Social Studies Unit 2 - Moving Forward With The Past

Grade One Social Studies February 25 - April 16
Unit 2 of 2: Moving Forward With the Past Kyla Sacrey
Unit: 1.2 Moving Forward with the Past: My Family, My History and My Community
Length: 8 Weeks
General Outcome(s):
Students will demonstrate an understanding and appreciation of how changes over time have affected their families and influenced how their
families and communities are today.
SLO(s): Students will…

1.2.2 analyze how their families and communities in the present are influenced by events or people of the past by exploring and reflecting
upon the following questions for inquiry:
• How have changes affected my family over time (e.g., births, deaths, moves)? (CC, TCC)
• What is my family’s past in our community? (CC, I, TCC)
• In what ways has my community changed over time (e.g., original inhabitants, ancestors, generations, ways of life)? (CC, TCC)
• How have changes over time affected their families and communities in the present? (I, TCC)
• In what ways have Aboriginal, Francophone and diverse cultural groups contributed to the origins and evolution of their communities
over time? (CC, I, TCC)
• What connections do we have to the Aboriginal, Francophone and diverse cultures found in our communities? (CC, I, TCC)
• What are some examples of traditions, celebrations and stories that started in the past and continue today in their families and
communities? (CC, I, TCC)
February 25 - March 1 (4 lessons at 30 minutes each)

Creating a personal timeline / Big Changes Little Changes
Learning Activities Materials / To Print

❏ Curriculum card one (one copy)
Day one: Read passages one and two with students and complete the accompanying
❏ Shared Reading Booklets (individual copies)
discussion questions. Complete the chart of big changes vs small changes.
❏ Big changes vs. small changes (individual copies)
Day two: Have students complete a photo sort (in partners) or big changes vs. small ❏ Personal timeline planning page (individual
changes. copies)
❏ Personal timeline templates (individual copies)
Day three: Introduce the personal timeline. Have students complete a planning page
after seeing an example of a personal timeline.
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Reading Passages:
Day four: Have students colour and create their personal timeline using the provided
❏ One (Amal’s New School)
templates & cutouts.
❏ Two (John is a Big Brother)
Skills & Processes:

1.S.2 develop skills of historical thinking:
● differentiate between activities and events that occurred recently and long ago
1.S.7 apply the research process:
● compare and contrast information gathered
Assessment: Differentiation:
4 - Students can justify the reason for classifying changes as either big or small and Using a worksheet to plan the timeline and using
can apply the same criteria to their personal timelines photos to sort big and small changes will aid students
3 - Students can correctly classify big changes and small changes and assemble their with communication difficulties and will also help
timelines correctly. students who require visual cues.
2 - Students cannot correctly classify big and small changes but can assemble their
personal timelines.
1 - Students can neither classify big and small changes, nor assemble their personal
timeline.
March 4 - March 8 (4 lessons at 30 minutes each)

Moving, Births, & Losing those you love as a Big Changes
Learning Activities Materials / To Print

❏ Moving into a new home class “worksheet” (one
Day one: Reread passages one and two, have students complete a page about the
copy)
changes that occur when we move to a new home or city, referring back to the
❏ Moving Wheel templates (individual copies)
share reading passages as needed.
❏ The Lighthouse beginning, middle, and end
Day two: Have students create a wheel about the different things we might feel if worksheet
we had to move to a new city or country. Students can colour in and create their
wheels and will then discuss each one with their table-mate. Reading Passages:
❏ One (Amal’s New School)
Day three: Read Robert Munsch’s The Lighthouse. Give students a heads up that
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this is quite a sad story, and that sometimes the changes that happen in families ❏ Two (John is a Big Brother)
are sad and that's okay. ❏ The Lighthouse by Robert Munsch
Day four: Have students complete the worksheet about the events in The
Lighthouse. At the end of the lesson, tell students that next week we will be
talking all about our families, so they so they will need to complete a survey with
their families
SEND HOME SURVEY TODAY - TO BE RETURNED ON MONDAY
Skills & Processes:

