Social Studies

Curriculum > Elementary > 3rd Grade
  • Curriculum Overview
  • Syllabus
  • Sample Lesson Plan
Curriculum Overview
Course Title Grade Course Length
Social Studies 3 rd 2 semesters
Course Description
Social Studies in the third grade focuses on communities, county and federal government, American history, citizenship, and the economy. It should be integrated as much as possible with the rest of the third grade curriculum.

Unit 1. Communities around Us

Informational Knowledge Objectives
Pre-Unit
Students will know the requirements to pass the course including behavior, academics, and participation.
Unit 1:
Students will know:
1. The vocabulary of community and citizenry.
2. The definition of neighborhood and community, emphasizing the diversity often found within communities.
3. That communities each have their own history.
4. That communities can be rural, suburban, or urban.
5. That communities support different kinds of jobs.
6. That communities are connected throughout the nation.
7. How to use a map grid to locate places.
Procedural Knowledge Objectives
Pre-Unit
Students will be able to demonstrate the appropriate qualities and behaviors for the course.
Unit 1
Students will be able to(SWBAT):
1. Correctly use the vocabulary of community and citizenry.
2. Define neighborhood and community, emphasizing the diversity often found within communities.
3. Compare and contrast the histories of two given communities.
4. Define rural, suburban, and urban community.
5. Discuss the different kinds of jobs that support communities.
6. Discuss the connection between communities throughout the nation.
7. Use a map grid to locate places.

Unit 2. Communities and Geography

Informational Knowledge Objectives
Students will know:
1. The tools we use to discuss locations, such as globe, latitude and longitude, hemispheres, and equator.
2. The names of various landforms.
3. The difference between weather and climate
4. The differences between the four seasons
5. How to use a landform map
6. Characteristics of each of the nations’ five regions
7. The definition of natural resource
8. Examples of major natural resources in the US
9. The difference between renewable and non-renewable resource
10. How humans affect their environment
11. How humans adapt to their environment with negative habits.
12. How natural disasters affect people.
13. How to read a graph in order to compare sets of numbers.
14. How humans can help keep the environment clean
15. Ways to conserve resources.
Procedural Knowledge Objectives
SWBAT:
1. Use tools discuss geographical concepts, such as a globe, latitude and longitude, the hemispheres, the equator, etc.
2. Name and describe common landforms
3. Describe the difference between weather and climate
4. Describe the differences between the four seasons
5. use a landform map
6. List the characteristics of each of the nations’ five regions
7. Define natural resource
8. Give examples of major natural resources in the US
9. Explain the difference between renewable and non-renewable resources
10. Discuss how humans affect their environment
11. Discuss how humans adapt to their environment.
12. Explain how natural disasters affect people.
13. Read a graph in order to compare sets of numbers.
14. Explain how humans can help keep the environment clean
15. Explain ways to conserve resources.

Unit 3. Communities over Time

Informational Knowledge Objectives
Students will know:
1. Communities can change quickly or slowly over time
2. The Latin roots –dec-, -cent-, and –milli-
3. How to read a timeline
4. How changes in communities are brought about
5. Communities can change physically
6. Communities can change through ideas
7. How to compare primary sources
8. That inventions change the way people live and work, thereby changing communities as well.
(telegraph, transportation, vacuum cleaner, etc.) Suggestions:
-Make a timeline of inventions
-Research an invention and present findings—expository speech?
9. How to read a flowchart
-Make a flowchart of a part of a student’s day—decision to be made, etc.
10. The characteristics of some ancient communities
11. The characteristics of some of the original first communities, pre-European exploration
12. How Native Americans were affected by the changes brought by Europeans.
Suggestion:
-Make a cause and effect diagram.
13. How communities were created with the advent of European explorers
(Columbus, Spanish, French) 14. A brief history and characteristics of Jamestown
15. That slaves were used to grow tobacco in Jamestown
Suggestion:
-Research Harriet Tubman, Frederick Douglas—read Elijah of Buxton
16. A brief history and characteristics of Plymouth
17. The definition of “colony”
18. That there were 13 original colonies, owned by Great Britain.
19. That there was a declaration of war against Great Britain, which resulted in the American Revolution.
20. That American forefathers Thomas Jefferson and Benjamin Franklin wrote the constitution, giving the new nation a set of laws.
21. The nation almost doubled in size due to the Louisiana Purchase
22. That Lewis and Clark were hired to explore west of the Mississippi.
Suggestions:
-Lewis and Clark activities—journal
-Present a story (grizzly bear, capsizing in the Columbia, spending winter with Mandans, meeting Native Americans, etc.
23. That a Shoshone Indian, Sacagawea, was hired as a guide.
24. That pioneers moved west in covered wagons, looking for homesteads.
Suggestions:
-Make a covered wagon
-Play Oregon Trail game
-Live the life of a pioneer child for one day—school, food, play, etc.
25. That there were many disagreements between the northern and southern states, including slavery, which resulted in a Civil War.
26. That Abraham Lincoln signed the Emancipation Proclamation at the conclusion of the Civil War, outlawing slavery.
Suggestions:
-Memorize parts of the proclamation
-Show pictures of Gettysburg battlefields
-Show reenactments
27. That a railroad connected the US from shore to shore, enabling a surge in immigration to the west
28. How to read historical maps
Suggestion:
-Make a map of your neighborhood—how might it be different in 100 years?
29. How and why historical maps are different from modern maps.
Procedural Knowledge Objectives
SWBAT:
1. Describe how communities can change quickly or slowly over time
2. Define the Latin roots –dec-, -cent-, and –milli-, and use them to decode words.
3. read a timeline
4. discuss how changes in communities are brought about
5. Describe how communities can change physically
6. Describe how communities can change through ideas
7. compare primary sources
8. Discuss how inventions change the way people live and work, thereby changing communities as well.
9. Read a flowchart
10. Compare the characteristics of some ancient communities to modern ones.
11. Compare the characteristics of some of the original first communities, pre-European exploration, to their modern counterparts.
12. Describe how Native Americans were affected by the changes brought by Europeans.
13. describe how communities were created with the advent of European explorers
(Columbus, Spanish, French) 14. retell a brief history of, and describe the characteristics of Jamestown
15. Discuss the way slaves were used to grow tobacco in Jamestown
16. Summarize a brief history and the characteristics of Plymouth
17. Define “colony”
18. State the names of the 13 original colonies, owned by Great Britain.
19. Discuss the declaration of war against Great Britain, which resulted in the American Revolution.
20. List the American forefathers (mainly Thomas Jefferson and Benjamin Franklin) who wrote the constitution, giving the new nation a set of laws.
21. State that the nation almost doubled in size due to the Louisiana Purchase
22. Describe the journey that Lewis and Clark took to explore west of the Mississippi.
23. Name the Shoshone Indian, Sacagawea, who was hired as a guide.
24. List the reasons that pioneers moved west in covered wagons.
25. Discuss the many disagreements between the northern and southern states, including slavery, which resulted in a Civil War.
26. Explain the purpose of the Emancipation Proclamation.
27. List the effects of the railroad that connected the US from shore to shore.
28. Read historical maps.
29. Discuss how and why historical maps are different from modern maps.

Unit 4. Citizens and Government

Informational Knowledge Objectives
Students will know:
1. That all American citizens are protected by the Bill of Rights.
2. That in the US, citizens have the right to vote for their leaders.
3. That all citizens have responsibilities as well as rights.
4. That responsibilities include working for the common good
5. Several examples of famous good citizens
6. How to make a chart to help make good choices.
7. That the government works on three levels—local, state, and national
8. That the government is comprised of three branches—legislative, executive, and judicial, each with a different job.
Suggestion:
-Set up a mock government in the classroom, where students run the classroom through the three branches of government.
9. That there are many ways to resolve conflicts.
10. How to recognize symbols of the USA
11. How to read a line graph to interpret changes over time.
12. That the governments of Mexico and Canada are similar to the US’s, and often work together.
13. That other countries have governments that differ considerably from the US’.
Procedural Knowledge Objectives
SWBAT:
1. Explain that all American citizens are protected by the Bill of Rights.
2. Discuss the right of all US citizens to vote for their leaders.
3. List some of the responsibilities as well as rights entitled to all US citizens.
4. Explain that responsibilities include working for the common good.
5. List several examples of famous good citizens.
6. Make a chart to help make good choices.
7. Explain the three levels of US government—local, state, and national.
8. Explain that the government is comprised of three branches—legislative, executive, and judicial, each with a different job.
9. List some ways to resolve conflicts.
10. Recognize symbols of the USA.
11. Read a line graph to interpret changes over time.
12. Discuss the similarities between the governments of Mexico, Canada, and the US, and the ways that they often work together.
13. Compare and contrast other countries’ governments to the USA’s.

Unit 5. People in Communities

Informational Knowledge Objectives
Students will know:
1. How to identify and record cause and effect situations
2. The reasons immigrants come to the US
3. The challenges immigrants faced in coming to the US.
4. The reasons people migrate within the US.
5. That often communities are made up of diverse ethnic groups
6. That is spite of the difference in backgrounds, everyone in a community is united by a common American heritage.
7. That there are famous landmarks and holidays that unite all Americans.
8. That literature, such as myths, fables, folktales, and legends, help keep a culture alive.
9. People express their culture through traditional dances, music, art, and religion.
Procedural Knowledge Objectives
SWBAT:
1. Identify and record cause and effect situations
2. Explain the reasons immigrants come to the US
3. Describe the challenges immigrants faced in coming to the US.
4. Explain the reasons people migrate within the US.
5. Explain that often communities are made up of diverse ethnic groups
6. Discuss the fact that is spite of the difference in backgrounds, everyone in a community is united by a common American heritage.
7. List the famous landmarks and holidays that unite all Americans.
8. Provide examples of literature — such as myths, fables, folktales, and legends — that help keep a culture alive.
9. Discuss the ways in which people express their culture, such as through traditional dances, music, art, and religion.

Unit 6: Working in Communities

Informational Knowledge Objectives
Students will know:
1. That people in communities depend on each other for products and services.
2. That all businesses start with capital.
3. That businesses sometimes start with raw materials.
4. That some businesses start with human resources.
5. How to read a land use map
-Make a land use map of the playground 6. That many people around the world depend on each other for goods and services.
7. That goods and services are transported via trucks, ships, and planes.
8. The difference between imports and exports.
9. That new inventions such as the computer and internet are changing the way people do business.
Procedural Knowledge Objectives
SWBAT:
1. Discuss the interdependence between communities for products and services.
2. State that all businesses start with capital.
3. List the raw materials that businesses sometimes start with.
4. State that some businesses start with human resources.
5. read a land use map
6. Discuss the interdependence between people around the world for goods and services.
7. List the ways goods and services are transported.
8. Contrast imports and exports.
9. Tell the ways that new inventions such as the computer and internet are changing the way people do business.
Course Description
Third Grade Social Studies is a course that focuses on communities. Students go through learning about the different types of communities all while learning how to be part of their own community. Students are taught to become citizens and participate to make their own communities better. Students will learn about the diversity within communities and between different communities and use this knowledge to encourage tolerance and acceptance of others.
Course Learning Objectives
Minnesota State Benchmarks for Third Grade Social Studies: -Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need.
-Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
-Describe the importance of the services provided by government; explain that they are funded through taxes and fees.
-Identify the three branches of government (executive, legislative, and judicial) and their primary functions.
-Identify possible short- and long-term consequences (costs and benefits) of different choices.
-Describe income as the money earned from selling resources and expenditures as the money used to buy goods and services.
-Explain that producing any good or service requires resources; describe the resources needed to produce a specific good or service; explain why it is not possible to produce an unlimited amount of a good or service.
-Explain that consumers have two roles – as sellers of resources and buyers of goods and services; explain that producers have two roles – as sellers of goods and services and buyers of resources.
-Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the United States, or the world.
-Create and interpret simple maps of places around the world, local to global; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
-Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world.
-Identify physical and human features that act as boundaries or dividers; give examples of situations or reasons why people have made or used boundaries.
-Reference different time periods using correct terminology, including the terms decade, century, and millennium.
-Create timelines of important events in three different scales – decades, centuries, and millennia.
-Examine historical records, maps and artifacts to answer basic questions about the times and events in history, both ancient and more recent.
-Compare and contrast two different accounts of an event.
-Compare and contrast various ways that different cultures have expressed concepts of time and space.
-Explain how an invention of the past changed the life at that time, including positive, negative, and unintended outcomes.
-Identify examples of individuals or groups who have had an impact on world history; explain how their actions helped shape the world around them.
-Explain how the environment influenced the settlement of ancient peoples in three different regions of the world.
-Identify methods of communication used by peoples living in ancient times in three different regions of the world.
-Compare and contrast daily life for people living in ancient times in at least three different regions of the world.
Resources
Students will use the Harcourt Social Studies Textbooks for Grade Three (“Our Communities) as a curriculum guide and the Homework and Practice Workbook as an informal assessment guide for the course.
Units, Themes, and Course Organization
  1. Unit 1: Communities Around Us
    Students will learn what makes up a community by reading about communities of different sizes in different places. They will also learn to identify places where they can learn how their own community is alike and different from other communities around the world.
  2. Unit 2: Communities and Geography
    Students will learn more about geography, which means learning more about landforms and bodies of water. They will also learn how geography affects communities, and how people adapt to or change their surroundings to meet their needs.
  3. Unit 3: Communities Over Time
    Students will learn about the history of their community and about the United States. They will also examine how and why communities change. Students will learn about communities in the past and how past events affect communities today.
  4. Unit 4: Citizens and Government
    Students will learn about how people can take an active part in government by being responsible citizens and learning more about how their government works.
  5. Unit 5: People in Communities
    Students will learn how people in communities express their culture. They will investigate different cultures in theirs community and nation. They will also learn how different cultures can make life in a community more interesting.
  6. Unit 6: Working in Communities
    Students will learn about the economy, how businesses work, and how people earn, spend, and save their money.
Learning Activities and Methods
Students will learn in many different ways to maximize exposure to the information. Students will be expected to work independently, with partners, in small groups and as a whole class. Students will complete book work, take part in discussion, complete projects, and participate in learning and study games.
Assessment

