american history cooperation toleration and conflict in early america 1 st grade n.
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American History: Cooperation, Toleration, and Conflict in Early America 1 st Grade. Unit focus. Native America Culture of Differences within European Exploration Different explorers Mapping Conditions of travel European/ Native Encounters Cooperation Conflict Tolerance

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Presentation Transcript
unit focus
Unit focus
  • Native America
    • Culture of
    • Differences within
  • European Exploration
    • Different explorers
    • Mapping
    • Conditions of travel
  • European/ Native Encounters
    • Cooperation
    • Conflict
    • Tolerance
    • Change over time
why is this important
Why is this important?
  • Foundation of America
  • Deals with reoccurring important social issues
  • Issues can be related to students’ lives (getting along, cooperation)
what is currently being taught
What is currently being taught?
  • Limited social studies coverage overall
  • Many teachers try to stay away from controversy (i.e. Columbus)
  • Some cover Native America, Columbus, Thanksgiving in a superficial manner
  • Material is either outdated or stereotypical
background info
Background info
  • Hard to evaluate resources
  • Many recently published, updated materials
  • Shift towards acknowledging multiple perspectives
  • Much of the new information is contrary to what those in our generation were taught
unit sketch essential questions
Unit Sketch: essential questions
  • When there are two different groups, what are some conflicts that may arise?
  • What are some ways to overcome these conflicts and learn to cooperate?
  • When something is different, how do you learn to accept and tolerate it?
unit sketch enduring understandings
Unit Sketch: enduring understandings
  • The discovery and settlement of America by Europeans caused conflict with the Native Americans already living there.
  • Explorers came from many different places and there was not just one person who “discovered” America.
  • Understand that there are many different people who fall under the heading of Native American and the differences between those people.
  • Traveling across an ocean in the past was very different than it is today.
unit sketch tuning in
Unit Sketch: tuning in
  • Simulation of “discovery”
  • 2 groups: one playing a game, the other “invades” the game
  • Discussion of how it made each group feel and invasion vs. discovery based on different perspectives.
  • “Where have you seen conflict before?” Record results.
unit sketch preparing to find out
Unit Sketch: preparing to find out
  • Record students’ prior knowledge of Native Americans using a web
  • Introduce vocabulary and create a word wall
  • Student generated questions on what they would like to find out about Native Americans
unit sketch finding out
Unit Sketch: finding out
  • Explore lives of Native American children
    • Typical day
    • Clothing
    • Music
    • responsibilities
  • Play authentic games of Native Americans
unit sketch sorting out
Unit Sketch: sorting out
  • Create timeline of different explorers and chart reasons for exploration
    • Color code by country the explorers came from
    • Portugal
    • Italy
    • Spain
    • Scandinavia
unit sketch going further
Unit Sketch: going further
  • Learning about the voyages
  • Length of and conditions of journey
  • What would you pack back then vs. now?
  • Responsibilities and duties on board
  • Role of gender, age, and social class
unit sketch making connections
Unit Sketch: making connections
  • How were maps made of a place you had never seen or visited before?
  • Make maps of the community and test them for accuracy
  • Compare map making of the past and present
unit sketch taking action
Unit Sketch: taking action
  • Revisit conflict chart and brainstorm resolutions
  • Look at inequalities present today
  • Give example of a conflict relevant to their lives, and have them identify the multiple viewpoints
    • Role play
assessment
Assessment
  • Students will keep journals throughout the unit which will be assessed on: focus, thoughtfulness, and comprehension of content
  • Create multiple perspectives book
  • Create and perform a play which illustrates European and Native American conflict and cooperation
adaptations
Adaptations
  • For students from diverse backgrounds, incorporate their experiences and have them take on a teacher role.
  • For diverse needs, incorporate small group and partner work
  • Keep activities short, hands on, and engaging.