Heather Ferris SST 309-03 Unit Plan

Heather Ferris, SST 309-03, Page 1
Second Grade History Unit

Heather Ferris
SST 309-03
Winter 2016
Table of Contents
o Overview/Rationale/Introduction----------------------------------------------------------------Page 3
o List of GLCEs in Unit----------------------------------------------------------------------------------Page 4
o Vocabulary used in the unit------------------------------------------------------------------------Page 5
o Vocabulary Lesson-------------------------------------------------------------------------------Page 5-10
o Lesson Plan 1 (KUDs/Assessment ideas/Sequence of Instruction)----------------Page 11-13
o Citations-----------------------------------------------------------------------------------------------Page 23
Overview:
This unit will introduce second graders to history and how to think in a chronological order. The
students will understand that local community events play a huge role in their lives as well as
others, and they will learn how to look into the past and see how things have changed over
time. Students will understand the difference between years and decades and they will know
how to read a timeline and they will be able to understand that a timeline is a list of events that
have happened throughout time. Students will understand, that when looking up explanations
of events, there can be many different versions or examples. They will understand that the
explanations are different because events effect people differently, therefore not everyones
explanation is the same. Students will understand that certain groups and or individuals can
impact or even create history. Also students will understand that there are many different
historical events that have happened in their local community. They will understand that they
can go to many different sources to retain this information.
Rationale:
This whole unit is about local community events in history. This is important for students to
learn because it is important for everyone to be aware of their community that they are from.
The community plays a big role in a persons life. It is only necessary that each student know
about their community and how it works. Many things change over time, and by students
looking at their communitys historical events, they can see what has happened within their
community over time and how it has effected it.
Introduction:
This unit talks about how students can use historical thinking to understand the past and learn
how to understand chronological order when it comes to knowing what events happened first.
In this unit students will engage in many helpful activities to learn about their historical local
community events. These activities include creating their own timeline, construct short
narratives, poster boards/presentations, and more.
List of GLCEs in Unit:

2.H2.0.1- Demonstrate chronological thinking by distinguishing among years and
decades using a timeline of local community events.
2.H2.0.2- Use different descriptions of the same event in a community and explain how
and why they are different.
2.H2.0.3- Explain why individuals and groups have made a significant historical change.
2.H2.0.6- Construct a historical narrative about the history of the local community from
a variety of sources.
Vocabulary Used in the entire Unit:

o Chronological
o Community/Local
o Decades
o Event
o Significant
o Historical
o Narrative
o Source
Vocabulary Lessons: How will you take Resources needed: What materials and
them where they need to go? (Step-by- resources will they need?
Step plan) AND (Page #s read, graphic organizers, books,
Instructional strategies/Social posters, realia, etc)
constructs: How will they work?
(AND what will YOU do?)
Lessons: Resources needed:
Using Marzanos Six Steps for Intentional Dictionary
Instruction in Vocabulary: Google easier definitions that the
children would understand better
Step 1
Provide a description, explanation, or
example of the new term.
Community- a group of people who live in

the same area (such as a city, town, or
neighborhood)
Event- a planned occasion or activity (such

as a social gathering)
Historical- of or relating to history.
Step 2 Vocabulary notebook

Ask students to restate the description, pencil
explanation, or example in their own words
The students will take out a piece of paper
and fold their paper in half. They will draw
lines across the paper dividing it into as
many different parts as there are
vocabulary words (in this case I only chose
3, so the piece of paper will be divided into
3 sections ignoring the middle line for right
now). The students will write their own
definitions to each word on the left side of

the paper. They must word the definition in
a way that they will best understand it.
This can also be an example, it doesnt
necessary have to be a definition. The
students will continue to record new
vocabulary words in this same way and
keep them all in a notebook for future
reference.

Ask students to construct a picture, symbol, Colored pencils/Markers/Crayons
or graphic representing the term.
The students will take the same sheet of
paper that they wrote their definitions on,
and will now construct a graphic
representation of each of their vocabulary
words. They will place this graphic
representation on the right side of their
vocabulary sheet, next to each of the
definitions/examples of the vocabulary
words.
Step 4 Venn Diagram sheet

Engage students periodically in activities Vocabulary notebook for reference
that help them add to their knowledge of the to vocabulary words and definitions
terms in their notebooks. Pencil
Throughout learning the vocabulary words
in the unit, the students will be asked to
create a Venn diagram, one big one that
they can keep adding to throughout the
unit. This Venn diagram will include all the
vocabulary words in their unit. A lot of the
vocabulary words will relate to one
another. If this is the case, the students can
place those words in the same bubble, but
below they will have to explain why they
relate to one another. Same goes for if the
words are different. The Venn diagram can
be used as a compare and contrast chart
for their vocabulary words.

