social studies alive: our community and beyond_2010_samplechapter

Contents

Letter from Bert Bower, TCI Founder and CEO 2

Bene!ts of Social Studies Alive! Our Community and Beyond 3

TCI Technology 4

Program Contents 6

Program Components 7

How to Use This Chapter 8

Student Edition: Sample Chapter 6: How Do People Improve Their Communities? 10

Lesson Guide 24

Lesson Masters 38

Interactive Student Notebook 48

Visuals 55

Study Your Community 59

Welcome to Social Studies Alive! Our Community and Beyond. This document contains everything you need to teach the sample chapter “How Do People Improve Their Communities?” We invite you to use this sample chapter today to discover how the TCI Approach can make social studies come alive for your students.

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Sample ChapterE L E M E N T A R Y S C H O O L

Welcome!

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You have in your hands a sample of Social Studies Alive! Our Community and Beyond from TCI. This sample chapter is intended to give you the

opportunity both to review our program and to try it out in your own class-

room so you can join the growing body of elementary teachers who are

turning to Social Studies Alive! to reinvigorate their social studies and

language arts programs.

As a high school teacher who teaches only one subject, I am in awe of

elementary teachers. You not only teach all subjects—math, language arts,

science, and social studies—you juggle a myriad of other teaching and

nonteaching responsibilities as well. That’s why we created Social Studies Alive! Our Community and Beyond—-to make it easier for you to integrate

language arts skills and social studies skills, to create active lessons to keep

kids engaged, and to provide meaningful content to inspire young learners

to care about the world around them.

I’m con!dent you and your students will enjoy this sample chapter. I look

forward to welcoming you to the TCI community of inspired, active social

studies teachers!

Best,

Bert Bower, TCI Founder and CEO

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How can we help our students to understand their world? How do we

prepare them to participate in it effectively? To these core social studies goals, TCI adds another: How do we get students excited about this learning? Social Studies Alive! Our Community and Beyond delivers on all three goals. Interactive classroom experiences, coupled with fascinating reading, engage all learners in today’s diverse classroom.

TCI recognizes the challenge to teachers of !tting social studies into a school day that must concentrate so heavily on the three R’s. To meet this challenge, TCI has created a social studies program that serves double duty: reinforcing reading and language arts skills at the same time that students learn social studies.

Social Studies Alive! Our Community and Beyond was created by teachers, for teachers. The program is "exible and easy to use, providing a variety of ways to meet student needs. Teachers can

• Cover state standards in history, geography, economics, and government.

• motivate student reading with the Reading Further feature in each chapter—a high-interest case study that drills down into interesting events, concepts, and people discussed in the chapter.

• support language arts instruction in the social studies curriculum with vocabulary development, reading strategies, a variety of writing activities, and numerous opportunities to develop speaking and listening skills.

• Measure student mastery with rigorous assessments that cover comprehension, skills, and critical thinking.

• modify instruction for English language learners, learners with special education needs, and enrichment.

• extend learning with recommended additional reading opportunities and TCI’s online Enrichment Resources, including a Biography Bank, Enrichment Read-ings, and Study Your Community activity booklet.

Social Studies Alive! Our Community and Beyond will help you ignite your students’ passion for learning social studies and your passion for teaching it!

bene

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Bene!ts of Social Studies Alive!Our Community and Beyond

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technology

TCI’s cutting-edge technology solutions for both teachers and students are designed to enhance teaching and learning.

TeachTCI is the most dynamic social studies technology ever created for teachers. It delivers a wealth of teaching materials directly to teachers via the Internet. Using TeachTCI technology, you can plan, present, and manage your TCI lessons all in one place. Access the technology online, at your convenience, at www.teachtci.com.

PLANHere you’ll !nd everything you need to conduct a memorable, knock-their-socks-off lesson—Lesson Guides, Student Handouts, Visuals, and more—in pdf format, all in one place, and organized by chapter. Other features include:

• Customized state correlations• Easy-to-use assessment tool—use TCI’s assessments or customize your own• Enrichment Resources to enhance instruction• Discussion Groups—share best practices with teachers nationwide

TEACHTCI’s state-of-the-art Classroom Presenter slideshows translate the printed Lesson Guide into a visual format that teachers can use with students. The Classroom Presenter has:

• Rich images that are the hallmark of TCI lessons• Concise, step-by-step instructions for each chapter’s classroom activity• A powerful toolbar to enhance presentations—zoom, draw, and write on slides

to emphasize important information

LEARNTCISee what your students see in LearnTCI before assigning it to them. LearnTCI includes:

• The Student Edition text• Game-like Reading Challenges in which students show what they know• A highlighter, Main Idea Viewer, in-text key term de!nitions, text-to-audio

features, and more

MANAGEIn one easy-to-use place, you can:

• Set up digital classes• Assign chapters• View your students’ Reading Challenge results individually and by class• Manage accessibility features for individual students

TeachTCITechnology for Teachers

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LearnTCI—www.learntci.com —enables students to interact with content online and apply what they’ve learned in a fun and engaging way. LearnTCI motivates students to read—and they enjoy it more when it’s online!

As students read their Student Edition online, they can:

• Highlight the main ideas and then check their understanding using the Main Idea Viewer

• Click on key terms and see their de!nitions, right in line with the text

• Have the text read to them

Reading Challenges use game-like settings to engage students’ interest through visuals, primary sources, maps, and audio cues. Students are challenged to think about the content of each chapter in ways that stimulate learning.

Students’ Reading Challenge scores are recorded in TeachTCI so teachers can learn which topics may need reinforcement and which students may need extra help. Assignments can be monitored from any computer at a teacher’s convenience.

LearnTCITechnology for Students

technology

Welcome!

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In Social Studies Alive! Our Community and Beyond, an Essential Question organizes each chapter and its corresponding activity. By reading the Student Edition and participating in the classroom activity, students gain a deeper understanding of the content.

cont

ents

Program Contents

1 Where in the World Is Our Community?

In a Visual Discovery activity, students learn where their community is located in the world.

