will be introduced to George Washington Carver. Show the students this video on George Washington Carver: around a picture of George Washington Carver and a picture of a peanut. Make sure to check student allergies if you choose to let students handle actual peanuts. Lastly, students will create a biography bottle of Ruby Bridges. Begin by reading the following book to students:-79316748100 Ask the students, how would they feel if they were treated like Ruby Bridges. Document the students answers on chart paper. Make sure the students understandthe impact that Ruby Bridges made in society. The projects should begin once the students answer the overall question. Once students gain an understanding of the historical figure, and what contributions were made by the figure. Additional Resources479996563502714625292100-24257028130500-24336318192800 ................
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