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Blood
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Urban
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LESSON
PLANS
Lesson
Plan
Context
This
is
a
four-day
study
on
communities
using
Letting
Swift
River
Go
by
Jane
Yolen
as
a
reference
of
study
as
well
as
Elizabeth
Leads
the
Way
by
Tanya
Lee
Stone.
This
second
grade
social
studies
lesson
guide
will
guide
learners
in
the
changing
community
in
the
past
and
how
people
have
an
influence
on
that
change.
1. Day
1:
How
do
Communities
Use
Their
Land?
2. Day
2:
How
do
Communities
Change
Over
Time?
3. Day
3:
How
do
People
create
History
of
a
Community?
4. Day
4:
How
have
Communities
Solved
Problems
in
the
Past?
Lesson
Plan
1
(Day
1)
Community
Land
Use
-
Adapted
from
Social
Studies
Alive,
Lesson
Guide
Time
20min
Materials
sticky
notes,
markers/pens,
transparent
for
the
overhead,
Letting
Swift
River
Go
by
Jane
Yolen,
Social
Studies
Alive!
Student
Textbook
Benchmarks
2
G4.0.1
-
Describe
land
use
in
the
community
(e.g.,
where
people
live,
where
services
are
provided,
where
products
are
made).
Objective
Through
activities
and
discussion,
the
learner
will
understand
how
suburbs
are
created
and
interact
with
the
community
surrounding
them.
Anticipatory
Set
Teacher
Directions
Draw
a
circle
on
the
board
about
1
foot
in
diameter.
Have
students
take
a
sticky
note
and
draw
themselves
on
it.
Then
instruct
students
to
place
their
sticky
note
within
the
circle.
(Note:
Since
the
circle
is
too
small
for
all
the
pictures,
expect
some
students
to
place
their
pictures
outside
the
circle
or
on
top
of
Shannon
Blood
2
Urban
History
Teaching
Portfolio
other
pictures.
Allow
this)
Discuss
that
in
a
city
not
all
people
can
easily
fit
allows
for
the
creation
of
skyscrapers
and
for
people
to
move
outside
the
city
to
create
the
suburbs.
Objective
Today
we
will
learn
how
suburbs
are
created
and
what
affects
their
growth.
Through
movement
activities
and
discussion
we
will
interact
with
different
types
of
communities.
Instruction
1. On
the
board,
draw
a
circle
a
foot
in
diameter.
2. Have
students
pass
out
sticky
notes
and
draw
their
portrait
on
the
paper.
3. In
small
groups,
have
students
come
up
to
the
board
and
place
their
sticky
note
inside
the
city
4. Debrief
students
by
asking
the
following
questions
Area
all
the
pictures
inside
the
circle?
Why
did
some
people
place
their
pictures
outside
the
circle?
Then
segue
into
a
discussion
about
suburbs.
Explain
that
some
people
live
in
communities
that
are
close
to
the
city
but
are
less
crowded.
5. Using
transparencies
provided,
ask
the
following
questions:
What
are
the
houses
like
in
a
suburban
community?
What
are
the
stores
like?
What
are
the
schools
like?
How
are
the
houses,
stores,
and
schools
different
from
those
in
an
urban
or
a
rural
community?
6. Using
the
Social
Studies
Alive
book
read
pages
14
and
15
aloud.
For
page
14,
discuss
what
is
found
in
suburban
communities.
For
page
15,
discuss
the
advantages
and
disadvantages
of
living
in
a
suburban
community.
7. Have
the
students
individually
pick
either
rural,
suburban
or
city
and
draw
their
version
of
that
type
of
community.
Once
this
is
done,
have
the
students
share
and
identify
each
classmates
community
in
which
they
drew.
Thinking
Levels
1. Knowledge:
What
is
a
suburb?
2. Application:
Participate
in
small
group
and
large
group
discussion
3. Analysis:
In
the
reading
portion
of
the
lesson,
disadvantages
and
advantages
will
be
discussed.
4. Synthesis:
Draw
and
label
a
community
and
where
things
are
located
5. Evaluation:
Sharing
their
drawings
with
one
another
and
describing
the
type
of
community
they
drew.
Modeling
Using
the
board
to
model
a
community
Checking
for
Understanding
Shannon
Blood
3
Urban
History
Teaching
Portfolio
Providing
for
students
to
be
able
to
think
about
their
own
opinions
and
then
sharing
their
ideas
with
other
students
and
involving
themselves
in
discussion.
Teach
some,
walk
around
and
check
for
understanding
of
discussion.
Guided
Practice
Provide
for
modeling
at
the
beginning
of
the
lesson.
Guide
students
with
discussion
questions
to
advance
their
thinking.
They
draw
their
own
version
of
a
type
of
community
and
then
participate
in
discussion
with
others
to
discuss
what
makes
their
community
they
drew
that
type
of
community.
Closure
Ask
summary
questions
such
as
what
are
characteristics
of
each
type
of
community.
Others
such
as
what
did
you
learn?
Then
teacher
reflection
of
lesson
write
notes
Lesson
Plan
2
(Day
2)
Change
in
Communities
Over
Time
Adapted
from
MAISA
Time
30min
Materials
Letting
Swift
River
Go
by
Jane
Yolen,
How
Communities
Change
Worksheet
(2A),
How
my
Local
Community
Changed
Assessment
(2B)
Benchmarks
2
-
H2.0.4:
Describe
changes
in
the
local
community
over
time
(e.g.,
types
of
businesses,
architecture
and
landscape,
jobs,
transportation,
population).
Objective
The
learner
will
understand
how
and
when
a
community
changes.
Anticipatory
Set
Ask
the
class
what
some
things
that
the
narrator
in
Letting
Swift
River
Go
did
as
a
child.
Write
responses
on
the
board
under
the
year,
1930s.
Once
you
have
obtained
enough
responses,
ask
students
what
they
do
now
for
fun
and
put
their
responses
under
the
year
2014
(whatever
year
it
is).
Ask
them
to
discuss
the
changes
they
see
between
the
two
categories.
Emphasize
that
over
time
things
change,
just
like
a
community
does.
Shannon
Blood
4
Urban
History
Teaching
Portfolio
Objective
During
this
lesson,
you
will
learn
how
communities
change
over
time.
We
will
do
this
by
looking
more
into
Letting
Swift
River
Go,
as
well
as
using
a
worksheet
to
document
our
ideas
of
change.
Instruction
1. Reread
the
book
Letting
Swift
River
Go
to
the
class.
2. Have
the
class
turn
and
talk
to
a
neighbor
about
what
changes
they
noticed
to
the
community
in
the
story
3. Write
the
changes
on
the
board
make
sure
to
include
the
following
moved
the
graves
in
the
graveyard,
chopped
down
the
trees,
moved
the
houses,
and
more
depending
on
what
the
students
suggest
4. Ask
the
students
what
might
have
caused
this
change
to
occur
It
could
have
occurred
from
a
need
for
fresh
water
emphasize
that
this
isnt
just
a
single
occurrence
as
well
and
that
it
happens
to
places
all
over
the
world.
5. Have
the
students
imagine
themselves
as
the
narrator
and
ask
for
a
few
students
to
share
how
they
might
have
felt
knowing
their
community
was
going
to
change.
How
might
it
have
felt
to
move
to
a
new
community?
6. Pass
out
the
How
Communities
Change
Worksheet
and
guide
the
students
through
the
instructions
and
have
them
complete
the
worksheet
(2A)
Thinking
Levels
1. Knowledge:
How
does
change
impact
a
community?
2. Application:
Worksheet
on
changes
in
the
community
in
the
book
as
well
as
the
local
community
3. Analysis:
Comparing
the
changes
to
the
community
in
the
story
to
our
local
community
4. Synthesis:
Apply
changes
in
the
story
to
the
local
community
5. Evaluation:
Once
the
lesson
is
over
and
brainstorming
is
completed,
the
students
will
complete
an
assessment
by
drawing
a
change
to
the
local
community
Modeling
Using
the
book
as
an
example
and
history
lesson
Checking
for
Understanding
How
Communities
Change
Worksheet
(2A)
Guided
Practice
Shannon
Blood
5
Urban
History
Teaching
Portfolio
Shannon
Blood
6
Urban
History
Teaching
Portfolio
the
actions
of
people.
For
example,
discuss
how
community
members
from
Boston
talked
to
the
community
about
the
change
they
wanted
to
do.
2. Display
Elizabeth
Leads
the
Way
and
guide
students
in
analyzing
the
cover
and
inferring
who
Elizabeth
Cady
Stanton
is
based
on
the
cover.
Then
read
the
book
out
loud
to
the
class.
3. After
reading
the
first
page,
ask
again
what
the
students
can
infer
the
story
might
be
about.
Then
refer
back
to
when
the
class
learned
about
different
events
in
history.
Specifically
the
era
when
women
couldnt
vote
and
didnt
have
many
rights.
4. When
you
have
finished
the
book,
place
students
in
pairs.
Explain
that
partners
should
work
together
to
create
a
list
of
Elizabeths
positive,
or
good,
qualities.
5. Give
pairs
time
to
work
and
then
have
them
share
their
lists
in
the
large
group.
Make
a
master
list
of
their
ideas
on
chart
paper.
Note
that
possible
answers
include:
a. Never
gave
up
b. Good
student
c. Stood
up
for
herself
d. Worked
hard
e. Helped
people
f. Believed
in
equality
for
all
6. Using
information
gathered
from
a
local
historical
society,
books,
the
Internet,
etc.
guide
students
in
learning
about
someone
of
significance
in
the
history
of
their
local
community.
Note
that
this
could
be
one
of
the
founders
of
the
community,
a
prominent
business
person,
someone
who
had
a
road
named
after
him/her,
an
important
leader,
etc.
Grand
Rapids
information
is
provided
in
handout
-
7. Summarize
the
information
you
have
gathered
about
the
person
by
guiding
students
in
helping
you
complete
the
Person
Who
Shaped
the
History
of
Our
Community
(3A)
Thinking
Levels
1. Knowledge:
How
do
people
impact
the
greater
community?
(the
nation?)
How
does
someone
impact
our
community?
2. Application:
Discussion
on
Elizabeth
Cady
Stanton
on
her
impact
on
the
community.
3. Analysis:
Comparing
Elizabeth
Cady
Stantons
characteristics
to
someone
that
influences
the
local
community.
4. Synthesis:
Using
the
worksheet
to
compare
community
leaders
5. Evaluation:
Once
the
lesson
is
over
and
brainstorming
is
completed,
the
students
will
complete
a
worksheet
about
what
they
learned
about
a
local
community
leader
Modeling
Using
the
book,
Elizabeth
Leads
the
Way
as
an
example
and
history
lesson
Shannon
Blood
7
Urban
History
Teaching
Portfolio
Checking
for
Understanding
Person
Who
Shaped
the
History
of
Our
Community
(3A)
Guided
Practice
Provide
support
while
students
are
filling
out
the
worksheet.
Encourage
them
to
thing
of
comparisons
between
each
of
the
community
leaders.
Closure
Discuss
how
they
could
become
a
community
leader
in
their
own
way.
Then
teacher
reflection
of
lesson
write
notes
Lesson
Plan
4
(Day
4)
How
have
Communities
Solved
Problems
in
the
Past?
Adapted
from
MAISA
Time
30min
Materials
Letting
Swift
River
Go
by
Jane
Yolen,
Benchmarks
2
-
H2.0.5
Identify
a
problem
in
a
communitys
past
and
describe
how
it
was
resolved.
2
-
G5.0.2
Objective
The
learner
will
understand
how
problems
within
a
community
can
be
solved.
The
learner
will
also
be
able
to
analyze
how
the
changing
physical
environment
can
impact
the
community
it
surrounds.
Anticipatory
Set
So
over
the
past
few
days
we
have
been
using
Letting
Swift
River
Go
as
a
guide
to
analyzing
a
changing
community.
Today
we
are
going
to
look
at
another
aspect
of
the
community.
How
a
problem
in
a
community
is
resolved
and
how
that
resolution
might
have
impacted
the
community
in
a
positive
or
negative
way.
Objective
Shannon
Blood
8
Urban
History
Teaching
Portfolio
During
this
lesson,
you
will
learn
how
people
resolved
a
problem
in
a
community.
You
will
also
be
able
to
see
the
positive
effect
and
negative
effects
that
changing
the
physical
environment
has
on
a
community
Instruction
1. Briefly
review
the
book
Letting
Swift
River
Go,
which
was
used
in
Lesson
1
and
2
by
reviewing
the
sequence
chart
the
students
created
in
that
lesson
and
the
book
itself.
2. Have
the
students
brainstorm
in
small
groups
what
the
problem
was
in
the
community.
Discuss
this
in
large
group
and
identify
the
main
problem
was
that
the
inland
areas
needed
water.
3. Now
have
the
students
think
of
ways
the
community
could
have
resolved
this
conflict
in
other
ways
(other
ways
may
include
bringing
in
water
by
land,
have
people
move
to
the
water)
Then
ask
why
the
community
might
have
chosen
to
create
the
dam
and
large
river
to
bring
in
the
water.
4. Then
have
students
fill
out
Thinking
About
the
Consequences
Worksheet
(4A)
5. Bring
the
class
back
after
they
have
enough
time
to
come
up
with
some
positives
and
negatives
6. Conduct
a
large
group
discussion
on
that
communities
problem
and
how
they
resolved
it
7. Refer
back
to
the
last
lesson
in
which
they
picked
a
problem
they
saw
in
the
school
and
have
them
fill
out
the
bottom
of
the
worksheet
the
same
way
by
putting
the
positive
and
negative
consequences.
After
that
is
finished
have
the
class
discuss
how
both
of
these
situations
are
similar
and
how
they
are
different.
Thinking
Levels
8. Knowledge:
How
do
conflicts
in
a
community
get
resolved?
9. Application:
Discussion
on
a
conflict
that
was
apparent
in
a
community
and
how
changing
the
physical
environment
might
have
impacted
the
community
10. Analysis:
Comparing
a
large
event
like
the
creation
of
a
river
to
a
school
problem.
Allow
students
to
realize
what
is
important
to
a
community
and
what
may
not
be
as
necessary.
11. Synthesis:
Using
the
worksheet
to
show
how
communities
deal
with
conflict
12. Evaluation:
Again,
the
usage
of
the
worksheet
as
a
evaluation
of
their
understanding
Modeling
Using
the
book,
Letting
Swift
River
Go
and
the
history
behind
the
creation
of
a
river
to
solve
a
community
problem.
Checking
for
Understanding
Shannon
Blood
9
Urban
History
Teaching
Portfolio
Thinking
About
the
Consequences
Worksheet
(4A)
Guided
Practice
Provide
support
while
students
are
filling
out
the
worksheet.
Encourage
them
to
thing
of
comparisons
between
each
of
the
community
conflicts
Closure
Discuss
other
community
actions
that
might
cause
a
problem
to
a
community
for
further
lessons.
Then
teacher
reflection
of
lesson
write
notes
Shannon
Blood
10
Urban
History
Teaching
Portfolio
2A
Name
______________________________
How
Communities
Change
Worksheet
In
Letting
Swift
River
Go
by
Jane
Yolen,
a
sequence
of
events
causes
change
to
the
community.
Some
of
the
events
are
listed
below.
Cut
them
out
carefully
and
put
them
in
order
of
how
they
occur
in
the
book.
Turn
over!
Shannon
Blood
11
Urban
History
Teaching
Portfolio
2A
How
Our
Community
Has
Changed
Brainstorm
ideas
with
your
neighbors.
Land
Buildings
Businesses
Transportation
Other
Changes
Shannon
Blood
12
Urban
History
Teaching
Portfolio
How
Communities
Change
Worksheet
Key
(2A)
Shannon
Blood
13
Urban
History
Teaching
Portfolio
2B
Name
_________________________
How
my
Local
Community
Has
Changed
Assessment
Draw
a
change
in
the
community
that
has
occurred
from
the
past.
Include
a
description
of
the
change
and
why
they
might
have
done
it.
Past
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Present
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Shannon
Blood
14
Urban
History
Teaching
Portfolio
3A
Name
________________________
Person
Who
Shaped
the
History
of
Our
Community
Who?
What
did
he/she
do?
What
were
some
of
his/her
good
qualities?
How
did
he/she
help
to
shape
the
history
of
our
community?
Shannon
Blood
15
Urban
History
Teaching
Portfolio
4A
Name
_____________________
Thinking
About
the
Consequences
Worksheet
Creating
a
River
in
the
Swift
River
Valley
Negative
Consequences
Positive
Consequences
(Letting
Swift
River
Go)
School
Problem
Shannon
Blood
16
Urban
History
Teaching
Portfolio
SOURCES
Bower,
Bert,
and
Jim
Lobdell.
My
Community.
Palo
Alto:
Teachers
Curriculum
Institute,
2003.
Print.
MAISA
-
http://gomaisa-public.rubiconatlas.org/Atlas/Public/View/Default
Stone,
Tanya
Lee.
Elizabeth
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