Overview and Background: Unit: Why People Move

Meg Rice : Cheney USD 268

Social Studies. : Social Studies : First Grade Social Studies

Cheney : Grades 1 - 1 : Aug. - Jun.

Title:	Why People Move
Topics:	Immigration, cause and effect, opportunity cost, illustrations
Time Frame:	one school year
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
Throughout the school year students will learn about various groups of people who fled one location for another. The reasons people moved and the physical, emotional, economic and cultural cost of their moves will be explored. Ideally, these groups will be introduced in conjunction with holidays or calendar dates related to their historical events. Groups to be studied: English Pilgrims to the colonies of North America for religious freedom, Native Americans on The Trail of Tears and other forced moves, Russian Jews fleeing Tsar's soldiers for American shores, the origins of Hanukkah as the Maccabee's hiding in hills near Judea fought King Antiochus' soldiers, Africans kidnapped into slavery in America, Japanese American citizens forced to move to a desert internment camp during World War II, classmates moving in or out of the school and this year our class has had to move to different classrooms twice.

Print Materials Needed:
Most print materials will first be jointly created on chart paper or computer documents by teacher and students together.
A T chart listing
1. Reasons to move
2. Opportunity costs
3. Benefits and drawbacks of moving will be created about each group of people.
A timeline for the classroom wall will be created and copied onto a student copy in an ongoing "A History of Moving" book.
Students will illustrate the most powerful image they wish to remember about each group's move, to be collected in the above mentioned book.
Students will add sentences about these illustrations as they become able.
Rubrics for Historical Role Play, Panel Discussion, Class Debate and Three Panel Book on Moving.

Resources:
The Pilgrim's First Thanksgiving by Ann McGovern.
The First Thanksgiving by Jean Craighead George; illustrations by Thomas Locker.
The Thanksgiving Story by Alice Dalgliesh.
Small Wolf by Nathaniel Benchley. Indian Summer by F.N. Monjo.
The Trail of Tears by Joseph Bruchac.
The Picture Book of Hanukkah by David A. Adler.
All About Hanukkah by Judye Groner & Madeline Schanezer.
Hershel and the Hanukkah Goblins by Eric Kimmel.
Story telling by teacher concerning original kidnappings and transport of African slaves to America if book not found.
Follow the Drinking Gourd by Jeanette Winter.
Nettie's Trip South by Ann Turner.
The Memory Coat by Elvira Woodruff.
Angel Child, Dragon Child by Michele Maria Surat.
Baseball Saved Us by Ken Mochizuki.

Resource Attachments:

Internet Resource Links:
Link 1:http://www.plimoth.org/Museum/museum.htm
Link 2:http://www.trailoftears.org/
Link 3:http://www.mlking.org/
Link 4:http://www.internment.org/
Link 5:http://www.ellisisland.org/

Stage 1: Identify Desired Results

State:	KS
Title:
Standard(s):	Social Studies-Economics-benchmark 1.3 identifies the opportunity cost of an activity or choice. Social Studies-Geography-Benchmark 4.3 explains why conflicts arise over control of territory and how these conflicts can be resolved. Social Studies-Geography-Benchmark 5.1 identifies ways in which people depend on the physical environment (i.e. water, food, fuel, natural resources) Social Studies-Kansas, United States, and World History-Benchmark 2.1 compares and contrasts the life condition of the earliest settlements to the present e.g. American Indians, plains pioneers, early English and Spanish settlements. USD 268 Reading standard- Standard 1.7 Cause & Effect relationships between various events, and compare & contrast one group*s choice to move with a second group*s circumstances. USD 268 Reading standard- Standard 1.8 Retelling with accurate sequence of events USD 268 Writing standard- Standard 2.8 sentence writing National Art Standards # 3 and 5; use of color and line to communicate mood or emotional content of shared literature and reflecting upon the effectiveness of that communication to others via discussion Math standard possibilities: time line, pattern, measuring, mapping could all be incorporated

Understandings:
user	*People have many reasons for moving from one place to another. *People experience loss or opportunity costs; they give up some things in order to move. *People experience rewards and gain some advantages by moving.