2 Where in the United States Is Our Community?

In a Social Studies Skill Builder, students learn how to use map skills as they visit some key landmarks in the United States.

3 What Is the Geography of Our Community?

In a Writing for Understanding activity, students learn how physical geography affects communities.

4 How Do People Become Part of Our Country?

In an Experiential Exercise, students learn about the immigrant experience.

5 What Makes Our Community Diverse?

In a Response Group activity, students learn how diverse cultures make contributions to life in our communities.

6 How Do People Improve Their Communities?

In a Problem Solving Groupwork activity, students explore individuals’ roles in making their communities and their country better places to live.

7 How Are People Around the World Alike and Different?

In a Writing for Understanding activity, students compare and contrast their lives with the lives of children in other countries.

8 How Does Our Economy Work?

In an Experiential Exercise, students learn about markets and how supply and demand work together to affect the prices of goods and services.

9 How Does Global Trade Affect Our Community?

In an Experiential Exercise, students learn about global trade and its effects on people and communities around the world.

10 What Are the Public Services in Our Community?

In a Social Studies Skill Builder, students learn about public services in local communities and around the world.

11 Who Works at City Hall?

In a Writing for Understanding activity, students learn about some of the main jobs and depart-ments in the government of a community.

12 How Do We Have a Voice in Our Community?

In a Visual Discovery activity, students learn about four ways for people to have a voice in their community.

13 Whose Planet Is It, Anyway?

In a Response Group activity, students explore how communities can help to solve environmental problems.

14 How Can We Help the Global Community?

In a Problem Solving Groupwork activity, students learn about things they can do to help the global community.

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All the components of Social Studies Alive! Our Community and Beyond !t together to deliver powerful and memorable learning experiences. Social Studies Alive! comes in both a print edition and a technology edition to meet your district’s needs.

Student Edition

• Considerate text that is uncluttered and easy to navigate for students at all levels

• Essential Question in each chapter title to focus student learning

• Reading Further case study in each chapter to motivate student reading

• Powerful graphic elements that support visual learning and spark student interest

• Key social studies vocabulary identi!ed in blue

Interactive Student Notebook

• Preview activities to engage student interest

• Graphically organized Reading Notes to improve student comprehension and retention

• Reading Further activities to build writing skills

• Processing activities to demonstrate mastery of new concepts and skills

Lesson Guide

• Simple, step-by-step procedures for each lesson

• Materials, objectives, vocabulary, and pacing for each lesson

• Point-of-use tips for integrating language arts throughout lessons

• Answers to assessments and Guides to Reading Notes

• Recommendations for differentiating instruction for English language learners, learners with special education needs, and enrichment.

Lesson Masters

• Reproducible student and teacher pages for classroom activities

• Student Handouts, Information Masters, and assessments

Visuals, Placards, and Sounds of Social Studies Recorded Tracks

• Vibrant, colorful images to build and enhance visual literacy skills

• Musical recordings, dramatic readings, and sound effects

• Multisensory components essential for engaging all learners in classroom activities

Solutions for Effective Instruction

• Ideas for integrating reading/language arts into social studies

• Proven methods of differentiating instruction

• Ways to build critical thinking skills in social studies

Study Your Community

• Reproducible pages to guide student research, writing, and mapmaking

• Step-by-step preparation and activity notes for teachers

Program Components

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Step 1Plan Instruction

Review the Lesson Guide (pages 24–37) to familiarize yourself with the chapter objectives, vocabulary, and step-by-step procedures for the classroom activity. Be sure to review the materials list (page 24), and prepare materials as needed. Also, consider the options for differentiating instruction and enhancing learning (pages 32–33).

Step 2Preview the Chapter with Students

Follow the steps under Preview in the Lesson Guide (pages 26–27) to help students connect to prior knowledge, build background knowledge, and develop vocabulary. Students will complete the corresponding page in their Interactive Student Notebooks (page 48).

Step 3Conduct the Problem Solving Groupwork Activity

This section of the Lesson Guide (pages 27–29) leads you step-by-step through the heart of a TCI classroom activity—in this case, a Problem Solving Groupwork activity. Here, students create human monuments honoring the contributions of four individuals whose actions made a difference in the lives of people in their own community and around the country. During this activity, students read the chapter in the Student Edition (pages 10–19) as they research and complete the corresponding Reading Notes (pages 49–52) in their Interactive Student Notebooks.

Step 4Continue with Reading Further

Have students complete the additional reading and writing activity that drills further into the chapter’s content (page 30). Students read the feature in the Student Edition (pages 20–23) and complete the corresponding notes in their Interactive Student Notebooks (page 53).

how

to u

seHow to Use This Chapter

C H A P T E R

Overview

Students explore individuals’ roles in making their communities and their coun-try better places to live. In the Preview, they learn how Rosa Parks confronted the problem of segregation in her community. In a Problem Solving Groupwork activity, students create human monuments honoring the contributions of four other individuals whose actions made a di!erence in the lives of people in their own community and around the country. In Reading Further, they learn how individuals and organizations came to the aid of New Orleans a"er Hurricane Katrina. In the Processing activity, students research the contributions of some-one who has improved life in their own community and design a monument and a plaque to honor that person.

Objectives

Social Studies Identify how four individuals solved problems to improve the lives of people

in their own communities and in communities around the country. Synthesize information about one of these individuals to design a “human

monument” to honor that person’s contribution to his or her community. Explain why all individuals share a responsibility for making their

community a better place to live. Identify examples of individuals and organizations who contribute to the

public good in an emergency such as a natural disaster. Research and describe the contributions of someone who has improved life in

the local community.

Language Arts Make a brief oral presentation to the class. (speaking)

Social Studies Vocabulary

strike, boycott, canal, disabled, natural disaster, volunteer

How Do People Improve Their Communities? 6

MaterialsSocial Studies Alive! Our Community and BeyondTransparencies 6A–6D

Interactive Student Notebooks

Lesson Masters Information Masters

6A and 6B Student Handout 6

large bedsheet

Time EstimatesPreview: 30 min.

