Kerri Lynn Haney-Vanderberg

Unit Rationale

The following Then and Now unit addresses the critical inquiry question How
does the past affect my family and community? Grade one students will examine how
change over time has affected their family and community. A unit addressing this critical
inquiry questions provides students the opportunity to reflect on how things have
changed within in the world around them. This unit will be taught after the community
helpers unit. Students will therefore have knowledge and understanding of the concept
of community. In the Community Helpers unit students have the opportunity to
evaluate what their community looks like today. The Then and Now unit is a logical
unit to teach after Community Helpers. The unit after Then and Now is Looking at
My World. Students will have acquired the knowledge about their own community and
be able to distinguish is from others.

Grade one students develop their understanding of citizenship and identity

throughout this unit. Students learn how their community has changed over time and
how this affects their lives today. This is essential because learning about how an
individuals community has changed allows students to establish a deeper
understanding of where they come from. This unit also allows students to develop
understanding of how their family history impacts their individual identity. Students
therefore are able to make essential connections between citizenship and identity.

This unit creates opportunity for students to increase understanding and

perspective about First Nation experiences. Students will connect how stories were told
in the past versus how stories are told to today. By having a hands on experience to
create their own buffalo hide story, students are able to reflect on the experiences of
First Nation people in the past.

In this unit I have provided several different learning opportunities and activities
to engage students. Students are given hands on experiences to evaluate the concept
of change. I have tried to incorporate as many hands on experiences as possible to
deepen students understanding about change from the past to the present. I believe
this will make the social studies unit more engaging and activate excitement about
social studies.

In order for this unit to be successful, I believe it will be important to evaluate

student understanding about the key concept of change. Students will need to apply
their learning about key history concepts to make this unit meaningful. I will need to
check for understanding for students to be successful throughout the implementation of
this unit. It will also be important to be mindful that students will develop their
understanding at different rates. I will need to be considerate that some students may
need learning to be at slower pace, while others will need to be challenged.
 Kerri Lynn Haney-Vanderberg

Unit Planning Organizer

Subject:__Social Studies________________Grade and GLO:_1_/ 1.2_

Unit/Topic:____Then and Now______Unit Duration:__5 weeks_______

Classes/Week: __4___ Length of Classes: 45 minutes_

1. Unit Overview Critical Inquiry Question

How does the past affect my family and my community?

2. Focusing Questions for Lessons (Related questions)

What is Change?
What is Tradition?
How has my Community Changed?
How has my family changed over time?
What are our connections to First Nation people?
What was my community like in the past?
What is an artifact?
What is a community?
What is my familys past in my community?
Who am I?
What is the past?
What is the present?

3. SEE-I of Key Concept for Unit

Concept is Change (see SEE-I)

Key Concepts to Understand Unit: Community, Tradition, Past, Present, Family,

Role, Responsibility

4. Specific Learning Outcomes for Unit (assessed by culminating task)

1.2 Moving Forward with the Past: My Family, My History and My

Community

General Outcome:
 Kerri Lynn Haney-Vanderberg

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.

Knowledge:

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)?
What is my familys past in our community?
In what ways has my community changed over time (e.g., original inhabitants,
ancestors, generations, and ways of life)?
How have changes over time affected their families and communities in the
present?

Attitude:
1.2.2 appreciate how stories and events of the past connect their families and
communities to the present:
recognize how their families and communities might have been different in the
past than they are today
appreciate how the languages, traditions, celebrations and stories of their
families, groups and communities contribute to their sense of identity and
belonging
recognize how their ancestors contribute to their sense of identity within their
family and communities
appreciate people who have contributed to their communities over time

Skill:

1.S.1 develop skills of critical thinking and creative thinking:

examine ideas and information from varied sources
choose and justify a course of action

1.S.2 develop skills of historical thinking:

recognize that some activities or events occur on a seasonal basis
differentiate between activities and events that occurred recently and long ago

1.S.5 demonstrate skills of cooperation, conflict resolution and consensus

building:
consider the ideas and suggestions of others
work and play in harmony with others to create a safe and caring environment
demonstrate a willingness to share space and resources

1.S.6 develop age-appropriate behavior for social involvement as responsible

 Kerri Lynn Haney-Vanderberg

citizens contributing to their community, such as:

behavior in accordance with classroom, school and community expectations

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 create visual images
using paint and draw programs

Essential Resources:

Solomons Tree by Andrea Spalding

This book will be used to develop students historical thinking skills to recognize
how things change. Students will evaluate the concept of change in relation to
the seasons. Students have previous knowledge and experience with seasonal
changes. Students will answer questions in connection with the story they create
their own change chart.

My Community Then and Now Lynn Bryan

This book will be used to demonstrate different types of change that people can
experience. The story outlines personal, community, school, and technological
changes that have occurred over time. Students will use the content in this book
to develop the concept of change over time within communities.

The Copper Tin Cup Carole Lexa Schafer

This book will utilized to explain the importance of artifacts from the past and
connecting them to the present. In this book Sammys favorite cup is engraved
with his initials but it did not always belong to him. Sammy learns the history of
his favorite cup and how artifacts connect generations of family members.

Gem of the West Museum

This local museum is an excellent community resource to demonstrate change
within Coaldale. Students will witness firsthand how objects have changed over
time. This field trip will establish a foundation for the students culminating task of
their classroom museum. The field trip will also be used for students to
strategize for what artifact to bring. Students can use examples from the
museum to brainstorm what artifact will be used for their final assignment.

Canada Through Time: Immigration and New Communities

This book will be used to establish a timeline of events in Canada. Students will
use knowledge and understanding to develop the concepts of past and present.
Differing chapters will be read to establish connections to the past.

The Crayon Box that Talked

https://www.youtube.com/watch?v=wXMuRI7p2k8
 Kerri Lynn Haney-Vanderberg

DeRolf, S. (1996). The crayon box that talked. New York, NY: Random House
Inc.

This fiction picture book will used to introduce the concept of tradition to students.
In this book each crayon color is unique and does not like each other because of
their differences. At the conclusion of the book, the crayons learn to celebrate
their differences. Students will be challenged to think about their family as a
unique crayon color. How each family celebrates tradition is unique to them.

A video of a read aloud will be used to introduce this book. This will be done to
create a different way to experience books in the classroom using technology.

When I Was Little Jamie Lee Curtis

Curtis, J. (1993). When I was little: A four-year-olds memoir of her youth.

Toronto, ON: Scholastic Canada.

In this picture book a little girl evaluates how her life has changed over four
years. The little girl compares what she could do as a baby versus what she can
do today. This resource will be used at the beginning of the unit to introduce the
concept of change to students. Students will then create their own comparison
chart of how they have changed since they were a baby.

Comparing Past and Present 6 book non-fiction series

o Taking a Trip
o Cooking and Eating
o Playing with Friends
o Going to the Doctor
o Cleaning Up
o Going to School

In this six book non-fiction series students can compare and contrast
differences in the past and present. The books use excellent pictures from
the past to demonstrate for students how life in the past was different. These
books will be used to develop the concepts of change over time, past, and
present.

Rissman, R. (2014). Comparing past and present: Cooking and eating. Chicago, IL:
Heinemann Library.

Rissman, R. (2014). Comparing past and present: Taking a trip. Chicago, IL: Heinemann
Library.

Rissman, R. (2014). Comparing past and present: Playing with friends. Chicago, IL:
Heinemann Library.
 Kerri Lynn Haney-Vanderberg

Rissman, R. (2014). Comparing past and present: Going to the doctor. Chicago, IL:
Heinemann Library.

Rissman, R. (2014). Comparing past and present: Cleaning up. Chicago, IL: Heinemann
Library.

Rissman, R. (2014). Comparing past and present: Going to school. Chicago, IL:
Heinemann Library.
 Kerri Lynn Haney-Vanderberg

SEE I: A process for clarifying and communicating understanding

S: State it (Briefly, clearly, precisely define it)

Change:
to become different
to make (someone or something) different
to become something else

E: Elaborate (Explain it more fully in your own words)

Change means to make or become different. Many things experience change. For
example changes can be physical, environmental, and technological. Change is
something that can press us out of our comfort zones. Change forces something to be
different which can bring up varying feelings (positive and negative). Change can be for
the better or for the worst depending on how you view it.

E: Exemplify (Give a good example)

Students will create a personal scrapbook using the See How I Grew chart. This chart
will be used to demonstrate how students have changed over their life span. Students
will examine physical, mental, and emotional changes that they have experienced since
being a baby. Students will evaluate four big events that have transformed their lives.
Students will include pictures to create a visual of how they have changed physically.
 Kerri Lynn Haney-Vanderberg

I: Illustrate (Provide a picture, image, analogy,metaphor)


Unit Calendar Overview - How has the past affected my past and community?
Mon - 6
Week 1: Introduction of
March 6 - 8 Teacher and
Students:
Who am I?
Who are you?
45 Minutes
Lesson Students will appreciate
Objective: their unique identity and
how they contribute to the
classroom community.
Activity Mystery Box: Put items in
box that represent who I
am to introduce myself to
students. Students will
guess what items may be
in the box. Teacher will
pull an item out
individually and explain its
Kerri Lynn Haney-Vanderberg
Tues Wed - 8 Thurs Fri
Introduction:
Changes in My
World
What is Change?
45 Minutes
Students will define the
concept of change and
recognize examples of
change in their lives.
Introduce concept of
change bring
photograph of myself as
a baby, blanket, clothing
- Students will
brainstorm with teacher
how I have changed
over time. Teacher will

importance. For
example, pictures of
family, hiking socks, dog
leash.
The Best Part of Me:
Students will indicate
three things that are
important to them.
Students will draw a
pictures of the objects or
people. Students will
write three sentences to
describe the three
pictures. Students will
then present picture to
class.
Assessment Formative: The Best Part
of Me (Assessment for
Learning) This will be Future worksheet.
used as an introduction
exercise to build rapport
with students in the
classroom.
Knowledge 1.1.3 examine how they
belong and are connected
to their world by exploring
and reflecting
upon the following
questions for inquiry
Kerri Lynn Haney-Vanderberg
write answers on board.
Read: When I Was
Little Jamie Lee
Curtis
What does the word
change mean?
What changes occurred
in the story?
What changes around
us?
What can you do this
year that you couldnt do
last year?
How have you
changed?
Students will complete
My Changes Over
Time worksheet to
identify changes that
they have experienced
Students will write
examples of how they
have changed over time.
Students will draw and
color pictures to
accompany sentence.
Formative: Me in the
Past, Present, and
Teacher will assess
student understanding
of change over time by
assessing if identified
changes are in a logical
order (baby, child, adult)
(Assessment for
Learning)
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:
1.2.2.1 How have
changes affected my
family over time (e.g.,
 Kerri Lynn Haney-Vanderberg

births, deaths, moves)?

1.2.2.2 What is my
familys past in our
community?

Values and 1.1.1 value self and 1.2.1 appreciate how

Attitudes others as unique stories and events of the
individuals in relation to past connect their
their world families and
communities to
the present:
1.2.2.3 recognize how
their families and
communities might have
been different in the
past than they
are today
Skills and 1.S.6 develop age- 1.S.1 develop skills of
Processes appropriate behavior for critical thinking and
social involvement as creative thinking:
responsible citizens 1.S.1.1 examine ideas
contributing to their and information from
community varied sources
1.S.1.2 choose and
1.S.8 demonstrate skills justify a course of action
of oral, written and visual
literacy 1.S.2 develop skills of
historical thinking:
1.S.2.2 differentiate
between activities and
events that occurred
recently and long ago

Mon - 13 Tues Wed - 15 Thurs Fri

Week 2:
March PD Day NO How have I
13 - 15 SCHOOL changed?