Periodically ask students to discuss the terms

with one another.
Every Friday, the students will pair up with
their elbow partners and share their
vocabulary words that they have learned
during that week. The students will share
their explanations of each of their words
and share what graphic representation
they chose to use. The students will also
have to discuss why they chose their
specific picture or symbol. When everyone
has finished discussing, the teacher will
have 3-5 classmates share one of their
vocabulary words to the whole class and
explain what they wrote and drew.
Step 6 Laminated I have, who has cards

Involve students periodically in games that Written vocabulary words
allow them to play with terms. Written definitions
The children will play the game I have, Dry erase marker to write on the
who has to review all their vocabulary cards
words before a test or quiz. This game is a
great review game and it works perfectly
with learning vocabulary words. The
teacher will have written out on cards all
the different vocabulary words under the I
have section, then a definition of a
different vocabulary word written under
the who has section. This makes it so that
the students must know what their word
that they have means in order to know
when their turn is. This game is fast pace
and makes it great for reviewing because
students must know their vocabulary in
order to keep the game going. This game
would normally be played with the whole
class for best results.
The I have, who has cards will be

laminated so that the teacher can write on
them with dry erase markers. This allows
the cards to be reusable and the teacher
can use this game as a review game for all
vocabulary throughout all the units within
the year. The teacher can either write with
a dry erase marker onto the cards or she
can Velcro the words and definitions onto

the cards.
I have, who has Card Template
I Have
______________
Who Has
______________
Vocabulary Words related to ________ Vocabulary Words related to ________
GLCE (coding and 2-H2.0.1

wording); Verb(s) Demonstrate chronological thinking by distinguishing among
underlined; type of years and decades using a timeline of local community events.
learning: Knowledge,
Skill, Reasoning, Verbs: Demonstrate (skill) , Distinguish (knowledge) , and Use
Product (skill)
Knowledge (K) Understan DO: Vocabulary I Can

d (U) Demonstration
of Learning
(DOL)
Definitions: Students The students Chronological I can make
Chronological- will will be given a Community/Local a timeline
Arranged in the order understand blank timeline Decades of a
that things happened that and pictures of historical
or came to be. timelines a historical event.
Community- a group can be event by their
of people who live in used to teacher. They
the same area (such as show an will then have
a city, town, or order of to cut out the
neighborhood) events. pictures of the
Local- relating to or event and be
occurring in a able to place
particular area, city, or them in the
town. correct
Decades- a period of chronological
10 year; especially: a order on their
10-year period worksheet.
beginning with a year
ending in 0.
Students will need to

know about timelines
and how they function.
They will need to
know that timelines
contain many
historical events. They
will need to
understand that a
timeline is read left to
right and that the older
events are in the
beginning.
Lessons: How will you take Resources needed: What materials and
them where they need to go? resources will they need?
(Step-by-Step plan) (Page #s read, graphic organizers, books,
Instructional strategies/Social posters, realia, etc)
Lesson Plan 1 Resources needed:
Timeline song
Anticipatory Set: The teacher will play https://www.youtube.com/watch?v=SVo
the Timeline song on YouTube to hook b2hFHYYM
the students on learning about timelines Timeline worksheet with pictures
and how they work. included
https://www.teachervision.com/tv/print
Modeling: The teacher will model as an ables/TCR/0743931726_27-42.pdf
example of how to make a timeline of a SEE RESOURCE ATTACHMENTS A, B, C,
historical event. The teacher will and D
describe the different aspects and pieces Glue
of a timeline and explain how events Scissors
should be placed correctly on the Colored pencils
timeline. The model will include a
timeline template worksheet and
between 3-5 pictures of an event.
Guided Practice: The teacher will use

that same model of the historical event
that was used in the modeling section
and put it on the overhead. The students
and teacher will then work through the
timeline together, placing the events in
the correct order. Once the students and
teacher discuss the order of the pictures,
they will then paste the pictures onto
their timeline worksheet and label them
properly.
Independent practice: The students

will be given their own personal
timeline template and pictures of a
historical event. They will then need to
organize the pictures in chronological
order and paste them onto the template
and label them correctly.
Checking for Understanding: The
formative lesson will be that each
student was able to correctly place the