Problem Solving Groupwork: 5 or more sessions (varying lengths)

Reading Further: 45 min.

Processing: 30 min.

P r o b l e m S o l v i n g G r o u p w o r k

© Teachers’ Curriculum Institute

Social Studies Alive! O

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A Monument

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6 The city of New Orleans wants to put up a monument to thank some of the heroes of Hurricane Katrina. Finish writing the words that will go on the plaque.

R e a d i n g F u r t h e r

Hurricane Heroes

In 2005, Hurricane Katrina struck our community. We honor the heroes who reached out to help us in our time of need.

The Red Cross helped our community by

.

The SPCA helped our community by

.

Melissa, Jenna, and Jackie Kantor helped our community by

.

Girl Scouts in Strongsville, Ohio, helped our community by

.

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Step 5Direct the Processing Activity

Have students complete the Processing activity (page 30) in their Interactive Student Notebooks (page 54).

Step 6Conduct the Assessment

Have students complete the Chapter 6 Assessment from the Lesson Masters (pages 46–47).

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N a m e D a t e

Chapter 6 Assessment

Big IdeasRead the questions. Fill in the circle next to the best answer.

1. When farmworkers decided to strike, they agreed to

O A. move north.O B. work harder.O C. write letters.O D. stop working.

2. How did a boycott help make farm owners treat workers better?

O A. People phoned the owners.O B. People yelled at the owners.O C. People drew silly pictures of

the owners.O D. People stopped buying from

the owners.

3. Ruby Bridges made a difference by being very

4. What did Lois Marie Gibbs say was wrong with a canal?

O A. Chemicals in it made children sick.

O B. Boats in it carried too many people.

O C. Swimming in it wasn’t fun.O D. Skating on it was dangerous

in the winter.

5. Who formed a group to help disabled people be treated fairly?

O A. Ruby BridgesO B. César ChávezO C. Judy HeumannO D. Lois Marie Gibbs

Reading Further 6. Which of these is a natural

disaster?O A. a bad fightO B. a hurricaneO C. a polluted riverO D. an unfair law

7. How did the Red Cross help people in New Orleans?

O A. It provided shelter, hot meals, and water.

O B. It set up an outdoor music show.

O C. It told people to buy things in stores.

O D. It let children go to good schools.

O A. angry.O B. brave.

O C. pretty.O D. smart.

Social Studies Alive! Our Community and Beyond will help you

ignite your students’ passion for

social studies— and re-ignite

your passion for teaching it!

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6How Do People Improve Their Communities?

Our communities bring us many good things. !ey are full of diverse people and interesting places. But communities can have problems, too. When people see these problems, they can help solve them. Just one person can make a big di"erence.

In this chapter, you’ll read about four people who set out to solve problems in their own communities. !ey each made their town or city a better place to live. !eir work also helped people in many other places.

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6.1 César Chávez Helps Farmworkers

César (SAY-zahr) Chávez came from a poor family. When he was still a teenager, he became a migrant farmworker to help his family.

Farmworkers had hard lives. They worked long hours for very little pay. Often workers got sick or hurt because they had to use unsafe chemicals and machines.

As a young man, César wanted to help the farmworkers. In 1962, he helped to start a new group.

It became known as the United Farm Workers of America, or UFW. The UFW helped the workers ask for better pay and safer working conditions.

At that time, César lived in the town of Delano, California. There were farms all around the town. At first, the farm owners there refused to listen to the UFW. So César told all the workers to stop picking the crops. Stopping work in this way is called a strike. César hoped the strike would make the owners pay more attention to the workers.

César Chávez (in the middle) made life better for farmworkers.

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The owners still didn’t listen. César took another step. He asked people to stop buying what the farms sold. This is called a boycott.

It took five years, but many of the farm owners finally gave in. They agreed to pay the farmworkers more. The owners also promised that they would make the work safer.

César Chávez helped to make Delano a better place for farmworkers. He went on to help farmworkers in many other places around the country. César helped them get better pay and safer ways of working.

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These people are marching to show their support for the UFW.

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Ruby Bridges made history when she was just six years old.

6.2 Ruby Bridges Helps African Americans

In 1960, Ruby Bridges was six years old. She was ready to start first grade. When she did, she would make history.

Ruby lived in New Orleans, Louisiana. At that time, black students and white students in New Orleans went to different schools. Ruby would be the first

African American to go to the white school near her home.

Many white people were upset. They wanted black and white students to be kept apart. Still, Ruby’s mother was hopeful. She thought the school was a good one. And she thought it was time that black and white children went to the same schools. But Ruby’s father was worried. “We’re just asking for trouble,” he said.

Ruby’s first day of school was frightening. Outside the school, crowds of angry people threw things at her. They yelled, “Blacks don’t belong in our schools!” Ruby thought some of them might even hurt her.

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Inside the school, Ruby discovered she was the only student in her classroom. All the others had stayed home.

For months, Ruby was the only student in her class. Still, she kept coming to school. People started to see that she wasn’t going away. One day, two white children came to school with her. Then more and more students came back to school.

Ruby made it easier for all children in New Orleans to go to good schools together. As an adult, Ruby helps people in other communities, too. She talks to children and adults about her experience and how we can still learn from it today.

Ruby helped to show people that black and white children could go to the same schools.

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6.3 Lois Marie Gibbs Helps Make Her Community Safer

In 1978, Lois Marie Gibbs lived in Niagara Falls, New York. Lois had two children, Michael and Melissa. Michael became very sick. Lois wanted to know why.

There was an old canal, or waterway, near Michael’s school. It was called Love Canal. Businesses had been dumping dangerous chemicals into the canal for years.

Love Canal flowed underneath the school playground. Lois thought the dirty canal was making her children sick.

Lois didn’t know what to do. No one believed her fears about Love Canal.

Lois asked her neighbors about their health. It turned out that many of the children in the area were sick. Some scientists agreed that the canal could be the problem.

Lois decided to do something about it. She got all her neighbors together. Lois and her neighbors knew they needed help. They decided to tell everyone they could about their problem.