45 Minutes
Lesson Students will identity
Objective past events that have
contributed to their
sense of self and
identity. These events
will demonstrate change
over time within their
lives.
Activity See How I Grew
Scrapbook Timeline
Page

Introduce See How I

Grew chart. Teacher
will brainstorm with
students Big Events that
 Kerri Lynn Haney-Vanderberg

have occurred in their

lives.
- reflect back on book
When I Was Little,
have students identify
changes that occurred
within the story

- Students will bring in

pictures of themselves
to appreciate how they
have grown physically
over time. Students will
also contribute big
events to demonstrate
how changes they have
experienced has
changed events in their
lives.
Assessment Formative: See How I
Grew (Assessment for
Learning)
- Assess if students can
identify changes in their
lives and how these
changes have
contributed to identity

Knowledge 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:

1.2.2.1 How have

changes affected my
family over time (e.g.,
births, deaths, moves)?

Values and 1.2.1 appreciate how

Attitudes stories and events of the
past connect their
families and
communities to the
present:

1.2.1.1 recognize how

their families and
communities might have
been different in the
past than they are today
Skills and 1.S.2 develop skills of
Processes historical thinking:

Mon - 20
Week 3: What is a tradition?
March
20 - 24 What celebrations
or traditions do you
have in your house?
45 minutes
Lesson Students will understand
Objective concept of tradition and
identity how family
celebration are unique to
individual families.
Students will be able to
describe a family tradition.
Activity To demonstrate that
tradition does not be
associated with holidays, I
will request students
come to school this day in
their pajamas.
Explain to students that
pajama days are a
tradition in my family with
my kids. We are very
busy with hockey, dance,
and swimming. When we
have a day off we plan to
have Sunday Funday.
We stay in our pajamas
all day, eat popcorn, and
order pizza. This is an
example of a tradition.
Have students sit in circle
on the floor.
Have a basket full
crayons in the center of
the floor. Ask students
what is the same about
these crayons? What is
Kerri Lynn Haney-Vanderberg
1.S.2.1 recognize that
some activities or events
occur on a seasonal
basis
1.S.2.2 differentiate
between activities and
events that occurred
recently and long ago
Tues Wed - 22 Thurs Fri
What do the
concepts then and
now mean?
45 minutes
Students will understand
that concepts then, now,
past, and present and
be able to apply these
words into assignments.
Define history words
by using a concept sort.
This will be a classroom
activity. History words
will be placed on
vocabulary wall.
As a class sort how the
words relate to one
another.
Give student groups five
pictures each to sort into
vocabulary words.
Students will need to
decide if the picture is
from the past or present.
This will be conducted
group by group.
Students will be
encouraged to discuss
why they chose to put
the picture in the
category they chose.
Students will complete
an individual concept
sort to further develop
 Kerri Lynn Haney-Vanderberg

different? the history concepts.

Have students each

choose a crayon that they
like.

Watch the The Crayon

Box that Talked

Brainstorm with students

what they think the book
was about.

Explain to students that

every family is different.
Every family has different
traditions that they
celebrate in their home.

Brainstorm with the class:

What is a tradition?

What is the importance of

traditions?

What are some family

traditions you have that
are not connected to a
holiday?

Students will complete a

family tradition crayon that
is unique to them.

Extention:
Brainstorm
holidays/celebrations that
are celebrated throughout
the year by displaying the
12 months. Month by
month have children state
celebrations or traditions
they have in their families.

Crayon Family Tradition

Worksheet

Adapted From:
Crayon Box - Family Diversity. (n.d.).
Retrieved March 05, 2017, from
http://www.uen.org/Lessonplan/preview.cgi?
LPid=25969

Assessment Formative: Check for Formative: I can sort

understanding about things from long ago
tradition, family tradition and today
crayon worksheet- I will (Assessment for
use this to assess if Learning) This will be
students have used to assess
understanding of tradition understanding of the
within their lives. history concepts

(Assessment for
Learning)
Knowledge 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
1.2.2.7 What are some
examples of traditions,
celebrations and stories
that started in the past
and continue today in
their families and
communities?
Values and 1.2.1 appreciate how
Attitudes stories and events of the
past connect their families
and communities to the
present
1.2.1.2 appreciate how
the languages, traditions,
celebrations and stories of
their families, groups and
communities contribute to
their sense of identity and
belonging
1.2.1.3 recognize how
their ancestors contribute
to their sense of identity
within their family and
Communities
1.2.1.4 appreciate people
who have contributed to
their communities over
time
1.2.1.6 acknowledge and
respect symbols of
heritage and traditions in
Kerri Lynn Haney-Vanderberg
explored in the lesson. I
will be able to determine
which students have an
understanding of the
concepts.
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
1.2.2.2 What is my
familys past in our
community?
1.2.2.3 In what ways
has my community
changed over time (e.g.,
original inhabitants,
ancestors, generations,
ways of life)?
1.2.2.4 How have
changes over time
affected their families
and communities in the
present?
1.2.1 appreciate how
stories and events of the
past connect their
families and
communities to
the present
1.2.1.3 recognize how
their families and
communities might have
been different in the
past than they
are today

their family and
communities
Skills and 1.S.2 develop skills of
Processes historical thinking:
1.S.2.1 recognize that
some activities or events
occur on a seasonal basis
1.S.2.2 differentiate
between activities and
events that occurred
recently and long ago
Mon - 27
Week 4: What is our
March connection to First
27 - 30 Nation
communities?
45 minutes
Learning Students will understand
Objective how people lived long and
past is very different from
the present.
Students will apply history
vocabulary to describe
how the First Nation
people lived long ago.
Students will understand
that First Nations people
lived on the land.
Students will understand
that we live on Blackfoot
Kerri Lynn Haney-Vanderberg
1.S.2 develop skills of
historical thinking:
1.S.2.1 recognize that
some activities or events
occur on a seasonal
basis
1.S.2.2 differentiate
between activities and
events that occurred
recently and long ago
1.S.5 demonstrate skills
of cooperation, conflict
resolution and
consensus building:
1.S.5.1 consider the
ideas and suggestions
of others
1.S.5.2 work and play in
harmony with others to
create a safe and caring
environment
1.S.5.3 demonstrate a
willingness to share
space and resources
Tues Wed - 30 Thurs Fri
What was my
community like in
the past?
45 minutes
Students will understand
how people lived long
and past is very different
from the present.
Students will understand
that their community
looked very different in
the past.

