Community Then and Now: A First Grade Exploration
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Community Then and Now: A First Grade Exploration

Grade 1Social Studies14 days
This first-grade project explores how the local community has transformed over time, fostering an understanding of its identity through historical inquiry. Students compare past and present aspects of their community using primary and secondary sources like interviews and photographs. The project culminates in portfolio activities such as creating a photo album, conducting interviews with long-time residents, and designing a community timeline to showcase significant changes.
Community HistoryPrimary SourcesHistorical InquiryCommunity ChangesPhoto ComparisonLocal History
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How has our community changed over time, and what can we learn from these changes about our community's identity?

Essential Questions

Supporting questions that break down major concepts.
  • How is our community the same as it was long ago?
  • How is our community different from the community long ago?
  • What can we learn about our community by studying the past?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to compare and contrast the past and present of their community.
  • Students will be able to identify changes and continuities in their community over time.
  • Students will be able to use primary and secondary sources to learn about the history of their community.

Entry Events

Events that will be used to introduce the project to students

Mystery Guest Interview

Invite a long-time resident to class for a live interview. The guest shares stories and photos from their childhood, highlighting differences between then and now. Students prepare questions beforehand, fostering active listening and historical inquiry.

Photo Comparison Challenge

Present pairs of photographs - one from the community's past and one from the present day (same location). Challenge students to identify the differences and similarities, prompting discussions about urban development, technology, and social changes.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Community Interview Project

Students interview long-time residents of the community to gather firsthand accounts of its history and changes.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Develop a list of interview questions about the community's past and present.
2. Identify and contact long-time residents to interview.
3. Conduct the interviews, taking detailed notes or recording the conversations (with permission).
4. Transcribe or summarize the interview responses.
5. Analyze the interview data to identify common themes and insights about the community's history.

Final Product

What students will submit as the final product of the activityA written report or presentation summarizing the findings from the community interviews, including key insights and quotes.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of using primary sources to learn about the history of their community. It aligns with the standard by helping students develop historical perspective through firsthand accounts and understand issues of continuity and change.
Activity 2

Then and Now Photo Album

Students compile a photo album comparing historical photos of the community with current photos of the same locations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather historical photos of the community from local archives or libraries.
2. Visit the locations in the historical photos and take current photos from the same perspective.
3. Print both the historical and current photos.
4. Arrange the photos in a photo album, pairing each historical photo with its modern counterpart.
5. Write captions for each pair of photos, describing the changes and continuities observed.

Final Product

What students will submit as the final product of the activityA photo album that visually compares the past and present of the community, highlighting changes and continuities.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of comparing and contrasting the past and present of their community and identifying changes and continuities over time. It aligns with the standard by using primary and secondary sources (photos) to develop historical perspective and understand continuity and change.
Activity 3

Community Timeline Creation

Students create a visual timeline showing significant changes in their community over time.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research historical events and developments in the community using primary and secondary sources.
2. Select key events or changes to feature on the timeline.
3. Create visual representations (drawings, photos, or illustrations) for each event.
4. Arrange the events chronologically on a large sheet of paper or digital platform.
5. Write brief descriptions for each event, explaining its significance.

Final Product

What students will submit as the final product of the activityA visually appealing timeline that showcases the community's history and significant changes.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of identifying changes and continuities in their community over time and using primary and secondary sources to learn about the history of their community. It aligns with the standard by helping students develop historical perspective and understand issues of continuity and change in the community.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Community History Portfolio Rubric

Category 1

Historical Inquiry

Demonstrates the ability to investigate the community's history using primary and secondary sources, formulating insightful questions, and gathering relevant information.
Criterion 1

Source Utilization

Effectively uses a variety of primary and secondary sources to gather information about the community's past and present.

Exemplary
4 Points

Consistently and effectively uses a wide range of primary and secondary sources to gather detailed and relevant information. Sources are critically evaluated for bias and reliability.

