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ASCENSION PARISH COMPREHENSIVE CURRICULUM. CONCEPT CORRELATION. UNIT 6: THE WORLD AND LOCAL CULTURES AND CUSTOMS. TIME FRAME: APPROXIMATELY TWO (2) ...

    nd2 Grade Social Studies Unit 6 Name _________________________________ School Year ______________

    Ascension Parish Comprehensive Curriculum

    Concept Correlation

    Unit 6: The World and Local Cultures and Customs

    Time Frame: Approximately Two (2) Weeks Big Picture: (Taken from Unit Description and Student Understanding)

    ; Culture includes the attitudes, behaviors, preferences and values of a group of people (social groups, local communities,

    national communities, world communities).

    ; Customs and ceremonies are part of culture.

    ; Stories can provide information and contain moral lessons specific to cultural groups.

    ; National holidays are based on history and have a significant impact on our nation’s culture and customs.

    ; The local community is part of the larger global community and can be examined using numerous tools (maps, globes, picture

    books, posters, etc.).

    Guiding Activities Focus GLEs GLEs Questions 1 Interpret a diagram (Comprehension) Activity 59: Alike or Not? Concept 1: 1, 52 27 Explain the significance of national holidays and the GQ 22 Culture and

    achievements of the people associated with them Customs Activity 60: Exploring

    (Comprehension) Cultures and Customs 51

    22. Can students GQ 22 48 Locate general areas on maps and globes referenced in

     explain some Activity 61: Stories and historical stories and legends (Application)

     customs of Legends Around the World 51 Identify cultural elements (e.g., crafts, customs, music, other cultures GQ 22 1, 48, 51 folklore) of the local community (Comprehension) and how they 52 Explain the customs related to important holidays and resemble ours? ceremonies in various countries around the world in the Activity 62: Up, Down, Concept 2: past (Comprehension) and Around Historical 2,8 GQ 23 Importance:

     People and

    Places Activity 63: Where? 8, 48 GQ 23, 24

    nd2 Grade Social Studies Unit 6 The World and Local Cultures and Customs

    nd2 Grade Social Studies Unit 6

    23. Can students

     use tools to

     examine the

     local and/or

     global Activity 64: Famous

     community? Americans and Their 24. Can students Contributions 27, 48

     describe GQ 23, 25

     folktales,

     legends, and Activity 65: National

     stories of Holidays 27, 45, 52 heroism GQ 25

     that tell about

     history and Activity 66: Holidays

     traditions? Around the World 51, 52 25. Can students GQ 23, 24, 25

     explain the

     meanings of our Activity 67: Time Line of foundation rd national Events in Louisiana History for 3

     holidays? grade

    foundation Activity 68: The Explorers rdfor 3 grade

    Activity 69: Bienville, the foundation rdFather of New Orleans for 3

     grade

    Activity 70: The French Foundation rdConnection to the Acadians for 3

     grade nd2 Grade Social Studies Unit 6 The World and Local Cultures and Customs

    nd2 Grade Social Studies Unit 6

    Unit 6: The World and Local Cultures and Customs

    Concept 1: Culture and Customs

GLEs

    *Bolded GLEs are documented.

     1 Interpret a diagram (Comprehension)

    51 Identify cultural elements (e.g., crafts, customs, music, folklore) of the local

    community (Comprehension)

    52 Explain the customs related to important holidays and ceremonies in various

    countries around the world in the past (Comprehension)

    Guiding Questions Assessment Ideas

    22. Can students explain some customs ; Teacher Made Test

     of other cultures and how they ; Journal Writing can be done throughout this

     resemble ours? unit

    24. Can students describe folktales, ; Graphic Organizers can be used to assess

    legends, and stories of heroism that students’ knowledge of concepts (e.g., Venn

    tell about history and traditions? diagram, Webs, charts, etc.)

     25. Can students explain the meanings ; Activity-Specific Assessment - Activity 60

     of our national holidays?