Evaluation:

evaluation example
Classwork 20%
Homework 15%
Participation 25%
Projects 15%
Tests & Exams 25%

Grading Scale:

Grading Scale
SPAS Grading System
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Classroom Policies
Students are expected to follow all school policies related to the Elementary grade levels. Students will be expected to follow the classroom rules decided upon and signed by the class and the teacher at the beginning of the school year. Students will show respect for the teacher, their classmates, and themselves throughout the school year.
Supplies
Students are expected to arrive in class with sharpened pencils, notebooks (no smaller than 8.5X11’’), and their textbooks and homework.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Students will know the requirements to pass the course including behavior, academics, and participation.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to demonstrate the appropriate qualities and behaviors for the course.
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
Introduce and learn about classmates and teachers. Establish procedures and basic rules.
Language Objective:
Students conversational comprehension will be gauged during this time.
Main Activity:
Students will take turns meeting and talking with their new classmates until each one has had a chance to meet all of the others.
Evaluation:
Teacher watcheds and monitors
Vocabulary:
Homework:
Learning Objective:
Continuation of Monday.
Language Objective:
Continuation of Monday.
Main Activity:
Students will write about their prior knowledge. Students will be given the writing prompt: “Being a good community member means…” This will be used as an introduction as well as a writing sample.
Evaluation:
Collect writing samples if finished.
Vocabulary:
Homework:
Learning Objective:
Continuation from Monday.
Language Objective:
Continuation from Monday.
Main Activity:
After discussing what it means to be a respectful audience, students will take turns presenting their writing from yesterday.
Evaluation:
Students behavior during the other students’ presentations will be evaluated and noted.
Vocabulary:
Homework:
Learning Objective:
Continuation of Monday.
Language Objective:
Continuation of Monday.
Main Activity:
Students will write about one of their new classmates and what they have learned about them this week, including something about the other student’s culture.
Evaluation:
Writing samples will be added to the students’ files.
Vocabulary:
Homework:
Learning Objective:
Continuation of Monday.
Language Objective:
Continuation of Monday.
Main Activity:
Students will continue to write about one of their new classmates and what they have learned about them this week, including something about the other student’s culture. Students will present their writing.
Evaluation:
Writing samples will be added to the students’ files.
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: Our Communities Text Books, pencils, paper
State of Minnesota Standards Covered
  • 3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what makes up a community and how communities around the world are similar and different.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to describe a community in general, as well as describe their own community using details about climate, culture, and location.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn about the different community types around the world and use details to describe the similarities and differences between different communities.
Language Objective:
Students will use graphic organizers to analyze cause and effect relationships. Students will use context clues and antonyms to determine word meaning.
Main Activity:
Students will look up the vocabulary for the Unit Introduction in the glossary to begin their Unit 1, Chapter 1 vocabulary book. Students will begin a KWL chart (What we Know, What we Wonder, and What we Learned) about communities.
Evaluation:
Teacher watches and monitors
Vocabulary:
compare, contrast.
Homework:
Complete the vocabulary worksheet if not already completed.
Learning Objective:
Students will learn about the different community types around the world and use details to describe the similarities and differences between different communities.
Language Objective:
Students will use graphic organizers to analyze cause and effect relationships. Students will use context clues and antonyms to determine word meaning.
Main Activity:
Review the vocabulary words. Students will use yesterday’s KWL chart to create a community web about their own community, using details such as different cultures, parks, businesses, museums, landmarks, etc.
Evaluation:
Teacher watches and monitors
Vocabulary:
compare, contrast.
Homework:
Learning Objective:
Students will learn about the different community types around the world and use details to describe the similarities and differences between different communities.
Language Objective:
Students will use graphic organizers to analyze cause and effect relationships. Students will use context clues and antonyms to determine word meaning.
Main Activity:
Review vocabulary. Students will read “Be My Neighbor” in the Unit 1 introduction and compare and contrast their lives to the lives of the featured children from around the world (playing different/same sports, being outside, different types of houses, etc.)
Evaluation:
Teacher watches and monitors
Vocabulary:
compare, contrast.
Homework:
Learning Objective:
Students will understand that communities are alike and different and that they are found all over the world.
Language Objective:
Students will use graphic organizers to analyze cause and effect relationships. Students will use context clues and antonyms to determine word meaning.
Main Activity:
Students will preview Chapter 1. Students will add to the KWL chart that was started during the Unit 1 Introduction about communities. Students will take the Unit 1 Pretest.
Evaluation:
Pretest
Vocabulary:
Homework:
Learning Objective:
Students will understand the definition of a community as it relates to their own lives.
Language Objective:
Students will be able to say what a community is
Main Activity:
Students will look up the Lesson 1 vocabulary and add to their vocabulary books. Students will read Lesson one with the teacher and answer comprehension questions throughout.
Evaluation:
Vocabulary
Vocabulary:
community, citizen, culture, business, museum, law, government
Homework:
Materials / Resources (including technology)
Harcourt Social Studies “Our Communities” Text Books and Workbooks.
State of Minnesota Standards Covered
  • 3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how communities are alike and different. Students will know about communities around the world.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to compare and contrast communities using landforms, cultures, climates, etc.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will understand the definition of a community as it relates to their own lives.
Language Objective:
Students will be able to explain how people in a community depend on one another. Students will recognize that communities use rules and laws to keep people safe.
Main Activity:
Students will review the vocabulary and work with a partner to reread Lesson 1. Students will answer the review questions at the end of the lesson with the teacher guiding.
Evaluation:
Review questions
Vocabulary:
community, citizen, culture, business, museum, law, government
Homework:
Homework and Practice Book page 1.
Learning Objective:
Students will learn how communities are different.
Language Objective:
Students will be able to compare and contrast communities using landforms, cultures, climates, etc.
Main Activity:
Students will look up the Lesson 2 vocabulary and add to their vocabulary books. Students will read Lesson 2 with the teacher and answer comprehension questions throughout. Students will work with partners to describe the characteristics of the communities in the pictures on pages 20 and 21.
Evaluation:
Vocabulary
Vocabulary:
climate, desert, landform, goods, services, bank.
Homework:
Learning Objective:
Students will learn how communities are different.
Language Objective:
Students will be able to compare and contrast communities using landforms, cultures, climates, etc.
Main Activity:
Students will review the vocabulary and work with a partner to reread Lesson 2. Students will work in small groups to discuss the review questions at the end of the lesson. At the end, the whole class will compare the answers the groups came up with to answer the review questions.
Evaluation:
Teacher watches and monitors
Vocabulary:
climate, desert, landform, goods, services, bank.
Homework:
Homework and Practice Book page 2.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies “Our Communities” Text Books and Workbooks.
State of Minnesota Standards Covered
  • 3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
  • 3.3.3.6.1 Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how different communities are connected and how to learn about your own community.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify ways of connecting with and learning from people in communities all over the world.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to recognize that communities exist in different countries all over the world and identify how people in different communities communicate with and help each other.
Language Objective:
Students will be able to identify ways of connecting with and learning from people in communities all over the world.
Main Activity:
Students will look up the vocabulary for Lesson 3 and add to their vocabulary books. Students will read Lesson 3 with the teacher and as a whole group answer the review questions at the end of the lesson.
Evaluation:
Review questions
Vocabulary:
nation, communication, Internet.
Homework:
Homework and Practice book pages 3-4.
Learning Objective:
Students will know what a map’s compass rose and a map scale are.
Language Objective:
Students will be able to explain a map’s compass rose and identify a map scale.
Main Activity:
Students will read the Map and Globe Skills pages and learn how to figure out directions and distances on different maps using the scales.
Evaluation:
Worksheet on map skills
Vocabulary:
Homework:
Homework and Practice Book page 5.
Learning Objective:
Students will be able to identify different ways to learn about their communities. Students will understand and practice the steps taken to interview others and write about different places.
Language Objective:
Students will be able to identify ways of connecting with and learning from people in communities all over the world.
Main Activity:
Students will look up the vocabulary for Lesson 4 and add to their vocabulary book. Students will read Lesson 4 and then work with a partner to think of interview questions they would ask their partner in an interview.
Evaluation:
Vocabulary
Vocabulary:
reference work, ancestor, heritage, historic site, historical society.
Homework:
Learning Objective:
Students will understand and practice the steps taken to interview others and write about different places.
Language Objective:
Students will be able to identify different ways to learn about their communities.
Main Activity:
Students will partner read Lesson 4 and work with groups of 3-4 to answer the review questions at the end of the lesson. Students will continue to work on their interview questions.
Evaluation:
Teacher watches and monitors.
Vocabulary:
reference work, ancestor, heritage, history site, historical society.
Homework:
Homework and Practice Book pages 6-7.
Learning Objective:
Students will understand the concepts and objectives for Chapter 1.
Language Objective:
Students will understand the concepts and objectives for Chapter 1.
Main Activity:
Students will complete the Chapter 1 review and begin working on their Chapter 1 Assessment Project (students will be partnered up with someone from a different country in the class and pretend to be the mayors of their cities. They will work together to create “Sister Cities” that include three unique and interesting things about their cities).
Evaluation:
Teacher watches and monitors.
Vocabulary:
all chapter 1 vocabulary
Homework:
Materials / Resources (including technology)
Harcourt Social Studies “Our Communities” Text Books and Workbooks.
State of Minnesota Standards Covered
  • 3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
  • 3.3.1.1.1 Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the state of Minnesota, the United States or the world.
  • 3.3.1.1.2 Create and interpret simple maps of places around the world, local to global; incorporate the "TODALS" map basics, as well as points, lines and colored areas to display spatial information.
  • 3.3.3.6.1 Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what features make a community an urban community.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify whether or not they live or have ever lived in an urban community.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to understand how to preview and question text while reading.
Language Objective:
Students will be able to identify whether or not they live or have ever lived in an urban community.
Main Activity:
Students will preview the Chapter 2 information. Students will look at the lesson and section titles and think of questions they have about the topics. Throughout the chapter the students will look for answers to the questions.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify the features of an urban community. Students will compare and contrast urban communities in the United States.
Language Objective:
Students will be able to identify whether or not they live or have ever lived in an urban community.
Main Activity:
Students will look up the vocabulary words for Lesson 1 and begin their Chapter 2 Vocabulary Book. Students will read Lesson 2.
Evaluation:
Vocabulary
Vocabulary:
region, population, urban, harbor, transportation, grid system.
Homework:
Learning Objective:
Students will be able to identify the features of an urban community. Students will compare and contrast urban communities in the United States.
Language Objective:
Students will be able to identify whether or not they live or have ever lived in an urban community.
Main Activity:
Students will reread Lesson 1 with a partner and discuss the review questions at the end of the lesson. They will determine whether or not they currently live in an urban community and if they ever have in the past.
Evaluation:
Teacher watches and monitors.
Vocabulary:
region, population, urban, harbor, transportation, grid system.
Homework:
Homework and Practice Book page 10.
Learning Objective:
Students will understand how Frederick Law Olmsted showed caring for people in urban communities by creating places that promote human activity.
Language Objective:
Students will be able to identify whether or not they live or have ever lived in an urban community.
Main Activity:
Students will read the short biography of Frederick Law Olmsted and discuss look at some of the parks in urban communities he designed, including Central Park in NYC and the Emerald Necklace in Boston, MA. Students will discuss how these areas encourage communities to come together.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify the features of a suburban community. Students will compare and contrast urban and suburban communities.
Language Objective:
Students will be able to explain why people settle in suburban communities.
Main Activity:
Students will look up the vocabulary for Lesson 2 and add to their vocabulary books. Students will read Lesson 2 with the teacher and discuss the similarities and difference between urban and suburban communities. The class will create a Venn Diagram comparing and contrasting the two types of communities.
Evaluation:
Vocabulary:
Venn diagram
Homework:
suburb, suburban
Materials / Resources (including technology)
Harcourt Social Studies “Our Communities” Text Books and Workbooks.
State of Minnesota Standards Covered
  • 3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
  • 3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the features of a suburban community and how they compare to urban communities.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to accurately depict the similarities and differences between urban and suburban communities.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, Eidul Adha***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify the features of a suburban community Students will be able to explain why people settle in suburban communities.
Language Objective:
Students will compare and contrast urban and suburban communities.
Main Activity:
Students will review Chapter 2, Lesson 1. Students will read Chapter 2, Lesson 2: Suburban Communities as a whole class. Students will answer the review questions at the end of the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will understand the impact nature has on urban and suburban communities.
Language Objective:
Students will compare and contrast urban and suburban communities.
Main Activity:
Students will read a short biography of Frederick Law Olmstead and his 40+ years designing parks in urban and suburban communities. Students will discuss the features of these parks and how they encourage community.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will understand the impact nature has on urban and suburban communities.
Language Objective:
Students will compare and contrast urban and suburban communities.
Main Activity:
Students will create their own parks including many of the features Frederick Law Olmstead used in his designs. Students will create a bird’s eye view and a horizontal view of their parks.
Evaluation:
Park designs.
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify the features of a suburban community. Students will be able to explain why people settle in suburban communities.
Language Objective:
Students will compare and contrast urban and suburban communities.
Main Activity:
Students will create a graphic organizer comparing and contrasting urban and suburban communities. Students will write about how urban and suburban communities need each other to exist.
Evaluation:
Graphic organizer
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: Our Communities Text Books, pencils, paper, poster paper, markers
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the features of urban, suburban, and rural areas.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain the features of the different types of areas in the United States.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, LA NAVAL CELEBRATION***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
All of the objectives from Chapter 2.
Language Objective:
Review
Main Activity:
Students will complete their Chapter 2 Review.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
All of the objectives from Chapter 2
Language Objective:
Review
Main Activity:
Students will take their Chapter 2 Assessment.
Evaluation:
The Chapter 2 Assessment will be taken as a test grade.
Vocabulary:
Homework:
Learning Objective:
All of the objectives from Chapter 2.
Language Objective:
Review
Main Activity:
Students will begin their Chapter 2 project. Each group will be given a poster board and must show a visual representation of the urban, suburban, and rural type communities in a target shape display (urban in the middle, then suburban, then rural) and show what features can be found in each of the types of communities.
Evaluation:
Projects
Vocabulary:
Homework:
Learning Objective:
All of the objectives from Chapter 2.
Language Objective:
Review
Main Activity:
Students will complete their Chapter 2 project. Each group will be given a poster board and must show a visual representation of the urban, suburban, and rural type communities in a target shape display (urban in the middle, then suburban, then rural) and show what features can be found in each of the types of communities.
Evaluation:
This project will be graded on creativity, understanding, and teamwork.
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: Our Communities Text Books, pencils, paper
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
3.3.3.6.1 Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the difference between urban, suburban, and rural communities.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to display how different communities are connected and rely on each other.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the difference between urban, suburban, and rural communities.
Language Objective:
Students will be able to display how different communities are connected and rely on each other.
Main Activity:
Students will work on their Unit 1 projects. The posters from Chapter 2, however students must then look through the unit and write down all of the features from each type of community on the back of the poster.
Evaluation:
Posters
Vocabulary:
Homework:
Learning Objective:
Students will know the difference between urban, suburban, and rural communities.
Language Objective:
Students will be able to display how different communities are connected and rely on each other.
Main Activity:
Students will work on their Unit 1 projects. The posters from Chapter 2, however students must then look through the unit and write down all of the features from each type of community on the back of the poster.
Evaluation:
Poster
Vocabulary:
Homework:
Learning Objective:
Students will know the difference between urban, suburban, and rural communities.
Language Objective:
Students will be able to display how different communities are connected and rely on each other.
Main Activity:
Students will work on their Unit 1 projects. The posters from Chapter 2, however students must then look through the unit and write down all of the features from each type of community on the back of the poster.
Evaluation:
Poster project
Vocabulary:
Homework:
Learning Objective:
Students will know the difference between urban, suburban, and rural communities.
Language Objective:
Students will be able to display how different communities are connected and rely on each other.
Main Activity:
Students will complete their Unit 1 projects. The posters from Chapter 2, however students must then look through the unit and write down all of the features from each type of community on the back of the poster.
Evaluation:
poster project
Vocabulary:
Homework:
***NO CLASS, FEAST OF THE HOLY SEPULCHRE***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: Our Communities Text Books, pencils, paper, poster paper, markers
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that communities have different landforms and bodies of water.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to describe how people change and adapt to their surroundings.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand how to use the main idea and details to understand the text.
Language Objective:
Students will use the main idea and details to understand the text.
Main Activity:
Students will read the Unit 2 Introduction.
Evaluation:
Teacher watches and monitors
Vocabulary:
main idea, details
Homework:
Learning Objective:
Students will understand how to use the main idea and details to understand the text.
Language Objective:
Students will use the main idea and details to understand the text.
Main Activity:
Students will take the Unit 2 Pretest.
Evaluation:
Pretest
Vocabulary:
Homework:
Learning Objective:
Students will understand how to use geographic tools to locate communities, use hemisphere and equator to find locations, and relative location.
Language Objective:
Students will use geographic tools to locate communities, use hemisphere and equator to find locations, and relative location.
Main Activity:
Students will look up the vocabulary words for Chapter 3, Lesson 1. Students will listen while the teachers read the lesson aloud and answer comprehension questions throughout.
Evaluation:
Teacher watches and monitors
Vocabulary:
geographic tools, continent, hemisphere, equator, border, relative location, absolute location, prime meridian, latitude, longitude
Homework:
Learning Objective:
Students will understand how to use geographic tools to locate communities, use hemisphere and equator to find locations, and relative location.
Language Objective:
Students will use geographic tools to locate communities, use hemisphere and equator to find locations, and relative location.
Main Activity:
Students will partner read Chapter 3, Lesson 1 and answer the review questions at the end of the lesson with their partners.
Evaluation:
Review questions
Vocabulary:
geographic tools, continent, hemisphere, equator, border, relative location, absolute location, prime meridian, latitude, longitude
Homework:
***HALLOWEEN PARTY***
Learning Objective:
Language Objective:
Main Activity:
No Class, Halloween Activities
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: Our Communities Text Books, pencils, paper
State of Minnesota Standards Covered
3.3.3.6.1 Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world.
3.3.3.8.1 Identify physical and human features that act as boundaries or dividers; give examples of situations or reasons why people have made or used boundaries.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to use geographic tools to locate communities, use hemisphere and equator to find locations, and relative location. Students will understand physical processes.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to recognize and describe physical characteristics of places. Students will identify landforms, climate, and vegetation of communities
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand how to use the main idea and details to understand the text.
Language Objective:
Students will be able to recognize and describe physical characteristics of places.
Main Activity:
Students will create a graphic organizer using the section topics of the Unit 2 Preview and describe the main idea and details of the sections.
Evaluation:
Graphic organizer.
Vocabulary:
Homework:
Learning Objective:
Students will understand how to use geographic tools to locate communities, use hemisphere and equator to find locations, and relative location.
Language Objective:
Students will identify landforms, climate, and vegetation of communities.
Main Activity:
Students will preview Chapter 3, Lesson 1 and look up the vocabulary for the lesson.
Evaluation:
Vocabulary
Vocabulary:
geographic tools, continent, hemisphere, equator, border, relative location, absolute location, prime meridian, latitude, longitude
Homework:
***END OF GRADING PERIOD 1 ***
Learning Objective:
Students will understand how to use geographic tools to locate communities, use hemisphere and equator to find locations, and relative location.
Language Objective:
Students will identify landforms, climate, and vegetation of communities.
Main Activity:
Students will read Chapter 3, Lesson 1 with a partner and ask questions to clarify understanding of the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
geographic tools, continent, hemisphere, equator, border, relative location, absolute location, prime meridian, latitude, longitude
Homework:
***START OF GRADING PERIOD 2 ***
Learning Objective:
Students will understand how to use geographic tools to locate communities, use hemisphere and equator to find locations, and relative location.
Language Objective:
Students will identify landforms, climate, and vegetation of communities.
Main Activity:
Students will answer the review questions at the end of Chapter 3, Lesson 1 with a partner.
Evaluation:
Review questions
Vocabulary:
geographic tools, continent, hemisphere, equator, border, relative location, absolute location, prime meridian, latitude, longitude
Homework:
Learning Objective:
Students will recognize and describe physical characteristics of places. Students will understand physical processes.
Language Objective:
Students will identify landforms, climate, and vegetation of communities.
Main Activity:
Students will preview Chapter 3, Lesson 2 and look up the vocabulary words for the lesson.
Evaluation:
Vocabulary
Vocabulary:
physical feature, mountain range, valley, plateau, vegetation, growing season, erosion, ecosystem
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: Our Communities Text Books, pencils, paper
State of Minnesota Standards Covered
3.3.3.6.1 Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world.

