Katie Loubier
&
Tricia Rhodehamel

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Title Slide.
Table of Contents.
Grade Level/Lesson.
History.
History Websites.
History Activities.
People in Societies.
People in Societies Websites.
People in Societies Activities.
Geography.
Geography Websites.
Geography Activities.
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Economics.
Economics Websites.
Economics Activities.
Government.
Government Websites.
Government Activities.
Citizenship Rights and Responsibilities.
Citizenship Rights and Responsibilities
Websites.
Citizenship Rights and Responsibilities
Activities.
Social Study Skills and Methods.
Social Study Skills and Methods Websites.
Social Study Skills and Methods Activities.

 1 st Grade.
 Community Helpers.
 Katie Loubier and Tricia Rhodehamel.

Daily Life
5. Compare past and present, near and far, with emphasis on daily life including:
– The roles of men, women and children.
– The identification of basic human needs.
– Various ways people meet human needs.

 Our Community Helpers.
http://comsewogue.k12.ny.us/~rstewart/k2001/Themes/community/helpers.htm
 Community Helpers Webquest.
http://www.gmrsd.com/liberty/communityhelperswebquest.htm
 Community Helpers.
http://www.usd.edu/~jschoepf/community_helpers.htm\
 Careers and Community Helpers.
http://teacherlink.ed.usu.edu/tlresources/units/socjust/Jensen.PDF
 Community Club.
http://teacher.scholastic.com/commclub/vet/index.htm

1.
2.
Pick one woman and one man in their lives and compare what their role is in the community.
Have students draw a picture of a what a community helper from the past did. Write a sentence or two describing what they did and a sentence or two about what community helpers do now.

3. Read students a book about a community helper from the past and a book about a community helper now. Have to students get in groups and write a few sentences comparing the two community helpers.
4. Pick a community helper the class has talked about. Get into groups of 3 or 4. Write and illustrate a book about the daily life in the past of that community helper.
5. Show students tools that a certain community helper uses.
Have students brainstorm on whether each of these tools were used in the past or if they are still used now.

Diffusion
3. Describe family and local community customs and traditions.
4. Describe life in other countries with emphasis on daily life, including roles of men, women and children.

 Community Helpers.
http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst078.html
 Community Club http://teacher.scholastic.com/commclub/
 Jewish Community Helpers http://www.jewishscouting.org/awards/counselorsguidetothemaccabeeawardcomm unityhelpers.asp
 City, Suburb, or Country http://www.eduplace.com/ss/act/citsub.html
 How Families Differ in our School, Community, and World http://teacherlink.ed.usu.edu/tlresources/units/Gallagher2003Fall/Hhayes/index.ht
ml

1.
2.
3.
Read a book about community helpers in the
U.S and a book about community helpers in another country. Compare the community helpers.
Have students write a story about a tradition in their community.
Read a book about a tradition in another community, possibly another country. Have students draw a picture and write 2-3 sentences about the tradition.

4. Draw a picture of what role they want to play in their community when they grow up. Write 2-3 sentences.
5. Read a book about a female police officer.
Discuss that men and women can be any community helper they want to be.

Places and Regions
5. Identify and describe the physical features
(lake, river, hill, mountain, forest) and human features (town, city, farm, park, playground, house, traffic signs/signals) of places in the community.
6. Compare areas within the local community to identify similarities.

 Community Helpers: Careers.
http://www.emsc.nysed.gov/nysatl/SocStudies/Quilt/html/quilt1.html
 Field Trip. http://www.hud.gov/kids/field1.html
 Ben’s Guide to U.S. Government. http://bensguide.gpo.gov/k-2/neighborhood/index.html
 Places in my Community Lesson.
http://www.lessonplanspage.com/SSOPlacesInMyCommunity-Purposes1.htm
 What do you want to be when you grow up?
http://courses.fresno.edu/tbese/salbrecht/

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In groups have the students talk about places in the community. Have them pick two places and compare them.
Go on a field trip around the community. Allow students time to talk with the community helpers at each place.
Have students make a building found in a community out of LEGOS. Bring the buildings together to form a community.

4. Read a book about community helpers. Have the students pick two community helpers mentioned in the book and compare them.
5. Take students on a field trip to the fire station.
Have students draw a picture of the building and write a descriptive paragraph about the physical features of the building.

Production, Distribution and Consumption
2. Describe the ways people produce, consume and exchange goods and services in their community.