Essential Questions:
User	Why do people move from one space to another? What do people hope to escape or leave behind them when they move? What are the personal costs of moving? Emotional, monetary, physical, time spent. What are people hoping to find or have at the other end of their move?

Knowledge and Skills:

K
1. The founding Pilgrims of the English Colonies fled the English King's repression of their religious faith, paid for their freedom with the lives of many pilgrims, starvation, hard work and cold in the new colony, were befriended by Native Indian people from whom they learned to live and prosper in the new land.

2. The Jewish people have survived many rulers who denied them the right to practice their faith. Sometimes they have chosen to flee, other times to fight. Sometimes They have been victorious in battle; sometimes they have died for their beliefs.

3. We moved to another classroom so that the rooms in our hallway could be remodeled and enlarged to make better learning space for us to return to. We paid the price of packing up, moving, losing and misplacing things, learning to live in a new classroom and hallway, _____, and the benefits are______________.

4. Corey moved to the Lutheran school so she could learn about the Bible. Tori moved to Nebraska to allow her family to be together with their Dad in his new job.

5. African people were kidnapped and forced to come to America as slaves; some moves are forced upon people who would rather not move.

6. Native Americans and Japanese American citizens have been forced to leave their homes for various reasons by the US Army.

S
Explain the cause, cost and rewards for at least two of the following groups of people.

1. Explain, draw and in some cases write a sentence telling why the Pilgrims left England, 3 hardships they suffered because they left home, crossed the ocean and settled in a wilderness, 2 benefits they enjoyed once homes were built and crops were harvested.

2. Explain, draw and in some cases write a sentence telling why the Jews left Russia or Jerusalem, 2 hardships they suffered because they left home, traveled to America to start new lives, 2 benefits they enjoyed once they had new homes in America.

3. Explain, draw and in some cases write a sentence telling why the Jews left Jerusalem, 2 hardships they suffered because they left home, hid in the hills and caves and fought the Greek soldiers, 2 benefits they enjoyed once they beat the Greeks, rebuilt the temple and moved back home to Jerusalem.

4. Explain, draw and in some cases write a sentence telling why we moved classrooms this year, as well as the costs and benefits of those moves.

5. Explain the conflict between white settlers and Native Americans wanting to live on the same land without the other group.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Using their "A History of Moving" book, wall charts and the time line as a resource, students will create a three panel book to show why a group of their choice moved, the opportunity cost paid in the process of moving, and the reward or end result of the move. Verbal or written explanation of the illustrations will follow their completion.

Task/Prompt: Moving Sequence Illustration Project

Type: Performance Task

Topics: Immigration, opportunity cost, illustrations

Summary:
Using their "A History of Moving" book, wall charts and the time line as a resource, students will create a three panel book to show why a group of their choice moved, the opportunity cost paid in the process of moving, and the reward or end result of the move. Verbal or written explanation of the illustrations will follow their completion.

Print Materials Needed:
T charts listing 1. Reasons to move 2. Opportunity costs 3. Benefits and Drawbacks of moving will be created about each group of people.
A timeline for the classroom wall and a student copy in their "A History of Moving" book.
Writing and drawing paper, pencils and crayons.
Rubric for Three Panel Book on Moving.

Resources:

Resource Attachments:

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

Notes:

Student Directions:
You are a:
* Pilgrim who left England to settle in this country for religious freedom
* Jewish immigrant escaping rulers who won't let you worship your way
* Native American child leaving your home for a white family who wants your land.

You want people in the future to know why you moved, what you had to give up to make the move, and what you got by moving. People who were not alive when you moved will not understand without journals like yours.

Draw a 3 panel illustration showing:
Panel 1. The reason you moved, what you moved away from.
Panel 2. What you gave up or left behind when you
moved; "opportunity cost"
Panel 3. the rewards, end result, or what you got by moving.