3.3.3.8.1 Identify physical and human features that act as boundaries or dividers; give examples of situations or reasons why people have made or used boundaries.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the five geographical regions of the United States.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain that regions can share both physical and human characteristics.
Students will be able to describe how communities can be part of more than one region.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will recognize and describe physical characteristics of places. Students will identify landforms, climate, and vegetation of communities. Students will understand physical processes.
Language Objective:
Students will be able to explain that regions can share both physical and human characteristics. Students will be able to describe how communities can be part of more than one region.
Main Activity:
Students will read Chapter 3, Lesson 2 with a partner and check understanding by asking each other questions.
Evaluation:
Teacher watches and monitors.
Vocabulary:
physical feature, mountain range, valley, plateau, vegetation, growing season, erosion, ecosystem
Homework:
Learning Objective:
Students will recognize and describe physical characteristics of places. Students will identify landforms, climate, and vegetation of communities. Students will understand physical processes.
Language Objective:
Students will be able to explain that regions can share both physical and human characteristics. Students will be able to describe how communities can be part of more than one region.
Main Activity:
Students will answer the review questions at the end of Chapter 3, Lesson 2 with a partner.
Evaluation:
Teacher watches and monitors.
Vocabulary:
physical feature, mountain range, valley, plateau, vegetation, growing season, erosion, ecosystem
Homework:
Learning Objective:
Students will identify and describe the physical features and ecosystem of Yellowstone National Park.
Language Objective:
Students will identify and locate Yellowstone National Park.
Main Activity:
Students will read “Yellowstone National Park” on pages 100-101. Students will write a summary and illustrate it to show the information they have learned
Evaluation:
Story summary.
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify the five geographical regions of the United States.
Language Objective:
Students will be able to explain that regions can share both physical and human characteristics. Students will be able to describe how communities can be part of more than one region.
Main Activity:
Students will preview Chapter 3, Lesson 3 and look up the vocabulary for the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
preserve
Homework:
Learning Objective:
Students will be able to identify the five geographical regions of the United States.
Language Objective:
Students will be able to explain that regions can share both physical and human characteristics. Students will be able to describe how communities can be part of more than one region.
Main Activity:
Students will partner read Chapter 3, Lesson 3. Students will ask each other questions to clarify meaning.
Evaluation:
Teacher watches and monitors.
Vocabulary:
preserve
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: Our Communities Text Books, pencils, paper
State of Minnesota Standards Covered
3.3.1.1.1 Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the state of Minnesota, the United States or the world.

3.3.3.6.1 Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world.
3.3.3.8.1 Identify physical and human features that act as boundaries or dividers; give examples of situations or reasons why people have made or used boundaries.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the importance of renewable and non-renewable resources.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify both living and non-living natural resources. Students will understand the importance of renewable and non-renewable resources.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to identify the five geographical regions of the United States. Students will be able to explain that regions can share both physical and human characteristics.
Language Objective:
Students will be able to describe how communities can be part of more than one region.
Main Activity:
Students will answer the review questions at the end of Lesson 3 with a partner.
Evaluation:
Teacher watches and monitors.
Vocabulary:
preserve
Homework:
Learning Objective:
Students will understand the importance of renewable and non-renewable resources.
Language Objective:
Students will be able to identify both living and non-living natural resources.
Main Activity:
Students will preview Chapter 3, Lesson 4 and look up the vocabulary for the Lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
natural resource, mineral, renewable, non-renewable, fuel
Homework:
Learning Objective:
Students will understand the importance of renewable and non-renewable resources.
Language Objective:
Students will be able to identify both living and non-living natural resources.
Main Activity:
Students will partner read Chapter 3, Lesson 4. Students will ask each other questions to clarify understanding.
Evaluation:
Teacher watches and monitors.
Vocabulary:
natural resource, mineral, renewable, non-renewable, fuel
Homework:
Learning Objective:
Students will understand the importance of renewable and non-renewable resources.
Language Objective:
Students will be able to identify both living and non-living natural resources.
Main Activity:
Students will answer the review questions at the end of Lesson 4 with a partner.
Evaluation:
Review questions.
Vocabulary:
natural resource, mineral, renewable, non-renewable, fuel
Homework:
Learning Objective:
All objectives from Chapter 3 (Lesson 1, 2, 3, and 4)
Language Objective:
All objectives from Chapter 3 (Lesson 1, 2, 3, and 4)
Main Activity:
Students will begin working on their Chapter 3 Review.
Evaluation:
Teacher watches and monitors.
Vocabulary:
all vocabulary from Chapter 3.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Text book , pencils, paper
State of Minnesota Standards Covered
3.2.1.1.1 Identify possible short- and long-term consequences (costs and benefits) of different choices.

