Lesson 3: Communities Change
Activity 1: The House on Maple Street
Materials: The House on Maple Street by Bonnie Pryor
Show your child the cover of the book The House on Maple Street by Bonnie Pryor. Encourage her to read the title and author's name. Ask what she thinks the story might be about. Point out the pictures on the cover and ask her to describe what she sees. Read the story aloud or let your child read the story aloud. Then ask her the following questions:
- Where did the story happen? (Discuss the idea that the story happened at exactly the same place but over many years.)
- Who are the characters in the story?
- How did the environment change in the story?
- Which child in the story would you like to be (the Native American boy, Ruby, or Jenny)? Why?
- What was your favorite part of the story? Why?
- When would you have most liked to visit Maple Street? Why?
Activity 2: A Maple Street Timeline
Materials: glue, scissors
Discuss that the story takes place over many, many years. In this activity, your child will order the events in the story chronologically. Look at the two options for this activity and select the option that is best suited for your child. Option 2 requires more advanced reading skills. Let her use the book as a guide for the order of events.
This option is best suited for beginning readers or visual learners. Your child will cut out the events from the sheet called "A Maple Street Timeline" (Option 1), number them from 1-6, and then paste them on the timeline in the order in which they occurred.
This option is best suited for strong readers. On the sheet "A Maple Street Timeline" (Option 2), your child will read the label for each event and match it with a picture label. Then she can cut out the events, number them from 1-6, and paste them on the timeline in the correct order.
Activity 3: Communities Change
Materials: The House on Maple Street by Bonnie Pryor, glue, scissors
Review the idea of a community. Let your child look through the book A House on Maple Street and identify the communities that lived on the land over time (Native Americans, farmers/pioneers, townspeople). Let her look closely at the pictures of the communities. Using the "Communities Change" sheet, she should number the children in the circles in the order in which they lived on the land. Ask her to point out differences in transportation, clothing, homes, and activities. Then she can cut the pictures apart and paste them in the circles in which they belong.