If+America+Were+a+Village+Reinforcing+Activity

Lesson Plan Author: Ruth S. Busby
 * NCSS Notable Trade Book Lesson Plan**


 * **Title of NCSS Notable Trade Book:** || Smith, D.J. (2009). //If America were a village: A book about the people of the United States.// Tonawanda, New York: Kids Can Press.

Grade level: 3-4 Lesson time: 2-3 class periods || //I. Culture // Cultures are dynamic and change over time. Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. //II. Time, Continuity and Change // Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. //III. Individual Development and Identity // Personal identity is shaped by an individual’s culture, by groups, by institutional influences, and by lived experiences shared with people inside and outside the individual’s own culture throughout her or his development. In the early grades, young learners develop their personal identities in the context of families, peers, schools, and communities. //IX. Global Connections // Global connections have intensified and accelerated the changes faced at the local, national, and international levels. Chart paper and marker Student handouts [one per child; stapled]: · Anticipation Guide (Attachment A)  · World map handout (Attachment B)   · U.S. map handout (Attachment C)   · Pie Chart handout (Attachment D)   · Writing paper (Attachment E)   · Scoring Rubric (Attachment F) One copy of essay ‘The American Dream’ found at []. Disposable camera for each child 8 ½ x 14” construction paper, one per child Glue Various magazines Scissors Box of crayons per child || B1. Explain what defines America as a village B2. Explore misconceptions about America as a village B3. Propose their own ideas of what the American Dream is. ||
 * **Book Summary:** || // If America Were a Village // defines America by presenting a snapshot of her past, present and future. The author uses the metaphor of a village of 100 people to represent America’s population of 300 million, thereby helping children to more easily understand her make-up. Topics explored include family make-up, religions, jobs, ages, wealth, items owned, energy and water use, and health. Comparisons are sometimes made with historical data to show change and with worldwide numbers for contrast. Illustrations are bold and lively and help show America’s diversity. Lively, cheerful acrylic paintings depict the diversity of our country in a somewhat idealized manner that suits the all-inclusive tone of the book. //If America Were a Village// is a sequel to the international bestseller //If the World Were a Village//. ||
 * **NCSS Standards:** ||  ||
 * **Materials:** || //If America were a village: A book about the people of the United States.//
 * **Objectives:** || The students will be able to:
 * **Procedures:**