2.4.5.1 Benchmark Explain that producing any good or service requires resources; describe the resources needed to produce a specific good or service; explain why it is not possible to produce an unlimited amount of a good or service.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the history and current traditions of American Thanksgiving.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain American Thanksgiving and what it means to the citizens of America, including the Native Americans.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will read and understand the history of the settlers coming from England to the New World.
Language Objective:
Students will be able to explain American Thanksgiving and what it means to the citizens of America, including the Native Americans.
Main Activity:
Students will read the story of the Mayflower and write about what it might have been like to be a child on the ship.
Evaluation:
Writing
Vocabulary:
Homework:
Learning Objective:
Students will read and understand the history of trying to create a settlement in the harsh New England winter.
Language Objective:
Students will be able to explain American Thanksgiving and what it means to the citizens of America, including the Native Americans.
Main Activity:
Students will read about Plymouth Rock and the first settlers during their first year in America.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will read and understand how Squanto helped the settlers grow food and survive.
Language Objective:
Students will be able to explain American Thanksgiving and what it means to the citizens of America, including the Native Americans.
Main Activity:
Students will read about Tisquantum and how he assisted the settlers. Also about the positive and negative relationships between the settlers and the Native Americans and how those relationships are still viewed today.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
***AMERICAN THANKSGIVING***
Learning Objective:
Students will learn about the first Thanksgiving feast.
Language Objective:
Students will be able to explain American Thanksgiving and what it means to the citizens of America, including the Native Americans.
Main Activity:
Students will read about the first Thanksgiving and how the Native Americans and the settlers came together for days to celebrate the bountiful harvest.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Thanksgiving Lunch: NO CLASS
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Text book , pencils, paper
State of Minnesota Standards Covered
3.4.1.2.1 Examine historical records, maps and artifacts to answer basic questions about times and events in history, both ancient and more recent.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what makes up an environment and how people adapt to environments.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain how their communities have adapted to the environment around them.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
All objectives from Chapter 3.
Language Objective:
Review
Main Activity:
Students will review and study Chapter 3.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All Chapter 3 vocabulary.
Homework:
Learning Objective:
All objectives from Chapter 3.
Language Objective:
Review
Main Activity:
Students will take their Chapter 3 Assessment.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All Chapter 3 vocabulary.
Homework:
Learning Objective:
Identify human and physical characteristics of different places. Recognize factors that influence human settlement and how humans adapt to their environment. Understand that natural disasters can change the environment.
Language Objective:
Students will be able to explain how their communities have adapted to the environment around them.
Main Activity:
Students and teacher will read Chapter 4, Lesson 1. As we approach each vocabulary word, we will figure out the meaning using context clues, or the glossary.
Evaluation:
Vocabulary
Vocabulary:
environment, human feature, adapt, natural disaster
Homework:
Learning Objective:
Identify human and physical characteristics of different places. Recognize factors that influence human settlement and how humans adapt to their environment. Understand that natural disasters can change the environment.
Language Objective:
Students will be able to explain how their communities have adapted to the environment around them.
Main Activity:
Students will group read Chapter 4, Lesson 1 and begin the questions at the end of the lesson.
Evaluation:
review questions.
Vocabulary:
environment, human feature, adapt, natural disaster
Homework:
Learning Objective:
Identify human and physical characteristics of different places. Recognize factors that influence human settlement and how humans adapt to their environment. Understand that natural disasters can change the environment.
Language Objective:
Students will be able to explain how their communities have adapted to the environment around them.
Main Activity:
Students will group read Chapter 4, Lesson 1 and complete the questions at the end of the lesson.
Evaluation:
Review questions.
Vocabulary:
environment, human feature, adapt, natural disaster
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: Our Communities, paper, pencils
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
3.4.1.2.1 Examine historical records, maps and artifacts to answer basic questions about times and events in history, both ancient and more recent.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the importance of protecting the environment.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to present information using graphs. Students will be able to develop conservation ideas.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***Typhoon Day – No Class***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students understand how Sylvia Earle feels a responsibility to protect the environment of the oceans.
Language Objective:
Students will be able to explain how Sylvia Earle feels a responsibility to protect the environment of the oceans.
Main Activity:
Students will read about Sylvia Earle on page 119. Students will discuss what it means to be passionate about the environment and how education causes people to care.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will understand the purposes of pictographs and bar graphs. Students will understand that different graphs can present the same information.
Language Objective:
Students will read and interpret information using pictographs and bar graphs.
Main Activity:
Students will read pages 120 and 121. Students will observe and figure out the information being displayed on the graphs. The teacher will create examples of both graphs using topics and answers given by students (such as what food do students like most between pizza, burgers, etc.)
Evaluation:
Graphs
Vocabulary:
pictograph, bar graph
Homework:
Learning Objective:
Students will recognize that people modify the environment to meet basic needs. Students will identify ways people modify the evironment for transportation, mining, and farming.
Language Objective:
Students will identify the ways people modify the environment to control water and generate electricity.
Main Activity:
Students will read Chapter 4, Lesson 2 and begin the review questions at the end.
Evaluation:
Review questions
Vocabulary:
modify, tunnel, canal, terrace, irrigation, dam, reservoir
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: Our Communities, paper, pencils, graph paper
State of Minnesota Standards Covered
3.2.1.1.1 Identify possible short- and long-term consequences (costs and benefits) of different choices.

2.4.5.1 Benchmark Explain that producing any good or service requires resources; describe the resources needed to produce a specific good or service; explain why it is not possible to produce an unlimited amount of a good or service.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how people affect and change the environment in negative ways for personal benefit.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to think of and explain ways to protect the environment.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify the ways people negatively affect the environment. Students will understand how citizens can care for the environment.
Language Objective:
Students will be able to think of and explain ways to protect the environment.
Main Activity:
Students will complete the Chapter 4, Lesson 2 questions. Students will read Chapter 4, Lesson 3 as a group.
Evaluation:
Teacher watches and monitors.
Vocabulary:
pollution, conservation, recycle
Homework:
Learning Objective:
Students will identify the ways people negatively affect the environment. Students will understand how citizens can care for the environment.
Language Objective:
Students will be able to think of and explain ways to protect the environment.
Main Activity:
Students will complete the Chapter 4, Lesson 3 questions.
Evaluation:
Lesson questions.
Vocabulary:
pollution, conservation, recycle
Homework:
Learning Objective:
Students will understand the importance of taking care of the environments around us.
Language Objective:
Students will be able to think of and explain ways to protect the environment.
Main Activity:
Students will be able to think of and explain ways to protect the environment.
Evaluation:
Review questions.
Vocabulary:
All Chapter 4 Vocabulary.
Homework:
Learning Objective:
All objectives from Chapter 4. Students will learn more about the Colonial Times through presentations by their classmates.
Language Objective:
All objectives from Chapter 4. Students will learn more about the Colonial Times through presentations by their classmates.
Main Activity:
Students will begin their Chapter 4 Test. Students will present their Social Studies Colonial Times project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All Chapter 4 Vocabulary.
Homework:
Learning Objective:
All objectives from Chapter 4. Students will learn more about the Colonial Times through presentations by their classmates.
Language Objective:
All objectives from Chapter 4. Students will learn more about the Colonial Times through presentations by their classmates.
Main Activity:
Students will complete their Chapter 4 Test. Students who did not present their Social Studies Colonial Times project will present.
Evaluation:
Projects
Vocabulary:
All Chapter 4 Vocabulary.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: Our Communities, poster paper, markers
State of Minnesota Standards Covered
3.2.1.1.1 Identify possible short- and long-term consequences (costs and benefits) of different choices.

2.4.5.1 Benchmark Explain that producing any good or service requires resources; describe the resources needed to produce a specific good or service; explain why it is not possible to produce an unlimited amount of a good or service.
3.4.1.2.1 Examine historical records, maps and artifacts to answer basic questions about times and events in history, both ancient and more recent.
Weekly Informational Knowledge Overview - (Students will know...)
Students will understand that some fairy tales are scary, and fairy tales are from many different cultures, but all fairy tales share some specific features (set long ago, magic). Students will know how people pass down culture through stories.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to create a story that will show something about their own culture.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand the rights and responsibilities of being a citizen of the classroom.
Language Objective:
Students will be able to state the rights and responsibilities of being a citizen of the classroom.
Main Activity:
Review classroom rules. Students will review which rules were made for safety and which rules were made for the classroom to run. Students will discuss how following the rules is a responsibility of being part of a community.
Evaluation:
Teacher watches and monitors.
Vocabulary:
community, citizen, responsibility, right
Homework:
Learning Objective:
Students will understand the rights and responsibilities of being a citizen of the classroom.
Language Objective:
Students will be able to state the rights and responsibilities of being a citizen of the classroom.
Main Activity:
Review classroom rules. Students will review which rules were made for safety and which rules were made for the classroom to run. Students will discuss how following the rules is a responsibility of being part of a community.
Evaluation:
Teacher watches and monitors
Vocabulary:
community, citizen, responsibility, right
Homework:
Learning Objective:
Students will know how people pass down culture through stories.
Language Objective:
Students will be able to create a story that will show something about their own culture.
Main Activity:
Students will read scary fairy tales from different countries and cultures. They will answer the comprehension and writing questions. Students will be put in groups and begin the writing process of writing their own scary fairy tale.
Evaluation:
Teacher watches and monitors
Vocabulary:
fairy tale, magic, culture
Homework:
Learning Objective:
Students will know how people pass down culture through stories.
Language Objective:
Students will be able to create a story that will show something about their own culture.
Main Activity:
Students will read scary fairy tales from different countries and cultures. They will answer the comprehension and writing questions. Students will be put in groups and begin the writing process of writing their own scary fairy tale.
Evaluation:
Comprehension questions
Vocabulary:
fairy tale, magic, culture
Homework:
Learning Objective:
Students will understand that some fairy tales are scary, and fairy tales are from many different cultures, but all fairy tales share some specific features (set long ago, magic). Students will know how people pass down culture through stories.
Language Objective:
Students will be able to create a story that will show something about their own culture.
Main Activity:
Students will read scary fairy tales from different countries and cultures. They will answer the comprehension and writing questions. Students will continue the writing process of writing their own scary fairy tale.
Evaluation:
Stories
Vocabulary:
fairy tale, magic, culture
Homework:
Materials / Resources (including technology)
Education.com
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how people affect the environment with negative habits. Students will know how citizens are responsible for caring for the environment and ways in which they can help.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use Martin Luther King, Jr. as a model to write about change.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand the significance of Martin Luther King, Jr.
Language Objective:
Students will be able to identify and write about a problem in the world.
Main Activity:
Students will watch a short documentary on the life of MLK. Students will complete a word search and a coloring activity. Students will write their own dream for the world, something they would like to see changed in their lifetime. This packet will be graded.
Evaluation:
The MLK packet will be used as a writing grade and a Social Studies grade.
Vocabulary:
Segregation, pastor, march, MLK, sit in, Nobel Prize, equality, Civil Rights, Rosa Park, hero, nonviolence, bus boycott, Gandhi, discrimination, assassinated
Homework:
Learning Objective:
Students will understand the significance of Martin Luther King, Jr. Students will understand that some fairy tales are scary, and fairy tales are from many different cultures, but all fairy tales share some specific features (set long ago, magic). Students will understand and implement the writing process.
Language Objective:
Students will be able to identify and write about a problem in the world.
Main Activity:
Students will listen to a read aloud about MLK. Students will work in groups to read and learn from his biography. Students will discuss their thoughts about MLK and the Civil Rights movement. Students will complete their scary fairy tale stories with their groups if there is time.
Evaluation:
Stories
Vocabulary:
Segregation, pastor, march, MLK, sit in, Nobel Prize, equality, Civil Rights, Rosa Park, hero, nonviolence, bus boycott, Gandhi, discrimination, assassinated
Homework:
Learning Objective:
Students will understand that some fairy tales are scary, and fairy tales are from many different cultures, but all fairy tales share some specific features (set long ago, magic). Students will know how people pass down culture through stories.
Language Objective:
Students will be able to write their own stories
Main Activity:
Students will read scary fairy tales from different countries and cultures. They will answer the comprehension and writing questions. Students will continue the writing process of writing their own scary fairy tale.
Evaluation:
Vocabulary:
fairy tale, magic, culture
Homework:
Learning Objective:
Students will understand how citizens can care for the environment.
Language Objective:
Students will identify ways people negatively affect the environment.
Main Activity:
Students will read Chapter 4, Lesson 3: Caring for Our Environment. Students will look up the vocabulary words for the lesson. Students will discuss the lesson as a whole group with the teacher.
Evaluation:
Vocabulary
Vocabulary:
pollution, conservation, recycle
Homework:
Learning Objective:
Students will understand how citizens can care for the environment.
Language Objective:
Students will identify ways people negatively affect the environment.
Main Activity:
Students will read Chapter 4, Lesson 3: Caring for Our Environment. Students will answer the review questions at the end of the lesson in groups of 4 to 5 students.
Evaluation:
Review questions
Vocabulary:
pollution, conservation, recycle
Homework:
Materials / Resources (including technology)
Ducksters.com; education.com; Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.2.1.1.1 Identify possible short- and long-term consequences (costs and benefits) of different choices.

