Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Grade: 2nd grade
Total Unit Length (Number of class periods):
10 class periods
Course: Social Studies
Unit Topic:
About My Community, Unit 1: Living in a Community
Length of attached lesson:
1 - 2 class periods
Lesson Topic:
*NOTE: The Austin Past & Present CD-ROM utilized in
Changes over time
these activities can be set up on the classroom computers to
allow Ss exploration and learning time throughout the 2-week
unit as well as throughout the year. i.e. during "center time" and
not just during Social Studies.
Required Technology:
Teacher computer connected to TV or projector (for teacher access of AP&P CD-Rom while students observe)
Or
Mobile computer lab (so every student has access to the AP&P CD-Rom and can follow along with teacher instruction)
Concept:
Overarching question:
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Citizenship
Change
Cause and Effect
Location and Place
Time
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Unit Understandings:
 People in communities need to get along with one
another.
 People belong to many groups.
 People share places in the neighborhood.
 You are a citizen of your city, state and country.
 People and places change over time.
Austin Independent School District
How do humans organize into population groups called
communities?
How do societies change/evolve over time?
How are globes and maps used to define location and space?
How has the concept of measuring time changed over time?
Unit Questions(s):
 Why do people structure communities?
 Why do societies change?
 What characteristics make up major landforms and bodies of
water?
 Why is it important to know directions and locations of places on
a map?
 Why are timelines important to the study of history?
 How do societies measure time?
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
TEKS/TAKS Questions: (highlighted = TEKS for this lesson)
2.2 History. The student understands the concepts of time and chronology.
The student is expected to:
(A) describe the order of events by using designations of time periods such as ancient times, and modern times;
(B) use vocabulary related to chronology including past, present and future;
(C) create and interpret timelines
2.3 History. The student understands how various sources provide information about the past.
The student is expected to:
(A) name several sources of information about a given period or event;
(B) compare various interpretations of the same time period using evidence such as photographs and interviews.
2.5 Geography. The student uses simple geographic tools such as maps, globes, and photographs.
The student is expected to:
(A) use symbols, find locations, and determine directions on maps and globes;
(B) draw maps to show places or routes
2.6 Geography. The student understands the locations and characteristics of places and regions.
The student is expected to:
(B) locate the community, Texas, the United States, and selected countries on maps and globes;
(C) compare information from different sources about places and regions
2.8 Geography. The student understands how humans use and modify the physical environment.
The student is expected to:
(B) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development,
and mining coal.
2.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people.
The student is expected to:
(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good.
Austin Independent School District
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
2.16 Science, technology, and society. The student understands how science and technology have affected life, past and present.
The student is expected to:
(A) describe how science and technology have changed communication, transportation, and recreation.
2.17 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources
including electronic technology.
The student is expected to:
(A) obtain information about topic using a variety of oral sources such as conversations, interviews, and music;
(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software,
literature, reference sources, and artifacts;
(C) use various parts of a source, including the table of contents, glossary, and index as well as key word computer searches, to locate
information;
(D) sequence and categorize information;
(E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.
2.18 Social Studies Skills. The student communicates in written, oral and visual forms.
The student is expected to:
(A) express ideas orally based on knowledge and experiences;
(B) create written and visual materials such as stories, poems, maps, and graphic organizers to express ideas.
Austin Independent School District
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
When taught: 1st nine weeks, Social Studies IPG, About My Community textbook, Unit 1: Living In a Community, Lesson 5, pages 26-29
Concepts: Change, Cause and Effect, Time
Overarching questions: How do societies change and evolve over time? How has the concept of measuring time changed over time?
Materials:
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AP & P CD-Rom, time-tour, "Before Austin" (1st box on timeline)
chart paper
paper for T-charts
S.S. textbook
baby photos (one per student)
*NOTE: The Austin Past & Present CD-ROM utilized in these activities can be set up on the classroom computers to allow Ss exploration and
learning time throughout the 2-week unit as well as throughout the year. i.e. during "center time" and not just during Social Studies.
Preview:
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Students (and teacher) each bring in one baby picture for teacher to display on chart or bulletin board side by side with a current photo or
self-portrait.
As a class, students and teacher discuss the changes that have occurred over time as seen in the pictures. Teacher records student
observations on a "Then & Now" T-chart.
Focus discussion on the changes that have occurred over time.
Ss view AP& P CD-Rom, geo-tour, Zilker section, Austin's Attic to see buildings as they existed in the past and how they exist in the
present.
Austin Independent School District
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Student activities that support the TEKS/TAKS :
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After preview activity...
Read and discuss S.S. text pages 26-29. Complete another "Then & Now" T-chart observing the changes that have occurred over time as
seen in the two photos of Richmond, VA, pages 28 & 29.
Ss watch/listen to the AP & P CD-Rom, time-tour, "Before Austin" (1st box on timeline) as an introduction to a timeline of our city.
Teacher leads class discussion asking: "Were there any places/ landmarks/ buildings you recognized in this video?" Teacher could lists
on chart paper.
Ss watch/listen to the AP & P CD-Rom, time tour, "Modern Austin" (last box on timeline.)
Teacher leads class discussion asking: "Were there any places/ landmarks/ buildings, etc. you recognized in this video section?" List on
chart paper.
As an independent activity, teacher instructs Ss to work in groups of 4-5 to complete a "Then & Now" T-chart noting the changes that
have occurred in Austin over time.
Invite Ss to utilize the AP & P CD-Rom and explore the entire timeline. Ss may add more "changes" to their t-chart and/or just explore
events/changes that have occurred in our city.
Assessment(s):
Ss use finished T-charts to complete a teacher-made assessment activity page that could ask the following questions:
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How has Austin changed?
Name three specific examples of Austin's growth.
Why do you think Austin has grown to size it is today? What are some causes of this growth? What have been the effects?
What do you think Austin will be like in 5 years? 10 years? 100 years?
Austin Independent School District
Social Studies Curriculum Department
June, 2006