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Which Came First?

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Summary

Students will be able to distinguish between the past and present. Students will identify inventions in the past that have changed our lives.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

  • Students will be able to distinguish between the past and present.
  • Students will identify inventions in the past that have changed our lives.

Major Subject Area Connections

  • Art
  • Language Arts
  • Social Studies

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Three
Session Length: 20-30 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Past
  • Present

Terms and Concepts

  • Quarter
  • Obverse (front)
  • Reverse (back)
  • Invention
  • Crossroads
  • Electricity

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of the “Utah Quarter Reverse” page
  • 1 overhead transparency of the “Which Came First?” worksheet
  • “Past and Present” worksheet
  • “Which Came First?” worksheet
  • 1 class map of the United States
  • Chart paper
  • Drawing paper
  • Markers, pencils, crayons
  • Scissors
  • Glue sticks

Preparations

  • Make an overhead transparency (or photocopy) of each of the following:
    • “Utah Quarter Reverse” page
    • “Which Came First?” worksheet
  • Make copies of the following:
    • “Past and Present” worksheet (1 per student)
    • “Which Came First?” worksheet (1 per student)

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/208.pdf.

Session 1

  1. Discuss the terms “past” and “present” with the students. Ask the students what they think each word means and record responses on chart paper.
  2. Explain to the students that the past is something that has already happened and the present is something that is happening now.
  3. Ask the students to give examples of the past by using the prompt “I used to” and then ask them to give examples of the present by using the prompt “Now I.”
  4. Tell the students that in the past things were different than they are today. Discuss the word “invention” and come up with a definition as a class. Write the word, the responses, and the definition on chart paper. Explain to the students that many of the inventions that we have today people did not have in the past.
  5. Discuss with the students that years ago people did not have electricity. Ask the students how they think people did things without electricity. Model what it would have been like to not have electricity in your classroom. Identify items in the classroom that use electricity such as lights, computer, pencil sharpener, and radio. Discuss how school must have been different in the past without these inventions. Then discuss how electricity makes things easier for us today.
  6. Ask the students to give other examples of inventions that we may not have had in the past like computers, telephones, radios, and pencils. and record appropriate responses on another piece of chart paper.
  7. Distribute the “Past and Present” worksheet to each student. Tell the students that they are to think of something in the past and draw it on one side and then draw something from the present on the other. Encourage the students to use the chart paper as a reference.
  8. Allow appropriate time to complete the assignment and then share with the class.

Session 2

  1. Review the charts and terms “past” and “present” from the previous session.
  2. Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state, if available. Then display the transparency or photocopy of the “Utah Quarter Reverse” page, mentioning that an object must be special to be on a quarter. Locate Utah on a classroom map. Note its position in relation to your school’s location.
  3. With the students, on an overhead transparency, examine the design on this coin. Tell the students that the back of the coin is also called the reverse, and the “obverse” is another name for the front of the coin. Read the coin inscriptions to the class. Show them the date at the top of the coin and tell them that is the date that Utah became a state.
  4. Discuss the “Crossroads of the West” phrasing on the coin. Explain that a crossroads is where two roads cross. Give examples of crossroads near your school.
  5. Lead a class discussion regarding the coin images and tell the students that the images of the trains and the words “Crossroads of the West” are part of a special event that took place in Utah on May 10, 1869. At Promontory Point, Utah, two sets of railroad tracks met to make the first railroad to cross the United States from the east coast to the west. The large spike shown on the coin is the “golden spike” which is a symbol of the final spike to be struck into the tracks.
  6. Explain to the students that the “golden spike” and the railroad were important to the history of Utah because the railroad helped to connect the East and West faster and created more jobs for many people. This also made it easier to travel through the canyons, also depicted on the coin. Tell the students that all of these things made Utah the “Crossroads of the West.”
  7. Discuss with the students how people traveled before the invention of the railroad and the connection of the railroad across our country. Ask the students why they think it may have made it easier with the railroad.
  8. Review the chart from the previous session and other inventions that we have in the present that people did not have in the past that makes life easier today. Add any new ideas to the chart.
  9. Distribute a piece of drawing paper to each student and tell them to choose one of the things from the list to draw and to write why it has made life easier.

