Unit Design
For
Second Grade
Community:
A Change Over Time
Developed by
Cheryl Sondey
UBD Unit Design Worksheet / Saginaw Valley State University
Understanding by Design
Unit Design Worksheet
Unit Title: How Do Communities Change?
Topic: Change/Time
Subject/Course: Social Studies
Grade: 2
Staff Name: Cheryl Sondey
Stage 1 - Desired Results
Established Goals - GLCEs:
1. (H2.0.1) Demonstrate chronological thinking by distinguishing among years and decades using a timeline
of local community events, residents, artifacts, photographs).
2. (H2.0.2) Explain why descriptions of the same event in the local community can be different.
3. (H2.0.3) Use an example to describe the role of the individual in creating history.
4. (H2.0.4) Describe changes in the local community over time (e.g., types of businesses, architecture and
landscape, jobs, transportation, population).
5. (H2.0.5) Identify a problem in a community’s past and describe how it was resolved.
6. (H2.0.6) Construct a historical narrative about the history of the local community from a variety of
sources (e.g., data gathered from local residents, artifacts, photographs).
Integrated Common Core Informational Text Standards:
RI 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RI 2. Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the
text.
RI 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
RI 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI 5. Know and use various text features, e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons, etc., to locate key facts or information in a text efficiently.
RI 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI 7. Explain how specific images contribute to and clarify a text.
RI 8. Describe how reasons support specific points the author makes in a text.
RI 9. Compare and contrast the most important points presented by two texts on the same topic.
RI 10. By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades
UBD Unit Design Worksheet / Saginaw Valley State University
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Understandings:
Students will understand that
Essential Questions:
1. communities can be distinguished by years and
decades using a timeline.
1. How does it relate to other events or issues in the
past, in the present, or in the future? What is its
significance?
2. descriptions of the same event in the local
community can be different.
1. When did it happen?
3. individuals play a role in creating history.
2. What happened?
4. changes in a local community happen over time.
3. How have people in the past affected our
community?
5. problems happen in communities and can be
resolved.
6. historical narratives can be written about a local
community using a variety of sources.
3. Who was involved?
4. How has our community changed over time?
5. What is a problem our community has faced in
the past and how was it solved?
5. How and why did it happen?
6. Why do we read and write historical narratives?
Students will know...
Students will be able to...
1. that communities can be distinguished by years
and decades.
1. distinguish among years and decades using a
timeline of local community events.
2. that descriptions of the same event in descriptions
of the same event in the local community can be
different.
1. demonstrate chronological thinking.
3. individuals create history.
3. use an example to describe the role of the
individual in creating history.
4. that communities change over time.
5. that communities resolve problems.
6. historical narratives can be written about local
communities using sources.
2. explain why descriptions of the same event in the
local community can be different.
4. identify a problem in a community’s past and
describe how it was resolved.
4. describe changes in the local community over
time.
6. construct a historical narrative about the history
of the local community.
RI1. ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
RI2. identify the main topic of a multiparagraph text
as well as the focus of specific paragraphs within the
text.
RI3. describe the connection between a series of
UBD Unit Design Worksheet / Saginaw Valley State University
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historical events, scientific ideas or concepts, or steps
in technical procedures in a text.
RI4. determine the meaning of words and phrases in
a text relevant to a grade 2 topic or subject area.
RI5. know and use various text features, e.g.,
captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons, etc., to locate key facts or
information in a text efficiently.
RI6. identify the main purpose of a text, including
what the author wants to answer, explain, or
describe.
RI7. explain how specific images contribute to and
clarify a text.
RI8. describe how reasons support specific points the
author makes in a text.
RI9. compare and contrast the most important points
presented by two texts on the same topic.
RI10. by the end of the year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, in the grades 2-3
complexity band proficiently, with scaffolding as
needed at the high end of the range.
Unit Enduring Understanding:
Unit Question:
Students will understand that communities change
over time and that individuals play a key role in
creating the history of a community.
How do communities change over time?
Stage 2 - Assessment Evidence
Performance Tasks:
Goal: Student will write a historical narrative of the city of Pontiac using information gathered from an
interview of an older person in the community and information gathered from books and internet. They must
use information from each section of their interview list. Student will present their findings to the class in an
oral report and use such items as pictures for a visual aid.
Role: Student is an interviewer/writer. They must use their knowledge of local history and information
gathered to construct a historical narrative.
Audience: Teacher and class.