territory
Activity Read excerpt on First
Nations history from
Canada Through Time:
Immigration and New
Communities read Read My Community:
pages 4-5 , 10,11.
Read Buffalo Song
Connect story to prior
understanding of
traditions
Who use to live on the
land?
Where did the First
Nations people live?
What did First Nations
eat?
What does the story tell
us about what happened
to the buffalo?
Activity: Telling a story on
a buffalo hide.
Students will apply
understanding from the
story and create a story
on to a buffalo hide. The
students will be requires
to only use the provided
symbols to create a story.
http://americanhistory.si.e
du/buffalo/about-
hides.html
Assessment Formative Assessment-
Students will be assessed
on ability to follow
instructions. Students will
need to tell a family story
using the pictographs
provided.
Knowledge 1.2.2 analyze how their
and families and communities
in the present are
Understandi influenced by events or
ng people of the past by
exploring and reflecting
Kerri Lynn Haney-Vanderberg
View pictures of
Coaldale from the past
Gallery Walk
Then and Now as a
class
Go For Walk outside,
weather dependent.
Ask students on the
walk what would look
different outside (dirt
roads, horse drawn
carriages, no cars,
houses would look
different, smaller
houses)
What do you think the
playground would look
like?
What do you think
students played with?
Formative Assessment-
Check for student
understanding about the
past versus the present
in the community.
1.2.2 analyze how their
families and
communities in the
present are influenced
by events or
people of the past by

upon the following
questions for inquiry
1.2.1.1 How have
changes over time
affected their families and
communities in the
present?
1.2.2.3 In what ways have
Aboriginal, Francophone
and diverse cultural
groups contributed to the
origins and evolution of
their communities over
time?
1.2.2.6 What connections
do we have to the
Aboriginal, Francophone
and diverse cultures
found in
our communities?
1.2.2.7 What are some
examples of traditions,
celebrations and stories
that started in the past
and continue today in
their families and
communities?
Values and 1.2.1 appreciate how
Attitudes stories and events of the
past connect their families
and communities to
the present
appreciate people who
have contributed to their
communities over time
1.2.1.5 recognize how
diverse Aboriginal and
Francophone
communities are integral
to Canadas character communities are integral
1.2.1.6 acknowledge and
respect symbols of
heritage and traditions in
their family and
communities
Skills and 1.S.2 develop skills of
Processes historical thinking:
recognize that some
activities or events occur
on a seasonal basis
Kerri Lynn Haney-Vanderberg
exploring and reflecting
upon the following
questions for inquiry
1.2.1.1 How have
changes over time
affected their families
and communities in the
present?
1.2.2.3 In what ways
have Aboriginal,
Francophone and
diverse cultural groups
contributed to the origins
and evolution of their
communities over time?
1.2.2.6 What
connections do we have
to the Aboriginal,
Francophone and
diverse cultures found in
our communities?
1.2.2.7 What are some
examples of traditions,
celebrations and stories
that started in the past
and continue today in
their families and
communities?
1.2.1 appreciate how
stories and events of the
past connect their
families and
communities to
the present
appreciate people who
have contributed to their
communities over time
1.2.2.5 recognize how
diverse Aboriginal and
Francophone
to Canadas character
1.2.2.6 acknowledge
and respect symbols of
heritage and traditions in
their family and
communities
1.S.2 develop skills of
historical thinking:
recognize that some
activities or events occur
on a seasonal basis

differentiate between
activities and events that
occurred recently and
long ago
1.S.7 apply the research
process:
1.S.7.1 ask questions to
make meaning of a topic
1.S.7.2 compare and
contrast information
gathered
Mon - 3
Week 5: What was my
April community like in
35 the past?
45 minutes
Lesson Students will understand
Objective the community was
different in the past.
Students will understand
how things were done in
the past is different than
today.
Activity Review history vocabulary
with students
Read Comparing Past
and Present Going to
School
Concept Sort Life in the
Past Life in the Present
My Community Then and
Now- Mini Book - Quill
page
Students will try to write
with quills, chalk and slate
connect this to how First
Nation people of the past
wrote stories down
(buffalo hide and natural
paint vs. quill and ink)
Kerri Lynn Haney-Vanderberg
differentiate between
activities and events that
occurred recently and
long ago
1.S.7 apply the research
process:
1.S.7.1 ask questions to
make meaning of a topic
1.S.7.2 compare and
contrast information
gathered1
Tues Wed - 5 Thur Fri
s
What was my
community like in
the past?
45 minutes
Students will understand
the community was
different in the past.
Students will understand
how things were done in
the past is different than
today.
Review history Gem of
vocabulary with students the West
Museum
Read Comparing Past Field Trip
and Present Cooking
and Eating
Making Butter as a class
students will use jar
and shake cream pass it
around to understand
how much time it took to
make butter in the past
versus going to the
supermarket today
Make an Inference-
Gallery Walk what was
the artifact used for
artifact guessing game
My Community Then
and Now- Mini Book -
Stove page