2.4.5.1 Benchmark Explain that producing any good or service requires resources; describe the resources needed to produce a specific good or service; explain why it is not possible to produce an unlimited amount of a good or service.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that people have affected the environment in positive and negative ways. Students will know the consequences of people affecting the environment. Students will know how citizens can make the community better by taking care of the environment.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain the ways in which citizens are responsible for taking care of the environment. Students will be able to develop ideas of how they can better improve their community by preserving the environment in their own lives.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know that people have affected the environment in positive and negative ways. Students will know the consequences of people affecting the environment..
Language Objective:
Students will be able to explain the ways in which citizens are responsible for taking care of the environment. Students will be able to develop ideas of how they can better improve their community by preserving the environment in their own lives.
Main Activity:
Students will read “Working for the Environment” on pages 134 and 135. Students will discuss with their small groups how they would like to help protect and preserve their environment. The groups will then join for a class discussion comparing ideas and creating plans to help each idea become successful.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
All objectives from Chapter 4.
Language Objective:
All objectives from Chapter 4.
Main Activity:
tudents will work together to complete the Chapter 4 Review on pages 138 and 139.
Evaluation:
Review
Vocabulary:
All Chapter 4 Vocabulary words.
Homework:
Learning Objective:
All objectives from Chapter 4.
Language Objective:
All objectives from Chapter 4
Main Activity:
Students will take their Chapter 4 Assessment.
Evaluation:
Test
Vocabulary:
All Chapter 4 Vocabulary words.
Homework:
Learning Objective:
All objectives from Unit 2
Language Objective:
All objectives from Unit 2
Main Activity:
Students will work together to complete the Unit 2 review on pages 142 and 143. Students will discuss the big ideas from the unit.
Evaluation:
Review
Vocabulary:
All vocabulary from Unit 2
Homework:
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
All objectives from Unit 2
Language Objective:
All objectives from Unit 2
Main Activity:
Students will work in groups to complete the Unit 2 project on page 144.
Evaluation:
Project
Vocabulary:
All vocabulary from Unit 2
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
3.2.1.1.1 Identify possible short- and long-term consequences (costs and benefits) of different choices.
2.4.5.1 Benchmark Explain that producing any good or service requires resources; describe the resources needed to produce a specific good or service; explain why it is not possible to produce an unlimited amount of a good or service.
Weekly Informational Knowledge Overview - (Students will know...)
Unite 3 Intro: Students will know that every community has its own history. Students will understand the features of a community and how some change and some stay the same over time.
Unit 3 Intro: Students will know the features of a historical fiction story, specifically a story about how and why a family left their home in the south to find freedom in the north.
Chapter 5, Lesson 1: Students will know the ways communities change over time.
Chapter 5, Lesson 2: Students will know how certain people help communities grow, such as George Stephenson and William Jenney, and how other people create changes in communities, such as Susan B.
Anthony, Elizabeth Cady Stanton, Mohandas Gandhi, and Dr. Martin Luther King, Jr.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Unit 3 Intro: Students will be able to arrange historical events in sequence and use a timeline to display the information.
Chapter 5, Lesson 1: Students will be able to explain how the past, present, and future are all connected.
Chapter 5, Lesson 1: Students will be able to understand the information presented on a simple historical timeline and identify how a timeline can be divided to show different time periods.
Chapter 5, Lesson 2: Students will be able to use and identify primary and secondary sources of information.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
Students will know that every community has its own history. Students will understand the features of a community and how some change and some stay the same over time.
Language Objective:
Students will be able to arrange historical events in sequence and use a timeline to display the information.
Main Activity:
Students will take their Unit 3 Pretest to identify the information they already know and areas that are lacking in the upcoming unit.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know that every community has its own history. Students will understand the features of a community and how some change and some stay the same over time. Students will know the features of a historical fiction story, specifically a story about how and why a family left their home in the south to find freedom in the north. Students will be able to arrange historical events in sequence and use a timeline to display the information.
Language Objective:
Students will be able to arrange historical events in sequence and use a timeline to display the information. Students will be able to explain how the past, present, and future are all connected.
Main Activity:
Students will listen to the Unit 3 Introduction. Students will discuss the important persons displayed on pages 144 and 145 (Sacagawea, Abraham Lincoln, and Dr. Martin Luther King, Jr.) and how their pictures and information is shown in the proper sequence. Students will discuss the major unit vocabulary words on pages 146 and 147 and use the pictures to help understand the definitions. Students will review sequence and use the story on page 149 to complete the sequence graphic organizer on page 148. Students will listen while the teacher reads aloud the story “A Place Called Freedom” (pages 150-153) and discuss the sequence of the events in the story and about how communities are created for many reasons.
Evaluation:
Time lines
Vocabulary:
invention, technology, explorer, colony, settlement
Homework:
Learning Objective:
Students will know the ways communities change over time. Students will be able to explain how the past, present, and future are all connected. Students will be able to understand the information presented on a simple historical timeline and identify how a timeline can be divided to show different time periods.
Language Objective:
Students will be able to understand the information presented on a simple historical timeline and identify how a timeline can be divided to show different time periods
Main Activity:
Students will read Chapter 5, Lesson 1 (Communities Through Time) with small groups. Students will review the vocabulary for the lesson and look up the unknown words in the glossary. Students will discuss with their groups how some featured communities changed over time, and how they stayed the same. For example: many building remain standing from hundreds of years ago, but other buildings have been built around them.
Evaluation:
vocabulary
Vocabulary:
decade, century, continuity, time line, millennium
Homework:
Learning Objective:
Students will know the ways communities change over time. Students will be able to explain how the past, present, and future are all connected. Students will be able to understand the information presented on a simple historical timeline and identify how a timeline can be divided to show different time periods.
Language Objective:
Students will be able to use and identify primary and secondary sources of information.
Main Activity:
Students will reread Chapter 5, Lesson 1 with a partner and answer the review questions at the end of the lesson. When all groups have finished the questions, the class will come together to review the answers. Students will look at the timeline on pages 160 and 161. Students will see the history of Chicago through different time periods displayed and discuss how Chicago has changed throughout time.
Evaluation:
Review questions
Vocabulary:
decade, century, continuity, time line, millennium
Homework:
Learning Objective:
Students will know how certain people help communities grow, such as George Stephenson and William Jenney, and how other people create changes in communities, such as Susan B. Anthony, Elizabeth Cady Stanton, Mohandas Gandhi, and Dr. Martin Luther King, Jr. Students will be able to use and identify primary and secondary sources of information.
Language Objective:
Students will be able to use and identify primary and secondary sources of information.
Main Activity:
Students will read Chapter 5, Lesson 2 (People Bring Changes) in small groups. Students will discuss with their groups the important people who have helped to being change to their communities. Students will also discuss the importance of inventions to help change history.
Evaluation:
Teacher watches and monitors
Vocabulary:
invention, engineer, right, vote, suffrage, slogan, equality, civil rights, primary source, secondary source
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, paper, pencils
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need

3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.4.1.1.2 Create timelines of important events in three different time scales—decades, centuries and millennia.
3.4.1.2.1 Examine historical records, maps and artifacts to answer basic questions about times and events in history, both ancient and more recent.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 5, Lesson 2: Students will know how certain people help communities grow, such as George Stephenson and William Jenney, and how other people create changes in communities, such as Susan B. Anthony, Elizabeth Cady Stanton, Mohandas Gandhi, and Dr. Martin Luther King, Jr.
Chapter 5, Lesson 3: Students will know how inventions create change in different areas and which inventions have changed the world, such as communication, transportation, and in the daily lives of people.
Chapter 5, Lesson 4: Students will know how ancient civilizations continue to influence life today.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 5, Lesson 2: Students will be able to use and identify primary and secondary sources of information.
Chapter 5, Lesson 3: Students will be able to create a flowchart.
Chapter 5, Lesson 4: Students will be able to identify and discuss the major ancient civilization (Mesopotamia, Sumer, Egypt, China, Greece, Rome, and Mali).
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how certain people help communities grow, such as George Stephenson and William Jenney, and how other people create changes in communities, such as Susan B. Anthony, Elizabeth Cady Stanton, Mohandas Gandhi, and Dr. Martin Luther King, Jr.
Language Objective:
Students will be able to use and identify primary and secondary sources of information.
Main Activity:
Students will reread Chapter 5, Lesson 2 with a partner. Students will answer the review questions at the end of the lesson with their partner. Once all groups have completed the questions, the class will review them as a whole group. Students will discuss the important parts of the lesson and who they believe was the most influential of the featured people in the lesson. Students will listen while the teacher reads the information about primary and secondary sources of information on pages 168 and 169. Students will give examples of both types of sources and discuss the benefits of having both.
Evaluation:
Teacher watches and monitors
Vocabulary:
invention, engineer, right, vote, suffrage, slogan, equality, civil rights, primary source, secondary source
Homework:
Learning Objective:
Students will know how inventions create change in different areas and which inventions have changed the world, such as communication, transportation, and in the daily lives of people.
Language Objective:
Students will be able to create a flowchart.
Main Activity:
Students will read Chapter 5, Lesson 3 (Inventions in Communities) with small groups. Students will discuss the major inventors from the lesson, such as Samuel Morse, Alexander Graham Bell, Henry Ford, the Wright Brothers, Thomas Edison, and Lewis Latimer.
Evaluation:
Teacher watches and monitors
Vocabulary:
technology, flowchart, assembly line
Homework:
Learning Objective:
Students will know how inventions create change in different areas and which inventions have changed the world, such as communication, transportation, and in the daily lives of people. Students will be able to create a flowchart.
Language Objective:
Students will be able to create a flowchart.
Main Activity:
Students will reread Chapter 5, Lesson 3 with a partner and answer the review questions at the end of the lesson with their partner. Once all groups are done, the class will join together to go over the answers. Students will learn about flowcharts and come up with examples of situations in which flowcharts are helpful for displaying information.
Evaluation:
Flowchart
Vocabulary:
technology, flowchart, assembly line
Homework:
Learning Objective:
Students will know how ancient civilizations continue to influence life today. Students will be able to identify and discuss the major ancient civilization (Mesopotamia, Sumer, Egypt, China, Greece, Rome, and Mali).
Language Objective:
Students will be able to identify and discuss the major ancient civilization (Mesopotamia, Sumer, Egypt, China, Greece, Rome, and Mali).
Main Activity:
Students will read Chapter 5, Lesson 4 (Communities Long Ago) with small groups. Students will discuss the major ancient civilizations with their groups. Each group will be given one ancient civilization to read and create a short presentation about to teach their classmates about.
Evaluation:
Presentations
Vocabulary:
ancient, civilization, modern, democracy, republic, empire, trade, port
Homework:
Learning Objective:
Students will know how ancient civilizations continue to influence life today. Students will be able to identify and discuss the major ancient civilization (Mesopotamia, Sumer, Egypt, China, Greece, Rome, and Mali).
Language Objective:
Students will be able to identify and discuss the major ancient civilization (Mesopotamia, Sumer, Egypt, China, Greece, Rome, and Mali).Students will reread Chapter 5, Lesson 4 with a partner.
Main Activity:
Students will answer the review questions at the end of the lesson with their partners. Students will decide which civilization they find most interesting and will be given supplemental information on that civilization. Students will create a timeline of the civilization using the information.
Evaluation:
Timeline
Vocabulary:
ancient, civilization, modern, democracy, republic, empire, trade, port
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbook, poster paper, markers
State of Minnesota Standards Covered
3.4.1.1.2 Create timelines of important events in three different time scales—decades, centuries and millennia.
3.4.1.2.1 Examine historical records, maps and artifacts to answer basic questions about times and events in history, both ancient and more recent.
3.4.1.2.2 Compare and contrast two different accounts of an event.

