alexander county schools 2012-2013€¦ · extend the study of landforms from north carolina to...

Alexander County Schools 2012-2013

Unit: Geography

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 2.G.1 Use geographic representations, terms, and technology to process information from a spatial perspective. 2.G.2 Understand the effects of humans interacting with their environment

Transfer: Students will be able to independently use their learning to understand the impact they have on their environment and how natural resources help meet basic needs. Students will also be able to read and create maps.

Meaning

Understandings: Students will understand how people depend on the physical environment

and use natural resources such as vegetation, animal life, landforms, and bodies of water, etc. to meet basic needs.

Physical environment shapes the way people live, and people settle in certain areas depending on the physical environment and availability of natural resources.

Students will understand that changing the physical environment may affect the environment

Interactions of human beings and their physical environment impact the uses of land and the ecosystem changes.

People may affect the environment in positive and negative ways

Managing resources effectively in the environment such as conserving water, reducing the amount of waste, etc. may protect these resources for future generations.

Essential Question(s):

What are some ways an individual can influence their environment?

How might these changes effect natural resources?

Acquisition

Students will know: How to use map elements, such as title, compass rose, legend/key, date and

author to interpret a map

Why we use geographic tools such as maps, legends, keys, symbols, cardinal directions, and compass rose, etc.

The purpose and use of a variety of maps and atlases

How to interpret symbols such as a character, letter, or similar graphic representations used on a map

How to find the location of physical features (e.g. continents, oceans, etc) and human features (e.g. cities, railroads, highways, etc) on a map

Students will be skilled at: Using map symbols to represent streets, roads, buildings, etc. How to interpret maps How to use and create a map to show natural resources Expressing their impact on natural resources

X

How to interpret map symbols to find locations of physical and human features on a map

Human features versus physical features

The definition of natural resources and the various ways in which people use the environment to meet their needs

What it means to litter, recycle, and conserve

Ways in which people impact the environment both positively and negatively

Essential vocabulary: Compass rose, natural resources, traffic signs, modify, environment, map key/legend, continents, oceans, the poles, equator, river, mountain, desert, grid, states, cities, countries, North Carolina, recycle

IT Standards: 2.TT.1 – Use technology tools and skills to reinforce classroom concepts and activities. 2.SE.1 – Understand issues related to the safe, ethical, and responsible use of information and technology resources.

IT Strategies: Promethean boards, graphic organizers

STAGE 2

Understandings:

Students will understand how

to . . .

Read various types of maps

How people depend on the

environment to meet their

needs

How we positively and

negatively change our

environment.

Essential Questions:

What are some ways an

individual can influence

their environment?

How might these changes

effect natural resources?

Creating: can the

student create new product or point of

view?

assemble, construct,

create, design, develop, formulate,

write.

Evaluating: can the

student justify a stand or decision?

appraise, argue, defend, judge,

select, support,

value, evaluate

Analyzing: can the

student distinguish between the different

parts?

appraise, compare,

contrast, criticize,

differentiate, discriminate,

distinguish,

examine, experiment,

question, test.

Applying: can the student use the

information in a new

way?

choose, demonstrate,

dramatize, employ,

illustrate, interpret, operate, schedule,

sketch, solve, use,

write.

Understanding: can

the student explain ideas or concepts?

classify, describe,

discuss, explain, identify, locate,

recognize, report,

select, translate,

paraphrase

Remembering: can the

student recall or remember the

information?

define, duplicate,

list, memorize, recall, repeat,

reproduce state

Revised Blooms Formative Assessments

(Evidences)

Identify physical

characteristics on a map.

Create an evacuation map

of school and home during

fire prevention week.

Create a map with a key of

physical characteristics and

natural resources. (rubric

included)

Teacher created

quizzes/tests

Work samples

Classroom discussions

Journaling

Summative Assessment

Write an informative

response explaining how

the community effects the

student’s life. (rubric

included)

Stag

e 3

Approximate number of days spent on unit: 1st 9 weeks - 15 days

W – interpreting maps, creating maps, understand their impact on natural resources

H – compasses to explore the school environment– treasure maps

E – compasses, Geocaching, Google Earth

R – using treasure maps students may have to retrace their steps to find errors - geocaching

E – journaling, create a map , persuasive letter

T – active, written, technology, visual auditory

O – 2 treasure maps (one with compass rose and one with steps marked) to compare and contrast – Geocaching to a natural resource

and discussion of natural resources and our impact on the environment – Create a map of their own Resources:

Taylorsville School – Handheld GPS for Geocaching (Amy Dawson)

Small hand held compasses

Maps of your school (fire escape plans)

Rubric for map creation

Rubric for informative letter

Books: Me on the Map by Joan Sweeny, Mapping Penny’s World by Loreen Leedy, My Map Book by Sara Fanelli, There’s a Map on my Lap by Tish Rabe, The Flat Stanley Series by Jeff Brown, The Magic Tree House Series by Mary Pope Osborne, The World According to Humphrey Series by Betty Birney

Strategies:

Geocaching

Use of hand held compasses, GPS

Reading a map

Writing a letter

Lesson Ideas

Choose a week for Geocaching activity. Amy Dawson from Taylorsville or Rob Duncan or Eric Walker from the ACHS can

train teachers how to use these devices to set up a treasure hunt at your school. You will need to teach map skills to your

students to help them understand how to follow the geocaching device and then they can create a map of their route. Make

sure to put some stumbling blocks in their paths so they can use their investigative skills to figure it out.

During fire safety week, share your school’s evacuation plan. Discuss how it is labeled and marked to show the route. Have

students create an evacuation map for their home. Make sure they show the route and mark a safe place for the family to

meet. Can use map rubric if you choose.

Compare our city to another city. The teacher should choose an adult he/she knows to write a letter to about our

community. Write whole group with students. Then have the adult respond back to the class about their community. Use

Google Earth to see where you are writing to and compare/contrast what you see with what your community is like. Use a

digital camera to take pictures around your school and community to send with letter. Integrate with science and

compare/contrast your weather to their weather.

As a class use globes to find different interesting places around the world. Choose one place as a whole class and fill out

the attached sheet about your place together. Then let students work together to do the same with a different location.

Keep these papers to use with your culture unit next 9 weeks to help students decide on a culture to research to make a

brochure.

Show students a physical map of North Carolina. Explain that there are many shapes and sizes of landforms and bodies of

water. As you introduce each of the following landforms and bodies of water point them out on the North Carolina map (if

applicable): 1. Mountains are the tallest parts of the land. 2. Hills are the middle-sized ones. 3. Foothills are the shortest

ones. 4. Valleys are the spaces between the mountains. 5. Grasslands are flat places (plains) covered with grass. 6.

Deserts are flat places on earth covered in rocks, stones, or sand. 7. An island is a small piece of land surrounded by

water. 8. An ocean is the largest body of water on earth. Oceans have salty water. 9. Rivers are large, long streams.

They have fresh water. 10. A lake is a large body of water on the land. 11. A pond is a smaller body of water on the land.

Students can create a booklet of the landforms and bodies of water.

Play a game to review landforms. Divide students into two teams. You give the definition and the first team to give the

correct answer receives a point.

Extend the study of landforms from North Carolina to North America. Students can work in groups to create a physical map

of either North Carolina or North America. They can develop symbols for landforms and bodies of water. They can use blue

yarn for water and brown paper triangles for mountains. Make sure they write the name of their place, include a compass

rose, and map key. Groups can share their maps. You can use the map rubric to grade projects and even allow students to

assess other groups using the rubric.

Make a list of things found in nature (our available supply of things we use from the earth). Lead a discussion of why natural

resources are important to our lives and how we use them. Create pairs for students to work in pairs to match such as

cow/milk, sheep/wool, tree/paper, tree/fruit, air/breath, chicken/egg, cow/hamburger, cotton/clothes, tree/lumber, pig/ham,

water (rain or river)/water (for drinking or washing), chicken(bird)/chicken(meat). Walk around and monitor. Have students

share when activity is complete. Read aloud The Great Kapok Tree, The Lorax, The Wump World, or any other book you

choose that deals with the environment and how our actions affect it. Lead a discussion about the natural resources in the

story and have students give examples of how the natural resources were affected by the character’s actions. Discuss and

make a list of ways to keep these negative effects from happening. Discuss your own community and how certain actions

could change their own environment. Students can record these in their notebooks to help them when they complete their

summative response.

Map Resources http://classroom.jc-schools.net/SS-units/maps.htm

Here are some online resources that may be helpful for planning any Social Studies unit:

o LEARN NC – www.learnnc.org – search for lesson plans aligned to the SS Essential Standards

o NC Council of Social Studies http://ncsocialstudies.org/resources/ Lots of websites to explore

o TIME for Kids http://www.timeforkids.com

o Weekly Reader http://weeklyreader.com/subcategory/74 This site has nonfiction articles that can be read on-line or

printed

o Junior Scholastic http://teacher.scholastic.com/activities/scholasticnews/index.html for nonfiction articles

o Map Resources http://classroom.jc-schools.net/SS-units/maps.htm

o Librarian’s Wiki http://globallibrarygirl.pbworks.com resource for books that match standards

o Newspapers for Education http://www.newsobserver.com/nie/ Sign up for digital copies of newspaper

o NC Government Publications Collection http://www.ncgovdocs.org/educator_resources.htm

o Mini Pages Archives http://www.lib.unc.edu/dc/minipage looks like a weekly reader/newspaper, but you pick topics

o Social Studies Central http://socialstudiescentral.com

o Children’s books with Social Studies Themes http://www.udel.edu/dssep/literature.html

o Picture Books http://childrenspicturebooks.info/social_studies_picture_books.htm

http://classroom.jc-schools.net/SS-units/maps.htm

http://www.learnnc.org/

http://ncsocialstudies.org/resources/

http://www.timeforkids.com/

http://weeklyreader.com/subcategory/74

http://teacher.scholastic.com/activities/scholasticnews/index.html


http://globallibrarygirl.pbworks.com/

http://www.newsobserver.com/nie/

http://www.ncgovdocs.org/educator_resources.htm

http://www.lib.unc.edu/dc/minipage

http://socialstudiescentral.com/

http://www.udel.edu/dssep/literature.html

http://childrenspicturebooks.info/social_studies_picture_books.htm

Map Skills

Use your globe to answer the questions about the place you chose.

1. What country would you like to visit? ____________________________________

2. Why? ________________________________________________________________________________________________________________________________________________________________________

3. What is North of your country? _____________________________________

4. What is South of your country? _____________________________________

5. What is East of your country? _______________________________________

6. What is West of your country? ______________________________________

7. What is the closest ocean? _________________________________________

8. What continent is it on? ____________________________________________

9. What direction would you travel to get to Raleigh, NC? _______________________________

10. On the back, draw a picture of yourself at your country.

Map Rubric

Skills Level 4

(100%) Level 3

(99% - 80%) Level 2

(79% - 61%) Level 1

(60% and below)

Map Key and

Compass Rose

All parts included and

labeled correctly

All parts included but labeling has some errors

All parts are included but

they are incorrect

Only one or none are included on the

map

Natural Resources

All natural resources are

included and in the correct

place.

Some natural resources are


place.

Natural resources are

on the map but in the wrong

place.

No natural resources are

included.

Physical Features

All physical features (man-made objects) are included and in the

correct place.

Some physical features are


place.

Physical features are on the map but in

the wrong place.

No physical features are

included.

Informative Response

Rubric

Skills Level 4 (100%)

Level 3 (99% - 80%)

Level 2 (79% - 61%)

Level 1 (60% and

below)

Topic Topic is clearly introduced.

Topic is there but is not

clearly introduced

Topic is not introduced

There is not topic.

Development of Topic

Topic is developed

using facts and definitions.

Topic is beginning to be developed with very few facts or definitions.

Topic has not been

developed.

No development

Conclusion A complete concluding statement

An incomplete concluding statement

No conclusion No wrap up

Mechanics Complete sentences,

capital letters, punctuation,

spelling, indented

paragraphs

A few errors in any of the categories

Many errors in the categories

So many errors it is hard to

read


Unit: Culture and Diversity (Communities Near and Far)

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 2.C.1.1 Explain how artistic expressions of diverse cultures contribute to the community (stories, are, music, food, etc). 2.C.1.3 Exemplify respect and appropriate social skills needed for working with diverse groups.

Transfer: Students will be able to independently use their learning to… Understand the importance of respecting all cultures in order to be a well-rounded citizen.

Meaning

Understandings: Students will understand that… Cultures from other countries may have influence on a community. Cultures have different ways of expressing art. Language, art, music, and cultural traditions lead to global understanding. Respect for diverse groups may be influenced by individual ethnic and cultural differences. People have different cultural values and traditions.

Essential Question(s): Why is it important to have respect for other cultures?

Acquisition

Students will know: How stories, art, music, food, etc. have shaped the culture of communities. Language, art, stories, technology, music, etc. serve as cultural expressions. The meaning of respect. How to interact and communicate with others.

Students will be skilled at: recognizing diversity.

Essential vocabulary: community, culture, traditions, diversity, ethnicity, respect, tolerance, customs, immigrant, celebration, contributions, group, state, nation, place, compare/contrast, orgins

IT Standards: 2.TT.1 – Use technology tools and skills to reinforce classroom concepts and activities. 2.SE.1 – Understand issues related to the safe and ethical, and responsible use of information and technology resources.

IT Strategies: Promethean board, graphic organizers such as Venn Diagrams, T-charts, webs

STAGE 2

Understandings:

Students will understand that

people have different cultural

values and traditions that

influence communities near and

far.


Why is it important to have

respect for other cultures?

Creating: can the

student create new

product or point of

view?


create, design,

develop, formulate,

write.

Evaluating: can the

student justify a stand

or decision?

appraise, argue,

defend, judge,

select, support,

value, evaluate

Analyzing: can the

student distinguish

between the different

parts?

appraise, compare,


differentiate,

discriminate,

distinguish,

examine,

experiment,

question, test.

Applying: can the

student use the


way?

choose,

demonstrate,

dramatize, employ,

illustrate, interpret,

operate, schedule,

sketch, solve, use,

write.

Understanding: can

the student explain

ideas or concepts?

classify, describe,

discuss, explain,

identify, locate,

recognize, report,

select, translate,

paraphrase


student recall or

remember the

information?

define, duplicate,

list, memorize,

recall, repeat,

reproduce state


(Evidences)

Brain Dump (brainstorm) what is a

culture

Compare common threads of fairy

tales and folk tales

Holidays and Traditions around

the world through projects and

journaling

Guest speakers from classroom

families if available

Differences/diversity graphic

organizer – group discussions

Identify where various cultures

are around the world using maps


Create a brochure for another

culture.

Stage 3

Approximate number of days spent on unit: 2nd 9 weeks – 45 days

W – respect various cultural differences

H – Comparing Autumn celebrations around the world

E – exposure to cultures around the world

R – help students rethink their prejudices of various cultures

E – journaling, researching another culture

T – active, visual, technology, auditory, written

O – Autumn celebrations – fairy tales/folktales – Thanksgiving (Pilgrims, Indians, New World) – Christmas Around the World – Create brochure

Resources:

Word or Publisher

Fairy tales, fables, and folktales

Cultural celebration activities

Teacher Created Materials

Rubric for brochure

Books such as Long Way to a New Land, any book by

Ezra Jack Keats, Lon Po Po, Grandfather Tang,

Boundless Grace, The Keeping Quilt, books by Patricia

Polacco like Thundercake, Babushka’s Doll, and

Rechenka’s Eggs,

Strategies:

Graphic Organizers

Websites listed below

Class Discussions

Activities from various cultures

Websites Culture Websites:

o NC Museum of History: www.ncmuseumofhistory.org (live online tours and resource kits that they will ship to your school for $5)

o http://www.teachervision.fen.com/printables/o876285213_Culture.pdf o http://watchknowlearn.org/Category.aspx?CategoryID=497 o American culture reflects a mosaic of all the many cultures that make up the United States. How can you define

American food, music, or language? http://artsedge.kennedy-center.org/educators/lessons/grade-3-4/America_A Home_for_Every_Culture.aspx

o Family Traditions unit – http://www.learnnc.org/lp/pages/2856?ref=search o NC Folklore Society www.ncfolkloresociety.org






printed










http://www.ncmuseumofhistory.org/

http://www.teachervision.fen.com/printables/o876285213_Culture.pdf

http://watchknowlearn.org/Category.aspx?CategoryID=497

http://artsedge.kennedy-center.org/educators/lessons/grade-3-4/America_A%20Home_for_Every_Culture.aspx

http://artsedge.kennedy-center.org/educators/lessons/grade-3-4/America_A%20Home_for_Every_Culture.aspx

http://www.learnnc.org/lp/pages/2856?ref=search

http://www.ncfolkloresociety.org/














Culture Brochure Rubric

In order for a student to make a 4 (100%) on this project, they must include all of the following

information:

____ Define the culture.

____ Give the location of the culture (where are they from?).

____ Describe at least 3 of their culture’s customs.

____ Describe at least 3 traditions of the culture.

____ Give information about one holiday or celebration.

____ Why have they immigrated or not immigrated?

____ What language do they speak?

____ The brochure has correct mechanics and conventions.

____ The brochure is attractive to look at.

If a student has 1 or 2 items missing from their brochure, they will receive a 3 (99% - 80%) on their

project.

