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Grade level: KINDERGARTEN

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Social Studies Standard:
K.6 Students understand that history relates to events, people, and places of other times.
Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).

Discipline: History
Skills: Students will distinguish time
Concept: Time long ago and time today

Overall, students will make historical connections between the world today and the world long ago, before they were even born. They will be able to understand that history is related to their present by showing them different aspects of life such as: transportation and entertainment, cooking and chores, and homes long ago. In comparison, they will also discuss transportation and entertainment today, cooking and chores children do today, and what homes look like today.

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This unit is important because it allows young children to investigate how many things around us have changed over the years. They will understand that many things have evolved and technology has expanded. Also, they will learn that their parents and even people from long ago, before they themselves were even born, lived life differently than we do today. They will learn about different cultures and forms of life. For example, they will learn about groups of people from the Colonial times who had to hunt and gather food to eat, cooked over fires, and milked animals for food production.

Students will be learning and comparing a variety of meaningful, everyday necessities from long ago and today such as food preparation, clothing, toys, technology, and chores.

Overarching question: What do we know about life long ago?

Inquiry question: How is life long ago different than life today?

Supporting questions:
How have homes changed over the years

How has food production changed over the years?

What kind of chores do children do today?

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Writing:
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I'm going to incorporate writing into my inquiry portion of the unit plan when students write about the chores they do today.

Literature:
CCSS.ELA-LITERACY.RI.K.10
Actively engage in group reading activities with purpose and understanding.

I'm incorporating a literature standard because I will be reading books to the children.

VAPA:
3.0 HISTORICAL AND CULTURAL CONTEXT

Understanding the Historical Contributions and Cultural Dimensions of Dance

Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

3.1 Name and play children’s dance games from countries around the world.

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Culturally Diverse Perspectives and Culturally Responsive Pedagogy

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Culturally Diverse Perspectives and Culturally Responsive Pedagogy

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Long ago and today are in themselves two different diverse cultures. Kindergarten students will learn about culture in years before and culture today. They will be looking at different clothing and hairstyles through photographs of people that lived a long, long time ago and also familiar faces they know today. They have one activity in this unit that teaches them about food production in America long ago when stoves and ovens didn't exist. They will get to relate that to their families now and how we have microwaves, ovens, and grocery stores.

Some examples of cultural diversity from long ago and today that will depicted:

Food production:
Long ago: Families harvested their own vegetables, chopped and gathered their own wood to cook, fed and milked animals, and churned their own butter.
Today: Families can go to the grocery store and have stoves and ovens.

Chores:
Long ago: children swept, fed animals, milked animals, cut and bundled hay, and harvested food.
Today: Children help do their beds, pick up their toys, and help do the dishes.

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The expected student outcome is that students will leave with a knowledge of life long ago, but also know what life today looks like and the difference between the two.
What will the students be able to do at the conclusion of instruction?  What will be the evidence of  student learning?
At the end of instruction, students will be able to determine:
-what entertainment and transportation looked like in the past and today
-what food production and chores for children looked like long ago, and what it looks like today

Forms of assessments: (3) informal assessment, formal assessment, and self-assessment.

Informal assessment: Teacher will listen to children talk amongst their think-pair-share partners during activity #2 to observe and take notes when they are answering the question, “Do you think that people had lights in their homes much like we do today in our apartments and houses?".

Formal assessment: The students will be writing one sentence and drawing a picture based on a specific chore from long ago. All students will be assessed using a rubric. This will be the formal assessment portion for this unit.

Self-assessment: Students will reflect at the end of our culminating activity. Students will self-reflect and assess if they have understood how life long ago was different from today.

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To culminate the unit, students will be churning butter.

Students will be told that butter is a special treat today. People loved butter long ago, too! Where did they get butter from long ago? People long ago had to churn their own butter
-People long ago had to churn their own butter using the milk from a cow. Today, the class will churn their own butter, just like they did long ago!
-Supplies and ingredients:
•2 jars with screw-on lids •heavy whipping cream •salt
-To make butter, people long ago would stir the cream that they got after milking a cow. They used a tall barrel with a long wooden spoon to churn the butter. Since we don’t have an old fashioned butter churn, students are going to shake and stir the cream for a long time.

-To culminate, teacher and students will create a flow chart together.
-In the flow chart, we will chart the process of making butter beginning long ago, where they needed a tall barrel and a long wooden spoon, to today where we can make butter with jars and ingredients bought at the grocery store.
-Students will self-assess and reflect and ask themselves if they understand how things (i.e. churning butter) was different long ago from today.