Part 1: Social Studies Unit Plan
For this benchmark, you will plan a weeklong unit using the “Social Studies Unit Plan.” The unit plan should include social studies integrated with the visual arts and require students to research a country of their choice. You may adapt any previous assignments and lesson plans in the creation of this mini-unit plan, as long as the lessons form a planned cohesive unit. The unit plan will focus on government and economics of the selected country, U.S. and world history (comparing the selected country to the U.S), and geography and social studies of the selected country.
Use the “Class Profile” for background information on your students in order to differentiate to meet the diverse needs of students.
Design the unit plan so that it:
Develops students’ abilities to make informed decisions in a culturally diverse democratic society and interdependent world.
Integrates visual arts to promote communication, inquiry, and engagement.
Incorporates responsible use of media, digital tools, and resources, including:
- Virtual pen pal options with students from the selected country.
- Safety measures for using the Internet in the classroom.
- Research of performance and visual arts of the selected country.
- How students can communicate and collaborate with students of other cultures.
Part 2: Rationale
Along with the unit, submit a 250-500 word rationale that explains the reasoning behind your instructional strategies and choices. Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Program competencies and national standards assessed in the benchmark assignment:
1.4 Promote responsible student use of active technologies to collaborate in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. [ACEI 1.0; InTASC 3(b), 3(g), 3(h), 3(m), 3(n), 3(o); ISTE-T 4a, 4c; MC1, MC4, MC5]
2.4: Use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. [ACEI 2.4; InTASC 4(b), 4(m), 4(o), 4(p) 5(g); MC2, MC5]
2.5: Use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students. [ACEI 2.5; InTASC 5(e), 5(n), 8(h), 8(m), 8(q); MC1, MC2]