1.S.8 demonstrate skills of oral, written and visual literacy:
● interact with others in a socially appropriate manner
● respond appropriately, verbally and in written forms, using language respectful of human diversity
● listen to others in order to understand their point of view
4 - Students can accurately and succinctly explain how they might feel in the This portion of the unit could be particularly difficult
situations presented in the readings and in the picture book. They can easily make for the student in my class who has recently lost her
connections between their own lives and the stories told. father and uncle. I will ensure that when talking about
3 - Students can explain how they might feel in the situations presented and connect loss through Munsch’s The Lighthouse that I focus on
them to their own lives. interpreting the story through the character’s eyes. As
2 - Students can make connections between the text and their lives but cannot always, I will make sure that students have the
articulate how it would make them feel. opportunity to share, or not to share, as much as they
1 - Students can neither make connections between the text and their lives nor please.
articulate how any of the situations would make them feel.
Using worksheets to interpret given information will
aid students with communication difficulties and will
also help students who require visual cues.

My family’s past in our community (Survey) & Family Legacy
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Day one: Read the curriculum card to students, read “Miss Sacrey Remembers” Materials / To Print
together & complete the “My family’s Past” anchor chart as a class. Discuss ❏ Curriculum card two (one copy)
“traditions” as a concept. ❏ My Family’s Past anchor chart (one copy)
❏ Family Legacy worksheet (individual copies)
Day two: Have students complete a “Family Legacy” worksheet using their survey
❏ My Community worksheet (individual copies)
results.
❏ Learning from the Past Museum Worksheet
Day three: Read “Amal Remembers” and “John’s Community” as a class. Revisit (individual copies)
the survey results and update the anchor chart completed on Monday. Have
students complete a “My Community” worksheet. Reading Passages:
❏ Miss Sacrey Remembers
Day four: Bring artifacts to class that show change over time (baby rattle, airplane ❏ Amal Remembers
tickets, etc.) and discuss the concept of an “artifact” with students. Have students ❏ John’s Community
fill out a “museum worksheet” where they name artifacts they might see in a
museum. // Tell students that I would like them to bring an artifact or a
photograph from home that tells something about their family
SEND HOME A REQUEST TODAY - TO BE BROUGHT ON TUESDAY

(send a reminder on Monday)
Skills & Processes:

1.S.1 develop skills of critical thinking and creative thinking:
● examine ideas and information from varied sources

● recognize that some activities or events occur on a seasonal basis
4 - Students can highlight traditions that continue throughout the generations in their Using the survey results that students have collected
family and can talk about the things that their family values. Students ask strong from their families will aid them in making
questions about the texts, artifacts, and concepts introduced in class. connections between the texts read in class and their
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3 - Students can articulate the things that their family enjoys doing in the community own lives. Reiterating the important information in
and can name some of the traditions that they practice. worksheets and sharing them together will help
2 - Students can point to some of the things their family enjoys doing in the students with communication difficulties and will also
community but struggle to think of traditions that they practice. help students who require visual cues.
1 - Students can neither recognize the things their family likes to do in the
community nor point to the traditions they practice.

Artifacts & Past vs. Present
Day one: Tell students that I would like them to bring an artifact or a photograph Materials / To Print
from home that tells something about their family. Read the Cultural Showcase ❏ Class Museum page (individual copies)
passage as a class. ❏ Past vs. Present “I-Spy” type worksheet.
Day two: Invite students to share their artifact or photograph with the class. Tell
Reading Passages:
students that I am going to take a photo or copy of their artifact to create a class
❏ Cultural Showcase
museum book. Tomorrow, they will get the chance to work on decorating their
page to be added to the book.
Day three: Give students the majority of the class to work on completing their
Museum page
Day four: Have students complete a worksheet where they indicate whether an item
is from the past or present (find & colour activity)
Skills & Processes:

