1. science
2. weather
3. meteorological disaster
4. hurricane

Sample Lesson
Welcome to Social Studies Alive! Our Community and Beyond. This document contains everything you need to teach the sample lesson “How Do People Improve Their
Communities?” We invite you to use this sample lesson today to discover how the
TCI Approach can make social studies come alive for your students.
www.teachtci.com
Contents
Letter from Bert Bower, TCI Founder and CEO
2
Benefits of Social Studies Alive! Our Community and Beyond
3
Program Contents
4
Student Edition: Sample Lesson 6: How Do People Improve Their Communities?
5
Lesson Guide
24
Assessment
31
Interactive Student Notebook
32
Visuals
39
Study Your Community
43
www.teachtci.com/socialstudiesalive-ocb
1. Watch a lesson demonstration
2. Learn about strategies behind the program
3. Discover the new and improved Teacher
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Welcome!
So c i a l Stu d i e s A l i ve ! O u r Co m m u n i ty a n d Beyo n d
You have in your hands a sample of Social Studies Alive! Our Community
and Beyond from TCI. This sample lesson is intended to give you the
opportunity both to review our program and to try it out in your own classroom 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 confident you and your students will enjoy this sample lesson. I look
forward to welcoming you to the TCI community of inspired, active social
welcome
studies teachers!
2
Best,
Bert Bower, TCI Founder and CEO
•motivate student reading with the
Reading Further feature in each lesson—a
high-interest case study that drills down
into interesting events, concepts, and
people discussed in the lesson.
•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.
H
ow 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.
benefits
TCI recognizes the challenge to teachers
of fitting 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.
3
Social Studies Alive! Our Community
and Beyond was created by teachers,
for teachers. The program is flexible and
easy to use, providing a variety of ways to
meet student needs. Teachers can
•Cover state standards in history,
geography, economics, and government.
•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 Readings, 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!
So c i a l Stu d i e s A l i ve ! O u r Co m m u n i ty a n d Beyo n d
Benefits of Social Studies Alive!
Our Community and Beyond
Welcome!
Program Contents
2 Where in the United States Is Our Community?
3 What Is the Geography of Our Community?
4 How Do People Become Part of Our Country?
5 What Makes Our Community Diverse?
6 How Do People Improve Their Communities?
7 How Are People Around the World Alike
and Different?
In Social Studies Alive! Our
Community and Beyond, an Essential
Question organizes each lesson and
its corresponding activity. By reading
the Student Edition and participating
in the classroom activity, students
gain a deeper understanding of
the content.
8 How Does Our Economy Work?
9 How Does Global Trade Affect Our Community?
10 What Are the Public Services in Our Community?
11 Who Works at City Hall?
12 How Do We Have a Voice in Our Community?
13 Whose Planet Is It, Anyway?
14 How Can We Help the Global Community?
Sample Lesson:
6 How Do People Improve Their Communities?
contents
F R E E 3 0 DAY T R I A L
4
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immediate feedback they get using the Student
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So c i a l Stu d i e s A l i ve ! O u r Co m m u n i ty a n d Beyo n d
1 Where in the World Is Our Community?
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6
How Do People
Improve Their
Communities?
Our communities bring us many
good things. They 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 difference.
In this chapter, you’ll read about
four people who set out to solve
problems in their own communities.
They each made their town or city a
better place to live. Their work also
helped people in many other places.
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6
7
César Chávez (in
the middle) made
life better for
farmworkers.
76
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.
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6.1 César Chávez Helps 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.
These people are
marching to show
their support for the
UFW.
77
Ruby Bridges
made history when
she was just six
years old.
78
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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6.2 Ruby Bridges Helps African Americans
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Ruby helped to
show people that
black and white
children could go to
the same schools.
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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.
11
79
Lois Gibbs wanted
to know why
children near Love
Canal were getting
sick.
80
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.
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6.3 Lois Marie Gibbs Helps Make Her
Community Safer
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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.
81
Judy Heumann
started the group
Disabled in Action.
82
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.
