grade level 4: social studies

GRADE LEVEL 4: SOCIAL STUDIES Overview of Units:

Regions of Kentucky

Early Exploration of Kentucky

Kentucky Today

United States Regions Social studies in the primary grades has a different level/grade context each year. For example, grade four focuses on Kentucky studies and regions of the United States. Grade five includes an integrated focus on United States history. Regardless of the level/grade context, students incorporate each of the five areas of social studies in an integrated fashion to explore the content. The primary purpose of social studies is to help students develop the ability to make informed decisions as citizens of a culturally diverse, democratic society in an interdependent world. The skills and concepts found throughout this document reflect this purpose by promoting the belief that students must develop more than an understanding of social studies content. They must also be able to apply the content perspectives of several academic fields of the social studies to personal and public experiences. By stressing the importance of both content knowledge and its application, the social studies curriculum in Kentucky provides a framework that prepares students to become productive citizens. The social studies content standards at the intermediate level are directly aligned with Kentucky's Academic Expectations. Social Studies standards are organized around five “Big Ideas” that are important to the discipline of social studies. The five Big Ideas in social studies are: Government and Civics, Cultures and Societies, Economics, Geography and Historical Perspective. The Big Ideas, which are more thoroughly explained in the pages that follow, are conceptual organizers that are the same at each grade level. This consistency ensures students have multiple opportunities throughout their school careers to develop skills and concepts linked to the Big Ideas.

Big Idea UNIT 1: REGIONS OF KENTUCKY *Essential Questions:

1. What geographic tools can help me to understand the geography of Kentucky?

2. What are the Five Themes of Geography and why are they important?

3. How did the geographical features affect the lifestyle and culture of each region’s inhabitants?

Specific Content Area Vocabulary/Concepts/Skills/CLTs

Activities/Resources Assessments

Regions of Kentucky

Essential Questions:

*What geographic tools can help

me to understand the geography

of Kentucky?

*What are the Five Themes of

Geography and why are they

important?

How did the geographical

features affect the lifestyle and

culture of each region’s

inhabitants?

Review of Geography Terms:

Continent

Hemisphere

Appalachian Mountains

Ohio River

Absolute Location

Relative Location

Five Themes of Geography: Location, Place,

Region, Movement, Human-Environment

Interaction

Maps: political, physical, thematic, simple,

physical, natural resource, population

Waterways/Dams

Kentucky’s Physical Environment

Regions: Bluegrass, Pennyroyal, Eastern

Mountain/Coal Fields, Western Coal Fields, and

Jackson Purchase

State Capital

State Symbols

Primary/Secondary Sources

Weather/Climate

Resources (natural, human, and capital)

Harcourt Social Studies: States and Regions

(Kentucky)

Scott Foresman Social Studies (Regions)

The Kentucky Adventure by Tracy Campbell

(Chapter 3)

Kentucky: Read About Geography by

Kimberly Valzania

A River Ran Wild by Lynne Cherry

Transactive Writing Piece:

Travel brochures for designated regions-

cooperative group or individual.

Divide students into small groups and assign

each group a region of Kentucky. Have each

group create a brochure about their region.

Have sample brochures on hand to show them

what it could look like. Students will research

the geography, economics, history, and culture

of each region. After completing their

brochures, students will present them to the

class.

Make a big cookie or brownie in the shape of

Kentucky (or have a couple of them so that

each small group gets one). Have students

use icing to show the different regions, then

use other types of toppings/candy to create

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment

Geography SS-04-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. SS-04-4.2.1 Students will compare regions in Kentucky and the United States by their human characteristics (e.g., language, settlement patterns, beliefs) and physical characteristics (e.g., climate, landforms, bodies of water). SS-04-4.3.1 Students will describe patterns of human settlement in regions of Kentucky and explain how these patterns were/are influenced by physical characteristics (e.g., climate, landforms, bodies of water). SS-04-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) both promoted and restricted human activities during the early settlement of Kentucky. Historical Perspective

CLTs: I can use geographic tools to identify and locate Kentucky. I can use geographic tools to identify and describe the natural resources of Kentucky. I can use maps and the globe to locate the major landforms, bodies of water, and other locations in Kentucky. I can use geographic tools to identify and locate regions in Kentucky. I can locate examples of landforms of Kentucky (e.g., mountain, valley, hill, plateau) on a physical map.

I can compare the regions of Kentucky according to physical characteristics. I can compare the regions of Kentucky according to the human characteristics. I can explain how human and physical characteristics help define a region. I can describe the patterns of early human settlement in regions of Kentucky. I can explain how these patterns were/are influenced by physical characteristics (climate, landforms, bodies of water) in Kentucky. I can explain how the physical environment both promoted and limited human activities during the early settlement of Kentucky.

their own map of Kentucky. Make sure that

they include a map key on the piece of

cardboard underneath the cookie/brownie.

A link to Kentucky’s symbols:

http://www.lrc.ky.gov/kidspages/symbols.htm

Locate places on a map and/or globe.

Make a map of the classroom on a poster board

and draw themselves at their desk/table. Using a political map of the United States and

a globe, identify the location of the compass rose,

map key/legend, and scale. Listen as the teacher writes words (continent,

country, state, city) one on top of the other in

pyramid form on the chalkboard and point out

that the biggest word is also the biggest piece of

land and so on. Make a seven-continent mini-book to learn the

continents. Partition an 8 ½ by 11-inch paper

into 4 sections. Glue tiny pictures of four

continents to the four boxes on one side of the

paper and the other three continents, upside down

on the other side. The eighth box that is opposite

the first box on the side with 4 continents, is

labeled with the title “The Seven Continents.”