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Community Helpers: Careers. http://www.emsc.nysed.gov/nysatl/SocStudies/Quilt/html/quilt1.html
People Who Work. Lesson 2: Community Helpers. http://www.learningtogive.org/lessons/unit168/lesson2.html
Drag and Drop Business Game. http://www.econedlink.org/lessons/em285/flash/draganddrop.html
Woof! Woof! At your Service. http://www.econedlink.org/lessons/index.cfm?lesson=EM194
Providing Goods and Services Game. l http://www.econedlink.org/lessons/EM310/flash/em310_popupActivity_2.htm

1. Set up a small “town” in the classroom. Students can take turns buying and selling and producing items. This will show them the importance of trade and money in the exchange of goods and services.
2. Pass out pretend coins as rewards to children and at the end of each day or week they can “buy” something, perhaps from a prize box.

3. Take students on a field trip to a grocery store.
They will get to see the “behind the scenes” things, in addition to knowing about being a customer.
4. Set up a fundraiser (perhaps bake sale) so students can see real life buying and selling.
5. Build a town (or draw it) in the classroom and discuss what each business does (buys, sells, etc.).

Role of Government
1. Recognize the role of authority figures in providing for the safety and security of individuals.

 People Who Work. Lesson 2: Community Helpers.
http://www.learningtogive.org/lessons/unit168/lesson2.html
 Community Helpers Are at Your Service.
http://www.econedlink.org/lessons/index.cfm?lesson=EM454&page=teacher
 What’s My Job?
http://www.hud.gov/kids/whatsjob.html
 Community Helpers.
http://alex.state.al.us/lesson_view.php?id=16291
 Our Community Helpers.
http://comsewogue.k12.ny.us/~rstewart/k2001/Themes/community/helpers.htm

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Read a book about a police officer. Have students draw a picture of what they learned and write 2-3 sentences to describe what they learned.
Read a book about a firefighter. Have students get into groups and write a story about what a firefighter does to keep us safe.

3. Place tools used by a police officer and a firefighter in a bag. Have students decide which tools go with each community helper. Write a story about one of them and use the tools in the story.
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Have a police officer come into the classroom and talk to the students. Have students answer questions about what the police officer does.
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Take students on a field trip to the fire station. Have students ask the fire fighters questions about what they do.

Rights and Responsibilities
5. Demonstrate citizenship traits including:
Trustworthiness
Fairness
Self-Control
Respect for those in authority

 Joining Community Helpers.
http://www.learningtogive.org/lessons/unit15/lesson1.html
 People Who Work: Lesson 1: Responsibility and Jobs.
http://www.learningtogive.org/lessons/unit168/lesson1.html
 “My Town” A Unite on Communities. http://www.jessamine.k12.ky.us/dto/pal/unit_downloads/my_town.pdf
 People Who Work: Unit Overview.
http://www.learningtogive.org/lessons/unit168/
 Rights & Responsibilities of U.S. Citizens.
http://doe.sd.gov/octa/ddn4learning/themeunits/Citizenship/Rights.htm

1. Discuss traits that students like in other people.
Relate those traits back to community helpers and have students draw a person who resembles those traits.
2. Have a police officer come in a speak about right vs. wrong and connect it to the citizenship traits

3. Create a town-like environment in the class and children can take turns being the “police” and
“arresting” (talking to) others who are not displaying these traits.
4. Have children do skits showing correct traits and incorrect and have the other students vote: good or bad citizens.
5. Ask students what good deeds they do and connect those to the citizenship traits; have them draw themselves doing these things.

Problem Solving
6. Display courtesy and respect for others in group settings including:
Staying on the topic.
Focusing the attention on the speaker.

 Lego Block Center. http://www.atozteacherstuff.com/pages/351.shtml
 Respect Activities http://teacherlink.ed.usu.edu/tlresources/units/byrnesf2000/SteHay/activities.html
 An Apple A Day http://www.teachersnetwork.org/NTNY/lessonplans/tattan3.htm
 Short Activities http://www.teachervision.fen.com/social-studies/printable/29323.html
 Social Studies through Books http://rec.ohiorc.org/social_studies.aspx?section=topics&subsection=151

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Explain to students the community helpers deserve respect and courtesy. Have a community helper come into speak. Make sure students show respect and focus in the speaker.
Have students write a story about a community helper and what he/she does. Emphasis that the students need to stay on topic.
Read a book to students on community helpers. Remind students to pay attention to the speaker and listen to the book. Have students answer questions about the book.

4. Talk to students about what respect means. Have students write a story about how a student can respect a community helper.
5. Take students on a field trip around the community. Remind students to be respectful and courteous. Ask them to focus on the speaker and pay attention. Ask them questions about what they learned.