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r C o m m u n i t y
6.4 Judy Heumann Helps Disabled People
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Thanks to Judy,
disabled students
like these are
treated more fairly.
15
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?
83
6
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Reading
Further
Helping a Community in Need
Sometimes problems are too big for a town
or a city to solve by itself. In 2005, a flood 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 flooding the city. But in
2005, a huge storm struck New Orleans.
People being
rescued from
the flood in 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.
16
New Orleans
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New Orleans
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0 25 50 kilometers
SSA3_SE_6.5a
Black Cyan Magenta Yellow
First Proof
TCI12 40
90°W
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
A photograph of Hurricane Katrina
taken from space
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Helping People Survive
17
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
85
People 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
Dogs being
rescued from
the roof of a
wrecked home in
New Orleans
out of danger. But the real work started after the
flood. 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.
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Saving Animals
18
Kids Helping Out
Melissa, 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 filled 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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This girl is selling
lemonade to raise
money for people
who were harmed
by Hurricane
Katrina.
19
S o l v i n g
C H A P T E R
G r o u p w o r k
6
How Do People Improve
Their Communities?
Overview
Materials
Students explore individuals’ roles in making their communities and their country 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 difference 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 after Hurricane
Katrina. In the Processing activity, students research the contributions of someone who has improved life in their own community and design a monument and
a plaque to honor that person.
Social Studies Alive! Our
Community and Beyond
Transparencies 6A–6D
Interactive Student
Notebooks
Lesson Masters
• Information Masters
6A and 6B
• Student Handout 6
large bedsheet
Time Estimates
Objectives
Preview: 30 min.
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.
20
Problem Solving
Groupwork: 5 or
more sessions
(varying lengths)
Reading Further: 45 min.
Processing: 30 min.
• 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
Note: TCI uses the terms “visual” and “transparency” interchangeably.
How Do People Improve Their Communities?
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P r o b l e m
69
G u i d e
Activity
Suggested Time
Materials
Preview
30 minutes
• Transparency 6A
• Connecting to Prior
Knowledge
• Information Master 6A
• Interactive Student Notebooks
• Building Background
Knowledge
• Developing Vocabulary
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)
• Social Studies Alive! Our Community
and Beyond, Chapter 6 introduction,
Sections 6.1–6.4, and Summary
40-minute sessions (2 or
more)
• Creating human
monuments (Step 4)
• Student Handout 6 (1 copy per group)
• Transparencies 6B and 6C
• Interactive Student Notebooks
• Information Master 6B (1 transparency)
• large bedsheet
15-minute sessions
(1 per group)
• Presenting the human
monuments (Steps 5–9)
15-minute session
• Debriefing the activity
(Steps 10 and 11)
Reading Further
45 minutes
Identifying groups and
individuals who come to the
aid of a community after a
natural disaster
Processing
• Social Studies Alive! Our Community
and Beyond, Chapter 6 Reading Further
• Transparency 6D
• Interactive Student Notebooks
30 minutes
• Interactive Student Notebooks
30 minutes
• Chapter 6 Assessment
Researching and honoring
individuals who have
improved the local community
Assessment
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P l a n n i n g
21
Preview
1 ConnectingtoPriorKnowledge: 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 BuildingBackgroundKnowledge: 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.)
Transparency 6A
• 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.
22
• 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.
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P r o c e d u r e s
Information Master 6A
• 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.
How Do People Improve Their Communities?
71
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r C o m m u n i t y
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 DevelopingVocabulary: 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 Preparestudentstoexplorethecontributionsofotherindividualswho
madeadifferenceintheirowncommunitiesandincommunitiesaround
thecountry.
• 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 Havegroupsofstudentslearnhowoneindividualimprovedlifeforpeople
inhisorhercommunityandacrossthecountry.
• 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 HavegroupscompletetheReadingNotesfortheirassignedfigure.
• 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.
72
Chapter 6
Transparency 6B
23
4 Havestudentsineachgroupcreateahumanmonumenttohonorthe
contributionsoftheirassignedfigure.
