Building Our History Community

Overview

Students begin the Social Studies course by exploring what the subject includes, why studying the past matters, and how classroom expectations support learning. They will connect prior knowledge and personal interests to the essential question while practicing complete-sentence responses, discussion, and reflection.

Learning intentions

Students will be able to:

• Explain what Social Studies includes and why it matters.
• Connect the study of the past to the present and future.
• Identify and apply classroom expectations for respectful, responsible participation.
• Share an idea and ask a meaningful question about a historical figure.
• Describe conditions that help them learn successfully.

Success criteria

• I can explain at least two reasons people study history and Social Studies.
• I can describe one classroom expectation and how it supports learning.
• I can share a historical figure, explain my choice, and ask a relevant question.
• I can identify learning preferences, interests, goals, and supports that help me succeed.

Curriculum links

• Mississippi College- and Career-Readiness Social Studies Standard 7C.6: students build knowledge and skills connected to historical and civic understanding.
• Introduce a topic clearly and organize ideas into broader categories.
• Develop ideas with relevant facts, concrete details, and examples.
• Introduce claims, distinguish different viewpoints, and organize reasons logically.
• Integrate information from visual materials with discussion and written responses.

Lesson structure (45 minutes)

1. 0–5 min · Do Now and welcome. Teacher greets students at the door, displays the essential question, and opens with the opening question and course introduction slides. Students answer in complete sentences on the first-day Social Studies survey: “What do you think Social Studies is?” “What is one thing you remember learning last year?” and “What is one thing you hope to learn this year?”

2. 5–15 min · What is Social Studies? Teacher briefly explains that Social Studies examines history, geography, government, economics, and culture, using the slide deck’s visual overview; connect each area to a familiar example, such as maps, elections, trade, traditions, or historical change. Students listen, add one example to their worksheet, and turn to a partner to discuss the essential question: “Why is it important to study the past to better understand the present and future?”

3. 15–20 min · Classroom expectations. Teacher introduces and models four expectations—Be Respectful, Be Responsible, Be Engaged, and Be Prepared—and asks students to identify what each looks and sounds like during discussion, independent work, and transitions. Students record one specific behavior for each expectation on the worksheet and use a thumbs-up/sideways response to evaluate short classroom scenarios shown on the expectations scenario slides.

4. 20–30 min · Historical figure connection. Teacher models the activity by choosing one historical figure, giving a reason, and asking an open-ended question; then display the directions on the historical figure activity slides. Students write a historical figure they would like to meet, explain why, and compose one question they would ask. In pairs, students take turns sharing and asking a follow-up question. Invite two or three volunteers to share with the class.

5. 30–40 min · Learning profile and interests. Teacher distributes the first-day Social Studies survey and explains that responses will help plan relevant examples, discussion structures, and supports; clarify that students may leave any question blank or request a private conversation. Students complete the learning styles inventory and interest survey, including how they learn best, hobbies, goals, challenges, and what helps them succeed. Students who finish early write one connection between a personal interest and a possible Social Studies topic.

6. 40–45 min · Exit reflection and closing. Teacher revisits the essential question and displays the three-part exit prompt on the closing reflection slides. Students complete an index card: “One thing I learned today is ___.” “One expectation I will follow is ___.” “One thing I am excited about is ___.” Collect cards at the door and remind students that a parent or guardian should review and sign the syllabus and classroom procedures form for homework.

Resources

• the first-day Social Studies slide deck
• the first-day Social Studies survey
• Index cards for exit tickets
• Syllabus and classroom procedures form
• Projector or interactive display
• Pens or pencils
• Board or chart paper
• Timer
• Seating chart and class roster

Assessment

• Review Do Now responses for prior knowledge, complete sentences, and student questions.
• Listen during partner conversations for accurate understanding of Social Studies and respectful discussion behaviors; use scenario responses to check expectations.
• Collect the survey and exit cards to identify interests, learning supports, misconceptions, and students who may need follow-up.

Differentiation

• Provide sentence starters such as “Social Studies is…,” “Studying the past helps us…,” and “I would ask ___ because….” Allow students to sketch ideas before writing.
• Read directions aloud, chunk the survey into sections, and offer speech-to-text, enlarged print, or adult scribing as appropriate for students with IEPs or 504 plans.
• Support multilingual learners with a visual word bank: history, geography, government, economics, culture, past, present, and future. Permit partner rehearsal before whole-class sharing.
• Offer choice in the historical figure activity and accept a figure from any culture, region, or period. Challenge students who finish early to explain how their figure’s actions might still affect the present.