Lois Gibbs wanted to know why children near Love Canal were getting sick.

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Lois and her neighbors made signs to carry. Then they followed the governor of New York around. People saw them on television.

Finally, the governor came to visit Love Canal. He agreed to help families move to a safer place. Later, President Jimmy Carter helped, too.

Lois Gibbs made a big difference in her community. Later, she helped people in other towns and cities. She showed them how to join together to make their communities safer places to live.

This school was closed because of the chemicals in Love Canal.

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6.4 Judy Heumann Helps Disabled People

Judy Heumann (HEW-man) was born in 1947. When she was a baby, she got sick with polio. This disease hurt her legs. Judy would never be able to walk. She had to use a wheelchair to get around.

Judy lived in Brooklyn, New York. On her first day of first grade, her mother brought her to school. The principal wouldn’t let Judy in because she was in a wheelchair. A teacher came to Judy’s house for a few hours each week instead.

When Judy was in fourth grade, she was finally allowed to go to school. There she met other disabled students. Disabled means not being able to do an everyday thing, like walk, talk, hear, or learn, in the same way that most people can. Judy learned that the other disabled students felt the same way she did. Her legs didn’t work right, but she wanted to learn as much as any other student.

In college, Judy studied to be a teacher. At first, New York City wouldn’t let her teach because she was in a wheelchair. Judy went to court to win the right to teach. She taught school for three years.

In 1970, Judy formed a group called Disabled in Action. She started the group to protect disabled people in New York from being treated unfairly. The group has grown a lot since then. Today it helps disabled people all across the country live better lives.

Judy Heumann started the group Disabled in Action.

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Summary

In this chapter, you met four special people. César Chávez, Ruby Bridges, Lois Marie Gibbs, and Judy Heumann all helped to improve their communities. They made other people’s lives better. Their work helped people in many other places, too. What can you do to make your community a better place?

Thanks to Judy, disabled students like these are treated more fairly.

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Reading Further

6

Helping a Community in Need

Sometimes problems are too big for a town

or a city to solve by itself. In 2005, a !ood put

most of New Orleans under water. Homes

and businesses were ruined. Thousands of

people had no food or shelter. Who reached

out to help?

The city of New Orleans sits on very low

ground. Nearby there is a large lake.

Years ago, levees, or walls, were built to keep

the lake’s water from !ooding the city. But in

2005, a huge storm struck New Orleans.

Afterward, some of the levees broke. Water

poured into the streets. It wrecked homes and

trapped people and animals.

New Orleans needed help—and lots of it.

People being rescued from the !ood in New Orleans

New Orleans

Louisiana

Mississippi

0 25 50 kilometers

0 25 50 miles

SSA3_SE_6.5aBlack Cyan Magenta Yellow First ProofTCI12 40

New Orleans

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A photograph of Hurricane Katrina taken from space

Helping People Survive The storm that struck New

Orleans was called Hurricane Katrina.

Hurricanes are large storms with

heavy rains and powerful winds.

These storms can cause a lot of

harm. So can other events in nature,

such as earthquakes. We call these

events natural disasters.

In a natural disaster, people need

help. One group that gives help is

the Red Cross. The Red Cross was

started more than 100 years ago.

It helps people in need around the

world. The Red Cross does not try

to make money. In fact, many of its

workers are volunteers. This means

they are not paid.

Hurricane Katrina struck a large

area in the southern United States.

Much of New Orleans was flooded,

but other places were hit hard, too.

Workers from the Red Cross rushed

to the scene. They set up shelters

for homeless people throughout

the area. They brought drinking

water and other supplies. They

cooked hot meals. They helped

many people survive the disaster.Red Cross volunteers passing out drinking water

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Saving AnimalsPeople were not the only ones needing help in

New Orleans. Pets were in trouble, too. A group

called the SPCA reached out to these pets.

SPCA stands for the Society for the Prevention

of Cruelty to Animals. The SPCA has been helping

animals in need for more than 100 years. Like the

Red Cross, it does not try to make money.

The day before Katrina struck, the SPCA took

263 pets to Houston, Texas. It wanted to keep them

out of danger. But the real work started after the

!ood. Dogs, cats, horses, and birds were stranded.

Many of them died. Still, the SPCA rescued about

8,500 animals. It also worked to bring pets and

their owners back together.

Dogs being rescued from the roof of a wrecked home in New Orleans

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This girl is selling lemonade to raise money for people who were harmed by Hurricane Katrina.

Kids Helping OutMelissa, Jenna, and Jackie Kantor live in the state

of Maryland. After Katrina, they had an idea.

They wanted to send backpacks to kids who were

affected by the storm. The girls started Project

Backpack. In two months, they collected about

50,000 backpacks! People from 40 states joined in

to help them.

In Strongsville, Ohio, a Girl Scout troop helped,

too. The scouts collected supplies for people who

were hurt by Katrina. The scouts set up boxes

in schools. Students put food, candles, blankets,

and other items in the boxes. The scouts !lled up

about 25 vans with supplies.

Have you ever heard the saying “Every little

bit helps”? That was very true after Katrina.

Large groups reached out to help. So did many

individuals. You can be sure that each little bit of

help made a big difference.

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C H A P T E R

Overview

Students explore individuals’ roles in making their communities and their coun-try better places to live. In the Preview, they learn how Rosa Parks confronted the problem of segregation in her community. In a Problem Solving Groupwork activity, students create human monuments honoring the contributions of four other individuals whose actions made a di!erence in the lives of people in their own community and around the country. In Reading Further, they learn how individuals and organizations came to the aid of New Orleans a"er Hurricane Katrina. In the Processing activity, students research the contributions of some-one who has improved life in their own community and design a monument and a plaque to honor that person.

Objectives

Social Studies Identify how four individuals solved problems to improve the lives of people

in their own communities and in communities around the country. Synthesize information about one of these individuals to design a “human

monument” to honor that person’s contribution to his or her community. Explain why all individuals share a responsibility for making their

community a better place to live. Identify examples of individuals and organizations who contribute to the

public good in an emergency such as a natural disaster. Research and describe the contributions of someone who has improved life in

the local community.