    Recommended Vocabulary

    1. Tradition 2. Customs 3. Culture

    Textbook Correlation Resources

    ; Scott Foresman’s Unit 6 Lesson 2 ; Newspapers

    ; Scott Foresman’s Unit 6 Lesson 4 ; Community event photographs

    (interpret diagram) ; Poster board

    ; United Streaming if applicable

Louisiana Comprehensive Curriculum/Teacher Made Activities

     Activity 59: Alikeor Not? (GLEs: 3, 52)

    Materials List: All the Colors of the Earth, All the Colors We Are, World Map BLM, chart paper,

    and poster paper (optional)

The teacher will use the directed reading-thinking activity or DR-TA (view literacy strategy

    descriptions), which invites students to make predictions, and then check their predictions during and after the reading. The teacher will build background knowledge by showing students a map of the world with different countries labeled. (See World Map BLM) Then, the teacher will lead a discussion that elicits information the students may already have about these countries and the

    children that live there.

    The teacher should choose one of the following books or a similar book to read to the students: All the Colors of the Earth by Sheila Hamanaka or All the Colors We Are by Katie Kissinger.

    Discuss the title of the book and have students make predictions about the story. Write student predictions on the board or on chart paper. Then read the book, stopping occasionally to check students’ predictions and to revise predictions when necessary. Once the reading is completed,

    use student predictions as a discussion tool to help students understand the connection among nd2 Grade Social Studies Unit 6 The World and Local Cultures and Customs 61

    nd2 Grade Social Studies Unit 6

    children around the world. Discuss with the students how children around the world are alike and

    different.

Show students a map of the world (See BLM World Map) with different countries labeled on it.

    Have students tell in which direction each country is located from Louisiana. Have students predict what it would be like to be a second grader in another country.

    Have students work in groups to locate specific information about different customs, important holidays, and ceremonies from the different countries on the BLM World Map. Have each group write down the information of the country researched. Once the research has been completed, have students prepare information on a poster or in some other form to share with other groups. The teacher should make sure that the information students have is accurate. Then have students compare the different customs, holidays, and ceremonies found to local customs, holidays, and ceremonies.

     Discuss with students how holiday celebrations, customs, and ceremonies have changed over time both in Louisiana and around the world. Help students find information that would show how these different customs and celebrations have changed over time. Focus on one or two different celebrations. (e.g., Christmas, New Year’ Day, Thanksgiving, Independence Day)

Internet resources:

    Christmas Around the World

    http://www.the-north-pole.com/around/

    http://www.santas.net/aroundtheworld.htm

    http://www.theholidayspot.com/christmas/worldxmas/

    New Year’s Day over the Years

    http://wilstar.com/holidays/newyear.htm

    Around the World - http://teacher.scholastic.com/lessonrepro/k_2theme/world.htm

    People and Places of the World - http://www.galenfrysinger.com/index.htm

Activity 60: Exploring Cultures and Customs (GLE: 51)

Materials List: pictures of local festivals, pictures of local foods, newspaper stories, poster paper

    Begin the activity by holding a discussion with the whole class to define the concepts of culture and customs. Topics might include cultural differences related to respect for elders, emphasis on education, definitions of important knowledge, religious traditions, musical styles, and the like. Discuss with students how music and/or storytelling have changed with the advent of radio and television, or why quilting and basket making have come to be considered arts and crafts instead of necessities. Students can begin to recognize that these might apply to units as small as the immediate family and as large as the whole nation.

    The idea that cultures and customs are connected to geography and economy can be introduced, perhaps by discussing the differences between subsistence lifestyles. Tell students that people in different places eat different foods, celebrate different festivals, listen to different kinds of music, and wear different clothing. This is part of their culture. Explain to students that they will be exploring the culture of their own community. Show students pictures of different foods and festivals that are part of their local culture. Let students share their experiences about these foods and festivals with the class.

    nd2 Grade Social Studies Unit 6 The World and Local Cultures and Customs 62

    nd2 Grade Social Studies Unit 6

    Discuss with students how the local community has certain cultural elements (e.g., food, music, festivals, etc.) Next, divide the students into groups and ask them to talk about their families and the cultures and customs represented among them and among their friends outside of school. Have students collect materials and make a collage or poster that would represent some of the cultural elements present in the community. They might use newspaper stories and/or photographs of community events such as music or craft festivals, Mardi Gras beads, items that represent special days such as Valentine candies or Halloween decorations, and so on. Each group can present their cultural studies to the class.