Assessment Formative: The Past and Formative: The Past
Present mini book. and Present mini
Selected page out of book
will be used to assess
student understanding of
how things have changed
from the past to the
present.
Knowledge 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:
1.2.2.1 How have
changes affected my
family over time (e.g.,
births, deaths, moves)?
1.2.2.2 What is my
familys past in our 1.2.2.2 What is my
community?
1.2.2.3 In what ways has
my community changed
over time (e.g., original
inhabitants, ancestors,
generations, ways of life)?
1.2.2.4 How have
changes over time
affected their families and
communities in the
present?
1.2.2.5 In what ways have
Aboriginal, Francophone
and diverse cultural
groups contributed to the
origins and evolution of
their communities over
time?
Values and 1.2.1 appreciate how
Attitudes stories and events of the
past connect their families
and communities to
the present:
1.2.1.2 recognize how
their families and
communities might have
been different in the past
than they are today
1.2.2.3 appreciate how
the languages, traditions,
celebrations and stories of
Kerri Lynn Haney-Vanderberg
book. Selected page
out of book will be used
to assess student
understanding of how
things have changed
from the past to the
present.
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:
1.2.2.1 How have
changes affected my
family over time (e.g.,
births, deaths, moves)?
familys past in our
community?
1.2.2.3 In what ways
has my community
changed over time (e.g.,
original inhabitants,
ancestors,
generations, ways of
life)?
1.2.2.4 How have
changes over time
affected their families
and communities in the
present?
1.2.2.5 In what ways
have Aboriginal,
Francophone and
diverse cultural groups
contributed to the
origins and evolution of
their communities over
time?
1.2.1 appreciate how
stories and events of the
past connect their
families and
communities to
the present:
1.2.1.2 recognize how
their families and
communities might have
been different in the
past than they
are today
1.2.2.3 appreciate how

their families, groups and
communities contribute to
their sense of identity and
belonging
1.2.2.4 recognize how
their ancestors contribute
to their sense of identity
within their family and
communities
Skills and 1.S.1 develop skills of
Processes critical thinking and
creative thinking
1.S.2 develop skills of
historical thinking:
recognize that some
activities or events occur
on a seasonal basis
differentiate between
activities and events that
occurred recently and
long ago
1.S.4 demonstrate skills
of decision making and
problem solving:
collaborate with others to
devise strategies for
decision making and
problem solving apply
ideas and strategies to
contribute to decision
making and problem
solving
1.S.5 demonstrate skills
of cooperation, conflict
resolution and consensus
building:
consider the ideas and
suggestions of others
work and play in
harmony with others to
create a safe and caring
environment
demonstrate a
willingness to share space
and resources
Mon - 10
Week 6: How does my past
April affect my family and
10- 12 community?
45 minutes
Kerri Lynn Haney-Vanderberg
the languages,
traditions, celebrations
and stories of their
families, groups and
communities contribute
to their sense of identity
and belonging
1.2.2.4 recognize how
their ancestors
contribute to their sense
of identity within their
family and
communities
1.S.1 develop skills of
critical thinking and
creative thinking
1.S.2 develop skills of
historical thinking:
recognize that some
activities or events occur
on a seasonal basis
differentiate between
activities and events that
occurred recently and
long ago
1.S.4 demonstrate skills
of decision making and
problem solving:
collaborate with others
to devise strategies for
decision making and
problem solving apply
ideas and strategies to
contribute to decision
making and problem
solving
1.S.5 demonstrate skills
of cooperation, conflict
resolution and
consensus building:
consider the ideas and
suggestions of others
work and play in
harmony with others to
create a safe and caring
environment
demonstrate a
willingness to share
space and resources
Tues Wed - 12 Thurs Fri
How does my past
affect my family
and community
45 minutes

Learning Students will understand
Objective the community was
different in the past.
Students will understand
how things were done in
the past is different than
today.
Students will understand
what an artifact is.
Activity Review history vocabulary
with students
Working on Cumulative
Task Students will
create booklet that they
will use to explain artifact
they have brought in for
our classroom museum.
Students will need to use
their history vocabulary to
explain why the artifact is
important to their families.
Students will explain what
the artifact was used for.
Why do we keep things
from the past?
What can they teach us
about the past?
Why are some old things
important to us?
Why do some old things
seem to be more
important to us as they
grow older?
Assessment Summative Students
will be assessed on their
ability to communicate
how the past connects to
the present. Students
must use key words from
Kerri Lynn Haney-Vanderberg
Students will understand
the community was
different in the past.
Students will understand
how things were done in
the past is different than
today.
Students will understand
what an artifact is.
Students will understand
what makes an object
from the past.
Students will bridge the
artifact from the past to
the present.
Review history
vocabulary with students
Working on Cumulative
Task Students will
create booklet that they
will use to explain
artifact they have
brought in for our
classroom museum.
Students will need to
use their history
vocabulary to explain
why the artifact is
important to their
families.
Students will explain
what the artifact was
used for
Students will present
artifact to class and
explain why it is
important to their past,
and why it is important
to their family.
Summative Students
will be assessed on their
ability to communicate
how the past connects
to the present. Students
must use key words

our history vocabulary to
explain connection to
artifact.
Knowledge 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
1.2.2.1 How have
changes affected my
family over time (e.g.,
births, deaths, moves)?
1.2.2.2 What is my
familys past in our 1.2.2.2 What is my
community?
1.2.2.3 In what ways has
my community changed
over time (e.g., original
inhabitants, ancestors,
generations, ways of life)?
1.2.2.4 How have
changes over time
affected their families and
communities in the
present?
Values and 1.2.1 appreciate how
Attitudes stories and events of the
past connect their families
and communities to
the present
1.2.1.1 recognize how
their families and
communities might have
been different in the past
than they
are today
1.2.1.2 appreciate how
the languages, traditions,
celebrations and stories of
their families, groups and
communities contribute to
their sense of identity and
belonging
recognize how their to their sense of identity
ancestors contribute to
Kerri Lynn Haney-Vanderberg
from our history
vocabulary to explain
connection to artifact.
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
1.2.2.1 How have
changes affected my
family over time (e.g.,
births, deaths, moves)?
familys past in our
community?
1.2.2.3 In what ways
has my community
changed over time (e.g.,
original inhabitants,
ancestors,
generations, ways of
life)?
1.2.2.4 How have
changes over time
affected their families
and communities in the
present?
1.2.1 appreciate how
stories and events of the
past connect their
families and
communities to
the present
1.2.1.1 recognize how
their families and
communities might have
been different in the
past than they
are today
1.2.1.2 appreciate how
the languages,
traditions, celebrations
and stories of their
families, groups and
communities contribute
and belonging