pictures of the historical event onto the
template in chronological order.
Instructional strategies/Social
The students will have the
opportunity to work in groups to
complete their own timeline of
the historical event given. They
can ask their peers for help or
guidance when figuring out
where to place the pictures.
a. Students will demonstrate what they learned by completing the timeline template
worksheet correctly with the pictures of the historical event and make sure that they are in
the correct locations on the timeline.
b. The teacher will look over the timelines and make sure they have all the components
(pictures in the correct chronological order and pasted on the timeline, pictures all labeled
correctly, and if there is extra time the student may color the pictures if they arent already
colored).
Examples and templates on this website:

https://www.teachervision.com/tv/printables/TCR/0743931726_27-42.pdf

wording); Verb(s) Use different descriptions of the same event in a community
underlined; type of and explain how and why they are different.
learning:
Knowledge, Skill, Verbs: Use (skill) and Explain (reasoning)
Reasoning, Product
Knowledge (K) Understand DO: Vocabulary I Can
(U) Demonstration
of Learning
(DOL)
Definitions: Students The student will Community I can explain
Community- a group will be given many Event how multiple
of people who live in understand different descriptions
the same area (such as that events descriptions of of the same
a city, town, or can be the same event are
neighborhood) described in community similar and
Event- a planned various event. The different.
occasion or activity ways. students will
(such as a social then need to be
gathering) able to relate
how all of the
Students will need to different
be able to see that an descriptions
event can have many relate to one
descriptions of it. another. Using a
They will need to foldable idea
know how to pick out that best fits the
similarities and task, each
differences based off student will
of the event make their own
descriptions given. foldable. This
They will also need to will include the
know how to different
construct different descriptions of
foldables and be able the event, why
to use them properly. and how they are
different, and
graphic
representations.
Lessons: How will you take them where they Resources needed: What
need to go? (Step-by-Step plan) materials and resources will
they need?
Instructional strategies/Social constructs: How will (Page #s read, graphic

they work? organizers, books, posters,
(AND what will YOU do?) realia, etc)
Foldable Book
Anticipatory Set: The teacher will introduce the class Many copies of different
to some foldables that he/she has created. They will descriptions of a local
show the students how fun foldables can be, and then community event that
explain that the students will have a chance to create are printed off for the
their very own to help explain a local community event students (teachers
to their classmates. A local community event may be choice on the event)
anything such as a parade, a county fair, festivals, etc. Glue
Scissors
Modeling: The teacher will model how to make one or Colored pencils
two different types of foldables. He/She will explain Paper for foldable
what type of lesson each one is good for so that the
students are aware of which foldables best fit certain
topics. The teacher will then show the class the
foldable that he/she made for this specific lesson and
tell them which community event they are to do their
foldable on.
Guided Practice: The teacher will then take the

foldable that he/she made for the lesson and then
model how to create it with the class. The class will
follow along with the teacher so that each person is
creating their own foldable. The teacher will have
many different descriptions of that chosen event
already written up and printed off for the class. To
demonstrate how those descriptions tie into the lesson,
the teacher will choose about two to three to write on
the model foldable to show the class. Then the teacher
will model how to find similarities and differences
within the different descriptions and record those on
the foldable as well. By the end, the students will know
how to create their own foldable, know where to write
the different descriptions of a local community event,
and be able to distinguish and record similarities and
differences amongst them.
Independent practice: The students will take their

model foldable that they made together and create
their own representation of the lesson. The students
will choose two or three of the many descriptions that
the teacher had written out, and paste them onto the
foldable. Then the student will need to distinguish

similarities and differences amongst the different
descriptions and record what they have found. Lastly,
the student may draw pictures on their foldable
representing the local community event.
Checking for Understanding: To make sure that the

students are distinguishing similarities and differences
correctly, the teacher will have them break into small
groups and share what they think some of the
similarities and differences are that they found. The
teacher will walk around the room and listen, making
sure that the children are understanding the concept
correctly.
Assessment ideas:
a. The students will then need to present their foldables to the class and explain which
descriptions they used and how they decided on what was similar about the descriptions
and what was different.
b. The lesson will be graded on participation in the presentation, foldable constructed

correctly, and that the similarities/differences created by the student match correctly with
the descriptions they chose.

