Driving Question: How can we, as students and young people, keep the past and knowledge of our elders alive?
- 2.1.2 Explain changes in daily life in the community over time using maps,
- photographs, news stories, Web sites or video images.
- 2.1.4 Identify and describe community celebrations, symbols and traditions and explain why they are important.
- 2.1.5 Develop a simple timeline of important events in the history of the school and/or community.
- 2.1.7 Read about and summarize historical community events using libraries and a variety of information resources.
- C.C. 2.W. 3 Write Narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure
- C.C. 2.R.L. 5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
21st Century Skill: Communication and Collaboration
Project Overview: Inquiry/Need to Know: Students will be able to recognize that stories from our past need a place in our lives. They will explore narratives that are written and spoken orally. They will interview an elder and retell this information in narratives through different forms of media. Students will be challenged by my grandmother (see video) to help keep stories alive like a story close to her heart. She retells a story of a tornado that went through her town when she was 10. Now, not many people put that tornado in the top new stories about past tornadoes.
Authentic Audience: Grandparents and Elders in our lives
Ending Result: Grandparents’ Day – students share narratives that retell a time in their elders past. Check ours out! My students created these retold stories from interviews with elders. https://voicethread.com/share/3647060/