their sense of identity
within their family and
communities
appreciate people who within their family and
have contributed to their
communities over time
Skills and 1.S.1 develop skills of
Processes critical thinking and
creative thinking:
1.S.1.1 examine ideas
and information from
varied sources
1.S.2 develop skills of
historical thinking:
1.S.2.1recognize that
some activities or events
occur on a seasonal basis
1.S.2.2 differentiate
between activities and
events that occurred
recently and long ago
1.S.4 demonstrate skills
of decision making and
problem solving:
1.S.4.1 collaborate with
others to devise strategies
for decision making and
problem solving
1.S.4.2 apply ideas and
strategies to contribute to
decision making and
problem solving
Culminating Task - Story Telling Through Family Artifact
Teacher Check-List:
Kerri Lynn Haney-Vanderberg
recognize how their
ancestors contribute to
their sense of identity
communities
appreciate people who
have contributed to their
communities over time
1.S.1 develop skills of
critical thinking and
creative thinking:
1.S.1.1 examine ideas
and information from
varied sources
1.S.2 develop skills of
historical thinking:
1.S.2.1 recognize that
some activities or events
occur on a seasonal
basis
1.S.2.2 differentiate
between activities and
events that occurred
recently and long ago
1.S.4 demonstrate skills
of decision making and
problem solving:
1.S.4.1 collaborate with
others to devise
strategies for decision
making and problem
solving
1.S.4.2 apply ideas and
strategies to contribute
to decision making and
problem solving
 Kerri Lynn Haney-Vanderberg

Create Letter to be sent home to families requesting an artifact representing a

strong family memory

Send letter home March 22th to parents requesting an artifact to be brought to

school items will need to be brought in by April 3rd to begin writing portion of
the assignment (if student does not being in item, I will have artifacts students
may draw a picture of an artifact that represents a strong family memory)

Label items with students names and place in box (bring towels to wrap items if
needed)

April 5th students will make their Notebook from the Past. Students will write
their story about what the artifact was used for in the past.

April 10th students will write story of why this artifact is important to their family

April 12th students will present their artifact Grade One Museum Day (parents
invited)

Send artifacts home with students and/or parents on Museum Day

Take photos of students with their artifact Linking the Past with the Present
present on bulletin board

Culminating Task Specific Learning Outcomes:

Values and attitudes:

1.2.1 Appreciate how stories and events of the past connect their families and
communities to the present:

1.2.1.1 Recognize how their families and communities might have been different in the
past than they are today

1.2.1.2 Appreciate how the languages, traditions, celebrations and stories of their
families, groups and communities contribute to their sense of identity and belonging

1.2.1.3 Recognize how their ancestors contribute to their sense of identity within their
family and communities

1.2.1.4 Appreciate people who have contributed to their communities over time

1.2.1.6 Acknowledge and respect symbols of heritage and traditions in their family and
communities

Knowledge and understanding:

 Kerri Lynn Haney-Vanderberg

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:

1.2.2.1 How have changes affected my family over time (e.g., births, deaths, moves)?

1.2.2.2 What is my familys past in our community?

1.2.2.3 In what ways has my community changed over time (e.g., original inhabitants,
ancestors, generations, ways of life)?

1.2.2.4 How have changes over time affected their families and communities in the
present?

1.2.2.5 In what ways have Aboriginal, Francophone and diverse cultural groups
contributed to the origins and evolution of their communities over time?

1.2.2.7 What are some examples of traditions, celebrations and stories that started in
the past and continue today in their families and communities?

Skills and processes:

1.S.1 develop skills of critical thinking and creative thinking:

examine ideas and information from varied sources
choose and justify a course of action

1.S.2 develop skills of historical thinking:

recognize that some activities or events occur on a seasonal basis
differentiate between activities and events that occurred recently and long ago

Dear Families,
 Kerri Lynn Haney-Vanderberg

We have had so much fun over the last month exploring how the
past has affected our family and community. Over the past few
weeks students have identified how they, their families, and
community have changed over time. I have really enjoyed
listening to your childs stories of change over time. To further
develop your childs understanding of change over time, I am
asking students to select an artifact from home that represents a
strong family memory and bring it to school. We will be using the
artifacts to complete a Story Telling through Family Artifacts
task. Students will bring an artifact from home that represents a
strong family memory, write a story, and present it to our class.
This assignment will further your childs understanding of how the
past is connected to the present. Examples of artifacts you may
consider to send are pictures, ceramics, tools, and toys. If you do
not have the artifact or it is valuable or breakable, please send a
picture of the artifact with your child. Once our task is complete
we will send the artifact home with your child. Please send your
artifact by April 3rd so we can begin this exciting assignment.
Attached you will find a question sheet that will assist your child in
completing the assignment. The rubric that will be used to assess
your childs work is also attached. Thank you so much for your
participation!!

Sincerely,
Mrs. Kerri Lynn Haney-Vanderberg

Storytelling through a Family Artifact

 Kerri Lynn Haney-Vanderberg

Name of Artifact________________________________________________________

Name of Artifact Owner_________________________________________________

Description_____________________________________________________________

Storytelling through a Family Artifact - Rubric for Assessment

 Kerri Lynn Haney-Vanderberg

Student Name: _______________________________________

Date: _______________________________________________

Unit: ________________________________________________

Assignment:__________________________________________

Clearly communicates why the artifact represents a strong

4

family memory using details
Describes how the artifact was used in the past
Includes many important written and/or drawn details about the
artifact in complete sentences
Describes how the artifact bridges the past to the present

Communicates why artifact represents a strong family memory

Describes what make the artifact an item from the past in
complete sentences
Includes some written and/or drawn details about the artifact
Draws a picture of why the artifact represents a strong family

memory
Includes few written details about the artifact in point form

Draws a picture

1 Includes limited details of artifact

LESSON PLAN
 Kerri Lynn Haney-Vanderberg

Subject: Social Studies Grade: 1 Date: March 6, 2017

Critical Inquiry Question: How does the past affect my past and my community?

