Curriculum Framework for Equity - Jess Huskisson

Big Concept: Perspective

Essential Question: How does perspective influence us?
Grade Level: 3rd
Part 1: Outcomes: What do we want them to know? List standards within
subheadings.
3.4.4 Define interdependence and give examples of how people in the local
community depend on each other for goods and services.

A GOOD is an object people want that they can touch or hold.

A SERVICE is an action that a person does for someone else.

Interdependence is depending/counting on others for some needs i.e.

goods and services

Different services in Lawrence:

o trash collectors
o police officers
o restaurant workers
o farmers
o mail carriers
o firefighters
o business people
o daycares
o bus drivers
o barbers
o doctors
o transportation

Different goods in Lawrence:

o food
o hair products
o gas
o clothes
o baskets
o furniture
o pillows/blankets
o medicine

Needs: things people must have to live

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Curriculum Framework for Equity - Jess Huskisson

Wants: things people would like to have
Part 2: Assessments: How do we know what students know? How will they show
what they know?
Formative (Ongoing) Assessments: How do we know they are learning while they
are learning? What multiple techniques can you use?
Formative Assessment 1: I Have a Question, Who Has the Answer?
Useful to me as a teacherthis activity shows the teacher misconceptions
the students have and what concepts they have mastered.

Meaningful to the childthis is a fun way for students to collaborate and

not feel like they are "wrong" when guessing what comes next. It's like a
game to them!

Equitable to the child students could be put in pairs so that they can
discuss their thoughts before telling the whole class what they think.

Formative Assessment 2: Onion Ring

Useful to me as a teacher this activity shows the teacher
misconceptions the students have and what concepts they have
mastered.

Meaningful to the child this is a fun way for students to express what
they have learned and not feel like they are wrong. It's just like having a
conversation with all of their peers. They get ideas from their peers that
they may not have thought of before.

Equitable to the childstudents get a minute to think about what they

want to say and they don't always have to say something.
Summative Assessment: Performance-Based Assessment (PBA) What authentic
product are students creating to show they understand the big idea, essential
question, standards, and unit concept? (See Possible PBA & Activities handout)
Name of PBA: Brochure
How is PBA developmentally appropriate?
Students should be able to draw images and write about the different goods and
services discussed. Students should also be able to use the computer to search
for images and type the information.
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Curriculum Framework for Equity - Jess Huskisson

Description of PBA: Consider how it meets Universal Design for Learning (UDL).
How can students show what they know in different ways?
Students can either hand write their brochures or type it on the computer.
Students could work in pairs. Students could make each page of the brochure a
PowerPoint or even a tri-fold poster board.
Note: Prior to PBA: Create a rubric with student input for assessment.
Offer checklists, peer editing, conferences, etc. for students to self-assess their
progress.
Part 3: Path - How do we get there? What meaningful activities, centers or
invitations am I planning so all students can learn the big concept, standards,
and essential question?
Relationship Building: How well do you know me? How will you get to know me
throughout the year? List multiple activities with a short description.
Activity 1: Unity Jar Have multiple different colors of sand and have students
pick a color or two that represent their personality. Allow students to share, or not
share, about their color and why let them dump it into a jar. This can be
referenced throughout the year when discussing community.
Activity 2: Paper Chain Ask students "Who can do something really well?" and
then pass out paper and ask students to write down five things they do well.
Then provide each student with five different-colored paper strips. Have each
student write a different talent on separate paper strips, then create a mini paper
chain with the strips by linking the five talents together. Have the students walk
around the room and talk with other students to see what other students are
good at. Connect all of the links together and hang it in the room.
Prior Knowledge: How do you value what I already know? How can we show this
for all to see and refer to throughout our learning? (Refer to Part 1) As a class,
create large graphic organizers or anchor charts for multiple concepts. Post in
room and continually add new information.
Activity & Topic
Ask the students to think about all of the different people in the community and
places they go. Give each student 2 different pieces of paper and ask them to
draw, on one piece of paper, all of the different types of things they buy or get
from someone else. On the second piece of paper have them draw all of the
different jobs that people do. Have the students compare their drawings in small
groups. This communication will allow students to get ideas from their peers that
they may not have thought of or known about. Have students put their initials o
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Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
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Curriculum Framework for Equity - Jess Huskisson

their drawings so you can access their prior knowledge. The drawings should be
displayed in the classroom throughout the whole unit.
Culturally Responsive Activities: What materials do we use in school that
represent my culture and me? What learning activities can I participate in? What
products can I create that connect to my learning?
Activity 1: Resources + Activity + Product Created
Resource: A New Coat for Anna by Harriet Ziefert
A New Coat for Anna is the story of a young girl and her mother living in the
aftermath of World War II. The war is over, but the stores are still empty, there is
very little food, and no one has any money. This is a great depiction of how
people can trade goods for services.
Activity: Read the book to the whole class and have a discussion about the
different goods and services they saw in the story. Have students walk you
through all of the different steps that her mother had to go through. Pass out note
cards that have a variety of goods and services written on them. Have the
students walk around the room and "trade" the cards. After several minutes have
the students draw a picture illustrating the steps that took place i.e. what they
started with, what they traded for, etc. Have them write about why they traded
what they did or why they did not trade something. Pick volunteers to share with
the class.
Product Created: Drawing and written response
Activity 2: Resources + Activity + Product Created
Resource: Me on the Map by Joan Sweeney
A girl explains maps, beginning with her bedroom and expanding to a map of the
world. She points out her street, hometown, state, and country.
Activity: Read the book to the whole class and talk about the different places
they saw. This will lead students into thinking about all of the different goods and
services that are seen in all the different places around the world. Students will
get into groups and research different places. The groups will be given a sheet of
paper with a picture of the globe and a red star that labels where their country is
located. They will be responsible for writing down all of the different goods and
services. They are encouraged to draw pictures and they will present their globes
as a group.
Product Created: Globes