Situation: Student will be given a list of interview topics about the history of the community that they can
discuss with an older person of their choice from the community. Student will be given time to locate
UBD Unit Design Worksheet / Saginaw Valley State University
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information and pictures about the community history using books and the internet. Using information
gathered, student must write at least one page describing the local community and its history. Students may
use pictures, make a poster, or a drawing to go along with the historical narrative as a visual aid. Students
will present their historical narrative to the class. Materials used could be but not limited to: construction
paper, poster board, cardboard, pictures, writing paper, notebook, etc.
Product: Student will construct a historical narrative about the history of the city of Pontiac and present
findings to the class in an oral report with visual aids.
Standards and Criteria for Success: Students will be graded on being able to include information from each
of their interview topics, and use of a visual aid in their historical narrative successfully. Students will be
graded on being able to present the information they found to the class in an oral report with a visual.
Key Criteria:
Category
Historical Narrative
1
2
Student was unable to use
topics from their interview and
research in their historical
narrative.
Student used only some of the
topics from their interview and
research in their historical
narrative.
1
2
3
Student was able to present
their oral report of their
historical narrative to the class
with only 1 prompt.
Student was able to produce a
visual aid, but with very little
creativity.
Student was able to accurately
present their historical
narrative in an oral report with
visual aids to the class.
Student was able to make and
use a visual aid in their oral
report.
Category
Oral Report
Visual Aid
Student required extensive
help and prompts (3 or more)
in presenting their historical
narrative to the class.
A visual aid could not be
produced.
3
Student correctly used topics
from their interview and
research in their historical
narrative.
Other Evidence: Websites, reviews, KWL, Observations, worksheets, Drawings, making timelines, Unit
Test, Partner Work, research, chapter questions, chapter vocabulary, scholastic news and textbook reading,
graphic organizers.
BEFORE
DURING
AFTER
Brainstorm- What do you think it
was like a long time ago in
Pontiac?
KWL Charts – Students will
complete what they know and
want to know about the history
Pontiac on the chart.
Chapter Reading- Students will
read “Past, Present and Future”
chapter in social studies text.
Brainstorm – How is Pontiac
different today than in the past?
Graphic Organizers
Worksheets
Explore Websites
Level A, B & C Activities
Partner Work – Students will
work together while making
timelines.
Vocabulary – daily vocabulary
UBD Unit Design Worksheet / Saginaw Valley State University
KWL Chart- Students will
complete what they have learned
about the history of Pontiac on the
chart.
Unit Test- true/false, multiple
choice and short answer questions
over past, present and future
concepts.
Project – Completion of
Historical Narrative and Oral
Report.
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review, students will also add
several vocabulary words to their
vocabulary binders.
Research – Students will do
research for their final project.
Chapter Questions
Scholastic News/Textbook
Readings
Video: Discovery Education Then
and Now
Student Self-Assessment and Reflection:
Using a What I Knew Then and What I Know Now writing/drawing paper, students will draw and write as
much as possible about how much they knew about the history of the city of Pontiac before we started our
community history unit. Students will then draw a picture and write as much as possible about how much
they know about the history of the city of Pontiac now that we have finished our community history unit.
Stage 3 - Learning Plan
Differentiated Instruction:
C Level: #1 - 4 are required for a total of 70 pts. Choose from the following activities to total 60 pts.
1. Pontiac Past and Present Photo Comparison (20 pts.)
2. Chapter vocabulary and questions. (25 pts.)
3. Make vocabulary cards. (15 pts.)
4. Add 10 words to vocabulary binder. (10 pts.)
5. Read Scholastic News. (5 pts.)
6. Draw pictures describing life in the past. (5 pts.)
7. Categorize technology, historical figures, and events on a timeline file folder. (10 pts.)
8. Make a timeline of technology showing past, present and future using pictures drawn
or from magazines. (10 pts.)
9. Write a paragraph comparing life today with life in the past. (10 pts.)
10. Compare/Contrast past and present life using a graphic organizer. (10 pts.)
11. Watch Then and Now Discovery Education Video and discuss. (10 pts.)
12. Compare the life of a pilgrim to your life. (10 pts.)
B Level: #1 is required for a total of 15 pts. Choose 2 of the following three to total 30 pts.
1. Make a personal timeline from your birth until second grade. (15 pts.)
2. Construct a community timeline from the past until present. (15 pts.)
3. Interview a senior from the community about their past compared to now. (15 pts.)
4. Write a summary of the biography of a historical figure. (15 pts.)
A Level: Complete both for a total of 60 pts.
l. Write a historical narrative of the city of Pontiac using information gathered from an interview of an
older person in the community and information gathered from books and internet. You must use
information from each section of your interview list. (40 pts.)
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2.
Present your findings to the class in an oral report and use such items as pictures for a visual aid. (20 pts.)
Learning Activities: (consider the WHERE TO elements)
W: Where are we going? Why? What is expected?