Lesson: Introduction: Who Am I? Who are you? Time: 45 minutes

SLOs: From the Program of Studies

General Learning Outcome:

1.2 Moving Forward with the Past: My Family, My History and My Community

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

Knowledge and Understanding

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:
1.2.2.1 How have changes affected my family over time (e.g., births, deaths, move)

Values and Attitudes

1.2.1 appreciate how stories and events of the past connect their families and
communities to the present:
1.2.1.1 recognize how their families and communities might have been different in the
past than they are today

Skills and Processes

1.S.2 develop skills of historical thinking:
1.S.2.1 recognize that some activities or events occur on a seasonal basis
1.S.2.2 differentiate between activities and events that occurred recently and long ago

Instructional Objectives:.
Knowledge:
Students will understand how individuals in the class are the same and different
Students will understand why it is important to know facts about each other.

Skill:
Students will demonstrate ability to follow instructions
Students will identify basic facts about themselves that make them unique

Key Questions:
Who am I?
Who are you?
What do you think is important for your teacher to know?
What do you like?
 Kerri Lynn Haney-Vanderberg

What do you not like?

What are some things that you like to do?
What is your favorite color?
What is your favorite food?
What are some of your interests?

Materials:
1) 24 copies All About Me worksheet
2) Pencils/Pencil Crayons/ Crayons
3) Ball
4) Box filled with things that represent me
5) Horton Hatches the Egg by Dr. Suess

Preparation:
1) Fill box with items that represent who I am
2) Make copies of All About Me worksheet
3) Place stool at front of class
4) Copy of Horton Hatches the Egg Dr. Suess book

Adaptations:

- There are no adaptations read worksheet out loud for students. Have students do
their best to sound out words and write them.

Lesson Procedure:
1) Introduce that todays class will be used get to know each other better. Explain
why it is important to know things about each other.
2) Introduce that we will be reading my familys favorite book Horton Hatches the
Egg by Dr. Suess
3) Introduce that students can ask me questions to get to know me. What would
you like to know about me? Inside the box are things that I think are important.
What is in the box?
4) Introduce that now it is there turn for me to get to know them. Hand out
worksheet to students. Go through each section with students so they can
understand what it expected of them
5) If time permits have students share their worksheets

Assessment:
Formative Assessment: Worksheet will used to check for understanding of expectations.
This activity is used to build rapport with students and establish essential relationships.
 Kerri Lynn Haney-Vanderberg

Lesson Reflection:

This is a space for notes after youve taught the lesson.

 Kerri Lynn Haney-Vanderberg

Silver, S. F. (2016, June 20). About Me FREEBIE!!! Retrieved March 05, 2017, from
https://www.teacherspayteachers.com/Product/About-Me-FREEBIE-2602662
 Kerri Lynn Haney-Vanderberg

LESSON PLAN
Subject: Social Studies Grade: 1 Date: March 8, 2017
Critical Inquiry Question: How does the past affect my family and community?

Lesson: What is Change? Time: 45 minutes

SLOs:

General Learning Outcome:

1.2 Moving Forward with the Past: My Family, My History and My Community

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.

Specific Learning Outcomes:

Knowledge and Understanding:

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:
1.2.2.1 How have changes affected my family over time (e.g., births, deaths, moves)?
1.2.2.2 What is my familys past in our community?

Values and Attitudes:

1.2.1 Appreciate how stories and events of the past connect their families and communities to
the present:
1.2.2.3 Recognize how their families and communities might have been different in the past
than they are today

Skills and Processes:

1.S.1 develop skills of critical thinking and creative thinking:
1.S.1.1 examine ideas and information from varied sources
1.S.1.2 choose and justify a course of action

1.S.2 develop skills of historical thinking:

1.S.2.2 differentiate between activities and events that occurred recently and long ago

Instructional Objectives:

Knowledge:
Students will understand and define concept of change
Students will identify specific attributes and characteristics of how they have
changed over time

Skill:
 Kerri Lynn Haney-Vanderberg

Students will share ideas and examples

Students will use historical thinking skills to identify examples of how they have
changed over time.
Students will apply learning from storybook to complete their worksheet
Summarizing and understanding text structure

Key Questions:

What is Change?

What can you do this year that you couldnt do last year?

How have you changed?

What does the word change mean?

What changes occurred in the story?

What changes around us?

How have you changed since you were little?

What can your parents do that you cannot do?

Materials:

- When I Was Little Jamie Lee Curtis

- 24 copies Me in the Past, Present and Future worksheet
- Felts/Crayons/Pencil Crayons
- Pencils
- PowerPoint How I Have Changed (pictures of myself as a baby, teenager, and
adult/parent).
- Prepare anecdotes to accompany pictures.

Preparation:

1) Photocopy 24 copies of Me in the Past, Present, and Future

2) Prepare How I Have Changed PowerPoint (pictures of me from baby to adult)
prepare anecdotes to accompany pictures
3) Have extra felts/crayons/pencil crayons in shared bin
 Kerri Lynn Haney-Vanderberg

4) Sharpen classroom pencils for student use

Adaptations:

- Students may need assistance with folding paper in half

Lesson Procedure:

1) Invite students to sit in reading and listening circle for Storybook time

2) Read When I Was Little: A Four-Year-Olds Memoir of Her Youth Jamie Lee
Curtis instruct students that a memoir is a story about someones life

3) Instruct students to return to desks

4) Draw T-Chart on board labeled with baby and 4 year old

5) Ask students:
a. How did the little girl change in the story?
b. What type of things could she do as baby?
c. What type of things can she do as a 4 year old?

Fill in T-Chart with student answers

This little girl experienced many changes in four years. Think about how you
have changed in six years. I bet you have changed so much.

6) Instruct students that today I want to share how I have changed in thirty-three
years.

7) Display PowerPoint How I Have Changed

a. Read anecdote for each slide

8) Ask students How did I change in the pictures?