• 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.)
Student Handout 6
5 Setuptheclassroomforthepresentationsofthehumanmonuments.
• 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.
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P r o c e d u r e s
Information Master 6B
24
6 Preparestudentsforthepresentationofthefirsthumanmonument.
• 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 HavetheChávezgroup(s)presenttheirhumanmonument(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.
How Do People Improve Their Communities?
73
• 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 complete 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 figures. (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 difficult?
• 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.
74
Chapter 6
Transparency 6C
Reading Strategy:
Organize Information
After each figure 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 fourcolumn chart with the
headings “Name of Person,”
“Community,” “Action That
Improved Community,” and
“Illustration.”
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P r o c e d u r e s
25
Reading Further: Helping a Community in Need
1 ProjectTransparency 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 HavestudentsreadallofReadingFurther6intheStudentEdition.
Transparency 6D
3 Askstudentstoreflectonwhattheylearnedabouttheindividualsand
groupswhocontributedtothepublicgoodafterHurricaneKatrina.
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 HavestudentsworkintheirgroupstocompleteReadingFurther6intheir
InteractiveStudentNotebooks.Have students take turns suggesting the
wording for each of the four sentences on the plaque.
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P r o c e d u r e s
Processing
26
1 Helpstudentsidentifytwoorthreepeoplewhohavemadetheircommunityabetterplace.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 community a better place and what that person did. The following day, have
students share what they learned.)
2 HavestudentscompletetheProcessingactivityintheirInteractiveStudent
Notebooks.You may want to have students present their “community
heroes” by reading their plaques aloud to the class.
How Do People Improve Their Communities?
75
I n s t r u c t i o n
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.
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D i f f e r e n t i a t i n g
27
How Do People Improve Their Communities?
77
L e a r n i n g
Enrichment Resources
LearnTCI
Have students find out more about making a difference 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 These recommended Web sites provide useful and
engaging content that reinforces skills development and mastery of subjects
within the chapter.
Enrichment Readings These in-depth readings encourage students to explore
selected topics related to the chapter. You may also find 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
The following nonfiction books, which can be read aloud to
students, offer 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 after 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.
This Is the Dream by Diane Z. Shore and James Ransome. Illustrated by Jessica
Alexander. (New York: HarperCollins, 2005)
This book looks at freedom in the United States before, during, and after 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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E n h a n c i n g
28
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? Answers will vary, but should
include statements about helping farmworkers join together to get better pay and
safer working conditions.
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G u i d e
29
When did he do this? 1962 OR the 1960s
How have his actions helped people in other communities?
He helped farmworkers in other places get better pay and safer ways of working.
How Do People Improve Their Communities?
79
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 Ruby Bridges. Write them in
the spaces below.
Ruby Bridges
What did she do to improve her community? Answers will vary, but should
include statements about Ruby being brave and continuing to go to school even though
angry whites didn’t want her there.
When did she do this? 1960
How have her actions helped people in other communities?
Ruby talks to people in other communities about what we can learn from her experience.
80
Chapter 6
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G u i d e
30
To protect the integrity of assessment questions, this
feature has been removed from the sample lesson.
These videos will help you learn more about our print and
online assessment tools.
Creating Printable Assessments (2:33 min)
Creating Online Assessments (2:25 min)
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Assessment
31
6
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.
Rosa Parks
What did she do to improve her community?
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P r e v i e w
32
When did she do this?
How have her actions helped people in other communities?
© Teachers’ Curriculum Institute
How Do People Improve Their Communities?
51
6
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R e a d i n g
N o t e s
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?
33
When did he do this?
How have his actions helped people in other communities?
52
Chapter 6
© Teachers’ Curriculum Institute
Think of words that could go on a plaque for
a monument to Ruby Bridges. Write them in
the spaces below.
N o t e s
6
Ruby Bridges
What did she do to improve her community?
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R e a d i n g
34
When did she do this?
How have her actions helped people in other communities?
© Teachers’ Curriculum Institute
How Do People Improve Their Communities?