Proficient
3 Points

Uses a variety of primary and secondary sources to gather relevant information about the community's past and present. Sources are generally reliable.

Developing
2 Points

Uses some primary and secondary sources, but the information gathered is limited or not always relevant. Some sources may not be reliable.

Beginning
1 Points

Struggles to use primary and secondary sources to gather information. Relies heavily on one type of source or provides very little information.

Criterion 2

Question Formulation

Formulates thoughtful and relevant questions to guide historical inquiry.

Exemplary
4 Points

Formulates insightful and probing questions that demonstrate a deep curiosity and guide the inquiry effectively. Questions explore complex aspects of community history.

Proficient
3 Points

Formulates thoughtful and relevant questions that guide the inquiry process. Questions are focused and contribute to understanding community history.

Developing
2 Points

Formulates basic questions, but some may be irrelevant or lack depth. Questions provide limited guidance for the inquiry.

Beginning
1 Points

Struggles to formulate relevant questions or asks questions that are too broad and do not focus on community history.

Category 2

Analysis and Interpretation

Demonstrates the ability to analyze historical data, identify patterns of change and continuity, and draw meaningful conclusions about the community's history.
Criterion 1

Identification of Changes and Continuities

Accurately identifies and describes significant changes and continuities in the community over time.

Exemplary
4 Points

Identifies and describes changes and continuities with nuanced understanding, explaining the underlying causes and long-term effects. Demonstrates a sophisticated grasp of historical context.

Proficient
3 Points

Accurately identifies and describes several significant changes and continuities in the community, providing clear examples.

Developing
2 Points

Identifies some changes and continuities, but the descriptions are vague or incomplete. Struggles to provide specific examples.

Beginning
1 Points

Struggles to identify changes and continuities in the community or provides inaccurate information.

Criterion 2

Drawing Conclusions

Draws logical and well-supported conclusions about the community's history based on the evidence gathered.

Exemplary
4 Points

Draws insightful and original conclusions that are strongly supported by evidence. Conclusions demonstrate a deep understanding of the community's history and its significance.

Proficient
3 Points

Draws logical conclusions that are supported by the evidence gathered. Conclusions are clearly stated and relevant to the research questions.

Developing
2 Points

Draws some conclusions, but they are not always well-supported by the evidence or are somewhat vague.

Beginning
1 Points

Struggles to draw conclusions or provides conclusions that are not supported by the evidence.

Category 3

Presentation and Communication

Effectively presents the findings of the historical investigation in a clear, organized, and engaging manner.
Criterion 1

Organization and Clarity

Presents information in a logical and well-organized manner, making it easy to understand.

Exemplary
4 Points

Presents information in a highly organized and engaging manner. The presentation is exceptionally clear, concise, and easy to follow.

Proficient
3 Points

Presents information in a logical and organized manner. The presentation is clear and easy to understand.

Developing
2 Points

Presents information in a somewhat disorganized manner, making it difficult to follow at times. Clarity could be improved.

Beginning
1 Points

Presents information in a disorganized and confusing manner. The presentation is difficult to understand.

Criterion 2

Visual Appeal

The final product (report, photo album, timeline) is visually appealing and enhances understanding of the community's history.

Exemplary
4 Points

The final product is exceptionally visually appealing and effectively enhances the understanding of the community's history. Visual elements are creative and thoughtfully integrated.

Proficient
3 Points

The final product is visually appealing and enhances the understanding of the community's history. Visual elements are appropriate and well-presented.

Developing
2 Points

The final product has some visual appeal, but the visual elements could be improved to better enhance understanding.

Beginning
1 Points

The final product lacks visual appeal and does not enhance understanding of the community's history.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most surprising thing you learned about how our community has changed?

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Question 2

How has completing the Community Interview Project changed your perspective on the community?

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Question 3

What do you think is the most important thing to remember about our community's history?

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Question 4

To what extent do you feel you understand how the community has changed?

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