    Louisiana Cultural and Historical Information

    http://www.crt.state.la.us/tourism/studentbrochure/sbcover.htm

Activity-Specific Assessment

    Have students collect materials and make a collage or poster that would represent some of the

    cultural elements present in the community. Assess collage or poster using teacher created rubric.

Activity 61: Stories and Legends Around the World (Who’s Cinderella?) (GLEs: 1, 48, 51)

Materials List: Internet (optional), books on Cinderella, maps, globes

    Tell students that different countries have stories and legends that are part of their culture. Discuss how these stories are alike and different from the stories and legends in the United States.

    Tell the students the story of Cinderella. Discuss how it appears in many different cultures. Read and discuss the English version of Cinderella with the students. Then choose another version of Cinderella from another country to share with students. One or more of the following books may be used:

    ; The Turkey Girl by Penny Pollock (Turkey)

     Sootface by Robert San Souci (Native American) ;

    ; The Egyptian Cinderella by Shirley Climo (Egypt)

    ; The Irish Cinderlad by Shirley Climo (Ireland)

    ; The Little Glass Slipper by Charles Perrault (France)

    ; Yeh-Shen by Ai-Ling Louie (China)

    ; The Persian Cinderella by Shirley Climo (Peru)

    ; The Golden Sandal by Rebecca Hickox (Iraq)

    ; Donitila by Jewell Reinhart Cobum (Mexico)

    ; The Korean Cinderella by Shirley Climo (North Korea)

    ; The Gift of the Crocodile by Judy Sierra (Indonesia)

    ; Fair, Brown, and Trembling by Jude Daly (Ireland)

    ; Mufaro’s Beautiful Daughters by John Steptoe (Africa)

    ; The Way Meat Loves Salt by Nina Jaffe (Israel)

    ; Smoky Mountain Rose by Alan Schroedea (United States)

    *May substitute Little Red Riding Hood and Lon Po Po (China) or other appropriate literature that compares the different versions of stories with influences from other countries/cultures.

nd2 Grade Social Studies Unit 6 The World and Local Cultures and Customs 63

    nd2 Grade Social Studies Unit 6

    Read aloud one or two different versions of Cinderella or other appropriate books. Put students

    into small groups. Have students compare and contrast the events in each of the different versions of Cinderella, using a Venn diagram graphic organizer (view literacy strategy descriptions). Have

    each group exchange diagrams and read and interpret the information written. Then have students compare what they wrote to what the other groups wrote and share any information that was different.

    Next, read to students some historical stories and legends that are set in recognizable places. Using maps and globes, have students find the locations where actions in the readings occur. Have them illustrate a figure in the story and write a journal entry summarizing a historical story or legend. Students may share their writings orally with the class.

Stories, Legends, and Folktales from Around the World - http://www.unc.edu/~rwilkers/title.htm

    Aaron Shepard’s World of Stories - http://www.aaronshep.com/stories/index.html

    Folklore, Myths, and Legends - http://www.ucalgary.ca/~dkBrown/storfolk.html

    Stories/Myths/Legends from Around the World - http://www.indigenouspeople.net/stories.htm

nd2 Grade Social Studies Unit 6 The World and Local Cultures and Customs 64

    nd2 Grade Social Studies Unit 6

    Unit 6: The World and Local Cultures and Customs

    Concept 2: Historical Importance: People and Places

GLEs

    *Bolded GLEs are documented.

    2 Describe basic characteristics of maps and globes (Application)

    8 Identify examples of various landforms (e.g., continents, islands) (Application)

    27 Explain the significance of national holidays and the achievements of the

    people associated with them (Comprehension)

    48 Locate general areas on maps and globes referenced in historical stories and

    legends (Application)

    Guiding Questions Assessment Ideas

    25. Can students use the tools to ; Teacher Made Test

    examine the local and/or global ; Journal Writing can be done throughout this unit

    community? ; Graphic Organizers can be used to assess

    26. Can students describe folktales, students’ knowledge of concepts (e.g., Venn

    legends, and stories of heroism diagram, Webs, charts, etc.)

    that tell about history and ; Activity-Specific Assessment - Activity 64

    traditions?

