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 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 Frameworks:
HIST 1.1 Compare life in the past to life in the present.
HIST 1.4 Identify different kinds of historical sources.
HIST 1.5 Explain how historical sources can be used to study the past.
CIV 1.2 Explain how all people, not just official leaders, play an important role in a community.
CIV 1.9 Describe how people have tried to improve their communities over time.
ECO 1.3 Describe the goods and services that people in the local community produce and those that are produced in other communities.
ECO 1.4 Explain how people earn income.
HIST 2.2 Compare life in the past to life today.
HIST 2.6 Identify different kinds of historical sources.
HIST 2.7 Explain how historical sources can be used to study the past.
CIV 2.7 Describe how people have tried to improve their communities over time.
ECO 2.3 Describe the goods and services that people in the local community produce and those that are produced in other communities.
HIST 3.2 Compare life in specific historical time periods to life today.
HIST 3.6 Summarize how different kinds of historical sources are used to explain events in the past.
HIST 3.7 Compare information provided by different historical sources about the past.
CIV 3.2 Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.