HISTORY Center Rotation 3 SUMMARY
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San Diego HISTORY Center - Rotation 3 – Grade 3 Focus: Social Studies/History Change Over Time – San Diego 100 Years Ago ALL WEEK: 1. Seating: The museum classroom has 6 tables that seat 4 students each. Monday morning will start smoothly if the classroom teacher divides the class into table groups ahead of time. 2. By the end of the week, students will be able to a. identify four local “history makers” and explain how each has contributed to San Diego history. b. explain “change over time” – how people, places and things can change with the development of new technology and available resources. 3. Every day, students will write sentences about vocabulary, concepts, and/or their experiences. 4. Rotation 3 will reinforce concepts from Rotations 1 and 2 such as: • Timeline/ chronological order • Slavery, segregation, and • Historians/ “History Detectives” equality • Eras of San Diego’s history • Migrate newcomers (focus on American era) immigrants • History Makers (those who have • Bilingualism contributed to San Diego, “then • Cultural and economic and now”) contributions to San Diego • Artifacts and natural resources • The roles and responsibilities of • Economies- local contributions children throughout San Diego’s by San Diegans history and their potential to • Governments (Kumeyaay, positively contribute to our city monarchies, democracies) *Group size and location are noted in parentheses. MONDAY: Mary Chase Walker Vocabulary/Concepts: chronological, contribution, equality, segregation, timeline, change over time, history, Mary Chase Walker, quill Students will: 1. watch a PowerPoint about change over time”; orally explain the concept. (whole class/classroom) 2. play games from 100 years ago; compare those games with games children play today. (small group/outside) 3. make a human timeline. (small group/outside) 4. write with a quill and ink in 19th century cursive. (small group/classroom) 5. “meet” and talk with Mary Chase Walker, San Diego’s first schoolteacher; orally recall who she was. (whole class/classroom) 6. compare Mary Chase Walker’s classroom to a present-day classroom; apply math skills to a timeline. (individual work/classroom) 7. make a timeline of important events in their lives; describe how they have changed over time. (written questions of the day/individual response) TUESDAY: Ah Quin Vocabulary/Concepts: bilingual, immigrant, merchant, oral history, primary source, Ah Quin, research library, mayor, Chinatown, culture, immigration, spoken story, the past, contribute, community Students will: 1. watch a PowerPoint about Ah Quin; “meet” and talk with Ah Quin in costume; use academic vocabulary to complete cloze sentences about him; orally explain why he became known as the “mayor of Chinatown.” (whole class/classroom) 2. look at and discuss primary sources about Ah Quion and other prominent San Diego history makers; identify and sort primary resources according to attribute. (small group/SDHC research library and SDHC gallery 2) 3. complete the writing for part one of their oral history project. (small group/classroom) 4. orally explain the benefits of being bilingual. 5. ask a family member to tell about an event from the past; write notes about this spoken story. (written questions of the day/individual/at home) WEDNESDAY: Kate Sessions Vocabulary/Concepts: biography, contribution, horticulturist, secondary source, Balboa Park, profession Students will: 1. watch a PowerPoint about Kate Sessions; “meet” Kate Sessions in costume; use academic vocabulary to complete cloze sentences about her; orally recall who Kate Sessions was. (whole class/classroom) 2. paint/decorate a small flower pot to take home. 3. plant flowers in their small pot; learn how to take care of them. (small group/ Conference room) 4. search for Kate Sessions’ flowers in Balboa Park (small group/outside) 5. differentiate between a primary source and a secondary source; identify primary and secondary sources in Balboa Park; classify examples. 6. describe the contributions of Kate Sessions and also how they could contribute to Balboa Park. (written questions of the day) THURSDAY: George Marston Vocabulary/Concepts: founder, philanthropist, contribution, citizen, community involvement, generosity, philanthropy, the Price Family, croquet, store owner, “working your way up” Students will: 1. watch a PowerPoint about George Marston; “meet” him in costume; use academic vocabulary to complete cloze sentences about him. (whole class/classroom) 2. tour Gallery 1. (small group/museum) 3. play croquet. (small group/outside in front of the Botanical Building) 4. write responses to questions about philanthropy and philanthropists. (question of the day) FRIDAY: Life 100 Years Ago and Oral Histories Vocabulary/Concepts: individuality, potential, contribute Students will: 1. experience life as children in San Diego would have lived 100 years ago. 2. match correct vocabulary words with a history maker. (small group) 3. make and eat biscuits and butter. (small group/whole class) 4. record their own oral histories. Teachers will take home a DVD recording. (small group) 5. play a “Jeopardy” review game (whole class/classroom) 6. orally explain the concept of change over time and provide examples. 7. identify birth years of SD history makers on a timeline. .