1.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
● work and play in harmony with others to create a safe and caring environment
● demonstrate a willingness to share space and resources
● ask questions to make meaning of a topic
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4 - Students can make strong connections between an inanimate object and their Having students bring their own artifacts will aid
family’s lives. They ask probing questions to other students about their artifacts and them in making connections between the activities
can articulate the importance of artifacts as historical pieces. done in class and their own lives.
3 - Students can make connections between artifacts and their family’s lives. They
can articulate why artifacts might be a valuable learning tool. Creating a class museum book will help students feel
2 - Students can make connections between artifacts and their lives but do not connected to their classroom community and take
necessarily see the significance of doing so. pride in their work. (Should students not be able to
1 - Students struggle to make a significant connection between an artifact and their bring their own artifact, they can draw one of their
lives. own or can borrow one that I used in previous
lessons)

Learning From the Past
Day one: Complete a photo sort of images from the past vs. present as a class Materials / To Print
(electronic or hard copies) ❏ Past vs. Present Photo Sort (electronic or hard
copy)
Day two: Read John’s Community as a class and ask students if they can think of
❏ Images of building and structures from
any ways that their communities have changed over time.
Lethbridge long ago (individual copies)
Day three: Read Amal Reflects and together, create a timeline of events for the way ❏ Create a timeline anchor chart
that Lethbridge has changed (First Nations’ Settlement, building a railroad, more
people arrive, large town) - Have students use different coloured crayons to Reading Passages:
highlight each change in the text. ❏ John’s Community
❏ Amal Reflects
Day four: Have students cut out an image of an old building or structure in
Lethbridge and use pastels or other art supplies to create the scenery around it as
it would have looked 100 years ago.
Skills & Processes:
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4 - Students have a very strong understanding of past and present. They can point to Having students look at and interpret images of their
ways that their community and city has changed over time and understand the own communities will help them make connections
sequences of events presented in the text. between the concepts taught in class and their own
3 - Students have a good understanding of past and present and understand ways that lives.
their communities have changed over time.
2 - Students can understand that their communities have changed over time but have Having students colour code the sequences of events
a weaker understanding of past and present. will help them visualize past and present (much in the
1 - Students do not have a clear understanding of past and present and cannot point way they would sequence a story).
to ways that their community has changed over time.
April 2 - April 5 (3 lessons at 30 minutes each)

Traditions
Day one: Read John Celebrates as a class and complete the accompanying Materials / To Print
discussion questions as a group (or in a think, pair, share). Work on defining a ❏ Tradition vocabulary card (one copy)
tradition and have students act as a teacher, teaching the concept to their table ❏ “Traditions” worksheet (individual copies)
mate. ❏ Wheel of Fortune templates (individual
copies)
Day two: Lead a discussion about the difference between traditions, holidays, and
activities. Review the concept of “Tradition” as a class, have students complete a
Reading Passages:
“Traditions” worksheet where they indicate whether a given scenario is a
❏ John Celebrates
tradition or not.
Day three: Have students create a “Wheel of Fortune” using the provided template.
Tells students to colour and assemble it using their best efforts because next week
we will be using them to play a game with a partner.
Skills & Processes:

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● recognize that some activities or events occur on a seasonal basis

4 - Students can articulate the significance of traditions that are passed on within Using worksheets to interpret given information will
families and can name many examples. aid students with communication difficulties and will
3 - Students can name some examples of traditions and understand that they are also help students who require visual cues.
important.
2 - Students can name some examples of traditions but do not understand their Using paired discussion strategies will help students
significance. communicate their thoughts without the anxiety of
1 - Students can neither name traditions nor articulate the importance of them. sharing with the class.