53
6
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R e a d i n g
N o t e s
Think of words that could go on a plaque
for a monument to Lois Marie Gibbs. Write them
in the spaces below.
Lois Marie Gibbs
What did she do to improve her community?
35
When did she do this?
How have her actions helped people in other communities?
54
Chapter 6
© Teachers’ Curriculum Institute
Think of words that could go on a plaque for
a monument to Judy Heumann. Write them
in the spaces below.
N o t e s
6
Judy Heumann
What did she do to improve her community?
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R e a d i n g
36
When did she do this?
How have her actions helped people in other communities?
© Teachers’ Curriculum Institute
How Do People Improve Their Communities?
55
6
F u r t h e r
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.
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
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R e a d i n g
.
37
Melissa, Jenna, and Jackie Kantor helped our community by
.
Girl Scouts in Strongsville, Ohio, helped our community by
.
56
Chapter 6
© Teachers’ Curriculum Institute
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.
6
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P r o c e s s i n g
38
© Teachers’ Curriculum Institute
How Do People Improve Their Communities?
57
39
A Monument
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Social Studies Alive! Our Community and Beyond 22
© Teachers’ Curriculum Institute
6 A
V i s u a l
40
How Do People Improve Their Communities?
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Social Studies Alive! Our Community and Beyond 23
© Teachers’ Curriculum Institute
6 B
V i s u a l
41
Monument Map
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Social Studies Alive! Our Community and Beyond 24
© Teachers’ Curriculum Institute
6 C
V i s u a l
42
A Community in Need
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Social Studies Alive! Our Community and Beyond 25
© Teachers’ Curriculum Institute
6 D
V i s u a l
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Study Your Community
43
Teachers’ Curriculum Institute
P.O. Box 1327
Rancho Cordova, CA 95741
Copyright © 2010 by Teachers’ Curriculum Institute
Student materials in this booklet may be reproduced for classroom use only.
Customer Service: 800-497-6138, ext. 0
www.teachtci.com
To the Teacher
As your class works its way through Social Studies Alive! Our Community and Beyond,
your students will learn how geography, history, people, the economy, and government
shape diverse communities across our nation. After each chapter, you can challenge your
students to apply the concepts that they’ve learned to the study of their own community
by using the activities in this booklet. Responding to research, writing, and illustrating
prompts, they will be using higher-order thinking skills as they create their own books or
portfolios about their state.
Preparation
Before you start, it’s a good idea to gather materials and plan for space and time for
studying your community. What your students learn will enrich their appreciation of their
local environment. It will also help them question and think and learn about places
throughout their lives. Here are some suggestions to help you plan:
• Determine how students will store and present their work. Gather binders or folders.
Encourage students to create original covers for them.
• Explore your town or city’s Web site for useful materials on your town or city’s
history, geography, people, places, resources, economy, and more.
• If your town or city has a historical museum, plan a field trip there. Alternatively, have
students visit the museum’s Web site. They may find much useful information there
on local American Indians, immigrants, government, and institutions.
• Write or have students write to request information from your city hall. You may
receive maps, information about places of interest, or explanations of local services.
44
• Set up a classroom library of materials, both freebies you send away for or print out,
and library items that include information on your town or city. Locate materials near
a bulletin board where you can display student work. Help students understand which
of these sources (if any) are primary sources and why.
• If your students have access to cameras, encourage them to take photographs of places
of interest in your community. Students can add them to your bulletin board or to
appropriate pages of their Study Your Community work.
• Use the local newspaper for information about current issues, people, places, events,
and service organizations or other groups in your community.
• If you have a computer with Internet access in your classroom, make it available for
research. You may want to preselect the research sites and then teach students how to
search for information. Be sure also to teach information literacy—how to determine
what’s relevant, current, accurate, authoritative, or biased.
• Whenever possible, bring in “guest speakers” or people with relevant experience that
students can interview.
