ALEX Classroom Resource

  

Storytelling in the Social Studies Classroom

  Classroom Resource Information  

Title:

 Storytelling in the Social Studies Classroom

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/storytelling-social-studies-classroom-928.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

In this unit, students tell their own stories and explore the stories of other Americans. Hearing and telling these stories helps students realize that social studies is not simply the study of history, but an exploration of real people and their lives. Students begin by telling stories about their personal experiences. They then explore the character traits that promote democratic ideals and tell stories about family members who exemplify these traits. Finally, they conduct research and share stories about famous Americans. Practiced skills include reading, researching, visually representing, writing, and presenting.

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 3
Geographic and Historical Studies: People, Places, and Regions
12 ) Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem.

Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies.
  • Describe national celebrations, including their significance and democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Teacher Vocabulary:
  • historic figures (male and female)
  • celebrations
  • exemplify
  • democratic values
  • recognize
  • founding fathers
  • significance
  • national holidays
  • American symbols
  • monuments
Knowledge:
Students know:
  • Fundamental democratic values including equality, justice, and responsibility for the common good.
  • The names and significance of national historic figures, both male and female.
  • The significance of national holidays and the relationship of each to democratic values.
  • The history and significance of American symbols and monuments.
  • Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument
Skills:
Students are able to:
  • Identify national historic figures and celebrations.
  • Identify the ways historic figures and celebrations exemplify fundamental democratic values.
  • Recognize our country's founding fathers and other historic male figures.
  • Recognize historic female figures.
  • Describe national holidays, including the significance of each and the democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Understanding:
Students understand that:
  • There is an importance and impact of national historic figures and celebrations.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.3.12- Identify representations of American values and beliefs, including the Statue of Liberty, the United States flag, and the national anthem.
Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
  • Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama.
  • Describe the impact of important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • Summarize the significance of key events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
  • Interpret the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954.
  • Will identify the purpose and goals of education in American society and explain why African Americans chose to challenge segregated education in their quest for equality.
Teacher Vocabulary:
  • analyze
  • interpret
  • discrimination
  • prejudice
  • protest (violent and non-violent)
  • boycott
  • sit-in
  • segregation
  • integration
  • Jim Crow
  • suffrage
  • rights
  • NAACP
Knowledge:
Students know:
  • Many of the key leaders that were vital to the modern Civil Rights movement including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • How the Montgomery Bus Boycott and other forms of protest impacted Alabama's economy.
  • How the many forms of non-violent protests were used to help African Americans in Alabama gain equality including the Montgomery Bus Boycott, the Selma-to-Montgomery March, and children's marches.
  • African Americans in Alabama were often the victims of violence while trying to gain equality (Sixteenth Street Church bombing, Freedom Riders bus bombing).
Skills:
Students are able to:
  • Recognize important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • Describe events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
  • Interpret primary sources such as the Civil Rights Act of 1964, the Voting Rights Act of 1965, Brown versus Board of Education Supreme Court case of 1954, and Letters from the Birmingham Jail.
  • Use vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.
Understanding:
Students understand that:
  • Many individuals and events had a social, political, and economic impact on the people of Alabama during the modern Civil Rights Movement. There were many benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown v. Board (1954).
  • The doctrine of separate but equal called for specific things.
  • These events also had a significant impact on the nation.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.4.14- Identify the purpose of the Civil Rights Movement; recognize important issues, leaders, and results of the movement.
SS.AAS.4.14a -Identify vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.
Social Studies
SS2010 (2010)
Grade: 5
United States Studies: Beginnings to the Industrial Revolution
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
•  Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Identify and explain the causes of the Civil War, including issues of states' rights, conflicts regarding slavery, important events, regional differences, and social, economic, and political conditions.
  • Describe Alabama's role in the Civil War.
Teacher Vocabulary:
  • Civil War
  • Missouri Compromise
  • insurrection
  • opposition
  • rebellion
  • personalities
  • political conditions
  • confederacy
  • secession
Knowledge:
Students know:
  • Causes of the Civil War, including issues of states' rights and slavery.
  • The importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860.
  • Key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler.
  • Social, economic, and political conditions that affected citizens during the Civil War.
  • Alabama's role in the Civil War (Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession).
Skills:
Students are able to:
  • Locate key places and events on a physical and political map.
  • Identify and analyze the causes of political conflict Identify key people and explain their role throughout the Civil War.
  • Describe and draw conclusions about the war affected the citizens of the United States.
  • Interpret and define the role of Alabama in the Civil War.
Understanding:
Students understand that:
  • There were many factors that led to the Civil War.
  • Key people and ordinary citizens contributed to and were impacted by the Civil War.
