Format
1. The program begins with a discussion to activate students' prior knowledge of the concept of "communities" and to introduce the idea of work that is essential to communities,
2. Next, students use primary sources to "travel back in time" and investigate the different types of essential work done in communities over time.
3. Students then explore and "try out" five community work pathways through images, objects, and movement.
4. The program concludes with a review and time for questions and answers.
Objectives
Students will be able to:
1. Explore the reasons why people work and investigate the various types of work needed in communities today and in the past.
2. Compare and contrast community work from the past with related career pathways in today’s global society.
3. Enhance their awareness of career pathways needed by communities in the future.
Standards Alignment
National Standards
CCSS.ELA-LITERACY.1.RI.7 -- Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-LITERACY.1.SL.1 -- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.1.SL.2 -- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.1.SL.3 -- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
CCSS.ELA-LITERACY.2.RI.7 -- Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-LITERACY.2.SL.1 -- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.2.SL.2 -- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.2.SL.3 -- Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.3.RI.7 -- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.3.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.3.SL.2 -- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.3.SL.3 -- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
State Standards
Connecticut Elementary Social Studies Standards:
K.His.2.a Identify similarities and differences between the past and the present.
K.His.9.a Identify a variety of primary sources to explain how people lived in the past.
K.His.12.a Generate questions about a particular historical source as it related to a particular historical event or development in the community.
K.Eco.3.a Describe the skills and knowledge needed to do certain jobs in the community.
K.Eco.4.a Describe where goods and services in the community come from.
K.Eco.6.a Describe how people in the community earn income.
K.Civ.1.a Describe the roles and responsibilities of community leaders.
K.Civ.2.a Explain how all people, not just official leaders, contribute to the community.
K.Civ.6.a Describe how community members work together to accomplish tasks to make their community a better place.
1.His.3.a Generate questions about significant individuals or groups from the past in our community or nation.
1.His.9.a Identify different kinds of sources that tell about a community's history.
1.Eco.4.a Describe goods and services produced locally and in other communities.
1.Civ.14.a Explain how people have worked to improve their communities in the past and present.
1.Geo.6.a Describe cultural and environmental characteristics of a variety of diverse communities.
1.Geo.8.a Compare how urban, suburban, and rural communities use local and distant environments to meet their daily needs.
1.Geo.9.a Describe types of businesses and their connection to their physical environment.
2.His.4.a Compare needs of the community today to its needs in the past.
2.His.12.a Develop questions about a historical source as it pertains to a significant person, event, or development.
2.Eco.7.a Explain the costs of making goods within a community.
2.Eco.12.a Describe examples of goods and services the government provides.
2.Eco.13.a Describe the types of human and physical capital resources used by governments and businesses to respond to community needs.
2.Civ.6.a Describe how individuals and groups work interdependently to improve their community.
2.Geo.2.a Describe change over time in the local community using information from maps, graphs, and photographs.