©
Teachers’
Curriculum
Institute
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S t u d y Y o u r C o m m u n i t y
1
How to Use This Booklet
This booklet addresses the community topics that appear in many states’ standards. It
may have more than you need for your community or your students’ abilities, so feel free
to pick and choose those activities you think are most relevant to your needs.
Reproduce copies of the activity pages you choose for your students. Please note that
some activities include more than one page. Consult the Activity Notes that follow to
help you conduct the activities. Before starting any activity, you may want to teach or
review with students how to do the research that will be needed. Model how to locate
information and record it on the activity page. Then “think out loud” to show students
how to analyze information and respond to prompts.
Because your students are still new to research, you might have them work in pairs or
threes, with each group taking on one part of the topic. Once students have finished their
work, reconvene the class so that students can learn the other parts of the topic from one
another. Conduct a debriefing discussion to make sure that your students have learned the
facts. Even more important, this is the time to push them to think critically about the
t u help
dy Yo
ur C
m uin
n i t y
information they have uncovered. You will find sample questionsSto
you
doo mthis
Activity Notes.
the
Many
of thesestudents
activitiestoask
students
to record
their
sources
in order
to establish
• Encourage
record
all their
sources,
using
a separate
sheet
of paper good
or the
habits.
some guidance
what
expect,
such as
a URL,
the book title
andhow
backProvide
of the activity
master ifon
they
do you
not have
enough
space.
If necessary,
review
author,
or
the
name
of
the
encyclopedia.
Remind
students
that
they
can
always
use
a
to record sources.
separate sheet of paper or the back of the activity sheet if they need more space to record
Chapter
5, Activity
3 information.
their
sources
or any other
What fun
Were
Some
Indian
Traditions
in are
Oursure
Community?
Have
with
this American
project! You
and your
students
to uncover lots of fascinating
• Direct
students
to appropriate
Web
sites, them
whichwith
mayother
include
thoseand
listed
Chapter 5,
facts
and great
stories.
You’ll want
to share
classes
withfor
parents.
Activity 2. Alternatively, discuss possible search terms and good ways of narrowing
Activity
Notesresults.
down search
Chapter 1,
6, Activity 1
Where
in the
Is Our Changed
Community?
How Has
OurWorld
Community
Over Time?
• As
a prewriting
you might
help want
students
brainstorm
list of interesting
places
Because
this is aactivity,
long activity,
you may
to have
studentsa complete
only some
in
your community
and or
talk
a little
each one.
categories
of the chart,
break
theabout
assignment
into parts to be completed at different
times.
• As
necessary, review the parts of a friendly letter.
• Help students brainstorm ways of finding information. For example, to find
Chapter
1, Activity
information
about 2schools and colleges, students can think of the names of institutions
Who
Here Longand
Ago?
in Came
your community
enter those names into a search engine. Better yet, you can
offer
search
terms
that
are
to lead
to the answers
required
to complete
the
• Preselect Web sites, such asmost
townlikely
history
or museum
Web sites.
You might
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College
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or established.
chart,
such as Endicott
and
distribute
or projectJunior
a screen
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howexamples
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search
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• to
Give
concrete
of it.
what
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or can
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For the
category
into
a
search
engine,
direct
students
to
good
sites
you
find,
or
help
students
locate
of American Indians, you might suggest search terms related to dates of treaties, or
resources
your
community
in your town
or school
library.
dates whenabout
groups
moved
to reservations
or received
official
federal recognition as
tribes. If your state standards require it, students might fill in this part of the chart with
significant events related to the interaction of American Indians with the first settlers
©
Teachers’
Curriculum
Institute
2
in your community.
• Help students find information for a category by providing search terms in advance.
For example, for the category of transportation, the first rail lines may be a productive
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r C o m m u n i t y
S t u d y Y o u r C o m m u n i t y
45
• Give concrete examples of what the categories mean or can include. For the category
of American Indians, you might suggest search terms related to dates of treaties, or
dates when groups moved to reservations or received official federal recognition as
tribes. If your state standards require it, students might fill in this part of the chart with
significant events related to the interaction of American Indians with the first settlers
in your community.