Finally, explain your illustrations aloud, or write a sentence or more to tell about each panel.

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

W
Where we have come from: As we begin the study of each group of people, list what we already know about why they moved. These lists will be generated by class discussion via the use of a large screen computer monitor. A print out of each list will become the first page in each section of our "A History of Moving Books". The book will become a collection of illustrations, writings, a time-line, and response to literature projects. It will also be a resource for students as they complete the performance task.

H
First, establish the emotional cost of moving, and that new folks are not always greeted warmly by those already living in a place.
Benchmark 1.3, 2.1

E
Read The Pilgrim's First Thanksgiving by Ann McGovern. Reasons to move, hardships, results. Read The First Thanksgiving by Jean Craighead George Illustrations by Thomas Locker (Painter)Read The Thanksgiving Story by Alice Dalgliesh
Benchmark 4.3 (Compare & contrast the following 2 view points with early peaceful coexistence of Pilgrims and Natives.)
Read Small Wolf by Nathaniel Benchley (A Native family repeatedly must move farther from the white settlers who take their land and fear them.)Read Indian Summer by F.N. Monjo (White pioneer viewpoint of Native people who shared the woodlands with them, and how they felt the need to protect themselves from the Natives with guns and forts.)
Read The Trail of Tears by Joseph Bruchac to learn of a government forced move of The Cherokee Nation, the politics and suffering.
Read The Picture Book of Hanukkah by David A. Adler
Read All About Hanukkah by Judye Groner & Madeline Schanezer
Read Hershel and the Hanukkah Goblins by Eric Kimmel
Read Nettie's Trip South by Ann Turner. A diary based story of a northern girl's first encounter with slavery upon visiting the pre-Civil-War South.
Read Follow The Drinking Gourd by Jeanette Winter. An account of slaves escaping on the Underground Railroad.
Read The Memory Coat by Elvira Woodruff, focusing on reasons for family moving from Russia to America, family member's feelings about leaving Russia, cost in money, various vehicles required to escape, how the family changed it's attitude toward Grisha's old coat, and their fear about Ellis Island inspections.
Read Angel Child, Dragon Child by Michele Maria Surat. Focus on the emotional cost of moving to a new country and the new understanding Raymond gained for Ut's unhappiness when the principal made him write Ut's life story down on paper. Discuss the Raymond's change of heart when he organized a fund raiser to pay for Ut's mother to come to America.
Read Baseball Saved Us by Ken Mochizuki 1942 - 1945 spanned the years when the US Army moved all people of American Japanese descent away from the west coast and into internment camps. This story tells one way in which the children coped.
Place titles of books read on a timeline so kids see that our theme is ongoing.
Visit web site for Plimoth Plantation on big screen monitor for images of living quarters, period dress. Visit other web sites as related literature is read and studied. Role play to teacher read text, the hardships of moving.

R
Student "Peacemakers" will ask questions of students representing both settlers and Native Americans in a panel discussion, to review and clarify their needs, viewpoints and intentions concerning the land they both wanted.

E
Pretend that you are a:
* Pilgrim who left England to settle in this country for religious freedom
* Jewish immigrant escaping rulers who won't let you worship your way
* Native American child leaving your home for a white family who wants your land
*you want people in the future to know why you moved, what you had to give up to make the move, and what you got by moving. People who were not alive when you moved will not understand without journals like yours.

Students will draw a 3 panel illustration depicting:
first, the situation or environment from which a person or people fled
second, the emotional, monetary, physical or experiential price they paid in the moving process
third, the reward or end result of the move.
fourth, Students will explain their illustrations in verbal or sentence form.

Notes:

The Web sites are teacher resources rather than independent work for first graders. Images and information from the sites can be shared and read to students via a large screen computer monitor. Whenever possible, storytelling what happened to a group of people as if it were happening to us in our local community is a powerful tool for creating empathy and understandings of the emotional cost paid by various peoples.