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Content Area: Social Studies
Index: 6.6B Grade 4 CPI 2
Standard: 6.6 - Geography
Strand: B - Places and Regions
Cumulative Progress Indicator: 2 - The student will explain changes in places and regions over time and the consequences of those changes.
Grade: 4
Sample Activities:
· Students analyze their own community in greater detail by consulting newspapers, magazines, relatives, and family friends. They identify changes over time and formulate reasons for the changes. They look at how the community has become more interdependent with other communities. They apply the skills of oral historiography as each student interviews a family member about community change over a 5-, 10-, 20-, or 50-year period.
· The class works as a group to develop a school-and-community timeline. Using large sheets of poster board, students draw a timeline from 1960 to the present, marking off 5-year intervals. They then fill in the years and begin to collect pictures and stories from newspapers and magazines about the community and the school. This is a good opportunity for oral historiography as students interview family members, the principal, teachers, and other community members to identify notable events and people for referencing in the pictorial timeline. If photographs are not available, students draw pictures and write narratives for various points on the time-line. This can be an ongoing activity for several months of the school year.
· To continue the timeline concept, students analyze their own community in greater detail by consulting newspapers, magazines, and other resources in the library media center and by interviewing relatives and family friends. Invite members of a local senior citizens association to your school. In the invitation, students explain their timeline project and indicate what information they are seeking. Assign teams of two or three students per adult. The class should develop the interview question list before the activity commences. Some suggested questions might be: When and why did you come to this community? Why have you remained here? What are the most significant changes in the community you have seen since you first moved here? The class then interviews the senior citizens about the history of the community and the school. They should record the information as the interview is conducted, possibly using an tape recorder or videotape camera. The class then reviews the information and decides what events and personalities should be highlighted. The completed presentation should be shown to the senior citizen group at the senior citizen center if possible with the teacher and class in attendance.
Kidspiration Activities:
· Brainstorm ideas in Picture View · Go to Writing View to organize ideas and add details · Use symbols and links to create timelines.
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