wording); Verb(s) Explain why individuals and groups have made a significant
underlined; type of historical change.
learning:
Knowledge, Skill, Verbs: Explain (reasoning)
Reasoning, Product
(U) Demonstration
of Learning
(DOL)
Definitions: Students The student will Significant I can tell how
Significant- large will explain why Historical groups and
enough to be noticed understand individuals and individuals
or have an effect; very that there groups have have
important. are many impacted history changed
Historical- of or impacts on through a history.
relating to history. history. matching game.
One card will
Students will need to have the picture
know that many of a person and
groups and or group and the
individuals can matching card
impact history. They will have an
will need to be able to explanation of
explain how the what that person
specific person and or and or group did
group has impacted in history. The
history. student will need
to match the
correct pair and
then explain why
their answer is
correct and how
the groups or
individuals have
impacted history.
Lessons: How will you take them where they Resources needed: What
need to go? (Step-by-Step plan) materials and resources will
Instructional strategies/Social constructs: How they need?
will they work? (Page #s read, graphic
(AND what will YOU do?) organizers, books, posters,
realia, etc)
Lessons Plan 3 Resources needed:
Anticipatory Set: The teacher will ask if anyone in the Historical memory
class has ever played the card game memory before. cards- Picture cards and
He/She will then take a few students to share their written example cards
memories from playing the game, then share one of (teacher designed)
his/her own. (multiple sets for all
groups of students)
Modeling: The teacher will start off by having a few Glue
pictures of historical people that they have learned in Scissors
about in class and place them on the overhead. He/She Poster board
will also have written examples of why each person is Pencil/Marker
well-known in history. The picture and written Tape
example wont be next to each other because the Their history book
teacher will have to model how to match the picture to (reference if unknown)
its correct written example. The teacher will do one of
the matches as an example, maybe throw in a really
easy one that the whole class already knows well, so
that they can see how the game will work.
Guided Practice: The teacher will ask for volunteers

to match two of the cards on the overhead. He/She
will have that person come up and point to the certain
cards that they think is a perfect match.
Independent practice: The teacher will form groups

of 4 or 5 students and then pass out enough matching
cards to each group. The students will play through
the game, taking turns on matching the cards. If they
get a match, they are allowed to go again, if they dont
get the match, it will be the next players turn.
Checking for Understanding: During the lesson the

teacher will walk around and make sure that the
students are making the proper matches, because if
they arent, then the game wont go as planned and the
other students wont be able to find their answer cards
to their matches. Also if any of the students have
questions the teacher will be able to walk around and
help. The teacher can also ask questions as he/she
walks around to prepare the students for a written
assessment afterwards. The questions can very, some
examples could be,
1. What is one match that you found?
2. Tell me how you know that it is a match.
3. If it isnt a match, which card do you need to
switch it out for?
Assessment ideas:
a. How the students will be tested will be a written report/project. The students will need
to take each of their picture cards and their matches and paste them onto a poster
board. The students will need to explain why each match is a match and then explain
their reasoning below each picture. The posters will then be hung around the room
during the historical lesson for all students to read.
b. The poster board will be graded on creativity and neatness. The content will be graded
on correctness of the matches and the students reasoning. As long as they can give a
good enough reasoning behind why their matches are a match, even if they arent, then
the students will score well on that.

wording); Verb(s) Construct a historical narrative about the history of the local
underlined; type of community from a variety of sources.
learning:
Knowledge, Skill, Verbs: Construct (product)
Reasoning, Product
(U) Demonstration
of Learning
(DOL)
Definitions: Students The student will Narrative I can make a
Narrative- a story will construct a Community historical
that is told or written. understand narrative about a Source narrative
Community- a group that using historical event about an
of people who live in many in their local event in my
the same area (such sources are community using communitys
as a city, town, or important to at least 3 history.
neighborhood) know when different sources.
Sources- someone or learning They can choose
something that about from old
provides what is historical newspapers, the
wanted or needed. things. internet,
descriptions
Students need to their
know how to parent/guardian
construct a historical gives them, or
narrative about an other options.
event in their local
community. They will
need to know how to
look up many
different educational
sources to explain
their specific event.
Lessons: How will you take them Resources needed: What materials
where they need to go? (Step-by-Step and resources will they need?
plan) (Page #s read, graphic organizers,
Instructional strategies/Social constructs: books, posters, realia, etc)
How will they work?
Variety of Who Was books
Anticipatory Set: The teacher will have a Poster board

variety of Who Was books in the reading Paper
corner for the kids to choose from. This will Pencils
spark interest in historical narratives for Colored pencils/ Crayons/
children. Markers
Modeling: The teacher will choose a new Who