People Society Marginalizes: How can I learn about people society

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Curriculum Framework for Equity - Jess Huskisson

marginalizes? These include societys isms. See above format.
Activity 1: Resources + Activity + Product Created
Resource: One Hen: How One Small Loan Made a Big Difference (2008) by
Katie Smith Milway
A story about a family who lives in Ghana who turn a small loan into a thriving
farm and a livelihood for many in their village.
Activity: Read the book to the whole class and have a discussion about the
struggle that the village people faced. Have them write these struggles, along
with the different people and goods they saw in the story, in their journals. They
will reference these as they create their own short story that talks about struggles
and goods and services.
Product Created: Short story
Activity 2: Resources + Activity + Product Created
Resource: Erandi's Braids (2001) by Tomie dePaola
A family has to buy several things for their home and one of the little girls has a
birthday coming up. She will have to decide whether to sell her braids for money
or not. This is definitely a book about sacrifice.
Activity: Read the book to the whole class and have a discussion about the
different items in the book and if they were wants or needs. Have the students
talk about how hard it must have been for Erandi to cut off her hair and how
much of a sacrifice that was. Have a table set up with lots of different paper and
give the students independent time to pick out what they want to use to write a
thank you letter to someone who has sacrificed something for them.
Product Created: Thank You Letters
Relevance: How does this learning relate to my life outside of school? What
study trips, guest speakers, or activities could you do to connect school and
childs community?
Activity 1: Resource + Activity + Product Created
Resource: Interview Guest Speakers (children's parents, if possible)
Activity: The teacher and students will spend multiple class sessions
brainstorming and preparing a list of interview questions. Students will take turns
interviewing various guests that come into the classroom with different roles
throughout the community. Guest speakers are encouraged to bring in
pamphlets, brochures, items from their jobs, etc. Students can use the Ipads to
take pictures to include in their brochures that highlight 2 people they interviewed
and how those people influence the community.
Product Created: Interview questions and answers
Activity 2: Resource + Activity + Product Created
Resource: Connor Prairie
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Curriculum Framework for Equity - Jess Huskisson

Activity: Visit Connor Prairie and give the students a scavenger hunt sheet. Put
items like clothing, bonnets, tools used, food eaten, jobs people have, etc.
Students will write a letter to a friend explaining what they learned at Connor
Prairie and explaining why they should go and visit as well. They should write
about at least 6 of the items they found on the scavenger hunt and how people
received the items or how their jobs/services affected everyone else.
Product Created: Announcement
Empowerment: How can I co-create my learning? What are multiple ways I can
engage and express my learning? (Student choices offered- also satisfies UDL)
Activity 1: Choice of Resources or Activities or Products Created
Students can type their letters or record themselves using the Ipad giving a
verbal thank you.
Activity 2: Choice of Resources or Activities or Products Created
Students with extra needs can video tape the interview process.
Resources: What primary sources, critical literacy books, informational texts, and
websites are you going to use that relate to the big concept, essential question,
unit concept, and standards?
Primary Source: Digital, visual (including the arts and photography), oral, written,
and community resources to visit.
Guest speakers from around the community and family members of students in
the class.
Critical Literacy Books: What will you use that connects to Culturally Responsive
and People Society Marginalizes? Need 4.
A New Coat for Anna (1998) by Harriet Ziefert
A New Coat for Anna is the story of a young girl and her mother living in the
aftermath of World War II. The war is over, but the stores are still empty, there
is very little food, and no one has any money. This is a great depiction of how
people can trade goods for services.
Erandi's Braids (2001) by Tomie dePaola
A family has to buy several things for their home and one of the little girls has
a birthday coming up. She will have to decide whether to sell her braids for
money or not. This is definitely a book about sacrifice.
One Hen: How One Small Loan Made a Big Difference (2008) by Katie Smith
Milway
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Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.

Curriculum Framework for Equity - Jess Huskisson

A story about a family who lives in Ghana who turn a small loan into a thriving
farm and a livelihood for many in their village.
Orange Peel's Pocket (2010) by Rose A. Lewis
A little girl from China goes around her town in America to different shops
owned by Chinese people to learn about all of the different goods and
services they provide. Along the way the owners slip little items into her
pocket. She ends up taking these items into school to show her peers.
Website: What website might students use? How?
http://www.socialstudiesforkids.com/articles/economics/interdependence.htm
This website would be good for students to read towards the beginning of the
study. It introduces the terms: goods, services, dependent, and
interdependence. It presents a big social studies concept in a reading level for
3rd graders.
Other
All About Things People Do (1990) by Melanie Rice
Describes what people do in different jobs, such as pilots, athletes, and
hairdressers; what different places look like, from factories, to schools, to
theaters; and how things are made, including cars, clay pots, and buildings.

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Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.