Organization & Subject Matter Overview

 

            The organizing principles for this unit are primarily based on the Utah State Core Standards and National Standards for social studies discussed further in the goals and objectives section and visibly organized on the following chart.  The principles used to expand these goals and objectives flow in a logical manner of understanding.  The students will first gain knowledge and background on the basic foundation of the unit: “What is a community?” and “Who is important in our community?”  The common vocabulary, concepts, and issues of inequality and diversity will be discussed.  After becoming very familiar with the various roles of the community by role playing, visitors to the class, and making a community book the students will move on to “How communities differ?”  This will enhance their understanding of diversity within their own family, then local community.  Different communities in the United States will be shown and related to the underlying issues of this unit.  The next logical step in this unit will take the students to exploring how the community has changed over time.  This will involve timelines, maps, photographs, technology, etc. of their own local community.  Activities will look at the change of inequality and diversity through the years as well.  During week 4 of the unit the students will learn about how they can make their community equal.  This week involves traits and actions of a good citizen: cooperation, responsibility, good leaders, safety, being courteous, service to others, following rules, and voting.  The unit will culminate with a program, designed by the students, to be presented to their parents, school, or even community.  This will show their understanding of the concepts taught throughout the unit and be an excellent assessment.

            This unit is organized to continuously build on the knowledge gained each week, even each day.  The unit will be increasingly meaningful for the students as they discover the reality of their part in the community around them.  They will gain a great understanding of how they can value everyone in the community.

            This unit is designed as a daily, 4 week unit.  The time frame needed each day is approximately 1 and ½ hours – 2 hours depending on the activity and accommodations needed for the classroom.  As shown in the unit planning chart, all other subjects are integrated within this unit.  More time may be needed for integration activities. 

            The classroom will need an area for reading aloud to the class and group discussions.  Many of the activities involve group sharing, individual sharing, and visitors so a special place must be provided.  Tables would work best for students to work on book pages and projects as well as easy ability to clear space for program practice.

 

See chart below (Fig. 2)

 

 

 

 

 

 

 

 

 

 

(Fig. 2)

Overall Theme:  “How can we value everyone in our community?

 

 

Week 1

Week 2

Week 3

Week 4

 

TOPIC

WHO’S IMPORTANT IN OUR COMMUNITY?

HOW COMMUNITIES DIFFER?

HOW HAVE COMMUNITIES CHANGED OVER TIME?

HOW CAN WE CONTRIBUTE TO EQUALITY IN OUR COMMUNITY?

NCSS Standards

  • Give examples and describe the importance of cultural unity and diversity within and across groups.  ( I e)
  • Identify and describe ways family, groups, and community influence the individual’s daily life and personal choices.  ( IV e)
  • Recognize how groups and organizations encourage unity and deal with diversity to maintain order and security.  ( VI d)
  • Recognize & interpret how the “common good” can be strengthened through various forms of citizen action.  ( X j) – (Week 4)

 

Utah Objective

2.1  Describe behaviors that influence relationships with family and friends. Describe characteristics of healthy relationships, Identify benefits of cooperating and sharing, explain how families and communities change over time. (a-c)

2.2 Examine important aspects of the community and culture that strengthen relationships. Compare rural, suburban, and urban communities, Relate goods and services to resources within the community, Participate in activities that promote public good (e.g., respect cultural and ethnic differences, identify community needs) and recite the Pledge of Allegiance. (b-d)

 

2.1               Describe behaviors that influence relationships with family and friends. Describe characteristics of healthy relationships, Identify benefits of cooperating and sharing, explain how families and communities change over time. (a-c)

2.2 Examine important aspects of the community and culture that strengthen relationships.  Compare rural, suburban, and urban communities, Relate goods and services to resources within the community, Participate in activities that promote public good (e.g., respect cultural and ethnic differences, identify community needs) and recite the Pledge of Allegiance. (b-d)

2.3 Express relationships in a variety of ways.  Describe traditions, music, dances, artwork, poems, rhymes, and stories that distinguish cultures. (a)

2.1 Describe behaviors that influence relationships with family and friends. Describe characteristics of healthy relationship, Identify benefits of cooperating and sharing, explain how families and communities change over time. (a-c)

2.2 Examine important aspects of the community and culture that strengthen relationships.  Compare rural, suburban, and urban communities, Relate goods and services to resources within the community, Participate in activities that promote public good (e.g., respect cultural and ethnic differences, identify community needs) and recite the Pledge of Allegiance. (b-d)

 

2.1 Describe behaviors that influence relationships with family and friends. Describe characteristics of healthy relationships, Identify benefits of cooperating and sharing, explain how families and communities change over time. (a-c)

2.2 Examine important aspects of the community and culture that strengthen relationships.  Compare rural, suburban, and urban communities, Relate goods and services to resources within the community, Participate in activities that promote public good (e.g., respect cultural and ethnic differences, identify community needs) and recite the Pledge of Allegiance.  (b-d)

 

Learning Activities

Students will define what is community, culture, diversity, and equality.

Class discussion on how communities can be different, why this occurs, and given culture pizza.

Discuss as class a brief history of local community with pictures, maps, and timelines.  Have students make timeline as well.

As a class, brainstorm how we can contribute to equality within our community.  Plan what class program should include and special guests we would like to invite.  Make invitations.

 

Roles will be given to students to become familiar with community members and thoughtful questions asked.

Read aloud on differing communities and how we are all important.  Time for illustration of story given.

Make a map of classroom community together, followed by students making map of their home area or neighborhood.

Group discussion on what being a good citizen means & how we will make others feel valued. Write song lyrics about community as a class to be performed in program.

 

Students will go on a walk around the community and write in journal.

Talk about different cultural events, visit a community site or event, and write in journal.

Discuss how technology has changed our community, show evidences of this, and have students share in groups a particular technology item in a simple, creative group presentation.

Have guests from community visit class for students to interview.  Students will write in journal also.

 

Read aloud on elderly in community and students will begin class book on “Our Community”.

Two other communities from the U.S. shown with pictures and maps to be compared and contrasted with local community

Students will add pages to “Our Community” book on the history, change, and technology of our community that makes us different.

Have parents come to share special talents with class, skills, what they contribute to the diversity and equality in the community.  This will involve all students participation.

 

Students will continue to work on book to share with nursing home and visit actual local nursing home to present book and observe and write in journal.

Students will add on to “Our Community” book and share progress with class.  Students will also share their culture pizzas with groups and some with the class.

As a class, begin to design own community.  Allow students to work as a table to develop further.

Practice community program and finish any book pages.