Celebrating Diversity
Day one: Have students play the “Wheel of Fortune” game together. The first player Materials / To Print
to 5 points wins. Convene together after students have had the chance to play and ❏ Culture vocabulary card (one copy)
have willing students share their best answer for each. ❏ Flipbook template (individual copies)
Day two: Tell students that we have been learning a lot about different holidays and
Reading Passages:
traditions that people in Canada practice. Tell students that this week we are
❏ Diverse Cultures
talking about culture. Present the Culture vocabulary card. Read Diverse
Cultures as a class and complete the accompanying discussion questions.
Day three: Complete a “Diverse and Proud” worksheet as a class to emphasize that
diversity is valuable to our society. Read each passage to students and have them
draw how they might feel next to each passage. Complete the Celebrate Diversity
page and discuss the meaning of each of the words to be coloured (Tolerance,
Acceptance, Freedom, Equality). Display these on the bulletin board to show the
school that we appreciate our differences!
Day four: Begin the “Diversity in our community flipbook” and highlight three
connections to francophone communities that we have in Lethbridge
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Skills & Processes:

1.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
● work and play in harmony with others to create a safe and caring environment
● demonstrate a willingness to share space and resources
● ask questions to make meaning of a topic
4 - Students understand the value of diverse communities and express pride about Using worksheets to interpret given information will
being a part of their own diverse community. aid students with communication difficulties and will
3 - Students understand the value of a diverse community and recognize that they are also help students who require visual cues.
a part of one.
2 - Students understand what a diverse community is but do not understand why it is Using the student reading booklets will help students
valuable. appreciate cultures that they are not regularly exposed
1 - Students do no understand the meaning of “diversity” to.

First Nations’ Story Telling / Final Review of Key Terms
Day one: Complete the Diversity flipbook by highlighting three connections to Materials / To Print
FNMI communities that we have in Lethbridge. ❏ The Story of the Rabbit Dance worksheet
Day two: Briefly provide some background information about FNMI oral
Reading Passages:
storytelling. Read “The Story of the Rabbit Dance.”
❏ John Celebrates ( repeated)
Day three: Review “The Story of the Rabbit Dance” and have students complete the
beginning, middle, end worksheet that accompanies the story.
Day four: Play Past vs. Present Connect Four
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Skills & Processes:

● compare and contrast information gathered
4 - Students understand the connections that Lethbridge has to First Nations Sequencing the events of the story will help students
communities. They can point to the moral of the story that has been read and develop a sense of before and after and p ast and
understand the value of storytelling as a way of passing on important information present.
and traditions.
3 - Students can point to the moral of the story that has been read and understand
some of Lethbridge’s connection to First Nations’ communities.
2 - Students generally understand the moral of the story that has been read but do not
understand Lethbridge’s connection to First Nations’ communities.
1 - Students do not understand the moral of the story nor do they understand
Lethbridge’s connection to Frist Nations’ communities.
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Social Studies Unit 2 - Moving Forward With The Past

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Grade One Social Studies February 25 - April 16

Unit 2 of 2: Moving Forward With the Past Kyla Sacrey

SLO(s)​: ​Students will…

February 25 - March 1 (4 lessons at 30 minutes each)

Learning Activities Materials / To Print

Skills & Processes:

March 4 - March 8 (4 lessons at 30 minutes each)

Learning Activities Materials / To Print

SEND HOME SURVEY TODAY - TO BE RETURNED ON MONDAY

Skills & Processes:

March 11 - March 15 (4 lessons at 30 minutes each)

SEND HOME A REQUEST TODAY - TO BE BROUGHT ON TUESDAY

Skills & Processes:

1.S.2 develop skills of historical thinking:

March 18 - March 22 (4 lessons at 30 minutes each)

Skills & Processes:

March 25 - March 29 (4 lessons at 30 minutes each)

Skills & Processes:

1.S.2 develop skills of historical thinking:

April 2 - April 5 (3 lessons at 30 minutes each)

Skills & Processes:

● recognize that some activities or events occur on a seasonal basis

April 8 - April 12 (4 lessons at 30 minutes each)

Skills & Processes:

April 15 - April 18 (4 lessons at 30 minutes each)

Skills & Processes:

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SLO(s): Students will…