Developed by the
Grade Two Teachers
MI Smart!/Technology Teacher
at Richmond Elementary School
Chariho Regional School District
*New Unit Template
|UNIT OF STUDY
Power, Authority, and Governance
|GRADE LEVEL AND CONTEXT
Grade Two - Social Studies
This unit is designed to introduce students to how people create and change structure of power, authority, and governance within a neighborhood.
TO BE ADDRESSED
Main Standard: SS Standard 6.0
English Language Arts: E1c; E2b; E3b;
How can people create and/or change the rights and rules in a neighborhood?
FOR THIS UNIT (Integrating MI & Technology)
In order to more fully understand about rights/rules in a neighborhood, the students must truly understand what a neighborhood is. The class will discuss what makes up a neighborhood. If desired, a "Welcoming Wagon" may be organized within the classroom to welcome new students to the class. The teacher may read "City Mouse, Country Mouse" to the class. The students will compare and contrast the two different types of neighborhoods.Task Two:
Assess prior knowledge. Children will create a KWL chart assessing their knowledge about neighborhoods with a main focus on rights and responsibilities within neighborhoods. This will be enhanced throughout the unit.Task Three:
a. The teacher will read The Big Orange Splot by Daniel Pinkwater. The students will discuss dreams. The students will then write a description of their dream house and draw an illustration. V/L; Intra; V/STask Four:
The class will develop a list of rights and responsibilities that they have within their neighborhood and the importance of respecting those responsibilities. They will then create a Good Neighbor big book. /students may also make individual Good Neighbor books. V/LTask Five:
The teacher will obtain individual students' maps of their neighborhoods. The children will use these maps to locate and label where they live, neighborhood landmarks, etc. Inter; V/STask Six:
The children will locate and mark their neighborhood on a Richmond town map. Due to the year the official town map was published, new roads and developments will need to be added to the map.Task Seven: Extended Piece
The students will demonstrate their understanding of neighborhood rules, rights, and responsibilities by designing their own neighborhood. The students may use Community Works, preprinted 3D house templates, or milk cartons. This task will take approximately 3-4 sessions. (Extended piece) B/K; V/L; Inter
|APPROX. TIME NEEDED
TO COMPLETE THIS UNIT
35 minutes daily for three weeks
|EXTENDED PIECE OF
The students will create an ideal neighborhood, to include rules and responsibilities.Culminating Activity
The students will share and describe the neighborhood they have created with other students.
|METHOD(S) OF ASSESSMENT
Each student will be given a rule of a neighborhood to challenge. The student will write an explanation about what they might do to change the rule. This may be done orally or in written form, dependent upon the students. Rubric located in unit binder.
The connections are endless. They depend upon the neighborhood where you live. A few examples are: police officer, garbage collector, farmer, mail carrier, carpenters, plumbers, electricians, bus drivers, hair stylists, waiter/waitress, merchants, and dance instructors.
INCORPORATING M.I. & TECHNOLOGY
Listed individually for the above activities
V/L = Verbal / Linguistic
|RESOURCES / MATERIALS
& EQUIPMENT NEEDED
BooksAlphaPets-Olly's Folly by Ruth Lerner Perle, Grolier Enterprises, Inc., Danbury CT
Kim St. Clair
M.I. Smart!/Technology Program
Chariho Regional School District 2002