9) Instruct students that today they are going to draw a picture of themselves in the
past, present, and future.

a. Write Past, Present, and Future on board

b. Ask students what type of picture would they draw when drawing a picture
from the past
c. Ask students what type of picture would they draw when drawing a picture
from the present
d. Ask students what type of picture they would draw when drawing a picture
in the future.
 Kerri Lynn Haney-Vanderberg

Write student answers on board

10) Instruct students that they will fill in the sentence at the bottom of the page of
they have changed since being a baby.

Model expectation for the sentence, go through example on board.

When I was a baby I rode in a stroller at the park, now I ride a two-wheeled bike.

Assessment:

This formative assessment will be used to assess student understanding of the concept
of change. Students will demonstrate that they understand change by drawing a picture
of themselves as a baby, child, and adult. Logical physical differences will be noted.

Students will then write one sentence as follows When I was a baby I
_______________now I ________________________. Students will need apply
understanding of the story into this assignment.

Lesson Reflection:

This is a space for notes after youve taught the lesson.

Kerri Lynn Haney-Vanderberg
 Kerri Lynn Haney-Vanderberg

O'Connor, H. (2014, November 23). Past and Present Unit. Retrieved March 05, 2017, from
https://www.teacherspayteachers.com/Product/Past-and-Present-Unit-1576368
 Kerri Lynn Haney-Vanderberg

How I Have Changed - Powerpoint

Kerri Lynn Haney-Vanderberg
 Kerri Lynn Haney-Vanderberg

LESSON PLAN
Subject: Social Studies Grade: 1 Date: March 15, 2017
Critical Inquiry Question: How does the past affect my family and my community?

Lesson: How have I changed?

SLOs:

General Learning Outcome:

1.2 Moving Forward with the Past: My Family, My History and My Community

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

Specific Learning Outcome:

Knowledge and Understanding:

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:
1.2.2.1 How have changes affected my family over time (e.g., births, deaths, moves)?

Values and Attitudes:

1.2.1 appreciate how stories and events of the past connect their families and
communities to the present:
1.2.1.1 recognize how their families and communities might have been different in the
past than they are today

Skills and Processes:

1.S.2 develop skills of historical thinking:
1.S.2.1 recognize that some activities or events occur on a seasonal basis
1.S.2.2 differentiate between activities and events that occurred recently and long ago

Instructional Objectives:

Knowledge:
Students will apply understanding of concept of change into their lives.
Students will understand how they have changed

Skill:
Students will use historical thinking to develop timeline of change
Students will share ideas and examples
Student will use strategies to organize work
Students will use sequencing skills.
 Kerri Lynn Haney-Vanderberg

Students will use critical thinking and evaluating skills to identify what events to include.

Key Questions:
What is the focus question for this lesson? What are some related questions?

How have you changed?

What is a big event?

What is important to you in your life?
What are your interests?
What do you like to do?
Who is in your family?
How are you different now from the way you were last year, a baby?

Materials:
- 24 copies See How I Grew
- Exemplar of See How I Grew
- Letter home to parents to request pictures to come to class.
- Each student will need to bring in pictures of themselves over time. (If student is
unable to bring in pictures they may draw pictures of how they have changed over time)
- Sharpened pencils
- Glue Sticks
- Felts/Markers/Pencil Crayons/Crayons

Preparation:
- Send home letter to parents requesting pictures of student over time. Students will
need at least two pictures. One picture as a baby and one picture from the present.
Letter should be sent at least one week before project is to be completed.
- Copy 24 copies of See How I Grew
- Copy 24 copies of See How I Grew blown up

Adaptations:

- If students are unable to bring in pictures for their personal timeline of change they can
draw pictures of themselves to represent of change over time.

Lesson Procedure:
1) Review concept of change with students
2) Introduce that today we will be creating a timeline
3) Ask students if they know what a timeline is or what it looks like
 Kerri Lynn Haney-Vanderberg

4) Show students examples of timeline

a. Timelines can show us how things have changed over time
b. We can use timelines to show us how we have changed
5) Today we will identity big events that have happened in our lives and put the
big events into a timeline
6) This will show students how much they have changed since they were a baby.
7) Brainstorm as class what may be some examples of big events
8) Write on board
9) Put four events into a logical sequencing order for students to understand the
process of first, second, third, fourth. Encourage students to think about pacing
and that the timeline should be a picture of their whole lives up to this point. The
big events should span several ages.
10)Instruct students that first they will fill in the big events, get the events checked by
me, then they may color, draw pictures, or glue the pictures they brought from
home.
11) Present example of poster to students

Assessment:
Formative Assessment
Check for understanding regarding skill of sequencing big events
- Check for understanding if students can demonstrate through their See How I Grew
how they have changed over time
- Exit Slip end of class discuss concept of change

Lesson Reflection:

This is a space for notes after youve taught the lesson.

Kerri Lynn Haney-Vanderberg
 Kerri Lynn Haney-Vanderberg

Graphic Organizer Poster: See How I Grew Poster. (n.d.). Retrieved March 05, 2017, from
https://www.rainbowresource.com/product/Graphic Organizer Poster%3A See How I Grew
Poster/021632
Dear Families,

We are beginning an exciting unit about Then and Now. Over the next
five weeks students will be answering the critical inquiry question How
does the past affect my family and my community? One of our first
projects we will compete is a See How I Grew timeline. This activity
encourages your child to think about how they have changed over time. To
further develop this concept, I am requesting that you send pictures of your
child to school. These pictures will be glued and cut on to the timeline so
please do not expect the pictures back in there original state. If you do not
have pictures to send with your child, they can draw pictures of themselves
on to the timeline. I have provided an image of the See How I Grew
timeline so you can know exactly what I am expecting from this
assignment. Thank you so much for your help to complete this assignment
for your child. I cannot wait so see how they each of changed over time.
Please send your pictures by March 14, 2017.

Sincerely,
Mrs. Kerri Lynn Haney-Vanderberg
Kerri Lynn Haney-Vanderberg