Was book each day and read it during the read
aloud time in class. The teacher will model how
it is a historical narrative and explain to the
children the different parts to narrative and
show them during the reading. The teacher will
model how the students can make their own
narrative.
Guided Practice: First the teacher will model

how to write a historical narrative. The teacher
will explain that it has to be about a real
historical event that has happened, however, it
can have fictional characters/ideas from the
students. The teacher will demonstrate on the
overhead a historical narrative of an event that
happened in the school. This way the students
can understand what content their narratives
need to contain. The teacher will explain to the
students that they have to find information on
their certain event through different sources.
He/She will model how to use the internet to
find information on the event. He/She will also
model how to use the newspaper and or journal
articles as a resource.
Independent practice: The students will need

to construct a historical narrative of their own
of an event that has happened in their
community. They will need to find information
on their specific event in their community
through many different sources. They will need
to at least have three different sources used
where they have found information on their
event. This information can come from
newspaper, journal articles, the internet, and
even relatives own explanations of the event.
Checking for Understanding: The writing of

these historical narratives will last a few weeks.
Throughout the weeks of writing, the teacher
will have the students form literature circles
with their peers. In these literature circles, the
students will share their ideas with one another
and give positive feedback to their peers. The
teacher will check for understanding by
walking around during literature circles and
listening for proper understanding of the
assignment. The students will choose one idea
that they talked about in their small groups,
and share it with their classmates.
Assessment ideas:
a. The students will demonstrate what they have learned through a paper and a
presentation to the class. The student will turn in their historical narrative to the
teacher for a grade and then form a presentation for their classmates. In their
presentation they must include facts about the event. They will place these facts on a
poster board that they will display the day of their presentation.
b. The teacher will grade this whole project in two parts, the paper being one and the
poster/presentation being the other. The paper will be graded on correctness of
information shared. Also on whether or not they have at least three different sources
used to find their information. The poster/presentation will be graded on creativity
and preparedness. The poster must include all the facts from their paper and it must
be neatly displayed. As for the presentation there will be no given time limit since
they are second graders, with that being said as long as they present their
information to their classmates in a fun and engaging way, their presentation will
be good.
Work Cited
Abramson, Ann, and Nancy Harrison. Who Was Anne Frank? New York: Grosset & Dunlap, 2007.
Print.
Davidson, Celeste. Who Was William Shakespeare? N.p.: Grosset & Dunlap, n.d. Print.
Edwards, Roberta, and True Kelley. Who Was George Washington? New York: Grosset &
Dunlap, 2009. Print.
McDonough, Yona Zeldis. Who Was Rosa Parks? New York: Grosset & Dunlap, 2010. Print.
SinginHistoryTeacher. "Learning Timelines (Gangnam Style) or How to Read
Timelines." YouTube. YouTube, 07 Apr. 2014. Web. 24 Apr. 2016.
https://www.youtube.com/watch?v=SVob2hFHYYM
Stine, Megan, and Mark Geyer. Who Was Ulysses S. Grant? N.p.: n.p., n.d. Print.
Teacher Vision. "A Timeline of Events." Teacher Vision. Sandbox Networks, 2000. Web. 24 Apr.
2016. https://www.teachervision.com/tv/printables/TCR/0743931726_27-42.pdf

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Heather Ferris, SST 309-03, Page 1

Second Grade History Unit

List of GLCEs in Unit:

Vocabulary Used in the entire Unit:

Community- a group of people who live in

Event- a planned occasion or activity (such

Historical- of or relating to history.

Step 2 Vocabulary notebook

definitions to each word on the left side of

Step 3 Vocabulary notebook

Step 4 Venn Diagram sheet

Step 5 Vocabulary notebook

Periodically ask students to discuss the terms

Step 6 Laminated I have, who has cards

The I have, who has cards will be

can Velcro the words and definitions onto

I have, who has Card Template

GLCE (coding and 2-H2.0.1

Knowledge (K) Understan DO: Vocabulary I Can

Students will need to

Guided Practice: The teacher will use

Independent practice: The students

student was able to correctly place the

Examples and templates on this website:

GLCE (coding and 2-H2.0.2

Instructional strategies/Social constructs: How will (Page #s read, graphic

Guided Practice: The teacher will then take the

Independent practice: The students will take their

foldable. Then the student will need to distinguish

Checking for Understanding: To make sure that the

b. The lesson will be graded on participation in the presentation, foldable constructed

GLCE (coding and 2-H2.0.3

Guided Practice: The teacher will ask for volunteers

Independent practice: The teacher will form groups

Checking for Understanding: During the lesson the

GLCE (coding and 2-H2.0.6

Anticipatory Set: The teacher will have a Poster board

Modeling: The teacher will choose a new Who

Guided Practice: First the teacher will model

Independent practice: The students will need

Checking for Understanding: The writing of

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