3.4.1.2.3 Benchmark Compare and contrast various ways that different cultures have expressed concepts of time and space

3.4.2.3.1 Explain how an invention of the past changed life at that time, including positive, negative and unintended outcomes.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 5, Lesson 2: Students will know how certain people help communities grow, such as George Stephenson and William Jenney, and how other people create changes in communities, such as Susan B. Anthony, Elizabeth Cady Stanton, Mohandas Gandhi, and Dr. Martin Luther King, Jr.
Chapter 5, Lesson 3: Students will know how inventions create change in different areas and which inventions have changed the world, such as communication, transportation, and in the daily lives of people.
Chapter 5, Lesson 4: Students will know how ancient civilizations continue to influence life today.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 5, Lesson 2: Students will be able to use and identify primary and secondary sources of information.
Chapter 5, Lesson 3: Students will be able to create a flowchart.
Chapter 5, Lesson 4: Students will be able to identify and discuss the major ancient civilization (Mesopotamia, Sumer, Egypt, China, Greece, Rome, and Mali).
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how inventions create change in different areas and which inventions have changed the world, such as communication, transportation, and in the daily lives of people.
Language Objective:
Students will be able to use and identify primary and secondary sources of information.
Main Activity:
Students will complete the Chapter 5 Review on pages 186 and 187. Students will complete the review on their own. The first students to complete the review will have it checked by the teacher and will become class helpers. Once all students have completed the review, the class will discuss it together to ensure understanding for the Chapter 5 Test.
Evaluation:
Chapter review
Vocabulary:
All vocabulary from Chapter 5.
Homework:
Learning Objective:
Students will know how inventions create change in different areas and which inventions have changed the world, such as communication, transportation, and in the daily lives of people.
Language Objective:
Students will be able to use and identify primary and secondary sources of information.
Main Activity:
Students will take their Chapter 5 Test.
Evaluation:
Students will receive full credit for questions answered correctly on the first try and half credit for questions answered correctly after one correction from the teacher.
Vocabulary:
All vocabulary from Chapter 5.
Homework:
***Elementary School Field Trip: No Classes***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
3.4.1.2.2 Compare and contrast two different accounts of an event.
3.4.1.2.3 Benchmark Compare and contrast various ways that different cultures have expressed concepts of time and space

3.4.2.3.1 Explain how an invention of the past changed life at that time, including positive, negative and unintended outcomes.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 5, Lesson 4: Students will know how ancient civilizations continue to influence life today.
Chapter 6, Lesson 1: Students will know about the culture, housing, economy and ways of life of the Native Americans.
Chapter 6, Lesson 1: Students will know which Native American groups were hunting groups and which were farming groups.
Chapter 6, Lesson 1: Students will know how different people have different perspectives when it comes to change.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 5, Lesson 4: Students will be able to identify and discuss the major ancient civilization (Mesopotamia, Sumer, Egypt, China, Greece, Rome, and Mali).
Chapter 6, Lesson 1: Students will be able to compare and contrast the different Native American tribes.
Chapter 6, Lesson 1: Students will be able to explain how history is interpreted differently by people.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how ancient civilizations continue to influence life today.
Language Objective:
Students will be able to identify and discuss the major ancient civilization (Mesopotamia, Sumer, Egypt, China, Greece, Rome, and Mali).
Main Activity:
Students will present the timelines of their civilization to the class.
Evaluation:
Timelines
Vocabulary:
Homework:
Learning Objective:
Students will know about the culture, housing, economy and ways of life of the Native Americans. Students will know which Native American groups were hunting groups and which were farming groups. Students will know how different people have different perspectives when it comes to change.
Language Objective:
Students will be able to compare and contrast the different Native American tribes. Students will be able to explain how history is interpreted differently by people.
Main Activity:
Students will read Chapter 6, Lesson 1 (The First Communities) with a small group and create a Venn Diagram discussing the difference between farming tribes and hunting tribes.
Evaluation:
Venn diagram
Vocabulary:
languages, oral history, shelter
Homework:
***NO CLASS, EDSA REVOLUTION ANNIVERSARY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know about the culture, housing, economy and ways of life of the Native Americans. Students will know which Native American groups were hunting groups and which were farming groups. Students will know how different people have different perspectives when it comes to change.
Language Objective:
Students will be able to compare and contrast the different Native American tribes. Students will be able to explain how history is interpreted differently by people.
Main Activity:
Students will reread Chapter 6, Lesson 1 with a partner. Students will answer the review questions at the end of the lesson with their partners. Students will read the lesson about how change in area affected the Native American tribes (pages 194 and 195). Students will use the questions to discuss the different people and their perspectives and then develop their own ideas about change.
Evaluation:
Teacher watches and monitors
Vocabulary:
languages, oral history, shelter
Homework:
***NO CLASS, Elementary Sports Day: No Classes***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbook, pencils, paper
State of Minnesota Standards Covered
3.4.1.1.1 Benchmark Reference different time periods using correct terminology, including the terms decade, century millennium.

3.4.1.1.2 Create timelines of important events in three different time scales—decades, centuries and millennia.

3.4.1.2.2 Compare and contrast two different accounts of an event.

3.4.1.2.3 Benchmark Compare and contrast various ways that different cultures have expressed concepts of time and space 3.4.2.3.1 Explain how an invention of the past changed life at that time, including positive, negative and unintended outcomes.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 6, Lesson 2: Students will know the reasons for exploration. Students will know the different European settlements in North America.
Chapter 6, Lesson 3: Students will know the role of important documents in the United States history.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 6, Lesson 2: Students will be able to identify and describe the European settlements in North America. Students will be able to describe the interactions between Native Americans and settlers.
Chapter 6, Lesson 3: Students will be able to identify why and how the colonists fought for freedom from England. Students will be able to identify the major events and people of the Revolutionary War.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the reasons for exploration. Students will know the different European settlements in North America
Language Objective:
Students will identify and describe the European settlements in North America. Students will describe the interactions between Native Americans and settlers.
Main Activity:
Students will look up the vocabulary words for Chapter 6, Lesson 2. Students will look through the next lesson and make some predictions with a partner, using the pictures and section titles.
Evaluation:
Teacher watches and monitors
Vocabulary:
explorer, religion, claim, settlement, settler, conflict, slavery
Homework:
Learning Objective:
Students will know the reasons for exploration. Students will know the different European settlements in North America.
Language Objective:
Students will identify and describe the European settlements in North America. Students will describe the interactions between Native Americans and settlers.
Main Activity:
Students will read through Chapter 6, Lesson 2 with the teacher. Students will answer questions throughout the reading to monitor understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
explorer, religion, claim, settlement, settler, conflict, slavery
Homework:
Learning Objective:
Students will know the reasons for exploration. Students will know the different European settlements in North America.
Language Objective:
Students will identify and describe the European settlements in North America. Students will describe the interactions between Native Americans and settlers.
Main Activity:
Students will partner read Chapter 6, Lesson 2 and answer the questions at the end of the lesson with their partners. Students will discuss the answers as a whole group once everyone is finished the questions.
Evaluation:
Written answers to questions
Vocabulary:
explorer, religion, claim, settlement, settler, conflict, slavery
Homework:
Learning Objective:
Students will know the role of important documents in the United States history.
Language Objective:
Students will identify why and how the colonists fought for freedom from England. Students will identify the major events and people of the Revolutionary War.
Main Activity:
Students will look up the vocabulary for Chapter 6, Lesson 3. Students will look through the lesson and use the pictures and headings to create predictions about the lesson.
Evaluation:
Teacher watches and monitors
Vocabulary:
freedom, colony, tax, revolution, independence, constitution, patriotism, President
Homework:
Learning Objective:
Students will know the role of important documents in the United States history.
Language Objective:
Students will identify why and how the colonists fought for freedom from England. Students will identify the major events and people of the Revolutionary War.
Main Activity:
Students and the teacher will read Chapter 6, Lesson 2. Students will answer questions throughout the lesson to monitor understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
freedom, colony, tax, revolution, independence, constitution, patriotism, President
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, paper, pencils
State of Minnesota Standards Covered
3.4.1.1.1 Benchmark Reference different time periods using correct terminology, including the terms decade, century millennium.
3.4.1.1.2 Create timelines of important events in three different time scales—decades, centuries and millennia
3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 6, Lesson 3: Students will know the role of important documents in the United States history.
Chapter 6, Lesson 4: Students will know the causes and effects of the events of the United States history.
Biography: Students will know the importance of Thomas Jefferson and Benjamin Franklin in writing the Declaration of Independence.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 6, Lesson 3: Students will be able to identify why and how the colonists fought for freedom from England. Students will be able to identify the major events and people of the Revolutionary War.
Chapter 6, Lesson 4: Students will be able to describe the changes that have led to the growth of the United States.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the role of important documents in the United States history. Students will identify why and how the colonists fought for freedom from England. Students will identify the major events and people of the Revolutionary War.
Language Objective:
Students will be able to identify why and how the colonists fought for freedom from England. Students will be able to identify the major events and people of the Revolutionary War.
Main Activity:
Students will partner read Chapter 6, Lesson 3. Students will answer the questions at the end of the lesson with their partners. Students will compare their answers with another group to check understanding.
Evaluation:
Lesson questions
Vocabulary:
freedom, colony, tax, revolution, independence, constitution, patriotism, President
Homework:
Learning Objective:
Students will know the causes and effects of the events of the United States history. Students will describe the changes that have led to the growth of the United States.
Language Objective:
Students will be able to identify why and how the colonists fought for freedom from England. Students will be able to identify the major events and people of the Revolutionary War.
Main Activity:
Students will look up the vocabulary for Chapter 6, Lesson 4. Students will look at the pictures and headings and make predictions about the lesson.
Evaluation:
Vocabulary
Vocabulary:
pioneer, civil war, territory, amendment, immigrant, history map
Homework:
Learning Objective:
Students will know the causes and effects of the events of the United States history. Students will describe the changes that have led to the growth of the United States.
Language Objective:
Students will be able to identify why and how the colonists fought for freedom from England. Students will be able to identify the major events and people of the Revolutionary War.
Main Activity:
Students will read Chapter 6, Lesson 4 with the teacher. Students will answer questions throughout the reading to monitor understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
pioneer, civil war, territory, amendment, immigrant, history map
Homework:
Learning Objective:
Students will know the causes and effects of the events of the United States history. Students will describe the changes that have led to the growth of the United States.
Language Objective:
Students will be able to identify why and how the colonists fought for freedom from England. Students will be able to identify the major events and people of the Revolutionary War.
Main Activity:
Students will work with a partner to reread Chapter 6, Lesson 4. Students will answer the questions at the end of the lesson with their partners. Students will come together at the end to go over the questions with the teacher.
Evaluation:
Review questions
Vocabulary:
pioneer, civil war, territory, amendment, immigrant, history map
Homework:
Learning Objective:
Students will know the importance of Thomas Jefferson and Benjamin Franklin in writing the Declaration of Independence.
Language Objective:
Students will be able to describe the changes that have led to the growth of the United States.
Main Activity:
Students will read the biography of Thomas Jefferson and Benjamin Franklin and discuss how they helped develop the United States as a country by creating the Declaration of Independence.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, paper, pencils
State of Minnesota Standards Covered
3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.
3.4.1.2.1 Examine historical records, maps and artifacts to answer basic questions about times and events in history, both ancient and more recent
Weekly Informational Knowledge Overview - (Students will know...)
Primary Sources: Students will know what primary sources are and use them to identify information about the Lewis and Clark exploration.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Compare History Maps: Students will be able to compare history maps of the United States at two different times in history.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know what primary sources are and use them to identify information about the Lewis and Clark exploration.
Language Objective:
Students will be able to compare history maps of the United States at two different times in history.
Main Activity:
Students will read Compare History Maps, on page 220, with a small group. Students and teacher will discuss the two maps of the United States (one from 1803 and one from 1903) and create a list of differences on the board.
Evaluation:
Teacher watches and monitors
Vocabulary:
history map
Homework:
Learning Objective:
Students will know what primary sources are and use them to identify information about the Lewis and Clark exploration.
Language Objective:
Students will be able to compare history maps of the United States at two different times in history.
Main Activity:
Students will look at The Corps of Discovery, on page 222, with their tables. Each table will answer one of the questions about an artifact and put their answer on the board. Each group will explain their answer to the class.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will know what primary sources are and use them to identify information about the Lewis and Clark exploration.
Language Objective:
Students will be able to compare history maps of the United States at two different times in history.
Main Activity:
Students will complete the Chapter 6 Review with a small group. Students and teacher will review the answers at the end to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
All Chapter 6 Vocabulary
Homework:
Learning Objective:
All Chapter 6 Objectives.
Language Objective:
Review
Main Activity:
Students will take their Chapter 6 Assessment.
Evaluation:
Test
Vocabulary:
All Chapter 6 Vocabulary.
Homework:
Learning Objective:
All Unit Three Objectives
Language Objective:
Review
Main Activity:
Students will complete their Unit Three Project. Students will work in small groups or with partners to create a poster showing a timeline of the events throughout the entire unit.
Evaluation:
Poster project
Vocabulary:
All Unit Three Vocabulary
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, pencils, paper, maps
State of Minnesota Standards Covered
3.3.1.1.2 Create and interpret simple maps of places around the world, local to global; incorporate the "TODALS" map basics, as well as points, lines and colored areas to display spatial information.

