Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Grade: 2nd
Unit Length (Number of class periods):
2 weeks - 10 lessons
Course: Social Studies
Unit Topic:
Unit 5, Past and Present
Lesson Length:
1 – 2 days
Required Technology:
Teacher computer connected to TV or projector
Mobile computer lab or Computer lab
Concept:
Lesson Topic:
Monuments and Landmarks
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HISTORY  Change
 Time
 Location and Place
*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.
Unit Understandings:
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There are many ways to measure time.
A community has a history.
Holidays help us remember our country's
(community's) history.
American's remember their heroes in many ways, i.e.
monuments/landmarks.
Austin Independent School District
Overarching question:
Why are timelines important to the study of history?
How do societies measure time?
What are landmarks and monuments and why are they significant
to a location or place?
Unit Questions(s):
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How has the concept of measuring and monitoring time developed
with technology?
How do monuments and landmarks represent significant
historical people, places and events?
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
TEKS/TAKS Questions:
2.1 History. The student understands the historical significance of landmarks and celebrations in the community, state and nation.
The student is expected to
(B) identify and explain the significance of various community, state, and national landmarks such as the county courthouse and state
and national capitol buildings.
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.
2.4 History. The student understands how historical figures and ordinary people helped to shape our community, state and nation.
The student is expected to
(A) identify contributions of historical figures such as Henrietta King and Thurgood Marshall who have influenced the community,
state and nation;
(B) identify historic figures such as Amelia Earhart and Robert Fulton who have exhibited a love of individualism and inventiveness;
(C) explain how local people and events have influenced local community history.
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
2.8 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.
Austin Independent School District
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
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;
(B) identify historic figures such as Florence Nightengale, Paul Revere, and Sojourner Truth who have exemplified good citizenship;
(C) identify ordinary people who exemplify good citizenship.
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.
(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: 3rd nine weeks, Social Studies IPG, About My Community textbook, Unit 5: Past & Present, Lessons 3 & 4, pages 236-241 &
244-249 (2 days of activities)
Concepts: Change, Time, Location and Place
Overarching questions: Why are timelines important to the study of history? How do societies measure time? What are landmarks and
monuments and why are they significant to a location or place?
Materials:
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AP & P CD-Rom, geo-tour, all parts of the city for "Scavenger Hunt" activity
AP & P CD-Rom, time-tour, any time period's biography sections for the "Create a Monument" activity
Photographs of the Texas state capitol as well as other state capitol buildings such as Louisiana and Hawaii to illustrate architectural
differences yet their similarities as landmarks.
chart paper
S.S textbook
paper or learning log for recording student work
drawing paper, poster or other art materials for the Create a Monument activity
*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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Displaying a photo of the state capitol, involve Ss in a class discussion asking...
What building is this?
Where is it?
Why is it important?
What do people do there?
Focus conversation on how this building is significant to our city and our state for many reasons.
Show photos of other state capitol buildings. Reiterate importance of these buildings as landmarks in their states.
Ss preview AP & P CD-Rom, geo-tour, downtown, click on "Capitol Complex" and view the slideshow "The Capitol" (7 slides) to learn
about the original capitol buildings as well as today's building.
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, Lesson 3, pages 236-241 and Lesson 4, pages 244-249.
Teacher leads class discussion defining and comparing landmarks vs. monument/memorials and determining why they are important.
Record definitions of each on chart paper.
Scavenger Hunt Activity: Ss use the AP & P CD-Rom to "hunt" for monuments/memorials AND landmarks. Ss will record each that
they find by name, by location (i.e. west Austin) and identify whether it is a monument/memorial or a landmark based on the
definitions previously provided.
Create a Monument Activity: Ss use the AP & P CD-Rom, time-tour, biography sections to research/learn about a significant Austinite
and create a memorial/monument in his/her honor.
The monument could meet the following criteria:
1. can be a building, statue or other large thing honoring this person
2. must include person's full name, date of birth and death
3. must have a description of the person's accomplishments and/or significance
Assessment(s):
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Completed Scavenger Hunt activity page.
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Completed Monument/Memorial activity.
Austin Independent School District
Social Studies Curriculum Department
June, 2006