Language Arts Make a brief oral presentation to the class. (speaking)

Social Studies Vocabulary

strike, boycott, canal, disabled, natural disaster, volunteer


MaterialsSocial Studies Alive! Our Community and BeyondTransparencies 6A–6D


Lesson Masters Information Masters

6A and 6B Student Handout 6

large bedsheet

Time EstimatesPreview: 30 min.

Problem Solving Groupwork: 5 or more sessions (varying lengths)

Reading Further: 45 min.

Processing: 30 min.


P r o b l e m S o l v i n g G r o u p w o r k

Note: TCI uses the terms “visual” and “transparency” interchangeably.

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P l a n n i n g G u i d e

Activity Suggested Time Materials

Preview

Connecting to Prior Knowledge

Building Background Knowledge

Developing Vocabulary

30 minutes Transparency 6A

Information Master 6A


Problem Solving Groupwork

Exploring the contributions of individuals who improved their communities

35-minute session Learning about an individual who made a difference in a community (Steps 1–3)

40-minute sessions (2 or more) Creating human monuments (Step 4)

15-minute sessions (1 per group) Presenting the human monuments (Steps 5–9)

15-minute session Debrie!ng the activity (Steps 10 and 11)

Social Studies Alive! Our Community and Beyond, Chapter 6 introduction, Sections 6.1–6.4, and Summary

Transparencies 6B and 6C


Student Handout 6 (1 copy per group)

Information Master 6B (1 transparency)

large bedsheet

Reading Further

Identifying groups and individuals who come to the aid of a community after a natural disaster

45 minutes Social Studies Alive! Our Community and Beyond, Chapter 6 Reading Further

Transparency 6D


Processing

Researching and honoring individuals who have improved the local community

30 minutes Interactive Student Notebooks

Assessment 30 minutes Chapter 6 Assessment

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P r o c e d u r e s

Preview

1 Connecting to Prior Knowledge: Help students identify examples of shared responsibility for the good of the community. Ask questions such as these: Whose job is it to make sure your home is neat and clean? What part do you have in that job? What happens if you don’t do your part? What would happen if no one did his or her part? Can you think of similar things at school where you share a responsibility for something that is good for everyone? Can you think of a problem at school that could be solved if more people helped out?

2 Building Background Knowledge: Introduce the concept of public virtue and explain that it includes taking personal responsibility for making our communities better places to live.

• Project Transparency 6A: A Monument.

• Ask students these questions: What do you see in this picture? What is it called? (a statue or monument) Look at all the clues in the picture. Where do you think this person is? What else can you tell about her? Why do you think the monument shows her sitting like this? What do you think she did that made people want to build this monument to honor her? (Note: It is fine if students are puzzled or cannot guess, since they are about to discover how simply sitting down on a bus can change people’s lives.)

• Tell students that the monument shows a woman named Rosa Parks. Explain that the monument is located in the Birmingham Civil Rights Institute in Alabama. The Institute is a kind of museum that tells people about the struggle to win equal rights for African Americans.

• Read aloud Information Master 6A: Rosa Parks Fights to Change an Unfair Law.

• Check students’ understanding by asking: When did the event happen that this monument is about? How long ago was that? What did Rosa Parks do that day? How did her action help to make life better for African Americans in her community and around the country?

• Tell students that Rosa Parks’s action is an example of an important idea—public virtue. Explain that public virtue means acting in ways that make our communities and our country good places to live. Tell them that people can show public virtue in many ways, such as obeying the law, showing respect for the rights of others, and voting in elections. Another way is to do something to promote the common good, as Rosa Parks did when she helped to solve the problem of segregation.

• Have student volunteers create a human monument of the scene on the bus. Ask one student to take the part of Rosa Parks in the monument by sitting in front of the image and copying Rosa Parks’ body posture. Next, ask students to brainstorm other characters that could be added to the monument, such as the bus driver or the white passenger who boarded the bus. Ask for other volunteers to take these parts. Have the rest of the class suggest body positions and facial expressions for these characters that will tell who these people were and what they did.

Transparency 6A

Information Master 6A

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72

P r o c e d u r e s

• Have students complete the plaque in Preview 6 in their Interactive Student Notebooks. Explain that a plaque is a sign that is placed on a monument to tell why the person is being honored.

3 Developing Vocabulary: Introduce key social studies terms—strike, boycott, canal, disabled, natural disaster, and volunteer.

• Discuss each term before beginning the activity, using methods described in Solutions for Effective Instruction.

• Review each term again with students as it appears in the activity reading and encourage them to use it in their writing.

Problem Solving Groupwork

1 Prepare students to explore the contributions of other individuals who made a difference in their own communities and in communities around the country.

• Have students read the introduction to Chapter 6 in Social Studies Alive! Our Community and Beyond with you. Ask them what they think they will learn in this chapter.

• Project Transparency 6B: How Do People Improve Their Communities? Ask students to use clues in the image to guess how each of these people made his or her community a better place to live.

2 Have groups of students learn how one individual improved life for people in his or her community and across the country.

• Place students in mixed-ability groups of four.

• Explain to students that they will read about one of the people they saw pictured in the transparency. They will then create a human monument to celebrate what that person did to improve his or her community. To create the monument, they will use only their own bodies and a few simple props.

• Assign each group one of the four people profiled in the chapter. Have groups read the section of the chapter corresponding to their assigned figure.

3 Have groups complete the Reading Notes for their assigned figure.

• Have students turn to Reading Notes 6 in their Interactive Student Notebooks. Make sure each group finds the page of the Reading Notes that corresponds to its assigned figure.

• Review the questions in the Reading Notes. Make sure students understand what information they need to find in the Student Edition.

• Have group members work together to complete the Reading Notes for their figure. Circulate around the room, checking groups’ answers using Guide to Reading Notes 6 at the end of this chapter.