Session 3

  1. Review the chart from the previous sessions.
  2. Display the “Which Came First?” worksheet and explain to the students that they are to cut out the pictures on the page and pair them with the more modern invention. They will then glue them in the appropriate place on the next page indicating whether it is past or present. Once they have done that they are to choose one of the inventions and write why it has made life easier. Allow an appropriate amount of time to complete this activity.
  3. Review the worksheets with the class. Discuss how important the past inventions are to the present.

Differentiated Learning Options

  • Allow students to work in pairs.
  • Allow students to use a scribe to label their drawings.
  • Provide a worksheet with one of the columns already filled in with the drawings so they only have to provide the match.

Enrichments/Extensions

  • Have students think of something we don’t have in the present that could make life easier in the future. Tell them to illustrate and explain in writing how it will help.
  • Have students create skits of the past and present and what life was like before and after one of the inventions.
  • Have students read a selected text about changes in the house from past to present.
  • Have students use archival pictures from the Library of Congress (www.loc.gov) to examine changes in our lives from past to present.
  • Take anecdotal notes about the students’ participation in class discussions.
  • Review the students’ worksheets to evaluate whether they met the lesson objectives.
There are no related resources for this lesson plan.

This lesson plan is not associated with any Common Core Standards.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–12
Standards:

Teachers should:

  • Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools
  • Encourage learners to construct, use, and refine maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context
  • Help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of physical systems such as landforms, climate, and natural resources, and explain changes in the physical systems
  • Guide learners in exploring characteristics, distribution, and migration of human populations on Earth’s surface
  • Have learners describe how people create places that reflect culture, human needs, current values and ideals, and government policies
  • Provide opportunities for learners to examine, interpret, and analyze interactions of human beings and their physical environments, and to observe and analyze social and economic effects of environmental changes, both positive and negative
  • Challenge learners to consider, compare, and evaluate existing uses of resources and land in communities, regions, countries, and the world
  • Direct learners to explore ways in which Earth’s physical features have changed over time, and describe and assess ways historical events have influenced and been influenced by physical and human geographic features

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Text
Grade(s): Grades K–12
Standards:

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Time, Continuity, and Change
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use
  • help learners apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity
  • enable learners to identify and describe significant historical periods and patterns of change within and across cultures, including but not limited to, the development of ancient cultures and civilizations, the emergence of religious belief systems, the rise of nation-states, and social, economic, and political revolutions
  • guide learners in using such processes of critical historical inquiry to reconstruct and interpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, searching for causality, and distinguishing between events and developments that are significant and those that are inconsequential
  • provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; and enable learners to apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.

Discipline: Mathematics
Domain: K-2 Measurement
Cluster: Apply appropriate techniques, tools, and formulas to determine measurements.
Grade(s): Grades K–12
Standards:

In K through grade 2 all students should

  • measure with multiple copies of units of the same size, such as paper clips laid end to end;
  • use repetition of a single unit to measure something larger than the unit, for instance, measuring the length of a room with a single meterstick;
  • use tools to measure; and
  • develop common referents for measures to make comparisons and estimates.

Discipline: Mathematics
Domain: K-2 Measurement
Cluster: Understand measurable attributes of objects and the units, systems, and processes of measurement.
Grade(s): Grades K–12
Standards:

In K through grade 2 all students should

  • recognize the attributes of length, volume, weight, area, and time;
  • compare and order objects according to these attributes;
  • understand how to measure using nonstandard and standard units; and
  • select an appropriate unit and tool for the attribute being measured.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Print/Non-print Texts
Grade(s): Grades K–12
Standards:

  • Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.