How do we know about long ago? Delaware Recommended Curriculum Unit Grade 2 Social Studies Coalition of Delaware Delaware Department of Education

Transcription

1 How do we know about long ago? Delaware Recommended Curriculum Unit Grade 2 Social Studies Coalition of Delaware Delaware Department of Education

2 Warm-Up What happened in this room overnight?

3 Introduction to Unit Developers Fran O Malley - Director, Delaware Social Studies Education Project. Lois Stoehr - Associate Curator of Education, Winterthur Museum, Garden & Library. Paula Ballard - School Programs Assistant, Winterthur Museum, Garden & Library.

4 Agenda Understanding the standard. Guided Practice. Lunch at 11:30. Lesson study.

5 Introductions Name School District One interesting thing about yourself.

6 Stage 1: Desired Results Understanding the Targeted Benchmark(s) Read About the Standard and Content on pp. 1-2.

7 Unit Essential Questions (p. 3) [History 2] What can I learn about the past from studying artifacts and documents? What can t I learn? [History 3] How are artifacts and documents used to write the story of the past?

8 Unit Enduring Understandings (p. 3) Many different types of sources such as artifacts and documents exist to help us gather information about the past. The sources need to be critically analyzed and categorized as they are used. A limited number of artifacts and documents survive from the past. Therefore, they cannot reveal everything that happened long ago. So, historians often have to fill in the gaps by drawing logical inferences from the evidence that is available.

9 Misconceptions/Paraconceptions Addressed (p. 3) Knowing about the past depends on eyewitness reports (National Research Council, How Students Learn: History in the Classroom. p 55). We can t know about the past because we weren t there (National Research Council, How Students Learn: History in the Classroom. p 174).

10 Knowledge and Skills Vocabulary Skills Students will know artifact, document, inference, past, evidence, witness. Students will be able to draw inferences from artifacts and documents.

11 Common Core Integration (p. 3) Reading: RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text [questions posed at learning stations]. Writing: W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section [summative task]. Writing: W.2.8. Recall information from experiences or gather information from provided sources to answer a question [anaylze artifacts & documents to answer the question, how do we know about long ago?].

12 Stage II: Assessing Understanding (p. 4)

13 The Product A description of what was life like for some children who lived just over 100 years ago?

14 Differentiated Task Preferred Product: written description. Alternative Product: oral history project.

15 Rubric (p. 5) Minimum of 4 points needed to be awarded Junior Historian status (with no below standard rating on Description, Explanation, Use of Sources, or Vocabulary constructs).

16 The Award (copy in binders)

17 Stage III: Learning Plan p. 6 Tap Prior Knowledge (or what they think they know). Think like a 2 nd grader! How old would they say the following people are Parents Grandparents Principal You President Obama.

18 2 nd Graders were born 7 years ago

19 Parents were born 30 years ago

20 Grandparents were born 50 years ago

21 Teaching Perspective pp. 6-7 Timeline years ago years ago! years ago years ago years ago Our country Grandparents Parents 2 nd graders No one has ever lived past this age. was born were born were born were born

22 Question So, how do we know about long ago if nobody was around to see or hear (witness) what happened?

23 Storytime! P. 7 A Story About Long Ago Over 200 years ago, long before anyone we know was born, our country the United States of America was created. We used to be part of another country called England, but the people in our country decided that they wanted to have their own country.

24 So, a group of Americans wrote their ideas down on a document that is called the Declaration of Independence. The Declaration stated that we were now going to be free from England. And so, the United States of America was born.

25 Later, a different group of Americans wrote another document called the Constitution. The Constitution describes rules for our country. It also lists rights that Americans have.

26 After reading the Constitution, one famous American named Benjamin Franklin looked up to the front of the room and saw a chair with a sun carved onto it. People were not sure if the sun carved into the chair was supposed to be a rising or a setting sun.

27 What do you think? Is the sun on the back of the chair rising or setting? Why?

28 That sun is rising! Ben Franklin said that it had to be a rising sun because he believed that the new Constitution would make our country rise to greatness.

29 Question So, how do we know what happened 240 years ago if people like Ben Franklin are no longer alive to tell us what happened?

30 Remember the Warm-Up Activity P. 8 Do you remember when you came into the room and saw all of the game pieces on the floor? Did you figure out what happened? Did you see it when it happened? So how did you figure it out?

31 Refutational Text p. 8 Some students think that the only way to know what happened long ago is to have witnessed it. Perhaps you believe this or know someone who does. But, it is possible in many cases to know what happened long ago without witnessing it. You can do this by analyzing artifacts and documents, just like during the warm-up.

