Kindergarten National Heroes

West Haven Public Schools

Unit Planning Organizer

Revised July 2011

Subject: Social Studies                

Grade: Kindergarten

Unit: National Heroes                

Pacing: Ongoing Throughout the Year

Essential Question:

Who are people that have done great things for our country and what have they done?

Big Idea:

Heroes are people who have done great things.

CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

Priority:

1.1.1    Identify national heroes (e.g. George Washington, Abraham Lincoln, Martin Luther King Jr.)

 

Supporting:

2.1: Understanding that information comes from a variety of sources.

2.3: Draw a picture to depict a historical event.

2.4: Participate in classroom discussions.

3.1: Show awareness that there are different sides/points of view of one event.

3.2: Show awareness that people have feelings.

 

 

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

 

Christopher Columbus discovered America.

 

The Pilgrims were the first people to live in America.

 

Dr. Martin Luther King helped Black and White People get along.

 

Abraham Lincoln: was an honest leader who worked and studied hard to become president.

 

George Washington: was the first president of the United States.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Identify national heroes throughout the year.

 

1

Assessments:

Recommended to do as a whole group activity. Not an individual assessment, more as exposure. Recommended to do as a building type of activity. Introduce each hero from Oct.-Feb. Each time a new hero is introduced, all previous heroes are reviewed. Directions for all 5 heroes are the same. Mastery is the exposure to National Heroes: Columbus, the Pilgrims, Dr. King, Lincoln & Washington.

Common Formative Pre- Assessment (Followed by Data Team Analysis):

1st PRE: Set up a picture of Columbus. Ask class if someone can point to Columbus. Ask class if someone can tell what great things he has done for our country. (Answer: Discovered America)

2nd PRE: Set up 2 pictures (Columbus & the Pilgrims). Ask class if someone can point to Columbus. Ask class if someone remembers what great things he has done for our country.

Ask class if someone can point to the picture of the Pilgrims. Ask class if someone knows what great thing they have done for our country. (Answer: First people to live in America)

3rd PRE: Set up 3 pictures (Columbus, the Pilgrims & Dr. King) Follow same procedure as above. (4th Answer Helped Black & White People to get along)

4th PRE: Set up 4 pictures, add Lincoln. Follow same procedure as above. (4th Answer: Was an honest leader who worked hard & studied to become president)

5th PRE: Set up 5 pictures, add Washington. Follow same procedure as above. (5th Answer: was the first president of the United States)

 

 

 

Common Formative Post- Assessment (Followed by Data Team Analysis):

Same procedure as PRE but this time the teacher does not say “point to Columbus” but will ask the class “who is this?” as the teacher points to each picture. Teacher then ask what great things they have done for our country.

On the PRE the teacher names the hero as a child points, but on the POST the teacher is asking the class the name of the hero for them to recall.

Remember this is a whole class exposure, not an individual assessment. If some child is not able to do this skill they will continue to be exposed to these concepts throughout their school years.

 

Instructional Planning

Suggested Resources/Materials:

Big and/or Small Books

Pictures of the heroes, either individual pictures or pictures within a book

Student created art activities

Samples of Art Work

 

 

 

 

 

 

 

 

Suggested Research-based Effective Instructional Strategies:

 

 

 

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections