Social Studies

Curriculum > Elementary > 4th Grade
  • Curriculum Overview
  • Syllabus
  • Sample Lesson Plan
Curriculum Overview
Course Title Grade Course Length
Social Studies 4 th 2 semesters
Course Description
This Social Studies course focuses on the history, geography, and cultural diversity of the regions of the US. It should be augmented regularly with historical fictional reading materials. (The following is an amazing website listing hundreds of historical fiction books for students: http://bookgirl3.tripod.com/historicalfiction.html) Social studies should be integrated with reading, writing, math, and science wherever possible.

Unit 1. The United States

Informational Knowledge Objectives
Week 1
Students will know the requirements to pass the course including behavior, academics, and participation.
Unit 1A: Diversity—Landscape, Resources, People
  • 1. Students will know how to locate the United States on a map.
  • 2. Students will know that there were native peoples in American prior to immigration from other areas.
  • 3. Students will know the regions from which immigrants arrived.
  • 4. Students will know that the United States is diverse in its landscapes.
  • 5. Students will know the difference between relative and absolute location, using “global address” vocabulary.
  • 6. Students will know the differences between the regions’ landforms.
  • 7. Students will know that landforms across the US affect its climate.
  • 8. Students will know what natural resources are available in the US
  • 9. Students will know how Americans preserve and exploit their natural resources.
  • 10. Students will know how people change their environments to meet their needs.
  • 11. Students will know how urban, suburban, and rural communities work together.
Unit 1B: Economy, Government
  • 1. Students will know some of the symbols of the US.
  • 2. Students will know the definition of “Free Market Economy”.
  • 3. Students will know how the US government is organized.
  • 4. Students will know what the roles of US citizens are.
  • 5. Students will know how the US economy works.
  • 6. Students will know the vocabulary necessary to understand the complexities of economy and business.
  • 7. Students will know the importance of the various regions of the United States to the development and running of our country.
  • 8. Students will know the locations of the political regions into which the country is divided.
Unit 1C: Regions Around You
  • 1. Students will review and know the regions of the United States.
  • 2. Students will know the political regions in North America.
  • 3. Students will know the names and characteristics of Canada, Mexico, Central America, and the Caribbean.
Procedural Knowledge Objectives
Week 1
Students will be able to demonstratethe appropriate behaviors and academic expectations for the course.
Unit 1A: Diversity—Landscape, Resources, People
  • 1. Students will be able to locate the United States on a map and discuss its major landforms.
  • 2. Students will be able to list some of the Native American tribes that lived in America before the arrival of immigrants from other countries.
  • 3. Students will be able to list some of the original homelands of immigrants to the US.
  • 4. Students will be able to compare and contrast the landforms and landscapes found across the United States.
  • 5. Students will be able to compare and contrast relative and absolute location, and discuss the best uses of each.
  • 6. Students will able to differentiate between landforms in different regions of the US.
  • 7. Students will be able to explain how US landforms affect the climate in the different regions of the US.
  • 8. Students will be able to describe the natural resources used by American citizens.
  • 9. Students will be able to describe how we preserve and exploit those resources.
  • 10. Students will be able to explain how people change their environments to meet their needs.
  • 11. Students will be able to discuss the relationships between urban, suburban, and rural communities.
Unit 1B: Economy, Government
  • 1. Students will be able to identify some of the symbols of the US.
  • 2. Students will be able to list the factors that make up the US’s Free Market Economy.
  • 3. Students will be able to explain the multiple parts of the US Government
  • 4. Students will be able to identify the roles of US citizens.
  • 5. Students will be able to explain how the US economy works.
  • 6. Students will be able to define the words necessary to understand the complexities of economy and business
  • 7. Students will be able to explain the importance of the various regions of the United States to the development and running of our country.
  • 8. Students will be able to identify and explain the political regions into which the country is divided.
Unit 1C: Regions Around You
  • 1. Students will be able to describe the regions of the United States.
  • 2. Students will be able to list the political regions in North America.
  • 3. Students will be able to list the names and describe the characteristics of Canada, Mexico, Central America, and the Caribbean.

Unit 2. The Northeast

Informational Knowledge Objectives
1. Students will know the rich history of the New England states. Students will know that the states’ locations near the coast and their many natural resources have molded the life of the people there today.
2. Students will know the origins of the northeast colonies.
3. Students will know the importance of the northeast colonies to the formation of the US.
4. Students will know how the northeast’s growth helped lead to the Industrial Revolution
5. Students will know how immigration to the northeast affected the growth of the region.
6. Students will use primary and secondary resources to draw conclusions about the history of the northeast.
Procedural Knowledge Objectives
1. Students will be able to explain how the history of New England has shaped the lives of the people living there today. Students will be able to explain how people in the Northeast use natural resources, such as the oceans, to build a successful society.
2. Students will be able to explain the origins of the northeast colonies.
3. Students will be able explain the importance of the northeast colonies to the formation of the US.
4. Students will be able describe how the northeast’s growth helped lead to the Industrial Revolution
5. Students will be able to summarize how immigration to the northeast affected the growth of the region.
6. Students will be able to use primary and secondary resources to draw conclusions about the history of the northeast.

Unit 3. The Southeast

Informational Knowledge Objectives
1. Students will know the similarities and differences between the regions and resources in the Southeast.
2. Students will know the rural history of the Southeast as it is shown through fictional stories.
3. Students will know how to organize and display information in an outline
4. Students will know how people use natural resources in the Southeast.
5. Students will know how and why people in the United States protect and preserve their environment, history, and culture.
6. Students will know how the geography of the Southeast affected the settlement and early livesof the people in the region.
7. Students will know Sequoya’s contributions to Cherokee history and culture.
8. Students will know the region’s dependence on trade with the global community.
9. Students will know the economic specialization in the Atlantic Coast States.
10. Students will know the contributions of the important leaders in the United States government.
11. Students will know the cultural diversity of the Gulf Coast states.
12. Students will know how a map scale is used to find actual distances between places on a map.
13. Students will know how mountains affect the culture and economy in the Inland South states.
Procedural Knowledge Objectives
1. Students will be able to discuss the similarities and differences between the regions and resources in the Southeast.
2. Students will be able to retell the rural history of the Southeast as it is shown through fictional stories.
3. Students will be able to organize and display information in an outline.
4. Students will be able to describe how people use natural resources in the Southeast.
5. Students will be able to describe how and why people in the United States protect and preserve their environment, history, and culture.
6. Students will be able to describe how the geography of the Southeast affected the settlement and early lives of the people in the region.
7. Students will be able to write Sequoya’s alphabet, and discuss his contributions to Cherokee history and culture.
8. Students will be able to discuss the region’s dependence on trade with the global community.
9. Students will be able to paraphrase the economic specialization in the Atlantic Coast States.
10. Students will be able to list the contributions of the important leaders from the SE to the United States government.
11. Students will be able to model the cultural diversity of the Gulf Coast states.
12. Students will be able to use a map scale to find actual distances between places on a map.
13. Students will be able to retell how mountains affect the culture and economy in the Inland South states.

Unit 4. The Midwest

Informational Knowledge Objectives
1. Students will know how to summarize a geography text.
2. Students will know the geography, climate, and natural resources of the Midwest.
3. Students will know how Native Americans lived in the Midwest.
4. Students will know how the settlers lived on the frontier.
5. Students will know how to use historical maps to compare states and territories of the past to the present.
6. Students will know how transportation via both rivers and roads improved over time and helped the Midwest grow.
7. Biography: Students will know about the life of Samuel Clemens and his relationship with the Mississippi River.
8. Students will know how to identify the ethnic groups and cultures of the Great Lake states.
9. Students will know about the life of Benjamin S. Carson, including the Carson Scholars Fund.
10. Students will know the characteristics of the Great Lakes States economy.
11. How to put into practice the steps in the problem-solving process. Students will be able to identify a problem and implement a plan for solving it.
12. Students will know how to describe the cities and farms of the Plains States.
Procedural Knowledge Objectives
1. Students will be able to summarize a passage from their text.
2. Students will be able to explain the geography, climate, and natural resources of the Midwest.
3. Students will be able to describe how Native Americans lived in the Midwest.
4. Students will be able to describe the exploration and settlement of the region.
5. Students will be able to collect, analyze, and compare information given on historical maps.
6. Students will be able to describe changes in transportation in the 1800s and early 1900s.
7. Students will be able to summarize the life of Samuel Clemens and his relationship with the Mississippi River.
8. Students will be able to identify the ethnic groups and cultures of the Great Lake states.
9. Students will be able to summarize the life of Benjamin S. Carson, including the Carson Scholars Fund.
10. Students will be able to describe the economy of the Great Lakes states
11. Students will be able to use the steps in the problem-solving process. Students will be able to identify a problem and implement a plan for solving it.
12. Students will be able to explain how the region’s urban and rural areas are linked.

Unit 5. The Southwest

Informational Knowledge Objectives
1. Students will know the names and routes of the early Spanish explorers of the Southwest.
2. Students will know the physical features of the Southwest.
3. Students will know how plants and animals are interdependent within a desert ecosystem.
4. Students will know how people in the region use natural resources.
5. Students will know the difference between factual and fictional sources.
6. Students will know how the southwest region developed its culture through analysis of its history.
7. Students will know causes and effects of the Mexican-American War.
8. Students will know how people cooperate to share and protect natural resources.
9. Students will know the cultural diversity of Texas and Oklahoma.
10. Students will know how American citizens and the United States government work for the common good regarding scarce resource conflicts.
11. Students will know the leading industry that has developed in Texas and Oklahoma.
12. Students will know how and why people conserve water in desert regions.
13. Students will know the industries of Arizona and New Mexico economies.
14. Biography: Students will know the contributions of leaders from the Southwest.
Procedural Knowledge Objectives
1. Students will be able to list and label the names and routes of the early Spanish explorers of the Southwest.
2. Students will be able to describe the physical features of the Southwest.
3. Students will be able to explain the interdependence among plants and animals within a desert ecosystem.
4. Students will be able to describe how people in the region use natural resources.
5. Students will be able to compare and contrast factual and fictional sources.
6. Students will be able to describe how and when the Southwest region became part of the United States.
7. Students will be able to identify the multiple causes and effects of the Mexican-American War.
8. Students will be able to describe how and why the ranching, farming, and oil industries grew in the Southwest.
9. Students will be able to describe the cultural diversity of Texas and Oklahoma.
10. Students will be able to analyze how people and governments resolve conflicts over scarce resources.
11. Students will be able to describe the leading industry that has developed in Texas and Oklahoma.
12. Students will be able to explain how and why people conserve water in desert regions
13. Students will be able to describe the growing economy of Arizona and New Mexico.
14. Students will be able to identify the contributions of Southwest cultural leaders.

Unit 6. The West

Informational Knowledge Objectives
1. Students will know the geography, climate, and natural resources of the West.
2. Students will know the penchant for natural disasters inherent in the West.
3. Students will know how to read a time zone map.
4. Students will know some of the details of Native American life in the west.
5. Students will know the journey of and hardships faced by Lewis and Clark’s Corps of Discovery.
6. Students will know Lewis and Clark’s routes.
7. Students will know the names and facts about some of the members of Lewis and Clark’s journey, such as York and Sacagawea.
8. Students will know how and why settlers headed west.
9. Students will know the effects of the transcontinental railroad.
10. Students will know how the US acquired new lands, namely Alaska and Hawaii.
11. Students will know the dangers posed to the environment due to dams and oil spills.
12. Students will know the source of power for most of the west.
13. Students will know that the west has many national monuments thanks to Theodore Roosevelt’s influence.
14. Students will know the names and characteristics of each of the western states.
Procedural Knowledge Objectives
1. Students will be able todescribe the geography, climate, and natural resources of the West.
2. Students will be able to list the natural disasters inherent to the West.
3. Students will be able to read a time zone map.
4. Students will be able to describe some of the details of Native American life in the west.
5. Students will be able to summarize the journey of and hardships faced by Lewis and Clark’s Corps of Discovery.
6. Students will be able to draw Lewis and Clark’s routes.
7. Students will be able to list the names and facts about some of the members of Lewis and Clark’s journey, such as York and Sacagawea.
8. Students will be able to explain how and why settlers headed west.
9. Students will be able to discuss the effects of the transcontinental railroad.
10. Students will be able to explain how the US acquired new lands, namely Alaska and Hawaii.
11. Students will be able to discuss and debate the dangers posed to the environment due to dams and oil spills.
12. Students will be able to describe the source of power for most of the west.
13. Students will be able to describe the many national monuments, and summarize Theodore Roosevelt’s legacy.
14. Students will be able to list the names and characteristics of each of the western states.
Course Description
Fourth Grade Social Studies is a course based on the states and regions of the United States. Students will learn about the history and present lifestyles in the United States and how these lifestyles come from natural, physical features, as well as human growth and development. Students will learn about the diversity of the people, places, and cultures in the United States.
Course Learning Objectives
Minnesota State Benchmarks for Fourth Grade Social Studies:
-Describe how people take action to influence a decision on a specific issue; explain how local, state, national, or tribal governments have addressed that issue.
-Describe tribal government and some of the services it provides; distinguish between United States and tribal forms of government.
-Identify the major roles and responsibilities of elected and appointed leaders in the community, state, and nation; name some current leaders who function in these roles and how they are selected.
-Apply a reasoned decision-making process to make a choice.
-Define the productivity of a resource and describe ways to increase it.
-Describe a market as a place or manner in which buyers and sellers interact to make exchanges; describe prices as payments of money for items exchanged in markets.
-Create and use various kinds of maps, including overlaying thematic maps, of places in the United States, and also Canada or Mexico; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
-Use latitude and longitude on maps and globes to locate places in the United State, and also Canada or Mexico.
-Choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific questions about geographic issues in the United States, and also Canada or Mexico.
-Use photographs or satellite-produced images to interpret spatial information about the United States, and also Canada or Mexico.
-Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
-Name and locate states and territories, major cities and state capitals in the United States.
-Name and locate countries neighboring the United States and their major cities.
-Use data to analyze and explain the changing distribution of population in the United States and Canada over the last century.
-Explain how geographic factors affect population distribution and the growth of cities in the United States and Canada.
-Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications.
-Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
-Analyze the impact of geographic factors on the developments of modern agricultural regions in the United States.
-Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
-Identify and locate on a map or globe the origins of people in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
Resources
Students will use the Harcourt Social Studies Textbooks for Grade Four “States and Regions” as a curriculum guide and the Homework and Practice Workbook as an informal assessment guide for the course.
Units, Themes, and Course Organization
Unit 1: The United States
Students will learn about the diverse geography, people, economy, and government of the United States.
Unit 2: The Northeast
Students will learn how early settlements in the Northeast grew into today’s large cities and how people live in these cities.
Unit 3: The Southeast
Students will learn about the Southeast’s population of the past and of today. They will also learn about the region’s diverse geography, economy, and cultures.
Unit 4: The Midwest
Students will learn how landforms, waterways, and transportation have shaped life in the Midwest.
Unit 5: The Southwest
Students will learn about the Southwest’s land, oil, and other resources. They will also learn about the region’s geography, history, cultures, and other aspects of its economy.
Unit 6: The West
Students will learn about the different ways in which the West is diverse, including its varied geography, economy, and culture.
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 20%

Grading Scale:

Grading Scale
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 watches 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: “If I could go anywhere in America I would go…” 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 use their writing from Tuesday to locate their desired destination on a map and describe its location (including any major landmarks near it).
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Continuation of Monday.
Language Objective:
Continuation of Monday.
Main Activity:
Students will create class rules with the teacher and write them down and sign them as a behavior contract for the year.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies books, workbooks, paper, pencils, chart paper for rules poster, markers
State of Minnesota Standards Covered
  • 4.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the United States, and also Canada or Mexico; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
  • 4.3.1.2.1 Choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific questions about geographic issues in the United States, and also Canada or Mexico.
  • 4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the United States has diversity in its landscapes and its people.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to locate the United States on a map and discuss its major landforms.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand what it means to have diversity in landscape and people.
Language Objective:
Students will be able to locate the United States on a map and discuss its major landforms.
Main Activity:
Students will begin to preview Unit 1. Students will look at the basic timeline of the United States and understand the function of a timeline. Students will look at the timeline of the types of people who came in waves to the United States and how that has developed the diverse population found today.
Evaluation:
Teacher watches and monitors.
Vocabulary:
hemisphere, equator, prime meridian, continent, relative location, border, gulf, absolute location, line of longitude, line of latitude
Homework:
Learning Objective:
Students will understand what it means to have diversity in landscapes and people.
Language Objective:
Students will be able to locate the United States on a map and discuss its major landforms
Main Activity:
Students will finish previewing Unit 1. Students will look at the map of the United States and discuss its major landscapes and landforms found. Students will read the poem “America is…” and discuss what they think the poem says about the United States and if they agree/disagree.
Evaluation:
Teacher watches and monitors
Vocabulary:
hemisphere, equator, prime meridian, continent, relative location, border, gulf, absolute location, line of longitude, line of latitude
Homework:
Learning Objective:
Students will organize information on different types of charts.
Language Objective:
tudents will be able to locate the United States on a map and discuss its major landforms.
Main Activity:
Students will take the Unit 1 pretest. Students will preview Chapter 1 and organize a chart that shows predictions and questions they have about the Chapter based off of the lesson and section titles.
Evaluation:
Teacher watches and monitors.
Vocabulary:
hemisphere, equator, prime meridian, continent, relative location, border, gulf, absolute location, line of longitude, line of latitude
Homework:
Learning Objective:
Students will locate and describe hemispheres, continents, countries, and oceans. Students will describe the relative location of the United State (north of Mexico, South of Canada, etc.)
Language Objective:
Students will be able to locate the United States on a map and discuss its major landforms.
Main Activity:
Students will look up the vocabulary words for Lesson 1 and add them to their Chapter Vocabulary Books. Students will read Lesson 1 together and discuss the review questions at the end of the lesson. Students will use a map of the world and a map of the United States to discuss the location.
Evaluation:
Teacher watches and monitors.
Vocabulary:
hemisphere, equator, prime meridian, continent, relative location, border, gulf, absolute location, line of longitude, line of latitude
Homework:
Homework and Practice Book page 1.
Learning Objective:
Students will use latitude and longitude to describe absolute locations.
Language Objective:
Students will use maps to identify and describe the locations of states and major cities in the United States.
Main Activity:
Students will learn about the lines of longitude and latitude and how to describe absolute locations. Students will take turns assigning major cities to their classmates and their classmates will use the map to find the absolute location and write it on the board.
Evaluation:
Teacher watches and monitors.
Vocabulary:
hemisphere, equator, prime meridian, continent, relative location, border, gulf, absolute location, line of longitude, line of latitude
Homework:
Homework and Practice Book pages 2-3.
Materials / Resources (including technology)
Harcourt Social Studies “States and Regions” Text Books and Workbooks.
State of Minnesota Standards Covered
  • 4.3.1.2.1 Choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific questions about geographic issues in the United States, and also Canada or Mexico.
  • 4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
  • 4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the diversity of the United States landscapes and people.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to compare and contrast the landforms found across the United States and how these landforms affect the climate in the different regions.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will compare and contrast the major landform regions in the United States
Language Objective:
Students will identify and describe major rivers, lakes, and coasts in the United States.
Main Activity:
Students will look up the vocabulary words for Lesson 2 and add to their Vocabulary Books. Students will read Lesson 2 together and discuss the review questions at the end of the lesson. Students will identify the different landforms in the regions of the United States.
Evaluation:
Teacher watches and monitors.
Vocabulary:
landform, sea level, plateau, source, tributary, mouth, basin, canyon, elevation, relief
Homework:
Homework and Practice Book page 4.
Learning Objective:
Students will understand the factors that influence and define weather and climate. Students will compare and contrast the climates in the United States.
Language Objective:
Main Activity:
Students will look up the vocabulary words for Lesson 3 and add to their Vocabulary Books. Students will read Lesson 3 together and discuss the review questions at the end of the lesson. Students will compare and contrast the different climates found in the United States, as well as the climate where they currently live or have lived in the past.
Evaluation:
Review questions.
Vocabulary:
temperature, precipitation, climate, humidity
Homework:
Homework and Practice Book page 7.
Learning Objective:
Students will identify natural resources and the ways people use them. Students will understand how people change their environment to meet their needs.
Language Objective:
Main Activity:
Students will look up the vocabulary for Lesson 4 and add to their Vocabulary Books. Students will read Lesson 4 together and discuss the review questions at the end of the lesson. Students will draw their “homes” with all of the resources they need to survive and where they get those resources.
Evaluation:
vocabulary
Vocabulary:
natural resource, renewable, groundwater, industry, mineral, nonrenewable, environment, conservation
Homework:
Homework and Practice Book page 9.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies “States and Regions” Text Books and Workbooks.
State of Minnesota Standards Covered
  • 4.3.1.2.2 Use photographs or satellite-produced images to interpret spatial information about the United States, and also Canada or Mexico.
  • 4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
  • 4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
  • 4.2.3.3.1 Define the productivity of a resource and describe ways to increase it.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the differences between the landforms and natural resources found throughout the United States.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to describe the natural resources needed to survive and how we preserve those resources.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will review the concepts from last week after the long weekend.
Language Objective:
Review
Main Activity:
Students will picture walk through the chapter from the beginning through lesson 4. Students will look at the section and lesson titles and write down any questions they have about the chapter so far.
Evaluation:
Teacher watches and monitors.
Vocabulary:
natural resource, renewable, groundwater, industry, mineral, nonrenewable, environment, conservation
Homework:
Learning Objective:
Students will examine the life of John Muir and his role in the conservation movement.
Language Objective:
Main Activity:
Students will read the biography of John Muir and discuss what he has done to try and conserve our natural resources and why it is such an important movement.
Evaluation:
Teacher watches and monitors.
Vocabulary:
natural resource, renewable, groundwater, industry, mineral, nonrenewable, environment, conservation
Homework:
Learning Objective:
Students will examine the life of John Muir and his role in the conservation movement.
Language Objective:
Main Activity:
Students will use John Muir as an example and work as a group to create a “Conservation Plan” natural resources. Students will use their plan to create posters to advertise their plan.
Evaluation:
posters
Vocabulary:
natural resource, renewable, groundwater, industry, mineral, nonrenewable, environment, conservation
Homework:
Learning Objective:
Students will understand the topics and objectives from Chapter 1.
Language Objective:
Review
Main Activity:
Students will complete the Chapter 1 Review in their notebooks.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Study for the Chapter 1 Test.
Learning Objective:
Students will understand the topics and objectives from Chapter 1.
Language Objective:
Review
Main Activity:
Students will take the Chapter 1 Test.
Evaluation:
Test
Vocabulary:
natural resource, renewable, groundwater, industry, mineral, nonrenewable, environment, conservation
Homework:
Materials / Resources (including technology)
Harcourt Social Studies “States and Regions” Text Books and Workbooks.
State of Minnesota Standards Covered
  • 4.2.3.3.1 Define the productivity of a resource and describe ways to increase it.
  • 4.3.4.9.1 Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications
  • 4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the diversity of the people in the United States and how it came to be so diverse.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to describe the history of the United States in terms of the diversity of cultures.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will analyze the people, places, events, and ideas of the chapter in graphic formats.
Language Objective:
Students will be able to organize the information in a checklist.
Main Activity:
Students will preview Chapter 2. Students will discuss the different visuals they see throughout the chapter and how they think these visuals will help them better understand the information.
Evaluation:
Teacher watches and monitors.
Vocabulary:
culture, patriotism, immigrate, population, rural, urban, suburb
Homework:
Learning Objective:
Students will understand cultural diversity in the United States. Students will describe the ideals that unite Americans.
Language Objective:
Students will analyze the settlement patterns and regions in which Americans live.
Main Activity:
Students will look up the vocabulary words for Lesson 1 and begin their Chapter 2 Vocabulary Book. Students will read Lesson 1 together and discuss the review questions at the end. Students will discuss how different cultures can find similarities and work together (using our class as an example).
Evaluation:
vocabulary
Vocabulary:
culture, patriotism, immigrate, population, rural, urban, suburb.
Homework:
Homework and Practice Book page 13.
Learning Objective:
Students will understand the origin and meaning of songs that express American ideals.
Language Objective:
Students will describe the three branches of the federal government.
Main Activity:
Students will read the biography of Francis Scott Key and how he has impacted the “American culture” through song. Students will listen to traditional American songs and discuss their meanings.
Evaluation:
Teacher watches and monitors.
Vocabulary:
culture, patriotism, immigrate, population, rural, urban, suburb
Homework:
Learning Objective:
Students will analyze the symbols that represent important ideas, people, and events in the United States history.
Language Objective:
Students will be able to describe the history of the United States in terms of the diversity of cultures.
Main Activity:
Students will read “Citizenship: Symbols of Patriotism” and discuss the major symbols used in the United States to encourage patriotism through their history and meaning. Students will create their own symbols to show their ideals.
Evaluation:
Teacher watches and monitors.
Vocabulary:
culture, patriotism, immigrate, population, rural, urban, suburb
Homework:
Learning Objective:
Students will understand the rights and responsibilities of the United States citizenship. Students will describe the three branches of the federal government.
Language Objective:
Students will describe the three branches of the federal government.
Main Activity:
Students will look up the vocabulary words for Lesson 2 and add to their Vocabulary Books. Students will read Lesson 2 together and discuss the review questions at the end of the lesson. Students will create a graphic organizer to display the branches of the federal government.
Evaluation:
graphic organizer
Vocabulary:
government, constitution, democracy, republic, legislative branch, executive branch, judicial branch, checks and balances, majority rule
Homework:
Homework and Practice Book pages 14-15.
Materials / Resources (including technology)
Harcourt Social Studies “States and Regions” Text Books and Workbooks.
State of Minnesota Standards Covered
  • 4.3.3.5.1 Use data to analyze and explain the changing distribution of population in the United States and Canada over the last century.
  • 4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
  • 4.4.2.4.1 Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about natural resources and the ways people use them. Students will know how people change their environments to meet their needs.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain the details from Chapter 1 and answer questions related to the topics as they appear in the text and in the students’ lives.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, Eidul Adha***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Identify natural resources and the ways people use them. Understand how people change their environment to meet their needs.
Language Objective:
Students will be able to explain the details from Chapter 1 and answer questions related to the topics as they appear in the text and in the students’ lives.
Main Activity:
Students will read Unit 1, Chapter 1, Lesson 4: Natural Resources out loud with the teacher. Students will answer comprehension questions throughout the lesson. Students will begin the review questions at the end of the lesson.
Evaluation:
comprehension questions.
Vocabulary:
natural resource, renewable, groundwater, industry, mineral, nonrenewable, environment, conservation
Homework:
Learning Objective:
Identify natural resources and the ways people use them. Understand how people change their environment to meet their needs.
Language Objective:
Students will be able to explain the details from Chapter 1 and answer questions related to the topics as they appear in the text and in the students’ lives.
Main Activity:
Students will review the lesson and complete the questions at the end of the lesson in their social studies text books.
Evaluation:
Teacher watches and monitors.
Vocabulary:
natural resource, renewable, groundwater, industry, mineral, nonrenewable, environment, conservation
Homework:
Learning Objective:
All objectives from Chapter 1.
Language Objective:
Review
Main Activity:
Students will complete the chapter 1 review in their social studies text books.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All chapter 1 vocabulary.
Homework:
Complete the chapter 1 review if not finished from class.
Learning Objective:
All objectives from Chapter 1.
Language Objective:
Review
Main Activity:
Students will complete their Chapter 1 assessment.
Evaluation:
Test
Vocabulary:
All vocabulary from chapter 1.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: States and Regions
State of Minnesota Standards Covered
4.3.4.9.1 Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications
4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about the diversity of culture in the United States, and why there are Americans that settled in different regions.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to analyze and explain the symbols that represent important ideas, people, and events in the United States history.
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 previously covered in Chapter 1.
Language Objective:
Review
Main Activity:
Students will complete their Chapter 1 Reviews in their notebooks and the worksheets provided.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
All of the objectives previously covered in Chapter 1.
Language Objective:
Review
Main Activity:
Students will take the Chapter 1 Assessment.
Evaluation:
The Assessment will be taken as a test grade.
Vocabulary:
Homework:
Learning Objective:
Students will understand the diversity of culture in the United States, describe ideals that unite Americans, and analyze settlement patterns and regions in which Americans live.
Language Objective:
Students will be able to analyze and explain the symbols that represent important ideas, people, and events in the United States history.
Main Activity:
Students will look up the vocabulary for Lesson 1 and add it to their Chapter 2 Vocabulary books. Students will read Lesson 1 as a class and answer the review questions at the end of the Lesson.
Evaluation:
Vocabulary
Vocabulary:
culture, patriotism, immigrate, population, rural, urban, suburb
Homework:
Learning Objective:
Students will analyze symbols that represent important ideas, people, and events in the United States history.
Language Objective:
Students will be able to analyze and explain the symbols that represent important ideas, people, and events in the United States history.
Main Activity:
Students will read about Francis Scott Key and his impact on US History. Students will read about Symbols of Patriotism and learn about specific landmarks, poems, and other things of historic significance that encourage patriotism. Students will write and illustrate the symbol that stands out to them the most.
Evaluation:
Writing
Vocabulary:
culture, patriotism, immigrate, population, rural, urban, suburb
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: States and Regions Textbooks
State of Minnesota Standards Covered
4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
4.4.2.4.1 Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how urban, suburban, and rural communities work together.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to visually represent the connection between communities and their cultures.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the difference between rural and suburban areas.
Language Objective:
Students will be able to visually represent the connection between communities and their cultures.
Main Activity:
Students will create a graphic organizer showing the differences between rural and suburban areas.
Evaluation:
graphic organizer.
Vocabulary:
urban, rural, suburban, community
Homework:
Learning Objective:
Students will know the difference between rural and urban areas.
Language Objective:
Students will be able to visually represent the connection between communities and their cultures.
Main Activity:
Students will create a graphic organizer showing the differences between rural and urban areas.
Evaluation:
Teacher watches and monitors.
Vocabulary:
urban, rural, suburban, community
Homework:
Learning Objective:
Students will be able to show and explain the differences and similarities between all three types of communities.
Language Objective:
Students will be able to visually represent the connection between communities and their cultures.
Main Activity:
Students will create a poster displaying the differences and connections between urban, suburban, and rural communities using the chapter 1 vocabulary books.
Evaluation:
poster
Vocabulary:
urban, rural, suburban, community
Homework:
Learning Objective:
Students will be able to show and explain the differences and similarities between all three types of communities.
Language Objective:
Students will be able to visually represent the connection between communities and their cultures.
Main Activity:
Students will complete their poster displaying the differences and connections between urban, suburban, and rural communities using the chapter 1 vocabulary books.
Evaluation:
poster
Vocabulary:
urban, rural, suburban, community
Homework:
***NO CLASS, FEAST OF THE HOLY SEPULCHRE***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.4.9.1 Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications
4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know why Americans have different ways of life.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain in historical details why American culture has developed the way it
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand the diversity of culture in the United States, describe ideals that unite Americans, and analyze settlement patterns and regions in which Americans live.
Language Objective:
Students will be able to explain in historical details why American culture has developed the way it has.
Main Activity:
Students will read Chapter 2, Lesson 1 with the teacher and answer questions throughout.
Evaluation:
teacher watches and monitors.
Vocabulary:
culture, patriotism, immigrate, population, rural, urban, suburb
Homework:
Learning Objective:
Students will understand the diversity of culture in the United States, describe ideals that unite Americans, and analyze settlement patterns and regions in which Americans live.
Language Objective:
Students will be able to explain in historical details why American culture has developed the way it has.
Main Activity:
Students will reread Chapter 2, Lesson 1 and answer the review questions at the end of the lesson in their Social Studies Notebooks.
Evaluation:
notebook pages.
Vocabulary:
culture, patriotism, immigrate, population, rural, urban, suburb
Homework:
Learning Objective:
Students will analyze symbols that represent important ideas, people, and events in the United States history.
Language Objective:
Students will be able to explain in historical details why American culture has developed the way it has.
Main Activity:
Students will create a visual representation of a patriotic symbol that stands out to them.
Evaluation:
symbols
Vocabulary:
culture, patriotism, immigrate, population, rural, urban, suburb
Homework:
Learning Objective:
Students will analyze symbols that represent important ideas, people, and events in the United States history.
Language Objective:
Students will be able to explain in historical details why American culture has developed the way it has.
Main Activity:
Students will read about Francis Scott Key and his impact on US History. Students will read about Symbols of Patriotism and learn about specific landmarks, poems, and other things of historic significance that encourage patriotism. Students will write and illustrate the symbol that stands out to them the most.
Evaluation:
symbols
Vocabulary:
culture, patriotism, immigrate, population, rural, urban, suburb
Homework:
***HALLOWEEN PARTY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, notebooks
State of Minnesota Standards Covered
4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
4.4.2.4.1 Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about how the US economy works and how the US government is organized.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain the multiple parts of the US Government and the factors that make the US economy a Free Market Economy.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand the rights and responsibilities of US citizenship.
Language Objective:
Students will be able to describe the three branches of the federal government.
Main Activity:
Students will read Chapter 2, Lesson 2 as a group and discuss the vocabulary words. Students will complete the review questions orally with the teacher.
Evaluation:
Review questions.
Vocabulary:
government, constitution, democracy, republic, legislative branch, executive branch, judicial branch, checks and balances, majority rule
Homework:
Learning Objective:
Students will understand basic economic concepts related to scarcity.
Language Objective:
Students will explain how the US economy has changed over time.
Main Activity:
Students will take turns reading parts of Chapter 2, Lesson 3. Students will review the questions at the end with the teacher.
Evaluation:
Review questions.
Vocabulary:
economy, free market, demand, manufacturing, factors of production, profit, service industry, supply
Homework:
***END OF GRADING PERIOD 1 ***
Learning Objective:
Students will understand basic economic concepts related to scarcity.
Language Objective:
Students will explain how the US economy has changed over time.
Main Activity:
Students will review Chapter 2, Lesson 3 and answer the review questions on a separate piece of paper.
Evaluation:
The review questions will be used as a test grade.
Vocabulary:
economy, free market, demand, manufacturing, factors of production, profit, service industry, supply
Homework:
***START OF GRADING PERIOD 2 ***
Learning Objective:
Students will be able to describe the three branches of the federal government.
Language Objective:
Students will explain how the US economy has changed over time.
Main Activity:
Students will create a graphic organizer on a poster displaying and explaining the three branches of government in the US, including pictures and words.
Evaluation:
Poster
Vocabulary:
government, constitution, democracy, republic, legislative branch, executive branch, judicial branch, checks and balances, majority rule
Homework:
Learning Objective:
All objectives from Chapter 2.
Language Objective:
Review
Main Activity:
Students will complete the Chapter 2 Review on pages 66 and 67. Students will use this to study for their chapter test.
Evaluation:
Test
Vocabulary:
All chapter 2 vocabulary.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Text books
State of Minnesota Standards Covered
4.1.4.6.1 Describe tribal government and some of the services it provides; distinguish between United States and tribal forms of government. 4.1.4.6.2 Identify the major roles and responsibilities of elected and appointed leaders in the community, state and nation; name some current leaders who function in these roles and how they are selected.
4.2.1.1.1 Apply a reasoned decision-making process to make a choice.
4.2.3.3.1 Define the productivity of a resource and describe ways to increase it.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that the United States has diversity in its landscapes and in its people.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain the regions of the United States and their importance in the development and running of our country.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand how and why people divide places into regions.
Language Objective:
Students will be able to explain how transportation and communication connect regions.
Main Activity:
Students will preview the vocabulary for Chapter 3, Lesson 1. Students will partner read the lesson.
Evaluation:
vocabulary
Vocabulary:
region, interdependence, natural vegetation, ethnic group, modify, technology, communication
Homework:
Homework packet
Learning Objective:
Students will understand how and why people divide places into regions.
Language Objective:
Students will be able to explain how transportation and communication connect regions.
Main Activity:
students will reread Chapter 3, Lesson 1 and answer the review questions at the end of the story.
Evaluation:
Teacher watches and monitors.
Vocabulary:
region, interdependence, natural vegetation, ethnic group, modify, technology, communication
Homework:
Homework packet
Learning Objective:
Students will understand the three levels of government and the services that each level provides.
Language Objective:
Students will compare and contrast the political regions in the United States.
Main Activity:
Students will preview the vocabulary from Chapter 3, Lesson 2. Students will partner read the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
county, county seat, municipal, treaty
Homework:
Homework packet
Learning Objective:
Students will understand the three levels of government and the services that each level provides.
Language Objective:
Students will compare and contrast the political regions in the United States.
Main Activity:
Students will reread the lesson and complete the review questions at the end of the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
county, county seat, municipal, treaty
Homework:
Homework packet
Learning Objective:
Students will understand the contributions of important Americans in history.
Language Objective:
Students will be able to explain the regions of the United States and their importance in the development and running of our country.
Main Activity:
Students will read about Benjamin Benneker and discuss and write about his importance in the history of the United States.
Evaluation:
writing
Vocabulary:
Homework:
Homework packet
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.1.2.1 Choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific questions about geographic issues in the United States, and also Canada or Mexico.
4.3.1.2.2 Use photographs or satellite-produced images to interpret spatial information about the United States, and also Canada or Mexico.
4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
4.3.3.6.1 Explain how geographic factors affect population distribution and the growth of cities in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the history of Thanksgiving in the United States.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to select an appropriate play based on the history they have learned about Thanksgiving
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn about the history of Thanksgiving through plays.
Language Objective:
Students will be able to select an appropriate play based on the history they have learned about Thanksgiving.
Main Activity:
Students will research and present children’s plays on Thanksgiving. Each student will select one play to be read each day.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about the history of Thanksgiving through plays.
Language Objective:
Students will be able to select an appropriate play based on the history they have learned about Thanksgiving.
Main Activity:
Students will research and present children’s plays on Thanksgiving. Each student will select one play to be read each day.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will learn about the history of Thanksgiving through plays.
Language Objective:
Students will be able to select an appropriate play based on the history they have learned about Thanksgiving.
Main Activity:
Students will research and present children’s plays on Thanksgiving. Each student will select one play to be read each day.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about the history of Thanksgiving through plays.
Language Objective:
Students will be able to select an appropriate play based on the history they have learned about Thanksgiving.
Main Activity:
Students will research and present children’s plays on Thanksgiving. Each student will select one play to be read each day.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will complete the weekly assignment of selecting a play for the Thanksgiving Day party.
Language Objective:
Students will be able to select an appropriate play based on the history they have learned about Thanksgiving.
Main Activity:
Students will compile the plays and information we have learned throughout the week and vote on the play they would like to perform for the Thanksgiving Day party.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Education.com, Superteacherworksheets.com, ReadingA-Z.com
State of Minnesota Standards Covered
4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
Weekly Informational Knowledge Overview - (Students will know...)
Students will locate and describe political regions in North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will compare and contrast the physical features of North America’s regions.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will locate and describe political regions in North America.
Language Objective:
Students will compare and contrast the physical features of North America’s regions.
Main Activity:
Students will preview the vocabulary for Chapter 3, Lesson 3. Students will partner read the lesson.
Evaluation:
vocabulary
Vocabulary:
province, territory, commonwealth, tropics, rain forest, tundra
Homework:
Learning Objective:
Students will locate and describe political regions in North America.
Language Objective:
Students will compare and contrast the physical features of North America’s regions.
Main Activity:
Students will reread Chapter 3, Lesson 3 and answer the review questions at the end.
Evaluation:
Review questions.
Vocabulary:
province, territory, commonwealth, tropics, rain forest, tundra
Homework:
Learning Objective:
All objectives from Chapter 3.
Language Objective:
Review.
Main Activity:
Students will begin the Chapter 3 review on pages 90 and 91.
Evaluation:
Chapter review.
Vocabulary:
All Chapter 3 vocabulary.
Homework:
***AMERICAN THANKSGIVING***
Learning Objective:
All objectives from Chapter 3
Language Objective:
review
Main Activity:
Students will complete the Chapter 3 review on pages 90 and 91.
Evaluation:
chapter review
Vocabulary:
All Chapter 3 vocabulary.
Homework:
Learning Objective:
All objectives from Chapter 3.
Language Objective:
Review
Main Activity:
Students will take the Chapter 3 Assessment.
Evaluation:
Test
Vocabulary:
All Chapter 3 vocabulary.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Text books
State of Minnesota Standards Covered
4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
Weekly Informational Knowledge Overview - (Students will know...)
Students will review and know the regions of the United States.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will review and be able to explain the types of regions the country is divided into.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand how and why people divide places into regions.
Language Objective:
Students will be able to explain how transportation and communication connect regions.
Main Activity:
Students will preview the vocabulary for Chapter 3, Lesson 1. Students will partner read the lesson.
Evaluation:
vocabulary
Vocabulary:
region, interdependence, natural vegetation, ethnic group, modify, technology, communication
Homework:
Learning Objective:
Students will understand how and why people divide places into regions.
Language Objective:
Students will be able to explain how transportation and communication connect regions.
Main Activity:
students will reread Chapter 3, Lesson 1 and answer the review questions at the end of the story.
Evaluation:
review questions.
Vocabulary:
region, interdependence, natural vegetation, ethnic group, modify, technology, communication
Homework:
Learning Objective:
Students will compare and contrast the political regions in the United States.
Language Objective:
Students will understand the three levels of government and the services that each level provides.
Main Activity:
Students will preview the vocabulary from Chapter 3, Lesson 2. Students will partner read the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
county, county seat, municipal, treaty
Homework:
Learning Objective:
Students will compare and contrast the political regions in the United States
Language Objective:
Students will understand the three levels of government and the services that each level provides.
Main Activity:
Students will reread Chapter 3, Lesson 2 the lesson and complete the review questions at the end of the lesson.
Evaluation:
Review questions.
Vocabulary:
county, county seat, municipal, treaty
Homework:
Learning Objective:
Students will locate and describe political regions in North America.
Language Objective:
Students will compare and contrast the physical features of North America’s regions.
Main Activity:
Students will preview the vocabulary for Chapter 3, Lesson 3. Students will partner read the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
province, territory, commonwealth, tropics, rain forest, tundra
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: States and Regions
State of Minnesota Standards Covered
4.3.3.5.1 Use data to analyze and explain the changing distribution of population in the United States and Canada over the last century.
4.3.3.6.1 Explain how geographic factors affect population distribution and the growth of cities in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the political regions in North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to create a graphic organizer to compare and contrast the physical features of North America’s regions.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***Typhoon Day***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to locate and describe political regions in North America. Students will be able to compare and contrast the physical features of North America’s regions.
Language Objective:
Main Activity:
Students will reread Chapter 3, Lesson 3 and answer the review questions at the end.
Evaluation:
Vocabulary:
province, territory, commonwealth, tropics, rain forest, tundra
Homework:
Learning Objective:
Students will be able to locate and describe political regions in North America. Students will be able to compare and contrast the physical features of North America’s regions.
Language Objective:
Main Activity:
Students will take the regions of North America and create a Venn Diagram on the physical features found in the different regions. Each student will have 2 different regions to compare and contrast.
Evaluation:
Vocabulary:
province, territory, commonwealth, tropics, rain forest, tundra
Homework:
Learning Objective:
All objectives from Chapter 3.
Language Objective:
Main Activity:
Students will complete the Chapter 3 Review.
Evaluation:
Vocabulary:
All Chapter 3 Vocabulary.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies: States and Regions
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about the major influences in early US History and how we honor them today.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to present an in depth biography about an important person in US History.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
All objectives from Chapter 3.
Language Objective:
Main Activity:
Students will take their Chapter 3 Assessments.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
All Objectives from Unit 1.
Language Objective:
Review
Main Activity:
Students will begin their Unit 1 Test.
Evaluation:
Test
Vocabulary:
Homework:
Learning Objective:
All objectives from Unit 1.
Language Objective:
Review
Main Activity:
Students will complete their Unit 1 Test.
Evaluation:
Test
Vocabulary:
Homework:
Learning Objective:
Students will understand the important figures in early US History.
Language Objective:
Students will be able to present an in depth biography about an important person in US History.
Main Activity:
Students will present their biography projects.
Evaluation:
Project presentations.
Vocabulary:
Homework:
***Christmas Party – No Class***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Text Books and Workbooks.
State of Minnesota Standards Covered
4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.

4.3.2.4.2 Name and locate countries neighboring the United States and their major cities.
4.3.3.5.1 Use data to analyze and explain the changing distribution of population in the United States and Canada over the last century.
4.3.3.6.1 Explain how geographic factors affect population distribution and the growth of cities in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the elements of myths; no matter what culture they are from (teach a lesson or moral).
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will understand and implement the writing process.
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 understand and implement the writing process.
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 understand and implement the writing process.
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 that myths are from many different cultures, but all myths teach a lesson or a moral.
Language Objective:
Students will understand and implement the writing process.
Main Activity:
Students will read myths from different Asian countries and cultures. They will answer the comprehension and writing questions. Students will complete graphic organizers that compare and contrast the myths they are reading to each other or myths they have heard growing up. Evaluation: Teacher watches and monitors.
Evaluation:
Teacher watches and monitors.
Vocabulary:
moral
Homework:
Learning Objective:
Students will understand that myths are from many different cultures, but all myths teach a lesson or a moral.
Language Objective:
Students will understand and implement the writing process.
Main Activity:
Students will read myths from different Asian countries and cultures. They will answer the comprehension and writing questions. Students will complete graphic organizers that compare and contrast the myths they are reading to each other or myths they have heard growing up.
Evaluation:
graphic organizers.
Vocabulary:
moral
Homework:
Learning Objective:
Students will understand that myths are from many different cultures, but all myths teach a lesson or a moral.
Language Objective:
Students will understand and implement the writing process.
Main Activity:
Students will continue the work from yesterday. They will turn their graphic organizers into a paragraph.
Evaluation:
writing
Vocabulary:
Homework:
Materials / Resources (including technology)
Education.com Harcourt Social Studies Text Books and Workbooks.
State of Minnesota Standards Covered
4.1.4.6.2 Identify the major roles and responsibilities of elected and appointed leaders in the community, state and nation; name some current leaders who function in these roles and how they are selected.
4.4.2.4.1 Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the rich history of the New England states. Students will know that the states’ locations near the coast and many natural resources have molded the life of the people there today. Students will know the natural resources in the New England states.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain how the history of New England has shaped the lives of the people living there today. Students will be able to explain how people in the Northeast use natural resources, such as fishing, to build a successful society.
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.
Language Objective:
Students will be able to identify and write about a problem in the world. Students will understand and implement the writing process.
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.
Evaluation:
MLK packet.
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 review previous objectives from Chapter 4.
Language Objective:
review
Main Activity:
Students will review chapter 4, touching upon any topics that were confusing. Students will discuss the main idea of each lesson from chapter 4.
Evaluation:
MLK packet
Vocabulary:
all vocabulary from chapter 4
Homework:
Learning Objective:
Students will be able to explain how New England’s history shapes life there today.
Language Objective:
Students will be able to explain how people in the Northeast use natural resources.
Main Activity:
Students will read Chapter 5, Lesson 1. Students will look up the vocabulary words for the lesson.
Evaluation:
vocabulary
Vocabulary:
specialize, candidate, campaign, ballot, volunteer
Homework:
Learning Objective:
Students will be able to explain how New England’s history shapes life there today.
Language Objective:
Students will be able to explain how people in the Northeast use natural resources.
Main Activity:
Students will read Chapter 5, Lesson 1. Students will answer the review questions at the end of the lesson.
Evaluation:
review questions.
Vocabulary:
specialize, candidate, campaign, ballot, volunteer
Homework:
Materials / Resources (including technology)
Ducksters.com; education.com, Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
4.3.4.10.2 Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States
4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how Theodor Geisel impacted the world and how his children’s books have changed the way of learning for many children. Students will know the major cities in the Middle Atlantic States.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to analyze points of view from different people and develop their own thoughts on the question of lengthening the school year. Student will be able to describe the positive and negative aspects of living in a city.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how Theodor Geisel impacted the world and how his children’s books have changed the way of learning for many children.
Language Objective:
Students will be able to analyze points of view from different people and develop their own thoughts on the question of lengthening the school year.
Main Activity:
Students will study the impact of Theodor Geisel (Dr. Suess) on the world. Students will read about him on page 143, study the timeline at the bottom on the page and discuss how he displayed how he cared for children. Students will read pages 144 and 145, comparing the views of the four participants. Students will summarize each persons’ point of view and then compare and contrast them.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the major cities in the Middle Atlantic States.
Language Objective:
Students will be able to describe the positive and negative aspects of living in a city.
Main Activity:
Students will read Chapter 5, Lesson 2: Middle Atlantic States. Students will look up the definitions of the vocabulary words in the glossary.
Evaluation:
vocabulary
Vocabulary:
skyscraper, commute, urban sprawl, pollution
Homework:
Learning Objective:
Students will know the major cities in the Middle Atlantic States.
Language Objective:
Students will be able to describe the positive and negative aspects of living in a city.
Main Activity:
Students will reread Chapter 5, Lesson 2 and answer the review questions at the end of the lesson as a group. Students will make a “Pros/Cons” list about living in a city.
Evaluation:
Lists
Vocabulary:
skyscraper, commute, urban sprawl, pollution
Homework:
Learning Objective:
Students will know the major cities in the Middle Atlantic States.
Language Objective:
Students will be able to describe the positive and negative aspects of living in a city.
Main Activity:
Students will work together to complete the Chapter 5 Review on pages 154 and 155.
Evaluation:
chapter review.
Vocabulary:
All Vocabulary words from Chapter 5.
Homework:
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
All objectives from Chapter 5.
Language Objective:
Review
Main Activity:
Students will take their Chapter 5 Assessment.
Evaluation:
Test
Vocabulary:
All vocabulary from Chapter 5.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
4.3.4.10.2 Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States
4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 3 Intro: Students will know the similarities and differences between the regions and resources in the Southeast.
Unit 3 Intro: Students will know the rural history of the Southeast as it is shown through fictional stories.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Unit 3 Intro: Students will be able to compare and contrast the different regions of the United States, particularly the Northeast and Southeast.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
All Unit 2 Objectives.
Language Objective:
Review.
Main Activity:
Students will complete the Unit 2 Review on pages 158 & 159. Students will review the questions together at the end to ensure understanding.
Evaluation:
The Unit 2 review will be used as a unit assessment.
Vocabulary:
All Unit 2 Vocabulary
Homework:
Learning Objective:
All Unit 2 objectives
Language Objective:
review
Main Activity:
Students will work together to create a poster that displays one problem with cities in the Northeast and a solution to that problem.
Evaluation:
Posters
Vocabulary:
All Unit 2 vocabulary.
Homework:
Learning Objective:
All Unit 2 objectives.
Language Objective:
Review
Main Activity:
Students will work together to complete their poster that displays one problem with cities in the Northeast and a solution to that problem.
Evaluation:
posters
Vocabulary:
All Unit 2 vocabulary.
Homework:
Learning Objective:
Students will know the similarities and differences between the regions and resources in the Southeast. Students will know the rural history of the Southeast as it is shown through fictional stories.
Language Objective:
Students will be able to compare and contrast the different regions of the United States, particularly the Northeast and Southeast.
Main Activity:
Students will look at the timeline at the bottom of pages 160 and 161 and use the information to compare and contrast what was happening in the Southeast and around the rest of the country at any given point on the timeline. Students will read about the people on pages 162 and 163 and discuss the importance each person had in the history of the Southeast and the United States. Students will look at the map on pages 164 and 165 and identify the different parts of the Southeast.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the similarities and differences between the regions and resources in the Southeast. Students will know the rural history of the Southeast as it is shown through fictional stories.
Language Objective:
Students will be able to compare and contrast the different regions of the United States, particularly the Northeast and Southeast.
Main Activity:
Students will look at the story on page 167 and use it to complete a compare and contrast graphic organizer (shown on page 166). Students will use the questions to guide the information they will use in the organizer. Students will listen while the teacher reads “Tanya’s Reunion” on pages 168-173. Students will discuss how Tanya thought the farm would be to how it really was. Students will discuss why they think people visit places from their past and how the past is still with us in the present.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks , workbooks
State of Minnesota Standards Covered
4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
4.3.4.10.2 Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States
4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 6 Intro: Students will know how to organize and display information in an outline.
Chapter 6, Lesson 1: Students will know how people use natural resources in the Southeast.
Chapter 6, Lesson 1: Students will know how and why people in the United States protect and preserve their environment, history, and culture.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 6 Intro: Students will be able to show the different people, places, and events in the Southeast in appropriate categories.
Chapter 6, Lesson 1: Students will be able to compare and contrast the physical features found in the Southeast.
Chapter 6, Lesson 1: Students will be able to find and understand the recreation areas in the United States.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to organize and display information in an outline.
Language Objective:
Students will be able to show the different people, places, and events in the Southeast in appropriate categories.
Main Activity:
Students will create an outline of the information about the Southeast they learned from the Unit Intro. Students will use the example and prompt on page 174 to practice creating the outline
Evaluation:
Outlines
Vocabulary:
Homework:
Learning Objective:
Students will know how people use natural resources in the Southeast.
Language Objective:
Students will be able to compare and contrast the physical features found in the Southeast.
Main Activity:
Students will read Chapter 6, Lesson 1 (Geography of the Southeast) with the teacher and review the vocabulary. Students will look up the unknown vocabulary words in the glossary.
Evaluation:
Vocabulary
Vocabulary:
peninsula, wetland, piedmont, fall line, growing season, hurricane, fertilizer
Homework:
Learning Objective:
Students will know how people use natural resources in the Southeast.
Language Objective:
Students will be able to compare and contrast the physical features found in the Southeast.
Main Activity:
Students will reread Chapter 6, Lesson 1 with their classmates and work together to create summaries of each section of the lesson. Students will create a Venn Diagram comparing and contrasting the coastal and inland areas of the Southeast.
Evaluation:
Venn Diagram
Vocabulary:
peninsula, wetland, piedmont, fall line, growing season, hurricane, fertilizer
Homework:
Learning Objective:
Students will know how people use natural resources in the Southeast.
Language Objective:
Students will be able to compare and contrast the physical features found in the Southeast.
Main Activity:
Students will reread Chapter 6, Lesson 1 independently and answer the review questions at the end of the lesson. Once students have all completed the questions, the class will go over the answers together to ensure understanding.
Evaluation:
review questions
Vocabulary:
peninsula, wetland, piedmont, fall line, growing season, hurricane, fertilizer
Homework:
Learning Objective:
Students will know how and why people in the United States protect and preserve their environment, history, and culture.
Language Objective:
Students will be able to find and understand the recreation areas in the United States.
Main Activity:
Students will read pages 182 to 183. Students will discuss the Land Between the Lakes and other natural parks and preserved lands around the Southeast of the United States. Students will discuss the importance of these parks.
Evaluation:
Teacher watches and monitors.
Vocabulary:
peninsula, wetland, piedmont, fall line, growing season, hurricane, fertilizer
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks, workbooks
State of Minnesota Standards Covered
4.3.1.2.1 Choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific questions about geographic issues in the United States, and also Canada or Mexico.
4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
4.3.2.4.2 Name and locate countries neighboring the United States and their major cities.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 6, Lesson 2: Students will know how the geography of the Southeast affected the settlement and early lives of the people in the region.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 6, Lesson 2: Students will be able to understand and explain the causes and effects of the Civil War.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how the geography of the Southeast affected the settlement and early lives of the people in the region.
Language Objective:
Students will be able to understand and explain the causes and effects of the Civil War.
Main Activity:
Students will read Chapter 6, Lesson 2 (Early History of the Southeast) with the teacher and review the vocabulary. Students will look up unknown vocabulary words in the glossary.
Evaluation:
vocabulary
Vocabulary:
plantation, cash crop, slavery, abolish, Union, secede, Confederacy, civil war
Homework:
Learning Objective:
Students will know how the geography of the Southeast affected the settlement and early lives of the people in the region.
Language Objective:
Students will be able to understand and explain the causes and effects of the Civil War.
Main Activity:
Students will reread Chapter 6, Lesson 2 with their classmates and discuss the major topics in the lesson. Students will create a timeline of the Southeast’s early history.
Evaluation:
timelines
Vocabulary:
plantation, cash crop, slavery, abolish, Union, secede, Confederacy, civil war
Homework:
***Elementary 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, workbooks
State of Minnesota Standards Covered
4.3.1.2.1 Choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific questions about geographic issues in the United States, and also Canada or Mexico.
4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
4.3.2.4.2 Name and locate countries neighboring the United States and their major cities.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 6, Lesson 2: Students will know how the geography of the Southeast affected the settlement and early lives of the people in the region.
Chapter 6, Lesson 2: Students will know Sequoya’s contributions to the Cherokee history and culture.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 6, Lesson 2: Students will be able to understand and explain the causes and effects of the Civil War.
Chapter 6, Lesson 2: Students will be able to explain the rights and responsibilities of the citizens of the United States.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how the geography of the Southeast affected the settlement and early lives of the people in the region.
Language Objective:
Students will be able to understand and explain the causes and effects of the Civil War.
Main Activity:
Students will reread Chapter 6, Lesson 2 independently. Students will answer the review questions at the end of the lesson. When all of the students are done the questions, the class will review them together to ensure understanding
Evaluation:
review questions.
Vocabulary:
plantation, cash crop, slavery, abolish, Union, secede, Confederacy, civil war
Homework:
Learning Objective:
Students will know Sequoya’s contributions to the Cherokee history and culture.
Language Objective:
Students will be able to explain Sequoya’s contributions to the Cherokee history and culture.
Main Activity:
Students will read the biography of Sequoya on page 191. Students will discuss her contributions and importance to the Cherokee. Students will write about how Sequoya showed respect to the Cherokee culture.
Evaluation:
Teacher watches and monitors
Vocabulary:
plantation, cash crop, slavery, abolish, Union, secede, Confederacy, civil war
Homework:
***NO CLASS, EDSA REVOLUTION ANNIVERSARY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know the rights and responsibilities of the citizens of the United States.
Language Objective:
Students will be able to explain the rights and responsibilities of the citizens of the United States.
Main Activity:
Students will read the “Rule of Law” on pages 192 and 193. Students will make a list together of the responsibilities and the rights of the citizens of the United States.
Evaluation:
Teacher watches and monitors.
Vocabulary:
plantation, cash crop, slavery, abolish, Union, secede, Confederacy, civil war
Homework:
***Elementary Field Day – No Classes***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.1.1.1.1 Describe how people take action to influence a decision on a specific issue; explain how local, state, national or tribal governments have addressed that issue.
4.1.4.6.1 Describe tribal government and some of the services it provides; distinguish between United States and tribal forms of government.
4.1.4.6.2 Identify the major roles and responsibilities of elected and appointed leaders in the community, state and nation; name some current leaders who function in these roles and how they are selected.
4.3.1.2.1 Choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific questions about geographic issues in the United States, and also Canada or Mexico.
4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 6, Lesson 2: Students will know how the geography of the Southeast affected the settlement and early life in the region. Students will know how Sequoya contributed to Cherokee history and culture.
Chapter 6, Lesson 3: Students will know the regional and global interdependence and trade.
Chapter 7, Lesson 1: Students will know the economic specialization in the Atlantic Coast States. Students will know the contributions of the important leaders in the United States government.
Chapter 7, Lesson 2: Students will know the cultural diversity of the Gulf Coast states. Students will know how a map scale is used to find actual distances between places on a map.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 6, Lesson 2: Students will be able to analyze the causes and effects of the Civil War. Students will be able to explain the rights and responsibilities of United States citizenship.
Chapter 6, Lesson 3: Students will be able to analyze the economic effects of advances in transportation. Students will be able to compare and contrast the computer and crop exports of three states in the Southeast.
Chapter 7, Lesson 1: Students will be able to describe the three branches of state government.
Chapter 7, Lesson 2: Students will be able to explain why tourism, fishing, and farming are three major industries in the region.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how the geography of the Southeast affected the settlement and early life in the region. Students will know how Sequoya contributed to Cherokee history and culture.
Language Objective:
Students will explain the rights and responsibilities of United States citizenship. : Students will analyze the causes and effects of the Civil War.
Main Activity:
Students will read Chapter 6, Lesson 2 and answer the questions as a class. Students will work with the teacher to explain the answers to the review questions at the end of the lesson. Students will read about Sequoya and discuss her contributions to the Cherokee Native Americans.
Evaluation:
Teacher watches and monitors.
Vocabulary:
plantation, slavery, cash crop, abolish, Union, secede, Confederacy, civil war
Homework:
Learning Objective:
Students will know the regional and global interdependence and trade. Students will analyze the economic effects of advances in transportation.
Language Objective:
Students will compare and contrast the computer and crop exports of three states in the Southeast.
Main Activity:
Students will read Chapter 6, Lesson 3 and answer the questions as a class. Students will work with the teacher to explain the answers to the review questions at the end of the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
raw material, international trade, import, export
Homework:
Learning Objective:
All Chapter 6 Objectives.
Language Objective:
review
Main Activity:
Students will complete the Chapter 6 Review and it will be used as their assessment grade for this chapter.
Evaluation:
chapter review
Vocabulary:
All Chapter 6 Vocabulary.
Homework:
Learning Objective:
Students will know the economic specialization in the Atlantic Coast States. Students will know the contributions of the important leaders in the United States government.
Language Objective:
Students will be able to describe the three branches of state government.
Main Activity:
Students will read Chapter 7, Lesson 1 and answer the questions as a class. Students will work with the teacher to explain the answers to the review questions at the end of the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
state legislature, governor, food processing, pulp, high-tech
Homework:
Learning Objective:
Students will know the cultural diversity of the Gulf Coast states. Students will know how a map scale is used to find actual distances between places on a map.
Language Objective:
Students will be able to explain why tourism, fishing, and farming are three major industries in the region.
Main Activity:
Students will read Chapter 7, Lesson 2 and answer the questions as a class. Students will work with the teacher to explain the answers to the review questions at the end of the lesson.
Evaluation:
review questions
Vocabulary:
Sun Belt, tourism, resort, barrier island, mainland, wildlife refuge, coral, reef
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.1.1.1.1 Describe how people take action to influence a decision on a specific issue; explain how local, state, national or tribal governments have addressed that issue.
4.1.4.6.1 Describe tribal government and some of the services it provides; distinguish between United States and tribal forms of government.
4.1.4.6.2 Identify the major roles and responsibilities of elected and appointed leaders in the community, state and nation; name some current leaders who function in these roles and how they are selected.
4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 7, Lesson 3: Students will know how mountains affect the culture and economy in the Inland South states.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 7, Lesson 3: Students will be able to explain the ways people can damage but also protect the environment. Students will know how the development of cultural traditions in the United States occurred.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how mountains affect the culture and economy in the Inland South states. Students will understand the development of cultural traditions in the United States.
Language Objective:
Students will explain the ways people can damage but also protect the environment.
Main Activity:
Students will read Chapter 7, Lesson 3: Inland South States, as a whole group. Students will discuss the review questions at the end of the lesson with the teacher. Students will listen while the teacher reads about Bill Monroe and discuss how he helped develop the cultural traditions of his area through music.
Evaluation:
Teacher watches and monitors.
Vocabulary:
tradition, reclaim, habitat, endangered, extinct
Homework:
Learning Objective:
Students will know how mountains affect the culture and economy in the Inland South states. Students will understand the development of cultural traditions in the United States.
Language Objective:
Students will explain the ways people can damage but also protect the environment.
Main Activity:
Students will independently reread Chapter 7, Lesson 3 and answer the review questions at the end of the lesson, with the help of their classmates, in their notebooks.
Evaluation:
Teacher watches and monitors.
Vocabulary:
tradition, reclaim, habitat, endangered, extinct
Homework:
Learning Objective:
All Chapter 7 Objectives.
Language Objective:
Review
Main Activity:
Students will work together to complete the Chapter 7 Review. Students will come together with the teacher to ensure understanding.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All Chapter 7 Vocabulary.
Homework:
Learning Objective:
All Chapter 7 Objectives.
Language Objective:
Review
Main Activity:
Students will take their Chapter 7 Test.
Evaluation:
Test
Vocabulary:
All Chapter 7 Vocabulary.
Homework:
Learning Objective:
All Unit 3 Objectives.
Language Objective:
Review
Main Activity:
Students will complete the Unit Three Project on page 232. Students will create a brochure about the Southeast, explaining why people should visit there and some of the key features of the Southeast.
Evaluation:
Project
Vocabulary:
All Unit 3 Vocabulary
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico
4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 4 Intro: Students will know the lifestyles of pioneers. Students will know how to summarize a geography text.
Chapter 8, Lesson 1: Students will know how people in the Midwest use the land.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Unit 4 Intro: Students will be able to describe the geography of the Minnesota frontier.
Chapter 8, Lesson 1: Students will be able to explain the geography and climate of the Midwest.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
All Unit 3 Objectives.
Language Objective:
Review
Main Activity:
Students will take their Unit Three Review. Students will come together with the teacher to discuss the answers and ensure understanding.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All Unit 3 Vocabulary.
Homework:
Learning Objective:
All Unit 3 Objectives
Language Objective:
Review
Main Activity:
Students will take their Unit Three Assessment.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All Unit 3 Vocabulary.
Homework:
Learning Objective:
Students will know the lifestyles of pioneers. Students will know how to summarize a geography text.
Language Objective:
Students will be able to describe the geography of the Minnesota frontier.
Main Activity:
Students will take their Unit 4 Pretest.
Evaluation:
Test
Vocabulary:
Homework:
Learning Objective:
Students will know the lifestyles of pioneers. Students will know how to summarize a geography text.
Language Objective:
Students will be able to describe the geography of the Minnesota frontier.
Main Activity:
Students will look at the timelines of important events and important people of the Midwest on pages 232 to 235. Students will look at the map of the Midwest and explain which states are part of the region. Students will read about the Mississippi River on page 239 and summarize the information. Students will read “On the Banks of Plum Creek” and discuss the pioneer lifestyle and the Minnesota frontier.
Evaluation:
Teacher watches and monitors.
Vocabulary:
summarize
Homework:
Learning Objective:
Students will know how people in the Midwest use the land.
Language Objective:
Students will be able to explain the geography and climate of the Midwest.
Main Activity:
Students will read Chapter 8, Lesson 1 and discuss the questions with the teacher. Students will take turns summarizing parts of the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
prairie, tornado, drought, ore, flowchart
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
4.3.3.6.1 Explain how geographic factors affect population distribution and the growth of cities in the United States and Canada.
4.3.4.9.1 Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 8, Lesson 1: Students will know how people in the Midwest use the land.
Chapter 8, Lesson 2: Students will know how Native Americans lived in the Midwest.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 8, Lesson 1: Students will be able to explain the geography and climate of the Midwest.
Chapter 8, Lesson 2: Students will be able to describe the exploration and settlement of the region.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how people in the Midwest use the land.
Language Objective:
Students will be able to explain the geography and climate of the Midwest.
Main Activity:
Students will read Chapter 8, Lesson 1 with a partner. Students will begin the questions at the end of the lesson. Students and teacher will come together at the end to review the answers.
Evaluation:
Teacher watches and monitors
Vocabulary:
prairie, tornado, drought, ore, flowchart
Homework:
Learning Objective:
Students will know how people in the Midwest use the land.
Language Objective:
Students will be able to explain the geography and climate of the Midwest.
Main Activity:
Students will read Chapter 8, Lesson 1 with a partner. Students will complete the questions at the end of the lesson. Students and teacher will come together at the end to review the answers.
Evaluation:
Teacher watches and monitors
Vocabulary:
prairie, tornado, drought, ore, flowchart
Homework:
Learning Objective:
Students will describe the Native Americans of the Midwest ways of life.
Language Objective:
Students will be able to describe the exploration and settlement of the region.
Main Activity:
Students will look up the vocabulary for Chapter 8, Lesson 2. Students will read the lesson as a whole class, taking turns reading different sections aloud.
Evaluation:
Teacher watches and monitors.
Vocabulary:
adapt, survey, township, ordinance, frontier, pioneer, self-sufficient, sod, historical map
Homework:
Learning Objective:
Students will describe the Native Americans of the Midwest ways of life.
Language Objective:
Students will be able to describe the exploration and settlement of the region.
Main Activity:
Students will read Chapter 8, Lesson 2 with a partner. Students will begin the questions at the end of the lesson with their partner. Students will compare their answers to the other groups to check accuracy and understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
adapt, survey, township, ordinance, frontier, pioneer, self-sufficient, sod, historical map
Homework:
Learning Objective:
Students will describe the Native Americans of the Midwest ways of life.
Language Objective:
Students will be able to describe the exploration and settlement of the region.
Main Activity:
Students will read Chapter 8, Lesson 2 with a partner. Students will complete the questions at the end of the lesson with their partner. Students will compare their answers to the other groups to check accuracy and understanding.
Evaluation:
review questions.
Vocabulary:
adapt, survey, township, ordinance, frontier, pioneer, self-sufficient, sod, historical map
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.1.4.6.1 Describe tribal government and some of the services it provides; distinguish between United States and tribal forms of government.
4.3.3.6.1 Explain how geographic factors affect population distribution and the growth of cities in the United States and Canada.
4.3.4.9.1 Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications
Weekly Informational Knowledge Overview - (Students will know...)
Primary Sources: Students will know how the settlers lived on the frontier.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Primary Sources: Students will be able to examine artifacts used by pioneers.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand the lives of settlers on the frontier.
Language Objective:
Students will examine artifacts used by pioneers.
Main Activity:
Students will read Primary Sources: Pioneer Life on pages 262 and 263. Students will each answer one question about the artifacts on the board, then the students will take turns explaining their answers.
Evaluation:
Teacher watches and monitors
Vocabulary:
frontier, pioneer
Homework:
Learning Objective:
Students will understand the lives of settlers on the frontier.
Language Objective:
Students will examine artifacts used by pioneers.
Main Activity:
Make Up Day – Students will complete any missing assignments up to this point in the Unit.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will understand the lives of settlers on the frontier.
Language Objective:
Students will examine artifacts used by pioneers.
Main Activity:
Make Up Day – Students will complete any missing assignments up to this point in the Unit.
Evaluation:
Teacher watches and monitors
Vocabulary:
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
State of Minnesota Standards Covered
4.2.1.1.1 Apply a reasoned decision-making process to make a choice.
4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
Weekly Informational Knowledge Overview - (Students will know...)
Map and Globe Skills: Students will know how to identify states and territories of the United States by using a map.
Chapter 8, Lesson 3: Students will know how improved transportation helped the Midwest grow.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Map and Globe Skills: Students will be able to collect, analyze, and compare information given on historical maps.
Chapter 8, Lesson 3: Students will be able to describe changes in transportation in the 1800s and early 1900s.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify states and territories of the United States by using a map.
Language Objective:
Students will collect, analyze, and compare information given on historical maps.
Main Activity:
Students will read and practice the steps of comparing historical maps on pages 260 and 261. Students will answer the Compare prompt on page 261.
Evaluation:
Teacher watches and monitors.
Vocabulary:
historical map
Homework:
Learning Objective:
Students will explain how improved transportation helped the Midwest grow.
Language Objective:
Students will describe changes in transportation in the 1800s and early 1900s.
Main Activity:
Students will look up the vocabulary words for Chapter 8, Lesson 3. Students will write down the meanings in their social studies notebooks.
Evaluation:
vocabulary
Vocabulary:
flatboat, migration, steamboat, entrepreneur, stockyard, assembly line, mass production, industrial economy
Homework:
Learning Objective:
Students will explain how improved transportation helped the Midwest grow.
Language Objective:
Students will describe changes in transportation in the 1800s and early 1900s.
Main Activity:
Students will listen while the teacher reads aloud Chapter 8, Lesson 3. Students will begin the questions at the end of the story.
Evaluation:
Teacher watches and monitors.
Vocabulary:
flatboat, migration, steamboat, entrepreneur, stockyard, assembly line, mass production, industrial economy
Homework:
Learning Objective:
Students will explain how improved transportation helped the Midwest grow.
Language Objective:
Students will describe changes in transportation in the 1800s and early 1900s.
Main Activity:
Students will partner read Chapter 8, Lesson 3. Students will complete the questions at the end of the story.
Evaluation:
review questions.
Vocabulary:
flatboat, migration, steamboat, entrepreneur, stockyard, assembly line, mass production, industrial economy
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
All Chapter 8 Objectives.
Language Objective:
Review
Main Activity:
Students will go through all of chapter 8 and pick the part they think is the most interesting. Students will write a short description of their chosen topic and present it to the class.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All Chapter 8 vocabulary.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
4.3.3.5.1 Use data to analyze and explain the changing distribution of population in the United States and Canada over the last century.
4.3.3.6.1 Explain how geographic factors affect population distribution and the growth of cities in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the importance of taking care of the Earth.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to express their knowledge and beliefs about protecting the Earth to their peer.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
All objectives from Chapter 8.
Language Objective:
Review
Main Activity:
Students will complete the Chapter 8 Review with a partner. Once all students have completed the assignment, the class will go over the answers with the teacher to ensure understanding.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All Chapter 8 Vocabulary
Homework:
Learning Objective:
All Chapter 8 objectives.
Language Objective:
Review
Main Activity:
Students will take their Chapter 8 Assessment independently, with the book as a resource.
Evaluation:
test
Vocabulary:
All Chapter 8 Vocabulary.
Homework:
Learning Objective:
Students will understand the importance of taking care of their community and how their actions affect the Earth.
Language Objective:
Students will be able to express their knowledge and beliefs about protecting the Earth to their peer.
Main Activity:
Students will work in groups to create posters teaching other students about the importance of taking care of the Earth. Students will learn about the importance of raising awareness about the environment through days like Earth Day.
Evaluation:
posters
Vocabulary:
Homework:
Learning Objective:
Students will understand the importance of taking care of their community and how their actions affect the Earth.
Language Objective:
Students will be able to express their knowledge and beliefs about protecting the Earth to their peer.
Main Activity:
Students will complete their Earth Day project from yesterday.
Evaluation:
project
Vocabulary:
Homework:
***Teacher Absent – Review Day***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.2.1.1.1 Apply a reasoned decision-making process to make a choice.
4.2.3.3.1 Define the productivity of a resource and describe ways to increase it.
4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Biography: Students will know about the life of Samuel Clemens and his relationship with the Mississippi River.
Chapter 9, Lesson 1: Students will know how to identify the ethnic groups and cultures of the Great Lake states.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 9, Lesson 1: Students will be able to describe the economy of the Great Lakes states.
Monday
Tuesday
Wednesday
Thursday
Friday
***Teacher Absent – Review Day***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will examine the life of Samuel Clemens and his relationship with the Mississippi River.
Language Objective:
Students will examine the life of Samuel Clemens and his relationship with the Mississippi River.
Main Activity:
Students will read the biography of Samuel Clemens and discuss his relationship and life around the Mississippi River.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will identify the ethnic groups and cultures of the Great Lake states.
Language Objective:
Students will describe the economy of the Great Lakes states.
Main Activity:
Students will preview the vocabulary from Chapter 9, Lesson 1. Students will work with a partner to look up the words in the glossary.
Evaluation:
Teacher watches and monitors.
Vocabulary:
architecture, hub, barge, freight
Homework:
Learning Objective:
Students will identify the ethnic groups and cultures of the Great Lake states.
Language Objective:
Students will describe the economy of the Great Lakes states.
Main Activity:
Students will read Chapter 9, Lesson 1 with the teacher. Students will answer comprehension questions throughout the lesson to ensure understanding.
Evaluation:
Teacher watches and monitors.
Vocabulary:
architecture, hub, barge, freight
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
4.3.4.10.2 Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States
4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
4.4.2.4.1 Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 9, Lesson 1: Students will know how to identify the ethnic groups and cultures of the Great Lake states.
Biography: Students will know about the life of Benjamin S. Carson. Students will know about the Carson Scholars Fund.
Chapter 9, Lesson 2: Students will know how to describe the cities and farms of the Plains States.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 9, Lesson 1: Students will be able to describe the economy of the Great Lakes states.
Critical Thinking Skills: Students will be able to understand the steps in the problem-solving process. Students will be able to identify a problem and implement a plan for solving it.
Chapter 9, Lesson 2: Students will be able to explain how the region’s urban and rural areas are linked.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify the ethnic groups and cultures of the Great Lake states.
Language Objective:
Students will describe the economy of the Great Lakes states.
Main Activity:
Students will work with a partner to reread Chapter 9, Lesson 1 and answer the comprehension questions at the end of the lesson. When all students have completed the assignment, the class will come together and go over the answers with the teacher.
Evaluation:
comprehension questions.
Vocabulary:
architecture, hub, barge, freight
Homework:
Learning Objective:
Students will find out about the life of Benjamin S. Carson. Students will learn about the Carson Scholars Fund.
Language Objective:
Students will be able to understand the steps in the problem-solving process. Students will be able to identify a problem and implement a plan for solving it.
Main Activity:
Students will read the biography of Benjamin S. Carson and learn about the scholars fund created. Students will discuss the importance of Carson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will understand the steps in the problem-solving process.
Language Objective:
Students will identify a problem and implement a plan for solving it.
Main Activity:
Students will read the Solve a Problem article and work through the process of how to solve problems. Students will create skits showing the correct and incorrect ways of solving problems.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will describe the cities and farms of the Plains States.
Language Objective:
Students will explain how the region’s urban and rural areas are linked.
Main Activity:
Students will preview the vocabulary from Chapter 9, Lesson 2. Students will work with a partner to look up the words in the glossary.
Evaluation:
Teacher watches and monitors.
Vocabulary:
urbanization, meat packing
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.4.9.1 Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications
4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 9, Lesson 2: Students will know how to describe the cities and farms of the Plains States.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 9, Lesson 2: Students will be able to explain how the region’s urban and rural areas are linked.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will describe the cities and farms of the Plains States.
Language Objective:
Students will explain how the region’s urban and rural areas are linked.
Main Activity:
Students will read Chapter 9, Lesson 2 with the teacher. Students will answer comprehension questions throughout the lesson to ensure understanding.
Evaluation:
comprehension questions
Vocabulary:
urbanization, meat packing
Homework:
Learning Objective:
Students will describe the cities and farms of the Plains States.
Language Objective:
Students will explain how the region’s urban and rural areas are linked.
Main Activity:
Students will work with a partner to reread Chapter 9, Lesson 2 and answer the comprehension questions at the end of the lesson. When all students have completed the assignment, the class will come together and go over the answers with the teacher.
Evaluation:
comprehension questions
Vocabulary:
urbanization, meat packing
Homework:
Learning Objective:
All Chapter 9 Objectives.
Language Objective:
Review
Main Activity:
Students will complete the Chapter 9 Test.
Evaluation:
Teacher watches and monitors
Vocabulary:
All Chapter 9 Vocabulary
Homework:
Learning Objective:
All Unit Four Objectives
Language Objective:
Review
Main Activity:
Students will complete the Unit Four Review as a group.
Evaluation:
Teacher watches and monitors
Vocabulary:
All Unit Four Vocabulary
Homework:
Learning Objective:
All Unit Four Objectives
Language Objective:
Main Activity:
Students will work together to complete the Unit Four project 9 (page 296)
Evaluation:
project
Vocabulary:
All Unit Four Vocabulary
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.4.10.2 Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States
4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
4.4.2.4.1 Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
Weekly Informational Knowledge Overview - (Students will know...)
Unit Five Intro: Students will know how to describe early Spanish exploration of the Southwest. Students will know how to analyze the use of non-human subjects as characters in fictional texts.
Chapter 10, Lesson 1: Students will know how to describe physical features of the Southwest.
Critical Thinking Skills: Students will know how to analyze geographical and historical information expressed in literature.
Chapter 10, Lesson 2: Students will know how to analyze the historical basis of Southwest culture.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Unit Five Intro: Students will be able to use logic to draw conclusions about facts given in expository texts. Students will be able to understand interdependence among plants and animals within a desert ecosystem.
Chapter 10, Lesson 1: Students will be able to understand how people in in the region use natural resources.
Critical Thinking Skills: Students will be able to understand the difference between factual and fictional sources.
Chapter 10, Lesson 2: Students will be able to understand how and when the Southwest region became part of the United States.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will describe early Spanish exploration of the Southwest. Students will use logic to draw conclusions about facts given in expository texts. Students will understand interdependence among plants and animals within a desert ecosystem.
Language Objective:
Students will analyze the use of non-human subjects as characters in fictional texts.
Main Activity:
Students will look at the timeline at the bottom of pages 296 and 297. Students will discuss what was happening in the Southwest and around the country from 1500 to present. Students will look at the timeline of important people on pages 298 and 299 and discuss the accomplishments of the different people from the Southwest. Students will look at the map on pages 300 and 301 and list the states that make up the Southwest (Arizona, New Mexico, Texas and Oklahoma). Students will read “Searching for Cibola” and draw conclusions about the hardships Coronado and his group faced. Students will listen while the teacher reads “Cactus Hotel” and answer the Response Corner questions in a group discussion.
Evaluation:
Response Corner questions.
Vocabulary:
conclusion
Homework:
Learning Objective:
Students will understand how people in in the region use natural resources.
Language Objective:
Students will describe physical features of the Southwest.
Main Activity:
Students will preview the vocabulary from Chapter 10, Lesson 1. Students will work with a partner to look up the words in the glossary. Students will take turns reading sections from the lesson.
Evaluation:
vocabulary
Vocabulary:
mesa, butte, rain shadow, cloudburst, arroyo, aquifer, reservoir, aqueduct, irrigation
Homework:
Learning Objective:
Students will understand how people in in the region use natural resources.
Language Objective:
Students will describe physical features of the Southwest.
Main Activity:
Students will partner read Chapter 10, Lesson 1 and answer the review questions at the end of the lesson. Once all students have completed the assignment, the class will go over the answer with the teacher to ensure understanding.
Evaluation:
Teacher watches and monitors.
Vocabulary:
mesa, butte, rain shadow, cloudburst, arroyo, aquifer, reservoir, aqueduct, irrigation
Homework:
Learning Objective:
Students will understand the difference between factual and fictional sources. Students will understand how and when the Southwest region became part of the United States.
Language Objective:
Students will analyze the historical basis of Southwest culture. Students will analyze geographical and historical information expressed in literature.
Main Activity:
Students will read the Critical Thinking Skills: Tell Fact from Fiction lesson with the teacher. Students will work through the information to discover how to figure out if a work of literature is fact or fiction. Students will preview the vocabulary from Chapter 10, Lesson 2. Students will work with a partner to look up the words in the glossary. Students will take turns reading sections from the lesson.
Evaluation:
vocabulary
Vocabulary:
fact, fiction, pueblo, adobe, nomad, mission, land grant
Homework:
Learning Objective:
Students will understand how and when the Southwest region became part of the United States.
Language Objective:
Students will analyze the historical basis of Southwest culture.
Main Activity:
Students will partner read Chapter 10, Lesson 2 and answer the review questions at the end of the lesson. Once all students have completed the assignment, the class will go over the answer with the teacher to ensure understanding.
Evaluation:
review questions
Vocabulary:
pueblo, adobe, nomad, mission, land grant.
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.4.10.2 Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States
4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
4.4.2.4.1 Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
Weekly Informational Knowledge Overview - (Students will know...)
Field Trip: Students will know how people study and preserve historical and cultural sites.
Critical Thinking Skills: Students will know causes and effects of the Mexican-American War.
Chapter 10, Lesson 3: Students will know how people cooperate to share and protect natural resources.
Citizenship Skills: Students will know how to use a problem-solving process to resolve conflicts through compromise.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Field Trip: Students will be able to locate and study important historical and cultural sites in the Southwest.
Critical Thinking Skills: Students will be able to identify multiple causes and effect of historical events.
Chapter 10, Lesson 3: Students will be able to describe how and why the ranching, farming, and oil industries grew in the Southwest.
Citizenship skills: Students will be able to analyze how people and governments resolve conflicts over scarce resources.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand how people study and preserve historical and cultural sites. Students will understand causes and effects of the Mexican-American War.
Language Objective:
Students will to locate and study important historical and cultural sites in the Southwest. Students will identify multiple causes and effect of historical events.
Main Activity:
Students will read the Field Trip Read About: Chaco Canyon lesson with the teacher. Students will discuss the different historical and cultural sites found in the Southwest region. Students will read the Critical Thinking Skills: Identify Multiple Causes and Effects lesson with the teacher. Students will use the diagram to learn about the causes and effects of the Mexican-American War.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will understand how people cooperate to share and protect natural resources.
Language Objective:
Students will describe how and why the ranching, farming, and oil industries grew in the Southwest
Main Activity:
Students will preview the vocabulary from Chapter 10, Lesson 3. Students will work with a partner to look up the words in the glossary. Students will take turns reading sections from the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
arid, migrant worker, commercial, conflict, compromise, cooperate
Homework:
Learning Objective:
Students will understand how people cooperate to share and protect natural resources.
Language Objective:
Students will describe how and why the ranching, farming, and oil industries grew in the Southwest.
Main Activity:
Students will partner read Chapter 10, Lesson 3 and answer the review questions at the end of the lesson. Once all students have completed the assignment, the class will go over the answer with the teacher to ensure understanding.
Evaluation:
Teacher watches and monitors.
Vocabulary:
arid, migrant worker, commercial, conflict, compromise, cooperate
Homework:
Learning Objective:
Students will use a problem-solving process to resolve conflicts through compromise.
Language Objective:
Students will analyze how people and governments resolve conflicts over scarce resources.
Main Activity:
Students will read the Citizenship Skills: Resolve Conflicts lesson with the teacher. Students will discuss the steps and how they helped resolve the Mexican-American War. Students will complete the Chapter 10 Review in small groups.
Evaluation:
Teacher watches and monitors.
Vocabulary:
resolve
Homework:
Learning Objective:
All Chapter 10 Objectives
Language Objective:
Review
Main Activity:
Students will take their Chapter 10 Exam.
Evaluation:
Test
Vocabulary:
All Chapter 10 Vocabulary
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.4.10.2 Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States
4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
4.4.2.4.1 Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 11, Lesson 1: Students will know cultural diversity in Texas and Oklahoma.
Citizenship: Students will know how American citizens and the United States government work for the common good in times of need.
Chapter 11, Lesson 2: Students will know how and why people conserve water in desert regions.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 11, Lesson 1: Students will be able to describe the leading industry that has developed in Texas and Oklahoma.
Biography: Students will be able to identify the contributions of important cultural leaders.
Chapter 11, Lesson 2: Students will be able to describe the growing economy of Arizona and New Mexico.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand cultural diversity in Texas and Oklahoma.
Language Objective:
Students will describe the leading industry that has developed in Texas and Oklahoma.
Main Activity:
Students will preview the vocabulary from Chapter 11, Lesson 1. Students will work with a partner to look up the words in the glossary. Students will take turns reading sections from the lesson.
Evaluation:
vocabulary
Vocabulary:
aerospace, reservation, crude oil, refinery, dredge
Homework:
Learning Objective:
Students will understand cultural diversity in Texas and Oklahoma.
Language Objective:
Students will describe the leading industry that has developed in Texas and Oklahoma.
Main Activity:
Students will partner read Chapter 11, Lesson 1 and answer the review questions at the end of the lesson. Once all students have completed the assignment, the class will go over the answer with the teacher to ensure understanding.
Evaluation:
review questions.
Vocabulary:
aerospace, reservation, crude oil, refinery, dredge
Homework:
Learning Objective:
Students will understand how American citizens and the United States government work for the common good in times of need.
Language Objective:
Students will identify the contributions of important cultural leaders.
Main Activity:
Students will read the Biography lesson on Wilma Mankiller with the teacher. Students will discuss her contributions as a cultural leader. Students will read the Citizenship lesson, Helping People in Need, with the teacher and discuss how people and governments come together to help people when needed.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will understand how and why people conserve water in desert regions.
Language Objective:
Students will describe the growing economy of Arizona and New Mexico.
Main Activity:
Students will preview the vocabulary from Chapter 11, Lesson 2. Students will work with a partner to look up the words in the glossary. Students will take turns reading sections from the lesson.
Evaluation:
Students will describe the growing economy of Arizona and New Mexico.
Vocabulary:
observatory, xeriscape, evaporation
Homework:
Learning Objective:
Students will understand how and why people conserve water in desert regions.
Language Objective:
Students will describe the growing economy of Arizona and New Mexico.
Main Activity:
Students will partner read Chapter 11, Lesson 2 and answer the review questions at the end of the lesson. Once all students have completed the assignment, the class will go over the answer with the teacher to ensure understanding.
Evaluation:
Students will describe the growing economy of Arizona and New Mexico.
Vocabulary:
observatory, xeriscape, evaporation
Homework:
Materials / Resources (including technology)
Harcourt Social Studies Textbooks
State of Minnesota Standards Covered
4.3.4.10.2 Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States
4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
4.4.2.4.1 Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
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