Transparency 6B

Chapter 6

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P r o c e d u r e s

4 Have students in each group create a human monument to honor the contributions of their assigned figure.

• Distribute one copy of Student Handout 6: Steps for Creating a Human Monument to each group.

• Briefly review Step 1 on the handout with students. Then assign a member of each group to lead Step 1, and have groups complete the step. The leader should complete the first page of Student Handout 6. When the groups are done, check their work and initial the bottom of the page.

• Have groups complete the remaining steps. Briefly review the directions for each step, guiding students as necessary. Have the assigned student for each step lead the group and complete the corresponding page of Student Handout 6 for the group. Initial each page as it is completed. (Note: Consider spreading this part of the activity over two or three days.)

5 Set up the classroom for the presentations of the human monuments.

• Clear a “stage” at the front of the classroom where students can present their monuments. Ideally, this space should be in front of a slide screen.

• Fold the bedsheet and leave it near the stage. You will use it as a curtain to hide students from the audience as they set up their monuments.

• Place the projector as close to the stage area as possible. You will use it as a spotlight during the presentations to dramatically highlight each monument.

• Have students sit with their groups. Project a transparency of Information Master 6B: Steps for Presenting Your Human Monument. Review the steps with students.

6 Prepare students for the presentation of the first human monument.

• Have all groups that were not assigned the first figure (César Chávez) read the corresponding section in the Student Edition. As students are reading, encourage them to think of questions they may want to ask about the figure.

• Meanwhile, have the group or groups that are presenting a César Chávez monument gather their materials and come up to the stage area.

7 Have the Chávez group(s) present their human monument(s). When all students have finished reading the section, have the first group present its human monument honoring César Chávez. Follow this procedure:

• Hold up the sheet as a curtain in front of the stage area, and dim the classroom lights. (Note: You may need another adult or a tall student to help you hold up the sheet.)

• Once the group is in position, drop the curtain and turn on the projector. The projector will act like a spotlight on the monument.

• Have the audience look at the monument carefully and try to interpret what each figure represents. Have students share their ideas.

Student Handout 6

Information Master 6B

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74 Chapter 6

P r o c e d u r e s

Have the group’s Speaker step out of the monument, explain what each person in the monument represents, and then step back into the monument.

Have the Writer step out of the monument, read the plaque aloud, and then step back into the monument.

Project Transparency 6C: Monument Map. Have the Geographer step out of the monument, explain in which community the monument will be placed and why, point to the location of the community on the map, and then step back into the monument.

Have the Sculptor step out of the monument, answer any questions the audience has, and then thank the audience.

Ask the audience to give the group a big round of applause. Repeat this procedure for any remaining groups who are presenting a

monument to César Chávez.8 Have audience groups complete the Reading Notes page for César Chávez.

(Note: You might create transparencies of the Reading Notes pages and com-plete them together as a class. You could then use the groups that presented the monument as fact-checkers to make sure the notes are accurate.)

9 Repeat Steps 6–8 for the three remaining !gures. (Note: Consider doing the presentations over two or three days.)

10 Debrief the activity. Ask students these questions: What was it like to make a human monument? What parts of the activity were the most di!cult? What parts of the activity were the most fun? How did the individuals in your monuments make their communities

better places to live? How did they improve life for people in communities around the country?

In what ways did each of these individuals show public virtue? Why do all individuals share responsibility for making their communities

better places to live? 11 Have students read the Summary in the Student Edition.

Reading Strategy: Organize Information

A"er each #gure has been presented, have students use an Extra Student Work page in the back of their Interactive Student Notebooks to organize the information about the individual in a four-column chart with the headings “Name of Person,” “Community,” “Action $at Improved Community,” and “Illustration.”

Transparency 6C

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P r o c e d u r e s

Reading Further: Helping a Community in Need

1 Project Transparency 6D: A Community in Need. Ask the following visual discovery questions to help students analyze the image carefully and make some predictions about what they are about to learn:

• What do you see in this picture?

• What do you think is happening in this community?

• What kind of help do you think the people in this community might need?

2 Have students read all of Reading Further 6 in the Student Edition.

3 Ask students to reflect on what they learned about the individuals and groups who contributed to the public good after Hurricane Katrina. Ask questions such as these:

• Why might a community need extra help after a natural disaster?

• Why do you think groups and individuals around the United States reached out to help the people and animals affected by Hurricane Katrina?

• If a natural disaster like this happened today somewhere in the United States, how might you help?

4 Have students work in their groups to complete Reading Further 6 in their Interactive Student Notebooks. Have students take turns suggesting the wording for each of the four sentences on the plaque.

Processing

1 Help students identify two or three people who have made their commu-nity a better place. You can prompt students by noting that many streets, parks, schools, libraries, and other public buildings are named after people who have helped their community, but the individuals identified by students do not have to be famous. (Note: Alternatively, have students ask teachers, parents or guardians, or neighbors about someone who has made the com-munity a better place and what that person did. The following day, have students share what they learned.)

2 Have students complete the Processing activity in their Interactive Student Notebooks. You may want to have students present their “community heroes” by reading their plaques aloud to the class.

Transparency 6D

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76 Chapter 6

P r o c e d u r e s

Assessment

Masters for the chapter assessment appear in the Lesson Masters. Answers appear below.

Big Ideas

1. D 5. C2. D 6. B3. B 7. A4. A

Social Studies Skills8. Possible answers: They want to keep their river clean; they want people to

pay attention to keeping the river clean.

Show You Know9. The bulleted points can serve as a rubric for this item.

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English Language Learners

For the Processing activity, allow students to choose someone they are familiar with as the person they are honoring. If they are new to the community, you might allow them to choose someone who made a difference in their previous home community.

Students with Special Needs

For the Processing activity, have plenty of resources available with information about people who have made a difference in your community or even in your school. Allow students to work with partners, especially to create the plaques.

Enrichment

Have students work together to create a single grand monument to honor all the people discussed in the chapter. Ask them how they might incorporate all these people into one monument and what a plaque for the monument would say. (That is, what do all these people have in common?) Alternatively, allow students to design and present human monuments that include several local people they identified during the Processing activity.