If a student has 3 or 4 items missing from their brochure, they will receive a 2 (79% - 61%) on their

project.

If a student has 5 or more items missing from their brochure, they will receive a 1 (60% or below) on

their project.


Unit: Historical Figures and History

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 2.C.1.2 Recognize the key historical figures and events that are associated with various cultural traditions. 2.H.1.1 Use time lines to show sequencing of events. 2.H.1.2 Identify contributions of historical figures (community, state, nation, and world) through various genres. 2.H.1.3 Compare various interpretations of the same time period using evidences such as photographs and interviews.

Transfer: Students will be able to independently use their learning to… understand how historical figures contributed to how life is today. compare and contrast various time periods.

Meaning

Understandings: Students will understand that… Historical figures and events have helped to shape cultural traditions. Events are often put in order by time to help describe the past. Contributions of historical figures have helped shape history.

Essential Question(s): Which time period was the most influential on today’s society? Which historical figure has had the greatest impact on life today? Who is the most significant historical figure?

Acquisition

Students will know: Detailing important events that have occurred can be identified by using a timeline and how events are organized on a time line to understand recent, past, present and past. How to use various genres to find contributions of historical figures and how they influenced history in communities, state, nation, and world. Different genres such as history books, biographies, autobiographies, etc. are used to find out information about historical figures. How to identify and compare characteristics indicative to a particular time period when viewing media such as photographs, pictures, interviews, etc. and why it is important to compare interpretation. The difference between a primary and a secondary source. Some key historical figures and events from different cultural traditions.

Students will be skilled at: creating and interpreting personal and historical timelines. distinguishing between an autobiography and biography. researching (with assistance) historical artifacts and documents to investigate the past.

Essential vocabulary: decade, year, timeline, biography, autobiography, artifacts, primary sources, secondary sources, era

IT Standards: 2.TT.1 Use technology tools and skills to reinforce classroom concepts and activities. 2.SE.1 Understand issues related to the safe, ethical, and responsible

IT Strategies: Promethean board, research project on historical person

use of information and technology resources. 2.RP.1 Apply the research process by participating in whole-class research by executing the steps of a simple research process (three to four steps). 2.SI.1 Categorize sources of information as appropriate or inappropriate by relevance and current or not current. 2.IN.1 Understand appropriate procedures when reading for enjoyment and information.

STAGE 2

Understandings:


historical figures and events have

helped to shape cultural

traditions and history.

Events are often put in order by

time to help describe the past.


Which time period was the most

influential on today’s society?

Which historical figure has had

the greatest impact on life today?

Who is the most significant

historical figure?

Creating: can the

student create new

product or point of

view?


create, design,

develop, formulate,

write.

Evaluating: can the


or decision?

appraise, argue,

defend, judge,

select, support,

value, evaluate

Analyzing: can the

student distinguish


parts?

appraise, compare,


differentiate,

discriminate,

distinguish,

examine,

experiment,

question, test.

Applying: can the

student use the


way?

choose,

demonstrate,

dramatize, employ,


operate, schedule,

sketch, solve, use,

write.

Understanding: can

the student explain

ideas or concepts?

classify, describe,

discuss, explain,

identify, locate,

recognize, report,

select, translate,

paraphrase


student recall or

remember the

information?

define, duplicate,

list, memorize,

recall, repeat,

reproduce state


(Evidences)

Guided research project on

historical figure

Small group projects on decades

(50s, 60s, 70s, 80s, 90s, 2000s)

Interview of an older adult

Journals

Teacher created materials


Create a timeline for their own

life. – See attached page for more

information and rubric.

Product from their research

project for their historical figure

such as a poster, brochure,

report, powerpoint, book cover,

shadow box, etc.