Throughout this unit, students will discover many applications of history and how it has affected our
lives today through differentiated activities and a unit end project. Students will gain knowledge of how
communities have changed over time. Given information about and having in mind that a final project
will be constructed using knowledge gained in this unit, students will know what is expected.
H: How will we hook/hold student interest?
To equip students for expected performances, students will be provided with daily activities which
incorporate various learning styles, interesting videos, books, and activities tailored to meet their needs
and interests.
E: How will we equip students for expected performances?
Through direct instruction, leveled activities, and real life applications, the students will have the
opportunity to apply some of the basic skills they learned from these activities, and also demonstrate
their ability to rethink and reflect on what they already know and use this knowledge to solve a new
problem presented.
R: How will we help students rethink and revise?
A variety of activities give students the opportunity to apply some of the basic skills they learned.
Through teacher feedback, discussion, and monitoring assessments, students will be able to reflect on
what they have learned. They will apply this knowledge to solve new problems presented.
E: How will students self-evaluate and reflect on their thinking?
Activities will be engaging and hands on to hold student interest throughout the unit. A reflection time
will be given to students before and after the unit giving students time to reflect on what they already
know and then what they have learned. The final project will be an opportunity for students to show
what they have learned and a great way to culminate the unit.
T: How will we tailor learning to varied needs, interests, styles:
The use of movement, activities, cooperative learning, technology and opportunities by the teacher to
use higher level questioning.
O: How will we organize and sequence the learning?
The use of leveled tiers of projects to be completed in each step. (Level C, Level B, Level A)
UBD Unit Design Worksheet / Saginaw Valley State University
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Essential Vocabulary
Century: a period of 100 years
Change: to transform or convert
Chronological Thinking: arranged in the order of time
Community: a social group of any size whose members reside in a specific locality, share government, and
often have a common cultural and historical heritage
Construct- an image, idea, or theory, especially a complex one formed from a number of simpler elements
Decade: a period of 10 years
Event: something that happens or is regarded as happening; an occurrence, especially one of some
importance
Future: time that is to be or come hereafter
Historian: an expert in history
Historical: of, pertaining to, treating, or characteristic of history or past events
Historical Narrative: A story of a historical event
History: the record of past events and times
Individual: a person
Informational Text: factual information on a specific topic or event
Interview: a meeting or conversation in which a writer or reporter asks questions of one or more persons
from whom material is sought for a newspaper story, television etc.
Local: pertaining to a city, town, or small district rather than an entire state or country
Narrative: a story or account of events, experiences, or the like, whether true or fictitious
Past: gone by just before the present time
Point Of View: an opinion, attitude, or judgment
Present: being, existing, or occurring at this time or now; current
Problem: any question or matter involving doubt, uncertainty, or difficulty.
Relationships: a connection, association, or involvement
Resolve: to come to a definite or earnest decision about
Role: proper or customary function
Timeline: a linear representation of important events in the order in which they occurred.
Year: a period of 365 days divided into 12 calendar months
UBD Unit Design Worksheet / Saginaw Valley State University
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Sequencing the Learning
Monday
Tuesday
Wednesday
Reading in social
studies text.
Read Scholastic
News
Complete chapter
questions.
Work on unit
vocabulary.
Make timeline of
technology
changes.
Watch Discovery
Education Video:
“Then and Now”
Completion of
KWL Chart.
Level C Activities
150 points by
Friday
Monday
Categorize
technology on a
timeline file folder.
Level C Activities
150 points by
Friday
Level C Activities
150 points by
Friday
Tuesday
Wednesday
Thursday
Photo Comparison
Friday
Compare pilgrim
life to our life.
Draw pictures of
life in the past.
Quiz
Compare/Contrast
past and present
life Graphic
Organizer
Write paragraph
comparing life
today with life of
the past.
Level C Activities
150 points by
Friday
Level C Activities
150 points by
Friday
Thursday
Friday
Level B Activities
45 Points by
Friday.
Level B Activities
45 Points by
Friday.
Level B Activities
45 Points by
Friday.
Level B Activities
45 Points by
Friday.
Level B Activities
45 Points by
Today.
Make personal
timelines.
Make community
timelines.
Start interview.
Write summary of
the biography of a
historical figure.
Finish interviews
and timelines.
Monday
Tuesday
Wednesday
Thursday
Level A Activities
60 Points by Friday
Level A Activities
60 Points by Friday
Level A Activities
60 Points by Friday
Level A Activities
60 Points by Friday
Project Workday
Project Workday
Project Workday
Project Workday
UBD Unit Design Worksheet / Saginaw Valley State University
Friday
Unit Test
Historical Report
Due
Begin giving Oral
Reports
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