Social Studies Learning Segment Task 1

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Western Governors University *

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C104

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Sociology

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Jan 9, 2024

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Social Studies Learning Segment Template A. Outline Central Focus Elementary Grade Level (K–6) Washington History 3 rd Grade Week State or Local Social Studies Standard (full description) Social Studies Theme (one week must include culture) Lesson Idea and Alignment to Central Focus, Standard, and Theme Week One H2.3.1 Demonstrate how contributions made by various cultural and ethnic groups have shaped the history of the community and world. Culture (Grade 3) How have cultural and ethnic groups helped to shape the history of our community? The education will show the video The History of Seattle . After the video, students will do a think-pair-share to answer the question. Next, the educator will highlight students' responses and connect them to what the video highlights. As a self-directed activity, students will use their laptops to search through school-appropriate websites to dive deeply into the topics highlighted in the video. To test students’ understanding, they will discuss what they learned from watching the video and fill out a graphic organizer. Finally, students will write an essay. Students demonstrate mastery at 15/20. Week Two H1.3.1 Create timelines to show events connected to their cultural individual development and identity (Grade 3) How is my timeline different from another classmate’s timeline? The educator will begin the class with the Wellbeing For PAGE 1

identities Children: Identity and Values video. But first, we will do a KWL chart. They will fill out the K column. What do they know about their own cultural identity? Next, we will fill out what you want to know about your cultural identity. Then, after watching the video, you will fill out the What did you learn column. Using this information, students will get to research on their laptops about their own culture, celebrations, and events that mean something to them. They will then create a timeline across the year, with a description and pictures of the event to present to the class. Students will be graded on their storyboards. Students will achieve mastery if they receive 9 out of 12 points. Week Three G1.3.1 Examine and use maps and globes to understand the regions of North America in the past and present people, places, and environment (Grade 3) What impact did geographic location have on tribal people and other societies? To begin the class, the educator will show this video on How Geography Shaped United States History . After the video, students will examine pictures of Seattle, WA (local area) from 1700, 1800, 1900, and 2000. The students will investigate and compare and contrast the pictures. For each century, students will respond to the question above. Further, they will note farming and industrial changes and what they mean for societies. Students need to write an essay answering the question above from 1700-2000s. Students demonstrate mastery at 15/20. PAGE 2

Week Four G3.3.1 Explain that learning about the geography of North America helps us understand cultures from around the world. global connections (Grade 3) What different traditions, beliefs, and celebrations have been brought from countries worldwide to the United States? Week four is an extension of week 3. We will review the video and focus on how geography shaped North America with a focus on the varying cultures and the connection to cultures from around the world. We will watch the video Cultural differences – From all over the world… to Italy! Students need to write three paragraph. Students demonstrate mastery at 15/20. Week Five C4.3.2 Explain how people become knowledgeable about issues in their communities: they read, discuss, communicate, and vote. civic ideals and practices (Grade 3) What does it mean to be an informed citizen? What does it mean to be a citizen in my classroom and school? To begin the class, the educator will show this video What is Active Citizens? Then in a think-pair-share activity students will highlight what they learned about being an active citizen. We will then pose the question about what issues do their communities face? How do they know? How could they find out? The goal is to fill PAGE 3

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out a KWL chart about their community. They will answer the questions above by writing three paragraph. Students demonstrate mastery at 15/20. We will build on this lesson to then start thinking about our own community in our classroom. (The rows in the tables will expand as you type.) B. Social Studies Field Trip Field Trip Element Description Field Trip Museum of History and Industry — MOHAI The class will take a field trip to the museum, offering many exhibits for students to explore. Students will get to see various cultural and ethnic groups throughout time. They will get to see the clothing worn, the industry, etc. They will choose two cultural groups they would like to investigate further. Social Studies Standard (including full standard description) and how the Field Trip Aligns to Standard H2.3.1 Demonstrate how contributions made by various cultural and ethnic groups have shaped the history of the community and world. Field Trip Alignment with the Central Focus Students will experience the history of Seattle, WA through hands-on experiences to learn the contributions of various cultural and ethnic groups. Learning Experience and Student Engagement related to the Field Trip (must include each of the following:  researching  analyzing  evaluating) Students will focus on two cultural groups. They will provide background on the two cultural groups and their contributions by comparing the contributions of each group and describing three or more contributions made by the two cultural groups. To accomplish this, students will use their laptops to research their cultural groups of interest selected from our field trip. The aim is for students to provide evidence for their explanations with 2-3 examples of how the contributions helped people of the past or present. They will cite their evidence from at least two resources. They will write an essay to share their research. They will need to score 12 out of 16 to show mastery. PAGE 4

(The rows in the tables will expand as you type.) C. Inquiry-Based, Integrative Lesson Lesson Element Description State or Local Social Studies Standard (full description) C3.3.1 Explain that tribes have lived in North America since time immemorial Additional Non-Social Studies K–6 Standard RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1),(3-LS4-3),(3LS4-4) Learning Objective (aligned with both standards and includes: condition, behavior and criterion) The students will learn about North American tribes since time immemorial. As a class we will fill out a KWL chart. Students will use the skills learned from prior lessons. Each student will use their laptops to condut their research and select 2-3 sources to describe and explain that tribes have lived in North America since time immemorial. They will answer the questions above by writing three paragraph. Students demonstrate mastery at 15/20. PAGE 5

Inquiry based Integrative Lesson Description The students will use the material and writing skills they learned in the previous lessons. They will werite an explantoring writing essay to demonstrate their mastery of content/writing. Skills/concepts of non-Social Studies standard The students will recap the main idea of a text; recount the key details and explain how they support the main idea. Student Group Differentiated Instruction including how the differentiation meets the need of the student Gifted and Talented Student The gifted and talented students have the opportunity to supplement their essay writtingwith a poster. This will meet the the needs of students as they will be usring prior knowledge at a higher level of thinking to complete their poster. They will have the opportunity to show case their work to the class, if they choose. Student with a Specific Special Education Exceptionality Studetns with ADHD will received modifications and/or accommodations as needed. For example, they can have extra time to complete their assignment as a way to mediate behavior concerns. All studetens with a Special Education Exceptionality will receive supports aligned withtheir IEP. The aim/goal/objective by meeting the needs of the students is to enable students to complete their assignment with minimal to no frustration or difficulty followed by meeting the learning objectives of the lesson. English Learner (EL) Student ELL students will receive additional supports like worksheets, visuals, media, etc in their home language and English to enhance learning and comprehension. (The rows in the tables will expand as you type.) D. Assessment and Student Outcomes Student Learning Assessment (select either a formative or summative conducted during the learning segment) Student Outcomes and Informed Instructional Decisions based on formative or summative assessment from D1. The educator will use a rubric to assess the students for understanding of the material covered in the lesson. As The education must adjust the lesson plan and teaching strategies based on the PAGE 6

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aforementioned, they will answer the questions above by writing three paragraph. Students demonstrate mastery at 15/20. outcome of the students scores on the rubric and othe assignments given throughout the during of the unit. (The rows in the tables will expand as you type.) Resources: The History of Seattle Wellbeing For Children: Identity and Values How Geography Shaped United States History Cultural differences – From all over the world… to Italy! What is Active Citizens? Museum of History and Industry — MOHAI PAGE 7

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