3.3.3.6.1 Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world.
3.4.1.1.2 Create timelines of important events in three different time scales—decades, centuries and millennia.
3.4.1.2.1 Examine historical records, maps and artifacts to answer basic questions about times and events in history, both ancient and more recent.
3.4.1.2.2 Compare and contrast two different accounts of an event.
Weekly Informational Knowledge Overview - (Students will know...)
Unit Four Intro: Students will know how communities depend on citizens to participate in their government. Students will know the steps that immigrants take to become citizens.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Unit Four Intro: Students will be able to use facts to summarize the most important information in a text. Students will be able to recognize and describe the steps that immigrants take to become United States citizens.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
All Unit Three Objectives.
Language Objective:
Review
Main Activity:
Students will work with a partner to complete the Unit Three Review. Students will come together to discuss the answers and ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
All Unit Three Vocabulary
Homework:
Learning Objective:
All Unit Three Objectives.
Language Objective:
Review
Main Activity:
Students will take their Unit Three Assessment.
Evaluation:
Test
Vocabulary:
All Unit Three Vocabulary
Homework:
Learning Objective:
Students will know how communities depend on citizens to participate in their government. Students will use facts to summarize the most important information in a text.
Language Objective:
Students will be able to use facts to summarize the most important information in a text. Students will be able to recognize and describe the steps that immigrants take to become United States citizens.
Main Activity:
Students will take the Unit Four Pretest.
Evaluation:
Pretest
Vocabulary:
Homework:
Learning Objective:
Students will know how communities depend on citizens to participate in their government. Students will use facts to summarize the most important information in a text.
Language Objective:
Students will be able to use facts to summarize the most important information in a text. Students will be able to recognize and describe the steps that immigrants take to become United States citizens.
Main Activity:
Students and teacher will read the Unit Four Intro from pages 232-237. We will discuss the important people, vocabulary and events that will be taught throughout the unit. Students will read “Indianapolis – At the Heart of Indiana” and answer the questions at the end to create a summary.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will be able to recognize and describe the steps that immigrants take to become United States citizens.
Language Objective:
Main Activity:
Students will read the Unit Four Intro from pages 238-241 with the teacher. The students will break into small groups to create a summary of how Shaddai’s father became a citizen in the story.
Evaluation:
Summaries
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, paper, pencils
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need

3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 7 Intro: Students will know how to organize information in a KWL chart and understand how to use it.
Chapter 7, Lesson 1: Students will know how to understand and apply some basic rights of citizens, including the freedoms of religion, speech, press, and assembly. Students will know how to understand the purpose of the Bill of Rights.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 7, Lesson 1: Students will be able to identify and explain the voting process.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to organize information in a KWL chart and understand how to use it.
Language Objective:
Students will organize information in a KWL chart and understand how to use it.
Main Activity:
Students will complete the K and W portions of a KWL chart about the US Government. Students will work with the teacher to understand the use of a KWL chart and how they provide guiding questions.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will understand and apply some basic rights of citizens, including the freedoms of religion, speech, press, and assembly. Students will understand the purpose of the Bill of Rights. Students will identify and explain the voting process.
Language Objective:
Students will be able to identify and explain the voting process.
Main Activity:
Students will preview the vocabulary for Chapter 7, Lesson 1. Students will work with a partner to look up the vocabulary words in the glossary.
Evaluation:
Vocabulary
Vocabulary:
elect, election, ballot, majority rules, minority rights
Homework:
Learning Objective:
Students will understand and apply some basic rights of citizens, including the freedoms of religion, speech, press, and assembly. Students will understand the purpose of the Bill of Rights. Students will identify and explain the voting process.
Language Objective:
Students will be able to identify and explain the voting process.
Main Activity:
Students will take turns reading sections of Chapter 7, Lesson 1. The teacher will ask comprehension questions throughout the lesson to monitor understanding.
Evaluation:
Comprehension questions
Vocabulary:
elect, election, ballot, majority rules, minority rights
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks , pencils, paper
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need

3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.

3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 7, Lesson 1: Students will know how to understand and apply some basic rights of citizens, including the freedoms of religion, speech, press, and assembly. Students will know how to understand the purpose of the Bill of Rights.
Chapter 7, Lesson 2: Students will know how to understand that citizens have responsibilities. Students will know how to understand the concept of common good and how people help work for the common good.
Chapter 7, Lesson 3: Students will know how to describe the traits of a good citizen.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 7, Lesson 1: Students will be able to identify and explain the voting process.
Chapter 7, Lesson 2: Students will be able to identify voting, obeying laws, respecting others, and paying taxes and responsibilities.
Chapter 7, Lesson 3: Students will be able to identify people in history who have been good citizens. Students will be able to identify everyday heroes in a community.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand and apply some basic rights of citizens, including the freedoms of religion, speech, press, and assembly. Students will understand the purpose of the Bill of Rights. Students will identify and explain the voting process.
Language Objective:
Students will be able to identify and explain the voting process.
Main Activity:
Students will work with partners or in small groups to reread Chapter 7, Lesson 1. Each group will complete the review questions at the end of the lesson after the teacher goes over the questions.
Evaluation:
Review questions
Vocabulary:
elect, election, ballot, majority rules, minority rights
Homework:
Learning Objective:
Students will understand that citizens have responsibilities. Students will understand the concept of common good and how people help work for the common good.
Language Objective:
Students will identify voting, obeying laws, respecting others, and paying taxes and responsibilities.
Main Activity:
Students will preview the vocabulary for Chapter 7, Lesson 2. Students will work with a partner to look up the vocabulary words in the glossary.
Evaluation:
Vocabulary
Vocabulary:
responsibility, jury, consequence, common good, volunteer
Homework:
Learning Objective:
Students will understand that citizens have responsibilities. Students will understand the concept of common good and how people help work for the common good.
Language Objective:
Students will identify voting, obeying laws, respecting others, and paying taxes and responsibilities.
Main Activity:
Students will take turns reading sections of Chapter 7, Lesson 2. The teacher will ask comprehension questions throughout the lesson to monitor understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
responsibility, jury, consequence, common good, volunteer
Homework:
Learning Objective:
Students will understand that citizens have responsibilities. Students will understand the concept of common good and how people help work for the common good.
Language Objective:
Students will identify voting, obeying laws, respecting others, and paying taxes and responsibilities.
Main Activity:
Students will work with partners or in small groups to reread Chapter 7, Lesson 2. Each group will complete the review questions at the end of the lesson after the teacher goes over the questions.
Evaluation:
Review questions
Vocabulary:
responsibility, jury, consequence, common good, volunteer
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
Students will describe the traits of a good citizen. Students will identify people in history who have been good citizens.
Language Objective:
Students will identify everyday heroes in a community.
Main Activity:
Students will preview the vocabulary for Chapter 7, Lesson 3. Students will work with a partner to look up the vocabulary words in the glossary.
Evaluation:
Vocabulary
Vocabulary:
cooperate, character trait, justice, boycott, hero, decision
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, dictionaries, paper, pencils
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need

3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.

3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 7, Lesson 3: Students will know how to describe the traits of a good citizen.
Biography: Cesar Chavez: Students will know how to explain how Cesar Chavez worked to ensure fair treatment of migrant farm workers.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 7, Lesson 3: Students will be able to identify people in history who have been good citizens. Students will be able to identify everyday heroes in a community.
Critical Thinking Skills: Students will be able to understand what a decision is. Students will be able to discuss choices and alternatives. Students will be able to identify the steps used to make a decision.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
Students will know how to describe the traits of a good citizen.
Language Objective:
Students will describe the traits of a good citizen. Students will identify people in history who have been good citizens. Students will identify everyday heroes in a community.
Main Activity:
Students will take turns reading sections of Chapter 7, Lesson 3. The teacher will ask comprehension questions throughout the lesson to monitor understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
cooperate, character trait, justice, boycott, hero, decision
Homework:
Learning Objective:
Students will know how to describe the traits of a good citizen.
Language Objective:
Students will describe the traits of a good citizen. Students will identify people in history who have been good citizens. Students will identify everyday heroes in a community.
Main Activity:
Students will work with partners or in small groups to reread Chapter 7, Lesson 3. Each group will complete the review questions at the end of the lesson after the teacher goes over the questions.
Evaluation:
Review questions
Vocabulary:
cooperate, character trait, justice, boycott, hero, decision
Homework:
Learning Objective:
Students will explain how Cesar Chavez worked to ensure fair treatment of migrant farm workers.
Language Objective:
Students will be able to understand what a decision is. Students will be able to discuss choices and alternatives. Students will be able to identify the steps used to make a decision.
Main Activity:
Students will read the biography of Cesar Chavez. Students will discuss how he worked to help gain equality for migrant farm workers in the United States.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will understand what a decision is. Students will discuss choices and alternatives. Students will identify the steps used to make a decision.
Language Objective:
Students will be able to understand what a decision is. Students will be able to discuss choices and alternatives. Students will be able to identify the steps used to make a decision.
Main Activity:
Students will read the Critical Thinking Skills page, Make a Thoughtful Decision. Students will discuss each step in decision making and how to identify their choices and alternatives. Students will discuss the steps of the scenario shown in the article.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
All Chapter 7 Objectives.
Language Objective:
Review
Main Activity:
Students will complete the Chapter 7 Review with a small group. Once all groups have completed the Chapter Review, the class will come together to go over the answers and ensure understanding.
Evaluation:
Review
Vocabulary:
All Chapter 7 Vocabulary.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, paper, pencils
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need

3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 8, Lesson 1: Students will know the three levels of government. Students will know what government services are.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 8, Lesson 1: Students will be able to identify and describe the three branches of the national government.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
All Chapter 7 Objectives.
Language Objective:
Review
Main Activity:
Students will review Chapter 7
Evaluation:
Teacher watches and monitors
Vocabulary:
All Chapter 7 Vocabulary.
Homework:
Learning Objective:
All Chapter 7 Objectives.
Language Objective:
All Chapter 7 Objectives.
Main Activity:
Students will take their Chapter 7 Assessment independently, using their books as a resource.
Evaluation:
Test
Vocabulary:
All Chapter 7 Vocabulary.
Homework:
Learning Objective:
Students will identify the three levels of government. Students will identify government services are. Students will identify and describe the three branches of the national government.
Language Objective:
Students will be able to identify and describe the three branches of the national government.
Main Activity:
Students will preview the vocabulary for Chapter 8, Lesson 1. Students will work with a partner to look up the vocabulary words in the glossary.
Evaluation:
Vocabu;ary
Vocabulary:
authority, government service, legislative, executive, judicial
Homework:
Learning Objective:
Students will identify the three levels of government. Students will identify government services are. Students will identify and describe the three branches of the national government.
Language Objective:
Students will be able to identify and describe the three branches of the national government.
Main Activity:
Students will take turns reading sections of Chapter 8, Lesson 1. The teacher will ask comprehension questions throughout the lesson to monitor understanding.
Evaluation:
Teachre watches and monitors
Vocabulary:
authority, government service, legislative, executive, judicial
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, paper, pencils
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.
3.1.4.6.2 Identify the three branches of government (executive, legislative, and judicial) and their primary functions.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 8, Lesson 1: Students will know the three levels of government. Students will know what government services are.
Citizenship: Students will know the purposes of government as listed in the Preamble to the United States Constitution.
Chapter 8, Lesson 2: Students will know how to explain the basic types, purposes, and structures of city and county governments. Students will know how to explain how local taxes support community services.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 8, Lesson 1: Students will be able to identify and describe the three branches of the national government.
Citizenship: Students will be able to explain how the United States Constitution fosters self-government in a democracy.
Chapter 8, Lesson 2: Students will be able to identify goods and services that local governments provide.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify the three levels of government. Students will identify government services are.
Language Objective:
Students will identify and describe the three branches of the national government.
Main Activity:
Students will work with partners or in small groups to reread Chapter 8, Lesson 1. Each group will complete the review questions at the end of the lesson after the teacher goes over the questions.
Evaluation:
Review questions
Vocabulary:
authority, government service, legislative, executive, judicial
Homework:
Learning Objective:
Students will understand the purposes of government as listed in the Preamble to the United States Constitution.
Language Objective:
Students will explain how the United States Constitution fosters self-government in a democracy.
Main Activity:
Students will read the Citizenship: Constitution Day article and discuss with their small groups how the Constitution works in the United States and the different purposes we have to developing a government.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will explain the basic types, purposes, and structures of city and county governments.
Language Objective:
Students will explain how local taxes support community services. Students will identify goods and services that local governments provide.
Main Activity:
Students will preview the vocabulary for Chapter 8, Lesson 2. Students will read the lesson as a whole class and discuss with the teacher the main ideas in the lesson.
Evaluation:
vocabulary
Vocabulary:
county, council, mayor, county seat, court, recreation, public works, road map
Homework:
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will explain the basic types, purposes, and structures of city and county governments.
Language Objective:
Students will explain how local taxes support community services. Students will identify goods and services that local governments provide.
Main Activity:
Students will reread Chapter 8, Lesson 2 with their partner or small group. Students will complete the review questions at the end of the lesson. After all groups have completed the assignment, the class will go over the answers with the teacher to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
county, council, mayor, county seat, court, recreation, public works, road map
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, paper, pencils
State of Minnesota Standards Covered
3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.

3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.