STAGE 3

Approximate number of days spent on unit: 3rd 9 weeks – 45 days

W – recognize historical figures and events and their contributions to society

H – small group presentations/projects of decades

E – look at various decades – look at historical figures and why and how they shaped our society

R – discussion of who they think is the most influential historical figure

E – reflect on reasons for historical figures and why

T – active, visual, written, technology, auditory

O – small group decade projects – historical figures and events – timelines – individual research projects with assistance

Resources:

Websites for research

Information on various decades (50s – 2000s)

Rubric for timeline

Rubric for research project product

Biographies and Autobiographies


Strategies:

Appropriate/inappropriate sources

Interview of older adult

Self/peer/teacher evaluations

How to do research

Websites

History Websites: o Teaching History – http://teachinghistory.org/ o What can pictures tell us about the past? http://artsedge.kennedy-center.org/educators/lessons/grade-3-

4/Lens_Into_The_Past.aspx o National Archives http://www.archives.gov/education/lessons/ Lesson plans for teaching with primary documetns and

tools for analysis






printed










http://teachinghistory.org/

http://artsedge.kennedy-center.org/educators/lessons/grade-3-4/Lens_Into_The_Past.aspx

http://artsedge.kennedy-center.org/educators/lessons/grade-3-4/Lens_Into_The_Past.aspx

http://www.archives.gov/education/lessons/














Timeline Project

This project is to be completed at school, but parents will help students with the process of

coming up with events and pictures. Student will then use what they bring from home to

complete all parts of their timeline at school.

Step One: Send home letter for parents to help their child brainstorm one event from each

year of their life. Jot down notes. Make sure child can verbalize events.

Step Two: At school, students will use their notes from brainstorm with parents to create

their rough draft of their timeline.

Step Three: At home, parents will help student to collect or think of pictures they can draw

for events for their timeline.

Step Four: At school, students will match their pictures to their rough draft.

Step Five: Student will complete a timeline of their life at school to present to their class.

During presentations, each student will need to write one thing they learned about each

classmate from their timeline. This will be part of their final project grade.

Rubric for Individual Timeline

4

(100%)

3

(99% - 80%)

2

(79% - 61%)

1

(60% or below)

Events One important

event for each

year – in

sequential order

A year or event out

of sequence

2 or 3 events out

of sequence

Disorganized time

line

Pictures

and

Descriptions

Picture and

description for

each year

A picture or

description is

missing

2 to 3 pictures or

descriptions

missing

Several pictures and

descriptions missing

Evaluations

of

Classmates

Can be missing up

to 2 evaluations

of classmates

Missing 5

evaluations of

classmates

Missing 10

evaluations of

classmates

Little or no

participation in

evaluations

Research Project Note Sheet

Name of Historical Figure: ____________________

Date of birth: ___________________ Date of death: _________________

What is your figure known for?

Significant life event

Significant life event

How did your figure impact you?

Research Project Rubric

Each project must identify their historical figure and what they are known for or project is considered incomplete and

must be returned to the student to complete before it is graded. Points may be taken off for late work!

4

(100%)

3

(99% - 80%)

2

(79% - 61%)

1

(60% or below)

Dates of Birth and

Death

All dates are on

project.

One date may be

missing.

One date may be

missing.

No dates are present

on project.

Significant Events 2 significant life

events

May have 2 events, but

one of them is not

significant.

Only one significant

event or two

insignificant events.

No relevant details.

Impact of Figure States impact figure

had on their life.

States impact figure

had on their life.

Impact may be unclear. Impact is missing.

Writing Conventions No errors 2 or 3 errors 5 errors More than 5 errors

Attractiveness Project is neat and

pleasant to look at.

Project may have areas

where it is not the

student’s best work,

but is overall pleasant

to look at and neat.

This is not the

student’s best work.

Project is complete,

but is not neat or


Project is not neat or


Hard to read or

determine what

project is about.


Unit: Government

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 2.C&G.1 Understand the purpose of government 2.C&G.1.1. Explain government services and their value to the community (libraries, schools, parks, etc.). 2.C&G.1.2 Explain how governments establish order, provide security, and create laws to manage conflicts.

Transfer: Students will be able to independently use their learning to… understand the need for laws and the consequences of disobeying laws to help them in becoming responsible citizens.