//Exploration/ Introduction:// || # Have student handouts copied and stapled together and distribute them. Assess prior knowledge by a) having students complete the “Before Reading” part of the Anticipation Guide (Attachment A). When students are finished, tell them not to go back to this page until the teacher tells them to.  b) asking students what they think a community is. Develop the concept of community through discussion [//a group of people who come together for a common purpose//. //They do not need to live near each other//.] Challenge the students to think of other communities of people who work together for a common purpose (//families, classes, faith organizations, sports teams, hunger-awareness groups, environmental organizations, animal-rights groups, etc.//). Tell the students that a person can be a member of many different communities at the same time. Ask them to name the communities to which they belong. c) Explain to students that village is another word for community and that we will be using this term for our lesson today. Write ‘village’ on the chart.  d) Ask students: Do you think the country of America is a type of community? Why or why not? Set the purpose for today’s lesson by telling students to listen to see if their answer is correct. || a. Read p. 8 stopping to ask these questions and do the activity: i. What is an immigrant? [write this word on chart paper] Ask students about their ancestry. The teacher may want to share his/her own as an example. For example, I am of Irish and Native America descent. For students who do not know, tell them to ask their parents at home tonight. ii. What might have caused the changes in immigration since the 1900s? iii. Activity: Instruct students to think about the ancestry of America today. Tell students to look at the handout of the world map (Attachment B). Tell students to get out a box of crayons. In whole group, locate each country mentioned on p. 8 and circle the name of the country. Then draw a line from that country to America. Also write the number of people on the line you drew. This will give students an idea of the origin of the immigrants. b. Read p. 11 stopping to ask these questions and do the activity: i. Define and write on chart paper: suburbs, cities, country ii. Activity: Tell students to look at the handout of the U.S. map (Attachment C). Instruct students to color the 9 states where half the population live in one color and the other 41 states another color. Add a map key. c. Read p. 12 stopping to ask these questions: i. How does the makeup of the American family compare with families in other countries? d. Read p. 14 stopping to ask these questions: i. Why are there so many Christians in America compared with the rest of the world? e. Read p. 17 stopping to ask these questions: i. What profession do you hope to be in one day? Is there a demand for this profession currently in America? ii. Who supports the people who are in jail? f. Read p. 19 stopping to ask these questions and do this activity: i. What percentage of people are younger than 20 in the U.S.? Rest of the world? How do you compute this? ii. Do you agree with the author’s reasons for why the U.S. is aging faster than the world as a whole? Why or why not? Do you have other explanations? g. Read p. 20 stopping to ask these questions: i. What is the poverty line? ii. Why do you think the number of people living in poverty is increasing? iii. What state is the richest? Poorest? iv. How do you account for the differences in the incomes of men and women? h. Read p. 23 stopping to ask these questions: i.Of what product are Americans the top users? Lowest? ii. Why do some countries have so few products while others have so many? Is this fair? Why or why not? i. Read p. 25 stopping to ask these questions: i. Why do you think American’s use more energy than any other country in the world? Water? j. Read p. 27 stopping to ask these questions: i. Why are some countries life expectancies far less than others? ii. What does it mean to be food insecure? iii. Why do you think America ranks at number 37 in the quality of health care? k. Read p. 28 stopping to ask these questions: i. Tell students to look at the handout of the pie chart (Attachment D). Instruct them to divide the pie to illustrate the future predictions of the population of America…label the numbers and groups. ii. Do you think change in population has been good for America? Why or why not? 3. **After reading,** have students turn back to the Anticipation Guide and complete last column independently. Then share together in whole group. Allow students to discuss and explore their misconceptions of America as a village and what new information they have gained. || 2. Now think about what your dream is for America. Write an expository essay than begins with this sentence: My dream for America is ___. Before you can begin writing, you need to think about what you want to write. Use the graphic organizer (Attachment E) at the top of the handout to tell what your dream is and the reasons for it. Remember, expository writing means that you explain to the reader your ideas. When you are finished with your graphic organizer, I will look at it. Then you can begin turning your ideas into an essay. The teacher should model how to do this before students begin. When students have finished and revised their essays, they should paste them at the bottom of a sheet of 8 ½ x 14 construction paper. || B1. Observation in whole group discussion. B2. Review of completed Anticipation Guides B3. Using the scoring rubric (Attachment F) to assess student understanding of expository writing as well as ways to improve America. ||
 * //Development:// || # **Before reading** the story, introduce the book by reading the title, author, and illustrator and doing a book walk. Ask: What do you think the book will be about? Is it fiction or non-fiction? How do you know?
 * 1) **During reading** the story, stop at predetermined places to ask questions and define vocabulary. The reading will flow more smoothly if the teacher has these questions written on post-it notes and placed on the corresponding pages.
 * //Expansion// || # We have discussed some about America’s past and present; now let’s focus on her future. Tell students that many people from other countries want to come to America to experience the American Dream. Listen as the teacher reads the essay to students to find out what the American Dream is [found at [].] Is the dream the same for everybody? Is the dream the same today as it was for your grandparents? Why or why not? How has the American Dream changed over time? How do diverse cultures view the American Dream? How have significant historical events affected the American Dream?What makes your area of interest (e.g., photography) an effective medium for sharing the American Dream?
 * Assessment** || The teacher will assess student knowledge by:
 * Assessment** || The teacher will assess student knowledge by:
 * **Suggested**
 * Extension**
 * Activities:** || Have students take pictures using disposable cameras of things that represent their dream. Pictures in magazines, drawings, or clipart may be used as well. Students should paste the pictures at the top of their construction paper sheet. When the entire class is finished, the teacher can put the sheets together with a title page, table of contents, and cover to make a big book. Folding a piece of poster board in half works well for this. Share the book with the class and parents.

Accommodations – The nature of this lesson plan lends itself well to accommodating differences in learning styles as well as academic achievement. ||
 * **Additional**
 * References & Web Links** || [] - webquest and lesson plan on American dreams using primary sources

[] - tons of interdisciplinary lesson plans on communities

[] - how to develop a classroom community

[] - traveling community journal

[] - pen pals ||