To help students connect the topic of natural disasters to their own localities, have them research an event such as a storm, flood, tornado, fire, or earthquake using local media sources and the Internet. Have students describe the damage as well as an example of someone coming to the aid of the stricken community.

D i f f e r e n t i a t i n g I n s t r u c t i o n

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E n h a n c i n g L e a r n i n g

Enrichment Resources

LearnTCIHave students !nd out more about making a di"erence in their community and in the country by exploring the following Enrichment Resources for Social Studies Alive! Our Community and Beyond at www.learntci.com:Internet Connections #ese recommended Web sites provide useful and engaging content that reinforces skills development and mastery of subjects within the chapter.Enrichment Readings #ese in-depth readings encourage students to explore selected topics related to the chapter. You may also !nd readings that relate the chapter’s content directly to your state’s curriculum.

TeachTCI For the teachers’ resources listed below, click on Enrichment Resources for Social Studies Alive! Our Community and Beyond at www.teachtci.com:Study Your Community Resources Teaching directions and student activity pages (PDF format) will help you guide your students through researching their community.Biography Bank Hundreds of short biographies of notable people in history are available in PDF format for you to share with your students.

Additional Reading Opportunities

#e following non!ction books, which can be read aloud to students, o"er opportunities to extend the content in this chapter.

A Castle on Viola Street by DyAnne DiSalvo (New York: HarperCollins, 2001)Habitat for Humanity volunteers were among the people who came to the aid of families in New Orleans a$er Hurricane Katrina. In this book, students learn how groups such as Habitat for Humanity help to improve neighborhoods and increase home ownership. A family living in a run-down apartment building discovers that they can have a home of their own by volunteering to help repair and rebuild old houses in the neighborhood.

Rosa by Nikki Giovanni. Illustrated by Bryan Collier. (New York: Henry Holt, 2005) Poignant text and beautiful artwork enhance this account of how Rosa Parks refused to give up her seat on the bus.

!is Is the Dream by Diane Z. Shore and James Ransome. Illustrated by Jessica Alexander. (New York: HarperCollins, 2005) #is book looks at freedom in the United States before, during, and a$er the civil rights movement. Students learn to understand the idea of “freedom and justice for all” as they follow the history of civil rights in our country.

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G u i d e t o R e a d i n g N o t e s 6

Think of words that could go on a plaque for a monument to César Chávez. Write them in the spaces below.

César Chávez

What did he do to improve his community?

When did he do this?

How have his actions helped people in other communities?

1962 OR the 1960s

include statements about helping farmworkers join together to get better pay and

safer working conditions.

He helped farmworkers in other places get better pay and safer ways of working.

Answers will vary, but should

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80 Chapter 6


Ruby Bridges

What did she do to improve her community?

When did she do this?

How have her actions helped people in other communities?

1960

include statements about Ruby being brave and continuing to go to school even though

angry whites didn’t want her there.

Ruby talks to people in other communities about what we can learn from her experience.

Think of words that could go on a plaque for a monument to Ruby Bridges. Write them in the spaces below.


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Lois Marie Gibbs




1978

include statements about helping people live in a safer place or get away from

dangerous chemicals.

She shows people in other towns and cities how to join together to make their

communities a safer place.

!ink of words that could go on a plaque for a monument to Lois Marie Gibbs. Write them in the spaces below.


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82 Chapter 6


Judy Heumann




1970

include statements about how she started a group to protect disabled people from being

treated unfairly.

Answers will vary but should include statements about how her group (Disabled in Action)

helps disabled people around the country live better lives.

Think of words that could go on a plaque for a monument to Judy Heumann. Write them in the spaces below.


,

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© Teachers’ Curriculum Institute How Do People Improve Their Communities? 27

I n f o r m a t i o n M a s t e r 6 A

Rosa Parks Fights to Change an Unfair Law

Rosa Parks was an African American woman. In 1955, she lived in the community of Montgomery, Alabama. At that time, Montgomery had segregation laws. Segregation means separating people from one another. The segregation laws in Montgomery separated African Americans from whites. African Americans and whites had to use different restaurants, bathrooms, and even water fountains. When African Americans rode public buses, they had to sit in the back. Many places in the United States, especially in the South, had laws like these. On the night of December 1, 1955, Rosa headed home from work on a city bus. She was very tired. She sat down on a seat in the middle of the bus. When a white man got on the bus, the bus driver told Rosa to move to the back. That was what the law said. Rosa thought this was unfair. She refused to give up her seat. The bus driver called the police, and Rosa was arrested for breaking the segregation law. “Why do you push us around?” Rosa asked the police officer. “I do not know,” said the officer. “But the law is the law, and you are under arrest.” Rosa’s arrest made African Americans in Montgomery very angry. They decided to boycott the public buses. To boycott means to refuse to use or buy something. People walked or shared cars instead of riding the bus. Meanwhile, Rosa went to court to try to get the law changed. The case went all the way to the top court in the country, the United States Supreme Court. The Supreme Court said that segregating people on public buses was unfair and went against the United States Constitution. All Americans, the Court said, had the right to sit anywhere on a public bus. Rosa Parks made a big difference. Because of her brave action, the laws were changed in Montgomery and in communities all across the country. In this way, Rosa Parks helped bring about more equality for all Americans.

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© Teachers’ Curriculum Institute 28 Chapter 6

S t u d e n t H a n d o u t 6

Steps for Creating a Human Monument

With your group, create a human monument. Your monument will honor the person you read about.

Step 1: Assign the four jobs.Each member of your group will have one of four jobs. The jobs are Speaker, Sculptor, Writer, and Geographer.

will be the Speaker.(name of group member)

will be the Sculptor.(name of group member)

will be the Writer.(name of group member)

will be the Geographer.(name of group member)

Teacher’s initials

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© Teachers’ Curriculum Institute How Do People Improve !eir Communities? 29

Step 2: Talk about who each group member will be in the monument. Talk about the role each of you will have in the monument. !e Speaker leads the discussion and takes notes below.