Meaning

Understandings: Students will understand that… Local government services impact the lives of its citizens. Governments create laws to manage conflict. Governments work to serve the needs of the people in a community.

Essential Question(s): Could a community exist without laws? Why or why not?

Acquisition

Students will know: Types of services in the government. Services are commonly provided by the local government. Services are valuable to the community. The purpose and functions of government. Local governments make, enforce, and interpret laws in the local community. Some leaders are part of the governments.

Students will be skilled at: interpreting laws that effect their daily lives.

Essential vocabulary: Community, government, conflict, laws, resolutions, services, consequences, privilege, responsibility, mayor, citizen, civic, vote, election, city hall, courthouse, state capitol, flag, Constitution, Declaration of Independence, national capital, national monuments

IT Standards: 2.TT.1 Use technology tools and skills to reinforce classroom concepts and activities. 2.SE.1 Understand issues related to the safe, ethical, and responsible use of information and technology resources.

IT Strategies: Promethean board, graphic organizers such as webs, graphs, charts

STAGE 2

Understandings:


government services impact their

lives.

Governments work together to

serve the needs of people in the

community.

Laws are created to manage

conflicts.


Could a community exist without

laws? Why or why not?

Creating: can the

student create new

product or point of

view?


create, design,

develop, formulate,

write.

Evaluating: can the


or decision?

appraise, argue,

defend, judge,

select, support,

value, evaluate

Analyzing: can the

student distinguish


parts?

appraise, compare,


differentiate,

discriminate,

distinguish,

examine,

experiment,

question, test.

Applying: can the

student use the


way?

choose,

demonstrate,

dramatize, employ,


operate, schedule,

sketch, solve, use,

write.

Understanding: can

the student explain

ideas or concepts?

classify, describe,

discuss, explain,

identify, locate,

recognize, report,

select, translate,

paraphrase


student recall or

remember the

information?

define, duplicate,

list, memorize,

recall, repeat,

reproduce state


(Evidences)

Elements of community through

classroom discussion

Graphic organizer of laws and

consequences

Journals

Compare/contrast communities

with and without laws



Design your dream community in

small groups. Begin with a

preplan on paper and transfer to

poster board for final

presentation. (See attachment

for directions and rubric).

Stage 3

Approximate number of days spent on unit: 4th 9 weeks - 45 days

W – impact of government services – how governments work – laws are created to manage conflicts

H – guest speaker from community

E – create their own community

R – rethink reasons for laws and government

E – journaling – evaluation of community

T – visual, auditory, active, written

O – guest speaker- elements of community – laws and consequences – create community

Resources:


Self/Peer/Teacher Rubrics for creation of community

Guest speaker

Journals

Books such as Me on the Map, Communities Near and

Far

Strategies:

Graphic organizers (see previous stages)

Classroom discussions

Compare/contrast

Teacher instruction

Websites Here are some online resources that may be helpful for planning any Social Studies unit:





printed























Dream Community Directions

Students will get into small groups and create a map of their dream community. They will do their rough

draft (pre-plan) on paper and then transfer it to poster board for their final presentation.

Dream communities must have:

A name

Map must include important buildings (such as schools, hospitals, police station, etc.), streets,

landforms, and homes

Laws/Rules must be established as well as consequences for breaking those laws/rules.

A leader and a description of their duties

Dream Community Rubric

4 (100%)

3 (99% - 80%)

2 (79% - 61%)

1 (60% or below)

Important

Buildings

5 or more

important

buildings

3 or 4

important

buildings

2 important

buildings

1 important

building

Streets All places have a

street leading

to them.

All places have

a street

leading to

them.

Not all

buildings have

a street

leading to

them.

Unclear/absent

roads

Homes At least each

group member

has a home.

Each group

member has a

home.

Lacks 1 or 2

homes for

group

members.

Lacks adequate

housing.

Landforms At least 2

landforms

At least 2

landforms

1 landform No landform

Laws and

Consequences

4 or more laws

with

consequences

At least 3 laws

with

consequences

At least 2 laws

with

consequences

At least 1 law

Leader and

Roles

Must have a

leader with at

least 3

responsibilities

Must have a

leader with at

least 2

responsibilities

Has a leader

but roles are

unclear

Has a leader

but no roles

alexander county schools 2012-2013€¦ · extend the study of landforms from north carolina to...

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