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It’s a Family Affair

Grade 1, Social Studies

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Description of Unit

This project generates an understanding of various family traditions, beliefs, and customs through the study of our own traditions and traditions from other cultures. Students will investigate the origins and evolution of different traditions. In their research process, students in groups will create new traditions and present them to the class or community.

This guide links the It’s a Family Affair unit to the Texas Essential Knowledge and Skills (TEKS) for first graders. It’s a Family Affair is a social studies unit that allows students to study the evolution and description of traditions in various families. It’s a Family Affair also has interdisciplinary connections to English language arts and mathematics. For example, students will listen attentively and engage actively in a variety of oral language experiences, as described in the English language arts and reading TEKS. They will also use comparative language to solve problems and answer questions, as addressed in the mathematics TEKS. The following document includes the applicable TEKS and the details of the It’s a Family Affair unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

Note: Teachers should feel free to modify these activities based on the needs of students. For example, the teacher may wish to use a different book as the basis of the learning experiences, or have students draw or speak rather than writing.

  1. Read the bilingual children’s book Family Pictures/Cuadros de Familia by Carmen Lomas Garza. Refer to the page in the book that tells about the author. On a large Texas map, locate her hometown. Locate your town on the map. Discuss the relationship. What are some similarities and differences of the locations? Select one of the activities shown in the book to replicate in class. Teach the students the vocabulary associated with the tradition. Discuss the following questions:
    • Who is in the picture?
    • How might the people in the picture be related?
    • What is happening in the picture? How often do you think this happens?
    • How does the artist use color, line, and form to tell a story?
    • How does the picture make you feel? How do you think the children in the story feel?
    • Do you think they feel the same way every time the event occurs?
    As a result of reading this book and the subsequent discussion and activities, students will begin to understand the definition of tradition.
  2. Brainstorm different family traditions. Review the definition of traditions. Remind the students that a tradition can be a belief, custom, or celebration.
  3. To make the concept of traditions more concrete, you may want students to bring something that represents a tradition in their families (e.g., a song, dance, story, poem, work of art, recipe, decorative item).
  4. Have students make a list of different traditions of their families. From this list, ask them to pick their favorite tradition and write about it. Discuss the reasons each family honors their chosen tradition (e.g., religion, history).
  5. Discuss the possible origin of the traditions students wrote about in the previous activity. Students should record their hypotheses. They should also write down questions they would like to answer. You may wish to use a KWL chart for students to share what they already know, what they would like to learn, and what they have learned at the end of the study. Help students identify resources they could use to find the answers. Help them categorize their findings and generalize them into a big idea. Ask them what new questions they have. Help them see that research is an ongoing process. Topics to research include the origin of the tradition, how it is honored, how the tradition has changed over time, and the effect a tradition has on a community.
  6. Have each student partner with another student who wrote about the same or a similar tradition. The partners should share how, when, and why they honor that tradition.
  7. Make a Venn diagram to compare different ways their tradition is honored. (Since students at this grade level may not be familiar with Venn diagrams, you may need to teach the concept using two hula hoops and real objects, and then move to a paper version.)
  8. Make a distinction between family traditions and national traditions, giving some examples of each. Refer back to the Lomas Garza book. For example, making tamales is both a Mexican tradition and a family tradition for the author. Ask students what the family did so that they would remember Mexican traditions.
  9. Set a date, time, and place for a cultural fair or other event for students and their families. Students will write their own letters of invitation. Family members will be asked to attend and share with each other their favorite family dishes, music, dances, and traditions. For a greater representation of other cultures, extend special invitations to designated community members.
  10. Ask students to make a sign to display with their dish or contribution. Students should tell what it is and why it is important to them, and thank the person(s) who helped him/her prepare the dish.

Phase II. Independent Research

A. Research process

  1. Place students in small cooperative groups.
  2. Create a new tradition with the attributes identified in the KWL chart. Ask students these questions:
    • Does the tradition honor a person or commemorate an event?
    • Who does it honor or what event does it commemorate?
    • When does the tradition take place?
    • Are there colors associated with it? What are those colors, and what do the colors represent?
    • Design your own symbol for the tradition. What does the symbol represent? How is the symbol celebrated or recognized?
  3. Provide a graphic organizer so that the students know what to look for in their research. Have students use different resources, such as the library, the Internet, classroom books, encyclopedia, interviews, or guest speakers.
  4. Have students look in cookbooks to find a recipe that goes with their original tradition.
  5. Based on the new tradition, each group will decorate a learning center or station to represent their tradition. Students could provide examples of clothing, meals/food, home decorations, music, art, or dance that represent their new tradition. In presenting their displays, the students will explain the significance of each attribute of the tradition.

