Individuals Individ uals in the th e Community Com munity Date: Subject: Social Studies Grade: 9 Topic: Topic: Essential Question (rom (rom unit! i applicable": #hat are are the roles o di$erent di$erent individuals in a community% community% &o' does 'orldvie' 'orldvie' a$ect individuals% individuals%
aterials: ) lar*e sheets o paper 'ith communities on them rom last class Computers +hones! computers! i+ads , or padlet brainstormin* activity - blo**in* .Create /our 0'n Society1 rubric and handout
Stage 1- Desired Results – you may use student friendly language What do they need to understand, know, and/or able to do? +rior to this lesson students 'ill have learned 'hat a community is and ho' communities communiti es di$er2 di$er2 They 'ill 3no' that di$erent communities bene4t di$erently rom societal institutions2 Students 'ill understand 'hat roles di$erent individuals have in di$erent communities2 communities2 They 'ill 3no' multiple roles5e6pectations5res roles5e6pectations5responsibiliti ponsibilities es di$erent individuals have in the community2
Broad reas of !earning" Sense of Self, #ommunity, and $la%e : by researchin* the di$erent individuals in a community the students 'ill *ain a sense o sel and ho' they 4t into their community and *reater society2 #ross-#urri%ular #om&eten%ies" De'elo& (hinking: Students 'ill thin3 critically about ho' di$erent communities use di$erent institutions institutions and the people 'ithin those institutions2 institutions2 They 'ill consider ho' roles in communities chan*e dependent on the 3ind o community these people are in2 De'elo& )dentity and )nde&enden%e : 7y researchin* roles in the community! students 'ill be*in to understand their role in the community2 community2 7y bein* *iven the choice to research a role o their choice and teach it to other students they 'ill *ain responsibility and independence 'ithin their o'n learnin*2 *ut%ome+s" ).1 E6plain 'hat constitutes a society ).1 b2 Investigate the roles of individuals in the institutions of the local community, including the expectations attached to those roles ( e.g., school: student, principal, teacher, caretaker caretaker,, secretary; hospital: doctor, nurse, traditional healer, receptionist, paramedic, medical t echnician, patient).
$0$ 0oals" 2 ability to use te%hnologies readily, strategi%ally and a&&ro&riately , use o computers or research! use o padlet or brainstormin*
23 the %a&a%ity to engage in &rogram &lanning to sha&e 4li'ed %urri%ulum5 that brings learner needs, sub6e%t matter, and %onte7tual 'ariables together in de'elo&mentally a&&ro&riate, %ulturally res&onsi'e and meaningful ways , allo'in* the students to research roles that are important to them! and then learnin* about ne' roles rom rom other students2 8pplyin* their 3no'led*e to reallie; situations and thin3in* critically about 'hat they have learned and ho' it applies to their lives and the lives o others2 Stage - ssessment 8ssessment <0= >earnin* (ormative" 8ssess the students durin* the learnin* to help determine ne6t steps2 Chec3in* in 'ith *roups durin* research and ?IGS8# and as3in* them @uestions: #hy do you thin3 your role is important #hat do you need to be able to accomplish your *oal Do you thin3 that the 3ind o community this individual lives in 'ould inAuence ho' 'ell they can perorm their responsibilities and complete 'hat is e6pected o them% • • •
8ssessment 0< >earnin* (summative" 8ssess the students ater learnin* to evaluate 'hat they have learned2 E6it slip: (this is done on the class blo* on #i6" ater readin* their e6it slip I 'ill be able to tell i they understood the indicator2 indicator2 These 'ill not be mar3ed! but rather just read read or understandin*2
Stage 3- $ro%edures"
otivational58nticipatory otivational58nticipatory Set (introducin* topic 'hile en*a*in* the students" Write our indi%ator for the lesson on the board: Investigate the roles of individuals in the institutions of the local community, including the expectations attached to those roles
(10 min): 7rin* out the ) lar*e sheets o paper that the students have 4lled out rom last
class on di$erent 3inds o communities - the institutions that are 'ithin them2 Brainstorm as a class the individuals 'ho ma3e up these institutions (doctors! teachers! la'yers! amilies! 'or3ers" BB se +adlet or this (pass'ord is social9" https:55padlet2com5mcmurtryleah5utl3n3dtbmjl
ain +rocedures5Strate*ies: (30-45 min): The students 'ill pair up based on ability to ensure that the 'or3 load is
bein* shared e@ually2 e@ually2 Each pair 'ill pic3 a role (that 'e brainstormed earlier" to research to*ether2 They 'ill be e6pected e6pected to ma3e ma3e a summary o the the role5individual role5individual and their their e6pectations5responsibilities they hold 'ithin the community2 (20 min) 8)0SW" 8)0SW" #e 'ill then ma3e *roups o ) and have each pair e6plain their role5responsibilities5e6pectations as i they are that person Closin* o lesson: (10 min): 97it Sli&" #rite on board or them to copy and ans'er: +ic3 one person that you 3no' and discuss their role in our community2 &o' does 'hat they do e$ect your lie% lie% &o' does it e$ect the lives o other other people% &o' does it e$ect e$ect our our society% society% 0ur 'orld% Do you thin3 the community this person lives in depends on ho' 'ell they can perorm their role% • •
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(5 min): Split into Create /our 0'n Society; *roups and have the students decide ho'
they 'ill split up the responsibilit responsibilities ies o the project2 project2 &ave them hand in a =esponsibilities; paper (can be just a rou*h copy on loose lea" +ersonal =eAection: B8dapted rom nderstandin* by Desi*n (cTi*he and #i**ins! 99"