    Recommended Vocabulary

    1. Invention 2. Tradition 3. Heroism 4. History 5. Folktales 6. Legend

    7. Customs 8. Cultures

    Textbook Correlation Resources

    ; Scott Foresman’s Correlation to ; Internet

    Grade Level Expectations ; Historical books

    ; Map

    ; Globe

    ; Construction paper

    ; Journal

    ; United Streaming if applicable (Exploring the

    World: Spanish Explorers of North America,

    Christopher Columbus and the New World,

    Where Do You Think You’re Going, Christopher

    Columbus?

Louisiana Comprehensive Curriculum/Teacher Made Activities

Activity 62: Up, Down, and Around (GLEs: 2, 8, 51, 52)

    Materials List: Everybody Cooks Rice and All Kinds of Families, world desk map, globes, chart paper

Engage students in a discussion of the purpose and function of a map and globe and describe their

    basic characteristics. Have each student explore globes and maps, discuss their various features,

    and describe their basic characteristics.

    nd2 Grade Social Studies Unit 6 The World and Local Cultures and Customs 65

    nd2 Grade Social Studies Unit 6

    Then give students a desk map of the world and show them how the world is made up of many different countries. (e.g., China, Canada, Italy, Japan, Mexico, South Africa, etc.). Have students sketch various landforms (continents, islands, mountains) found around the world. Tell students that, like the land, people around the world share many likenesses and differences. Discuss with students ways they think people around the world would be like them or different from them. Focus on the elements of culture and how it helps meet human needs for clothing, food, and shelter.

The teacher will use the directed reading-thinking activity or DR-TA (view literacy strategy

    descriptions) which invites students to make predictions, and then check their predictions during and after the reading. The teacher will build background knowledge by showing students pictures of children from different countries. Then the teacher will lead a discussion that elicits information the students may already have about children around the world.

    The teacher should choose one of the following books or a similar book to read to the students: Everybody Cooks Rice by Norah Dooley or All Kinds of Families by Norma Smith. Discuss the

    title of the book and have students make predictions about the story. Write student predictions on the board or on chart paper. Then read the book, stopping occasionally to check students’

    predictions and to revise predictions when necessary. Once the reading is completed, use student predictions as a discussion tool to help students understand the connection between them and children around the world. Discuss with the students how children around the world are alike and different.

Activity 63: Where (CC Unit 6) (GLEs: 8, 48)

    Read students some historical stories and legends that are set in recognizable places. Using maps and globes, have students find the locations where actions in the readings occur. Have them illustrate a figure in the story and write a journal entry summarizing a historical story or legend. Students may share their writings orally with the class.

(ex. Paul Bunyan, Legend of Bayou Teche: www.bayouteche.com, legend of the Evangeline:

    http://www.lafayettetravel.com/culture/history/legendofevangeline/

Activity 64: Famous Americans and Their Contributions (GLEs: 1, 27, 48)

Materials List: books about famous Americans, poster paper, Internet access (optional)

Introduce the term famous. Have students name someone they think is famous and why they are

    famous. Tell students that there are famous Americans that made a significant impact to their country. Engage students in a brainstorming (view literacy strategy descriptions) activity naming

    individuals who would be considered famous Americans. Read nonfiction biographies of significant individuals identified on the list (e.g., George Washington, Abraham Lincoln, and Martin Luther King, Jr.). Recognize the famous Americans for their defense of individual civil rights and the ways in which they served the country. As part of the discussion, have the students locate on maps or globes the general areas mentioned in the biographies of the individuals studied. Construct a large comparative chart or timeline illustrating the following:

nd2 Grade Social Studies Unit 6 The World and Local Cultures and Customs 66

    nd2 Grade Social Studies Unit 6

    AMOUS AMERICANS WHEN DID HAT WAS THEIR CIVIC CONTRIBUTION? FW

    THEY LIVE?