• Help students find information for a category by providing search terms in advance.
For example, for the category of transportation, the first rail lines may be a productive
search. Suggest other possibilities, though, such as finding out when local highways,
overpasses, subway lines, bridges, and other public works were built. For physical
features, you might suggest looking for a date when a river was dammed or diverted or
a forest was preserved by being turned into a state or national forest. For businesses
and jobs, perhaps a very important factory opened or closed; maybe there was a major
strike; or a mall was built. For religion, students might find the dates when the first
church, temple, or other house of worship was built in your community or when new
religions first came to town.
• For all categories, students might be urged to consult with parents and older adults
S t uthe
d y opening
Y o u r C oof
mm
u n i t y
the
who perhaps lived through the closing of a factory or celebrated
county bike path or dog park.
• When all groups have completed their timelines, work as a class to create a master
timeline. Use the timeline to draw conclusions about life in your community during
specific periods of time. You might also ask students to group the events on the timeline into the categories of past and present.
©
Teachers’
Curriculum
Institute
6
Chapter 6, Activity 2
Who Helped Improve Our Community?
• Work with students to brainstorm a list of people or families that they might research.
Chapter 7, Activity 1
How Does Our Community Compare with Others?
• If your school district has a pen pal site or a preferred pen pal site, refer your students
to it. Otherwise, you might suggest this Web site and guide students through its use:
http://www.ks-connection.org/
Chapter 8, Activity 1
How Has Our Community’s Economy Changed?
• Consider completing this four-step activity over several days, or assign the different
parts to four groups. (When meeting individual needs, consider that the last chart
requires the least amount of research.)
• To help students locate information related to the American Indians, refer to the
information given under Chapter 5, Activity 2.
• To help students fill out the second and third charts, once again a state or local Web
site or local museum or library may be the best sources of information. Students may
be able to complete much of the final chart on their own.
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• Help students brainstorm ways of finding information. For example, to find
information about schools and colleges, students can think of the names of institutions
in your community and enter those names into a search engine. Better yet, you can
offer search terms that are most likely to lead to the answers required to complete the
chart, such as Endicott Junior College and founded or established.
46
Name: _______________________________________ Chapter
6,
Activity
1
How
Has
Our
Community
Changed
Over
Time?
Step
1:
Use
the
Internet
or
the
library
to
find
important
events
that
have
happened
in
your
community.
Find
one
event
related
to
each
idea.
Tell
when
it
happened
and
what
happened.
Event
Related
to
American
Indians
Transportation
Businesses
and
jobs
Technology
Physical
features
Buildings
Schools
and
colleges
Recreation
(parks,
pools,
paths)
Religion
Year(s)
What
Happened
47
©
Teachers’
Curriculum
Institute
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r C o m m u n i t y
Study
Your
Community
23
Name: _______________________________________ Step
2:
Put
the
events
in
your
chart
on
the
timeline.
2000
—
—
1900
—
—
1800
—
—
48
1700
—
—
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Study
Your
Community
1600
—
Where
I
found
this
information:
©
Teachers’
Curriculum
Institute
24
Name: _______________________________________ Chapter
6,
Activity
2
Who
Helped
Improve
Our
Community?
Step
1:
Choose
one
person
or
family
who
helped
start,
grow,
or
change
your
community
for
the
better.
Step
2:
Use
the
Internet
or
library
to
find
photographs,
oral
histories,
letters,
newspapers,
or
other
primary
sources
about
the
person
or
family.
Complete
the
chart.
Name
of
person
or
family
When
did
they
live?
When
did
they
come
to
your
community?
How
did
they
help
your
community?
How
does
your
community
remember
them?
49
Step
3:
On
a
separate
sheet
of
paper,
write
a
paragraph
about
this
person
or
family.
How
did
they
change
your
community
for
the
better?
Where
I
found
this
information:
©
Teachers’
Curriculum
Institute
© 2010 by Teachers’ Curriculum Institute
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r C o m m u n i t y
Study
Your
Community
25