32 Vocabulary/Concept Formation (p. 8) How are these different?

33 Mini-Lecture (p. 8) Artifact Document -an object made by a person. -paper on which there is written or printed information.

34 Is this an artifact or a document? Why?

35 Is this an artifact or a document? Why?

36 Frayer Model #1 (p. 9) Differentiation Modify to have students draw an artifact.

37 Frayer Model #2 (p. 9) Differentiation Modify to have students create a document.

38 Homework Extension (p. 9) Have students work with a parent or guardian to list examples and non-examples of artifacts and documents found in their homes. Follow-up with a share or show and tell session in class.

39 Trash Can History (p. 9) T-Chart Artifacts Documents Adapted from Colonial Williamsburg s Trash Can Archaeology.

40 Trash Can History (p. 9) 1. Pretend that you are historians. 2. Historians study people and what their lives were like in the past. 3. The trash is sitting outside of a house where someone or some people once lived. The person or people moved several days ago. 4. Look at the artifacts and documents in the image. 5. Describe what life in the house must have been like for the people who lived there.

41 Debrief: Trash Can History (p. 9) 1. Did any of you know the person or people who lived inside the house where the trashcan sits? 2. Have any of you ever met the person(s) who live inside the house? 3. Is it possible to know things about the people in the house without ever having seen or spoken with them? How? 4. How might historians know about what happened long ago if no one is still alive from that time period?

42 History Bags (p. 10) Trade bags with a partner (preferably one you know little about). Take items out. Separate artifacts (left) and documents (right). Use the historical materials to draw inferences about what the other person s life in the past. History bag Share your descriptions with your partner. Let the partner correct inaccurate conclusions. Model how to do it with your own History Bag.

43 History Kits (p. 11) Activity Description Chance to earn your Junior Historian certification. You will examine artifacts to determine what life was like for the Jones family who lived in Delaware around the time when our country was born i.e. approximately 240 years ago.

44 Model (p. 11) What is the object made out of? 1. What do you think this object is? 2. Who do you think would have used this object? 3. How was the object used? 4. Why do you think the Jones family had this object (or what was it used for)? 5. Where do you think the Jones family would have kept this object (in which room)? 6. When do you think the Jones family would have used this object used? 7. What does this object tell us about the lives of the people who owned it?

45 History Stations (p. 12) Place objects (or photographic images See separate Resources) from the Winterthur Kits in different stations around the room. Have students circulate and respond to the same questions i.e. What is the object made out of? What do you think this object is? Who do you think would have used this object? How was the object used? Why do you think the Jones family had this object (or what was it used for)? Where do you think the Jones family would have kept this object (in which room)? When do you think the Jones family would have used this object used? What does this object tell us about the lives of the people who owned it?

46 A Day in the Life of the Jones Family (p. 12) Set up the Story: The Jones family lived toward the end of the 18 th Century. We ll look at the objects they used over the course of a single day. Tell students to listen for how and when each object was used as you read the story Give each object to a student (make sure they know the name of the object!) Tell students to listen for their object and to line up in the order that their object appears.

47 Adopt an Object (p. 13) Winterthur School Program for students in grades K-2 90 minutes long students 5-6 kids per group Most guides are former teachers Rotate through several museum spaces Hands-on! Fun!

48 Galleries Compare other objects to their adopted objects Materials Function Shapes Draw a picture of their object using simple shapes

49 Delaware Period Rooms See Objects in Context

50 Delaware Period Rooms Would you need the wick trimmers here? Can you find the kick toaster?

51 The Touch-it Room Role-play using the object: Barter, make butter, nip sugar, serve tea Use of imagination helps develop historical empathy

52 Activity Room Each group presents its object Every student given an object to help tell story Use names of objects on blackboard Lucky Mrs. Jones

53 Evaluation: Thank-you notes Dear Winterthur Museum, Thank you for our scholarship. I learned a lot about life long ago, I saw a kick toaster they kick it. And you put it near the fireplace. And you put toast in the kick toaster. And I saw a chamber pot where you do your business in it. You put it under your bed to do your business in it. And you put it under a chair and you sit on it to go to the bathroom. We saw a lot of things from long ago!

54 Evaluation: Coupons My favorite part was Drawing a picture of the sugar nipper.

55 Stage II: Assessing Understanding (p. 4)

56 Rubric (p. 5) Minimum of 4 points needed to be awarded Junior Historian status (with no below standard rating on Description, Explanation, Use of Sources, or Vocabulary constructs).

57 Lesson Study Work in small groups. Read & analyze Stages 2 (Assessment) & 3 (Learning Plan). Suggest revisions.

58 Paid Field Testing Opportunity