    Thomas Jefferson 1743-1826 Wrote the Declaration of Independence

    Served as U.S. President

    Abraham Lincoln 1809-1865 Wrote Emancipation Proclamation

    Served as U.S. President

    Susan B. Anthony 1820-1906 Opposed slavery

    Led National Women’s Suffrage Movement to

    gain voting rights for women

    Martin Luther King, Jr. 1929-1968 Led Southern Christian Leadership Conference

    Gave the “I Have A Dream” speech in 1963

    Won a Nobel Peace Prize

    The teacher should add other names of famous Americans to the list above.

Talk about national holidays associated with these people and why the country honors some of

    them with holidays. Discuss with students why this holiday is significant to the country.

    Have students choose one famous American from the chart above and create a poster about their contributions to the country. Students may need to do further research. The Internet can be used to find information and pictures for posters.

    Talk about national holidays associated with these people and why our country honors them with holidays. Have students choose one famous American from the chart above and create a poster about their contributions to our country. Students may need to do further research. The Internet can be used to find information and pictures for posters.

    Discuss similarities and differences between (1) important individuals in the school community and (2) famous Americans in the biographies. As part of the discussion, have the students locate on maps or globes the general areas mentioned in the biographies of the individuals studied. Activity-Specific Assessment

    Famous American Student’s Name:

    Poster 5pts. 3pts. 1pt.

    Correctly Written Somewhat Correct Incorrectly Written Title

    Contains 3 facts Contains 2 facts Contains 1 fact Important Facts

    Very Original Somewhat Original Not very Original Originality

    Very Legible Somewhat Legible Not very Legible Legible

    Very Attractive Somewhat Attractive Not very Attractive Attractiveness

    No errors in Some errors in Many errors in Spelling

    Spelling Spelling Spelling

    Worked with no Worked with some Very distractible Use of Class Time

    distractions distractions

    nd2 Grade Social Studies Unit 6 The World and Local Cultures and Customs 67

    nd2 Grade Social Studies Unit 6

Activity 65: National Holidays (GLEs: 27, 45, 52)

Materials List: National Holidays BLM, Internet (optional)

    Introduce the term holiday. Have students name some holidays that they celebrate in the local community. (e.g., Mardi Gras, Valentine’s Day, Mother’s Day, etc.) Make a list on the board of the different holidays celebrated. Then introduce the term national holiday. Tell students that a

    national holiday is celebrated throughout the country.

    Have students think about the times in their lives they celebrated special holidays or events with their families. Have the students bring photos or draw pictures of four or five of these events. Then have students create a personal timeline with their pictures. Students should write a brief description of the event under each picture and include their age at the time of the event.

    Then have students create a timeline showing the twelve months. (See the National Holidays BLM) Have students write national holidays on the timeline in the correct month in which they are celebrated. Include on the timeline, New Year’s Day, Martin Luther King’s Day, President’s

    Day, Memorial Day, Flag Day, Independence Day, Labor Day, Columbus Day, Veteran’s Day,

    Thanksgiving, Christmas, and any other holiday celebrated in their local community. Help students identify people associated with each holiday and their achievements. Discuss the significance of each holiday to the country. Have students write journal entries about their favorite national holiday and why they enjoy it.

    Explain to students that, like this country, other countries celebrate various holidays. Some holidays are celebrated because of events that happened in the past. The Fourth of July, celebrates the country’s birthday. This was the day we declared independence. Other countries also celebrate freedom and independence.

The following chart gives some examples:

    Country Date Celebrated Name of Holiday

    Date of Independence

    Mexico September 16 Independence Day September 16, 1810

    Canada July 1

    Canada Day July 1, 1867

    Italy April 25 Liberation Day April 25, 1945

    Japan May 3 Constitution Day May 3,1947

    South Africa April 27 Freedom Day April 27,1994

    China October 1 National Day December 2, 1949

    nd2 Grade Social Studies Unit 6 The World and Local Cultures and Customs 68

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