  • Alabama responded to, participated in, and was impacted by the Civil War.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.11 Define civil war; recognize one or more key figures of the Civil War, including Abraham Lincoln and Jefferson Davis; label a map of the United States with Southern and Northern states involved in the Civil War.
SS.AAS.5.11a - Identifying Alabama's role in the Civil War. Example: Montgomery was the first Confederate capitol.
English Language Arts
ELA2021 (2021)
Grade: 3
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
  • Background knowledge
  • Vocabulary
  • Discussion
Knowledge:
R3. Students know:
  • Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary.
Skills:
R3. Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.
Understanding:
R3. Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts
ELA2021 (2021)
Grade: 3
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Teacher Vocabulary:
18.
  • Demonstrate
  • Content knowledge
  • Independent reading
  • Informational text
  • Literary text
  • Content-specific discussions
Knowledge:
18. Students know:
  • Content knowledge is information learned about a specific subject.
  • Content knowledge can be learned by independently reading text.
  • Informational text is nonfiction text, and literary text is fictional.
  • Active listening skills.
  • Writing skills.
Skills:
18. Students are able to:
  • Build content knowledge from independently reading informational or literary text.
  • Use content knowledge learned from independent reading in content-specific discussions with peers.
  • Use content knowledge learned from independent reading in writing.
Understanding:
18. Students understand that:
  • Content-specific discussions with peers can demonstrate the content knowledge they learned through independent reading.
  • They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts
ELA2021 (2021)
Grade: 3
39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.
Unpacked Content
Teacher Vocabulary:
39.
  • Gather
  • Evaluate
  • Information
  • Topic
  • Sources
  • Digital sources
  • Utilize
  • Project
  • Report
  • Presentation
39a.
  • Avoid
  • Plagiarism
  • Utilize
  • Digital sources
  • Ethically
Knowledge:
39. Students know:
  • Information can be gathered from print or digital sources.
  • Strategies to gather and evaluate information.
  • Relevant information about a topic should be added to a project, report, or presentation.
39a.
  • Plagiarism is presenting someone else's words or ideas as their own without crediting the source.
Skills:
39. Students are able to:
  • Gather information about a topic from a variety of print and digital sources.
  • Evaluate the relevance of the information to the topic.
  • Use information to create a project, report, or presentation.
39a.
  • Use their own ideas and words in writing and/or presenting information.
  • Behave ethically when using digital sources by appropriately crediting original creators.
Understanding:
39. Students understand that:
  • The first step in creating a project, report, or presentation is gathering and evaluating information from a variety of sources.
39a.
  • Plagiarism is using someone else's ideas and/or words without giving credit, and it should be avoided both in written and digital work.
English Language Arts
ELA2021 (2021)
Grade: 4
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
Unpacked Content
Teacher Vocabulary:
32.
  • Respond
  • Writing
  • Literature
  • Informational texts
  • Stories
  • Dramas
  • Poetry
  • Cross-curricular texts
  • Independently
  • With support
  • Grade-level proficiency
Knowledge:
32. Students know:
  • Responding to text in a written format demonstrates comprehension of the text.
Skills:
32. Students are able to:
  • Independently and with support, create grade-appropriate written responses after reading literature and informational text.
Understanding:
32. Students understand that:
  • To respond in writing to literature and informational texts, they must read critically, have a deep understanding of the text's content, and use appropriate writing skills.
English Language Arts
ELA2021 (2021)
Grade: 5
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
Unpacked Content
Teacher Vocabulary:
16.
  • Comprehension
  • Literary text
  • Informational text
  • Discussing
  • Writing
  • Response
Knowledge:
16. Students know:
  • Comprehension of text can be demonstrated by referring to the text in discussions or written responses.
  • Informational text is nonfiction text, and literary text is fictional.
Skills:
16. Students are able to:
  • Demonstrate understanding of varied literary and informational text by referring to the text in discussions.
  • Demonstrate understanding of varied literary and informational text by referring to the text in written responses.
Understanding:
16. Students understand that:
  • They can show that they understood a wide variety of literary and informational text by discussing or writing about specific content from the text.
English Language Arts
ELA2021 (2021)
Grade: 5
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Unpacked Content
Teacher Vocabulary:
32.
  • Literature
  • Informational text
  • Stories
  • Dramas
  • Poetry
  • Cross-curricular texts
  • Independently
  • Proficiency
Knowledge:
32. Students know:
  • Responding to text in a written format demonstrates comprehension of the text.
Skills:
32. Students are able to:
  • Independently create grade-appropriate written responses after reading literature and informational text.
Understanding:
32. Students understand that:
  • To respond in writing to literature and informational texts, they must read critically, have a deep understanding of the text's content, and use appropriate writing skills.
English Language Arts
ELA2021 (2021)
Grade: 5
37. Write about research findings independently over short and/or extended periods of time.
Unpacked Content
Teacher Vocabulary:
37.
  • Research findings
  • Independently
  • Short periods of time
  • Extended periods of time
Knowledge:
37. Students know:
  • Researching a topic begins by finding information from multiple sources.
  • Independent writing skills.
Skills:
37. Students are able to:
  • Find information on a particular topic from a variety of research sources.
  • Independently write about research findings over short and extended periods of time.
Understanding:
37. Students understand that:
  • They can share information they have learned about a topic through writing.
  • Some writing projects will last a short time, while others may take longer to complete.
Tags: Americans, Bio Cube, character traits, cube creator, Doodle Splash, personal experiences, presenting, reading, researching, social studies, visually representing, writing
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Author: Cassie Raulston
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