Discovery

Grade: Kindergarten Big Idea: Discovery Essential Question: What are ways I can learn about my history or/and the world around me?

GLCES and Common Core: K H2.0.4 Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, videos). CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text. CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding. CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Objectives: Students will be able to compare and contrast some different elements of researching history.

Students will show that they have a clear understanding of what each of these elements do. Students will be able to participate inside the classroom.

Anticipatory set: I will have different centers. o Center one is going to have artifacts (most likely these are going to be fake). o Center two is going to have photo graphs. o Center three is going to have a couple of diarys (once again most likely fake). o Center four is going to have an adult telling a story. o Center five is going to have a video for the students to watch. I will split the students off into these different sections when they come into the classroom. I will allow them to look at, hear, and watch what is at their table. I will not label or tell the students what they are looking at. After a few seconds I will ask the students: o What did you find at your table? o Do you think that these might be a part of social studies? How? We will talk about these for a while. The point is not to get the right answer, but to open up the curiosity of what we are looking at.

Input/Modeling/Checking for understanding: Today we are going to learn about these different objects and how they help historians. Historians are people that study history. o I will show a short video to the class about these different tools that historians use. Afterwards I will have the students talk about what they saw in the video. My point is to try to get them to understand that these different tools are used to learn about history. 5 parts to this lesson o Part 1: Artifacts I will clear the tables of everything, and then I will give each table group some artifacts to look at. I will first remind the class of what was already said about artifacts and ask them if they notice the same things. Research As a class we will research artifacts by reading a book and researching online. I will read a book out loud to the class about artifacts.

 I will pull up the internet and we will use some programs that I have already found to learn the importance of artifacts for historians and how they use them. We will learn what artifacts are. o Part 2: Photos I will give each table group some photos to look at. I will first remind the class of what was already said about the photos and ask them if they notice the same things. Research As a class we will research photos by reading a book and researching online. I will read a book out loud to the class about photographs. I will pull up the internet and we will use some programs that I have already found to learn the importance of photographs for historians and how they use them. o Part 3: Diaries I will give each table group two diaries to look at. I will first remind the class of what was already said about diaries and ask them if they notice the same things. Research As a class we will research diaries by reading a book and researching online. I will read a book out loud to the class about diaries. I will pull up the internet and we will use some programs that I have already found to learn the importance of diaries for historians and how they use them. We will learn what diaries are. o Part 4: Story telling I will tell a historical story to my students I will first remind the class of what was already said about storytelling and ask them if they notice the same things. Research As a class we will research storytelling by reading a book and researching online. I will read a book out loud to the class about storytelling.

 I will pull up the internet and we will use some programs that I have already found to learn the importance of stories for historians and how they use them. o Part 5: Video We will watch a sort video about something historical. I will first remind the class of what was already said about videos and ask them if they notice the same things. Research As a class we will research videos by reading a book and researching online. I will read a book out loud to the class about videos. I will pull up the internet and we will use some programs that I have already found to learn the importance of videos for historians and how they use them. We will learn what artifacts are.

Guided Practice Project!: Historians o My students are going to become historians! Step one: I will split the students up into groups of five. Each students inside the group will be given a different main focus. So one student will be artifacts, one will be photos, etc. They retell one story from their life or a story they already know by producing something that is inside their focus. o For example, if I was retelling a story and my main focus is photos I would take the time to take pictures to create a story. o I will help as they decide their story and try to figure out how to explain it using their focus. o I will give students all the materials and time that they need to complete this. Step two: Once they have finished step one, students will get back with their group members. o One student will present at a time. I will lead the order.

The presenter will give/show their group members what their project. They are not allowed to tell their group anything about it because thats not how historians find things. The group members look/watch/listen and then try to figure out what the story is. After a few minutes the presenter will share what the story is and then it will be another students turn to present.

Step three: After all the presentations we will talk about the students experience as a class. During this part I also want to share that it would be a lot easier to figure out the stories if they had all the different types of things to learn from. That sometimes only having one piece of information can be frustrating when trying to figure something to. However, sometimes historians dont always have that much and I bet they even feel a little frustrated. So today we did exactly what historians do!

Independent Practice Along with their group projects students will have a little writing/ talking section. o Students will write down what their focus was. o Students will write down what story they did and how they represented it. o Students will say if they liked this method or not and why. If not what way did they like better. o PAUSE: Students will not have to write this down, if they want to they can. However I will give them like a poster board. I will take a picture of their project with them and they can glue this to the board. Students can choose to talk to me and I can write it down for them or they can choose to draw their answers. At the end, I will have a small poster board from each student talking about this experience. We will talk about what we did, our ups and downs from the assignment. I will make sure to emphasize that they were all wonderful historians!

Closure