3.1.4.6.2 Identify the three branches of government (executive, legislative, and judicial) and their primary functions.
Weekly Informational Knowledge Overview - (Students will know...)
Map and Globe Skills: Students will know the characteristics and purpose of a road map. Students will know how to use a road map.
Chapter 8, Lesson 3: Students will know how to identify services that state and national governments provide.
Field Trip: Students will know the purpose of the United States Capitol.
Citizenship Skills: Students will know how to resolve conflicts using the four steps to aid in the resolution.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Map and Globe Skills: Students will know how to use a road map to write directions to get from one location to another.
Chapter 8, Lesson 3: Students will be able to describe the features of state government and its leaders. Students will be able to describe the features of national government and its leaders.
Field Trip: Students will be able to identify places that are important in our country’s government. Citizenship Skills: Students will be able to describe how cooperation and mediators are tools for social interaction. Students will be able to participate in role-play to solve a school-based issue.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand the characteristics and purpose of a road map. Students will understand how to use a road map.
Language Objective:
Students will use a road map to write directions to get from one location to another.
Main Activity:
Students and teacher will read the “Read a Road Map” lesson. Students will use the sample map and the steps given to create directions from one part of the map to another. Students will look at other road maps and use their knowledge to create directions. Students will compare their directions to see if they work.
Evaluation:
Teacher watches and monitors
Vocabulary:
road map
Homework:
Learning Objective:
Students will describe the features of state government and its leaders. Students will describe the features of national government and its leaders.
Language Objective:
Students will identify services that state and national governments provide.
Main Activity:
Students will preview the vocabulary for Chapter 8, Lesson 3. Students will read the lesson as a whole class and discuss with the teacher the main ideas in the lesson.
Evaluation:
Vocabulary
Vocabulary:
governor, capitol, supreme court, Congress, representative, appointed
Homework:
Learning Objective:
Students will describe the features of state government and its leaders. Students will describe the features of national government and its leaders.
Language Objective:
Students will identify services that state and national governments provide.
Main Activity:
Students will reread Chapter 8, Lesson 3 with their partner or small group. Students will complete the review questions at the end of the lesson. After all groups have completed the assignment, the class will go over the answers with the teacher to ensure understanding.
Evaluation:
Review questions
Vocabulary:
governor, capitol, supreme court, Congress, representative, appointed
Homework:
Learning Objective:
Students will identify places that are important in our country’s government. Students will understand the purpose of the United States Capitol.
Language Objective:
Students will be able to identify places that are important in our country’s government.
Main Activity:
Students and teacher will read the Field Trip: Read About lesson. This lesson describes and explains the importance of the United States Capitol. Students will look at pictures of important landmarks in the Capitol.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will identify how to resolve conflicts using the four steps to aid in the resolution. Students will describe how cooperation and mediators are tools for social interaction.
Language Objective:
Students will participate in role-play to solve a school-based issue.
Main Activity:
Students and teacher will read the Citizenship Skills: Resolve Conflicts lesson together. Students will work through the four steps to problem resolution. Students will work in groups of 3 or 4 and create skits showing how they should resolve certain issues within the classroom or other areas of the school day (lunch, recess, etc.)
Evaluation:
Skits
Vocabulary:
compromise, mediator
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbook, paper, pencils, props for skits as needed
State of Minnesota Standards Covered
3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.

3.1.4.6.2 Identify the three branches of government (executive, legislative, and judicial) and their primary functions.
3.3.1.1.1 Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the state of Minnesota, the United States or the world.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 8, Lesson 4: Students will know various monuments and memorials and what they symbolize.
Chart and Graph Skills: Students will know that line graphs show quantitative changes over time.
Primary Sources: Students will know the importance of state flags, seals, and mottos in creating a sense of pride and civic-mindedness among citizens.
Chapter 8, Lesson 5: Students will know how world governments can be different.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 8, Lesson 4: Students will be able to explain how certain symbols are associated with values of United States history and government. Students will be able to explain how certain documents symbolize our nation.
Chart and Graph Skills: Students will be able to read and interpret a line graph. Students will be able to create a line graph showing population change over time.
Chapter 8, Lesson 5: Students will be able to compare and contrast the governments of the United States, Canada, Mexico, and Bhutan. Students will be able to explain how the United States interacts with neighboring countries.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will explain how certain symbols are associated with values of United States history and government.
Language Objective:
Students will identify various monuments and memorials and what they symbolize. Students will explain how certain documents symbolize our nation.
Main Activity:
Students will preview the vocabulary for Chapter 8, Lesson 4. Students will read the lesson as a whole class and discuss with the teacher the main ideas in the lesson.
Evaluation:
Vocabulary worksheet
Vocabulary:
patriotic symbol, monument, memorial, anthem
Homework:
Learning Objective:
Students will explain how certain symbols are associated with values of United States history and government.
Language Objective:
Students will identify various monuments and memorials and what they symbolize. Students will explain how certain documents symbolize our nation.
Main Activity:
Students will reread Chapter 8, Lesson 4 with their partner or small group. Students will complete the review questions at the end of the lesson. After all groups have completed the assignment, the class will go over the answers with the teacher to ensure understanding.
Evaluation:
Review questions
Vocabulary:
patriotic symbol, monument, memorial, anthem
Homework:
Learning Objective:
Students will understand that line graphs show quantitative changes over time. Students will read and interpret a line graph.
Language Objective:
Students will create a line graph showing population change over time.
Main Activity:
Students and teacher will read the Graph and Chart Skills: Use a Line Graph lesson together. Students will practice step-by-step interpreting the sample line graph. Students will create a line graph on the white board displaying population change in a hypothetical town created by the teacher.
Evaluation:
Student created graphs
Vocabulary:
line graph
Homework:
Learning Objective:
Students will understand the importance of state flags, seals, and mottos in creating a sense of pride and civic-mindedness among citizens.
Language Objective:
Students will be able to explain how certain symbols are associated with values of United States history and government. Students will be able to explain how certain documents symbolize our nation.
Main Activity:
Students and teacher will read the Primary Sources: State Symbols lesson together. Students will look at the various examples of state symbols and then create their own. Provide posterboard, paint, and markers for these projects.
Evaluation:
Student created symbols
Vocabulary:
Homework:
Learning Objective:
Students will understand how world governments can be different. Students will compare and contrast the governments of the United States, Canada, Mexico, and Bhutan.
Language Objective:
Students will explain how the United States interacts with neighboring countries.
Main Activity:
Students will preview the vocabulary for Chapter 8, Lesson 5. Students will read the lesson as a whole class and discuss with the teacher the main ideas in the lesson.
Evaluation:
Teacher watches and monitors
Vocabulary:
Parliament, Prime Minister, constitutional monarchy
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbook, paper, posterboard, paint, and markers
State of Minnesota Standards Covered
3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.

3.1.4.6.2 Identify the three branches of government (executive, legislative, and judicial) and their primary functions.

3.3.1.1.1 Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the state of Minnesota, the United States or the world.

3.3.1.1.2 Create and interpret simple maps of places around the world, local to global; incorporate the "TODALS" map basics, as well as points, lines and colored areas to display spatial information.

3.4.1.1.2 Create timelines of important events in three different time scales—decades, centuries and millennia.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 8, Lesson 5: Students will know how world governments can be different.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 8, Lesson 5: Students will be able to compare and contrast the governments of the United States, Canada, Mexico, and Bhutan. Students will be able to explain how the United States interacts with neighboring countries.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand how world governments can be different.
Language Objective:
Students will compare and contrast the governments of the United States, Canada, Mexico, and Bhutan. Students will explain how the United States interacts with neighboring countries.
Main Activity:
Students will reread Chapter 8, Lesson 5 with their partner or small group. Students will complete the review questions at the end of the lesson. After all groups have completed the assignment, the class will go over the answers with the teacher to ensure understanding.
Evaluation:
Review questions
Vocabulary:
Parliament, Prime Minister, constitutional monarchy
Homework:
Learning Objective:
Students will understand how world governments can be different.
Language Objective:
Students will compare and contrast the governments of the United States, Canada, Mexico, and Bhutan. Students will explain how the United States interacts with neighboring countries.
Main Activity:
Students will work in small groups or partners to complete the Chapter 8 Review.
Evaluation:
Vocabulary:
All Chapter 8 Vocabulary
Homework:
Learning Objective:
Students will understand how world governments can be different.
Language Objective:
Students will compare and contrast the governments of the United States, Canada, Mexico, and Bhutan. Students will explain how the United States interacts with neighboring countries.
Main Activity:
Students will independently complete the Chapter 8 Assessment using their books.
Evaluation:
Test
Vocabulary:
All Chapter 8 Vocabulary
Homework:
Learning Objective:
All Unit Four Objectives
Language Objective:
All Unit Four Objectives
Main Activity:
Students will work with partners or small groups to complete the Unit Four Review.
Evaluation:
Review
Vocabulary:
All Unit Four Vocabulary.
Homework:
Learning Objective:
All Unit Four Objectives.
Language Objective:
All Unit Four Objectives
Main Activity:
Students will work with partners or small groups to complete the Unit Four Project (page 312).
Evaluation:
Project
Vocabulary:
All Unit Four Vocabulary.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbook, paper, glue, markers, scissors,
State of Minnesota Standards Covered
3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.1.4.6.1 Benchmark Describe the importance of the services provided by government; explain that they are funded through taxes and fees.
3.1.4.6.2 Identify the three branches of government (executive, legislative, and judicial) and their primary functions.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 5 Intro: Students will know how to interpret cause-and-effect relationships in historical and modern events. Students will know the people used to arrive at Ellis Island when moving from other countries.
Chapter 9, Lesson 1: Students will know how to describe immigrants’ arrival and living conditions in the United States.
Map and Globe Skills: Students will know that a population map shows patterns of settlement.
Chapter 9, Lesson 2: Students will know how different groups share their cultures in the United States.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Unit 5 Intro: Students will be able to use visuals to determine word meanings. Students will be able to use words and visuals to preview the content of the unit. Students will be able to read and discuss what it was like for children to be immigrants arriving at Ellis Island.
Chapter 9, Lesson 1: Students will be able to identify reasons why people move and settle in new places. Students will be able to identify reasons why people move within a country.
Map and Globe Skills: Students will be able to recognize that population density shows the number of people living in a given area.
Chapter 9, Lesson 2: Students will be able to compare and contrast cultures and diversity in communities. Students will be able to identify ways that immigrants contribute to communities.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will interpret cause-and-effect relationships in historical and modern events. Students will understand the people used to arrive at Ellis Island when moving from other countries
Language Objective:
Students will use visuals to determine word meanings. Students will use words and visuals to preview the content of the unit. Students will read and discuss what it was like for children to be immigrants arriving at Ellis Island.
Main Activity:
Students will look at the important people at the bottom of pages 312-313 and discuss how they were important to their communities. Students will preview the unit vocabulary on pages 314-315. Students will read “”The Sound of Appalachian Music” on page 317 and create a cause and effect graphic organizer like the one on page 316. Students will listen while the teacher reads aloud “Dreaming of America” and answer the response corner questions at the end in their journals.
Evaluation:
Journals
Vocabulary:
cause, effect
Homework:
Learning Objective:
Students will describe immigrants’ arrival and living conditions in the United States.
Language Objective:
Students will identify reasons why people move and settle in new places. Students will identify reasons why people move within a country.
Main Activity:
Students will preview the vocabulary for Chapter 9, Lesson 1. Students will read the lesson as a whole class and discuss with the teacher the main ideas in the lesson.
Evaluation:
Teacher watches and monitors
Vocabulary:
opportunity, prejudice, migrate
Homework:
Learning Objective:
Students will identify reasons why people move and settle in new places. Students will understand that a population map shows patterns of settlement. Students will recognize that population density shows the number of people living in a given area.
Language Objective:
Students will identify reasons why people move within a country. Students will describe immigrants’ arrival and living conditions in the United States
Main Activity:
Students will reread Chapter 9, Lesson 1 with their partner or small group. Students will complete the review questions at the end of the lesson. After all groups have completed the assignment, the class will go over the answers with the teacher to ensure understanding. Students and teacher will read the Map and Globe Skills lesson, Use a Population Map, together. Students will practice determining the population of areas using the sample maps.
Evaluation:
Map skills worksheet
Vocabulary:
opportunity, prejudice, migrate, population density
Homework:
Learning Objective:
Students will understand how different groups share their cultures in the United States.
Language Objective:
Students will compare and contrast cultures and diversity in communities. Students will identify ways that immigrants contribute to communities.
Main Activity:
Students will preview the vocabulary for Chapter 9, Lesson 2. Students will read the lesson as a whole class and discuss with the teacher the main ideas in the lesson.
Evaluation:
Teacher watches and monitors
Vocabulary:
custom, diverse, ethnic group, multicultural, tradition
Homework:
Learning Objective:
Students will understand how different groups share their cultures in the United States. Students will compare and contrast cultures and diversity in communities. Students will identify ways that immigrants contribute to communities.
Language Objective:
Main Activity:
Students will reread Chapter 9, Lesson 2 with their partner or small group. Students will complete the review questions at the end of the lesson. After all groups have completed the assignment, the class will go over the answers with the teacher to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
custom, diverse, ethnic group, multicultural, tradition
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbook, maps, paper, pencils, markers
State of Minnesota Standards Covered
3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need
3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.3.3.6.1 Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world.

3.3.3.8.1 Identify physical and human features that act as boundaries or dividers; give examples of situations or reasons why people have made or used boundaries.
Copyrightⓒ Saint Paul American School. All Rights Reserved.