B. The product

Each group will create a new tradition. The students will decorate an exhibit to represent the tradition and present the meaning of the tradition’s attributes.

C. Communication

Each group will present their new tradition, with their exhibit, to the class. The audience should be given time for questions and answers. The Q&A session should be impromptu and unscripted in order to accurately reflect student learning.

D. A completed project consists of

  1. the graphic organizer used in the research;
  2. a list of resources;
  3. research log, note cards, and/or resource process sheets;
  4. the product, including new symbols, recipes, and decorative elements used in the exhibit; and
  5. a videotape or audiotape of the group presentation, including the Q&A session.

This unit may address the following TEKS.

110.3., English Language Arts and Reading, Grade 1, Adopted 2017

110.3(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
110.3(b)(1)(E)
develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
110.3(b)(6)(H)
synthesize information to create new understanding with adult assistance
110.3(b)(7)(E)
interact with sources in meaningful ways such as illustrating or writing
110.3(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
110.3(b)(7)(C)
use text evidence to support an appropriate response;
110.3(b)(11)(B)
develop drafts in oral, pictorial, or written form by:
110.3(b)(11)(B)(ii)
developing an idea with specific and relevant details;
110.3(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.3(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
110.3(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.3(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.3(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.3(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.3(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.3(b)(10)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
110.3(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.3, Mathematics, Grade 1

111.3(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.3(b)(7)
Geometry and measurement. The student applies mathematical process standards to select and use units to describe length and time.
111.3(b)(8)
Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems.

113.12, Social Studies, Grade 1

113.12(b)(1)
History. The student understands the origins of customs, holidays, and celebrations.
113.12(b)(4)
Geography. The student understands the relative location of places.
113.12(b)(14)
Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity.
113.12(b)(15)
Culture. The student understands the importance of family and community beliefs, customs, language, and traditions.
113.12(b)(16)
Science, technology, and society. The student understands how technology affects daily life, past and present.
113.12(b)(17)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.12(b)(18)
Social studies skills. The student communicates in oral, visual, and written forms.
113.12(b)(19)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.3., Spanish Language Arts and Reading, Grade 1, Adopted 2017

128.3(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
128.3(b)(1)(E)
develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
128.3(b)(6)(H)
synthesize information to create new understanding with adult assistance
128.3(b)(7)(E)
interact with sources in meaningful ways such as illustrating or writing
128.3(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
128.3(b)(7)(C)
use text evidence to support an appropriate response;
128.3(b)(11)(B)(ii)
developing an idea with specific and relevant details;
128.3(b)(13)(B)
develop and follow a research plan with adult assistance;
128.3(b)(6)(I)
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
128.3(b)(6)(A)
establish purpose for reading assigned and self-selected texts with adult assistance;
128.3(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
128.3(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.3(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
128.3(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.3(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
128.3(b)(10)(A)
discuss the author's purpose for writing text;
128.3(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
128.3(b)(12)(A)
dictate or compose literary texts, including personal narratives and poetry;
128.3(b)(12)(B)
dictate or compose informational texts, including procedural texts
128.3(b)(1)(B)
follow, restate, and give oral instructions that involve a short, related sequence of actions;
128.3(b)(1)(A)
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
128.3(b)(1)(C)
share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.C.1
Collaborate on joint projects.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.V.C.1
Recognize patterns of change.
S.V.E.1
Use models to make predictions.

Social Studies:

SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.4
 Evaluate the causes and effects of human migration patterns over time.
SS.I.A.5
 Analyze how various cultural regions have changed over time.
SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.B.1
 Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.3
 Analyze diverse religious concepts, structures, and institutions around the world.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.C.1
Integrate and organize material effectively.

Mathematics:

M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.VII.A.1
Analyze given information.
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VII.C
Logical reasoning
M.VII.D
Real-world problem solving
M.VII.D.2
Evaluate the problem-solving process.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
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