Name of Group Member

Who This Group Member Will Be in the Monument

What This Group Member Will Do



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Step 3: Design the monument.Talk about what the monument will look like. Brainstorm ideas for four props to use. The Sculptor leads this discussion. The Sculptor also assigns each group member to bring one of the props.

PropGroup Member Who Will Bring the Prop

Now practice getting in position for the monument. The Sculptor leads the practice. Practice until you are happy with the design.


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Step 4: Write a plaque for the monument. Talk about a sentence to put on a plaque for your monument. The sentence should tell what the person did to improve the community. The Writer leads this discussion.

The Writer writes a first draft of the sentence in the space below. As a group, check the draft. Make sure it is written neatly. Check that all the words are spelled correctly. The Writer makes any corrections that are needed.



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Step 5: Decide where to put the monument.Talk about where to put your monument. What community should it go in? The Geographer leads this discussion and writes the group’s answers below.

Name of community:

Our monument should go here because

.

Circle the name of the community on the map below.


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Step 6: Prepare to present the monument.Rehearse presenting your monument.

• The Sculptor leads the rehearsal. The Sculptor also makes sure that each group member has brought a prop. As a group, practice getting into position and holding the position for two minutes. The Sculptor practices thanking the audience in a clear, loud voice. The Sculptor brings a prop for the monument.

• The Speaker practices telling who each group member is in the monument and what he or she is doing. The Speaker talks in a clear, loud voice. The Speaker brings a prop for the monument.

• The Writer neatly copies the plaque onto a new sheet of paper. Be sure to write in large letters and spell all words correctly. The Writer practices reading the plaque in a clear, loud voice. The Writer brings a prop for the monument.

• The Geographer practices telling where the monument will be placed and why. The Geographer speaks in a loud, clear voice. The Geographer brings a prop for the monument.



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1. Go behind the curtain and quickly get into position.

2. When the curtain drops, hold your position. Remain still and quiet while the audience talks about your monument.

3. When your teacher says so, the Speaker steps out of the monument. The Speaker explains who each figure represents. Then the Speaker steps back into the monument.

4. Next, the Writer steps out of the monument. The Writer reads the plaque. Then the Writer steps back into the monument.

5. Next, the Geographer steps out of the monument. The Geographer shows on the transparency where the monument will be placed. The Geographer explains why the group chose this community. Then the Geographer steps back into the monument.

6. Next, the Sculptor steps out of the monument. The Sculptor answers any questions from the audience. The Sculptor then thanks the audience.

7. Hold your positions while the audience gives your group a round of applause.

Steps for Presenting Your Human Monument

I n f o r m a t i o n M a s t e r 6 B

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N a m e D a t e


Chapter 6 Assessment

Big IdeasRead the questions. Fill in the circle next to the best answer.

1. When farmworkers decided to strike, they agreed to

O A. move north.O B. work harder.O C. write letters.O D. stop working.

2. How did a boycott help make farm owners treat workers better?

O A. People phoned the owners.O B. People yelled at the owners.O C. People drew silly pictures of

the owners.O D. People stopped buying from

the owners.

3. Ruby Bridges made a difference by being very

4. What did Lois Marie Gibbs say was wrong with a canal?

O A. Chemicals in it made children sick.

O B. Boats in it carried too many people.

O C. Swimming in it wasn’t fun.O D. Skating on it was dangerous

in the winter.

5. Who formed a group to help disabled people be treated fairly?

O A. Ruby BridgesO B. César ChávezO C. Judy HeumannO D. Lois Marie Gibbs

Reading Further 6. Which of these is a natural

disaster?O A. a bad fightO B. a hurricaneO C. a polluted riverO D. an unfair law

7. How did the Red Cross help people in New Orleans?

O A. It provided shelter, hot meals, and water.

O B. It set up an outdoor music show.

O C. It told people to buy things in stores.

O D. It let children go to good schools.

O A. angry.O B. brave.

O C. pretty.O D. smart.

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N a m e D a t e

36 Chapter 6

Social Studies SkillsLook at this picture. Then answer the question.

8. Why are the people in the picture carrying signs?

.

Show You Know9. Think of a group of people who could start to make

changes in your community. Make a poster for the group on a sheet of paper. Be sure your poster shows

• the name of the group. • what kind of change the group wants. • why the change is important. • what people should do to help.

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Listen carefully to the story about Rosa Parks. Think of words that could go on a plaque for the Rosa Parks monument. Write them in the spaces below.

P r e v i e w

6

Rosa Parks




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R e a d i n g N o t e s

52 Chapter 6

César Chávez

What did he do to improve his community?

When did he do this?

How have his actions helped people in other communities?

Think of words that could go on a plaque for a monument to César Chávez. Write them in the spaces below.

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© Teachers’ Curriculum Institute54 Chapter 6


Lois Marie Gibbs




Think of words that could go on a plaque for a monument to Lois Marie Gibbs. Write them in the spaces below.

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© Teachers’ Curriculum Institute56 Chapter 6

6 The city of New Orleans wants to put up a monument to thank some of the heroes of Hurricane Katrina. Finish writing the words that will go on the plaque.

R e a d i n g F u r t h e r

Hurricane Heroes

In 2005, Hurricane Katrina struck our community. We honor the heroes who reached out to help us in our time of need.

The Red Cross helped our community by

.

The SPCA helped our community by

.

Melissa, Jenna, and Jackie Kantor helped our community by

.

Girl Scouts in Strongsville, Ohio, helped our community by

.

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Pick someone who has made a difference in your community. Draw a monument to that person. Write a sentence on the plaque to tell what this person did.

P r o c e s s i n g

6

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Study Your Community

Teachers’ Curriculum InstituteP.O. Box 1327Rancho Cordova, CA 95741

Copyright © 2010 by Teachers’ Curriculum InstituteStudent materials in this booklet may be reproduced for classroom use only.

Customer Service: 800-497-6138, ext. 0www.teachtci.com

social studies alive: our community and beyond_2010_samplechapter

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