Cut a slit between the inner two boxes on the

sheet. Fold so that you end up with a tiny

booklet with only the title show. Underneath

each picture of the continent, leave space for the

child to rewrite the name of the continent that is

written with each map. Write to a pen pal. As responses are received,

find and discuss their locations. Complete a report on a state and write it on

paper shaped of the state. Cut out the states and

piece them together to make a large map. Discuss current events, discuss studies of life

science and geographical areas.

http://www.lrc.ky.gov/kidspages/symbols.htm

SS-04-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. SS-04-5.2.1 Students will identify significant historical documents, symbols, songs, and selected readings (e.g., state flag, United We Stand, Divided We Fall, My Old Kentucky Home) specific to Kentucky and explain their historical significance. SS-04-5.2.3 Students will compare change over time in communication, technology, transportation, and education in Kentucky.

I can identify significant historical documents, symbols, songs, and selected reading specific to Kentucky and explain their historical significance. I can identify the state symbols of Kentucky (state flag, motto, seal, etcc.). I can explain the historical significance of Kentucky’s documents and symbols

Big Idea

UNIT 2: EARLY EXPLORATION OF KENTUCKY Essential Questions:

1. How did events early in Kentucky history lead to statehood?

2. How did culture and social institutions impact Kentucky development?

3. How did economic issues impact Kentucky development?

4. What impact did geography play in the development of Kentucky?

Specific Content Area Vocabulary/Concepts/Skills/CLTs Activities/Resources Assessments

A. The First Kentuckians


*How did events early in

Kentucky history lead to

statehood?

*How did culture and social

institutions impact Kentucky

development?

*How did economic issues

impact Kentucky development?

*What impact did geography

play in the development of

Kentucky?

Culture and Societies SS-04-2.1.1 Students will identify early cultures (Native Americans, Appalachian, pioneers) in Kentucky and explain their similarities and differences. Geography SS-04-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States.

Primary/Secondary Sources

Artifact

Prehistoric Era 10,000 B.C.-1600 A.D.

Native Americans in Kentucky

Natural Resources

CLTs:

I can identify groups of Native Americans who

first lived in Kentucky.

I can explain the similarities and differences of

early Native Americans in Kentucky.

I can use geographic tools to identify prehistoric

Native American sites in Kentucky.

I can use geographic tools to identify and

describe natural resources in Kentucky.

I can use geographic tools to identify and

describe physical characteristics in Kentucky.

I can describe the patterns of early Native

The Kentucky Adventure by Tracy Campbell

(Chapter 3)

Who Came Down This Road by George Ella

Lyons

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment

SS-04-4.3.1 Students will describe patterns of human settlement in regions of Kentucky and explain how these patterns were/are influenced by physical characteristics (e.g., climate, landforms, bodies of water). SS-04-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of Kentucky and explain to impact on the environment today. Historical Perspective SS-04-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives.

American settlement in the area that came to be

Kentucky.

I can explain how these patterns were/are

influenced by physical characteristics in

Kentucky (climate, landforms, bodies of water).

I can give examples of how Native Americans in

early settlements adapted to/modified their

environment to meet their needs during the

history of Kentucky.

I can explain how the Native Americans

impacted the Kentucky’s environment.

I can use primary and secondary sources to

describe significant events in the history of

Kentucky.

B. Exploration and the Frontier




statehood?



development?



EXPLORATION:

The Frontier Era 1600-1800

Conflicts with Pioneers and Long Hunters

Exploring and Settling “Kentucke”

Dr. Thomas Walker

Christopher Gist

Daniel Boone

The Wilderness Road

Cumberland Gap

John Finley

Boonesbourough

Judge Richard Henderson

The Proclamation of 1763

The Kentucky Adventure Chapter 5

Daniel Boone: Woodman of Kentucky by John

Paul Zranik

Daniel Boone and the Cumberland Gap

(Cornerstones of Freedom) by Andrew Santella

Kentucky (Hello U.S.A. Series) by Dottie

Brown

Seeds of a Nation: Kentucky by Shelia

Wyborny

Journey to the Bottomless Pit: The Story of

Stephen Bishop and Mammoth Cave by Elizabeth

Mitchell

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment



Kentucky?

EXPLORATION: Historical Perspective SS-04-5.2.2 Students will identify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky

Culture and Societies SS-04-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers)

Geography SS-04-4.3.2 Students will describe how advances in technology (e.g., dams, resources, roads, irrigation) allow people to settle in places previously inaccessible in Kentucky. SS-04-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) both promoted and restricted human activities during the early settlement of Kentucky.

SETTLEMENT:

Simon Kenton

James Harrod

Harrodsburg

CLTs:

I can identify the cultures of diverse groups that

explored Kentucky.

I can explain why diverse groups of people settled

in Kentucky.

I can compare the cultures of the diverse groups of

people in early Kentucky history.

I can describe various forms of interactions between early settlers and Native Americans.

I can describe how advances in technology

allowed people to settle to Kentucky.

I can explain how the physical environment

promoted human activities during the early

settlement of Kentucky.


promoted human activities during the early

settlement of Kentucky.


restricted human activities during the early

settlement of Kentucky. SETTLEMENT:

I can use geographic tools to identify early

Benjamin Nathan Tuggle Adventurer: Daniel

Boone and the Settlement of Boonesborough,

Kentucky by Russell Lunsford

Geography SS-04-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. Culture and Societies SS-04-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers) Historical Perspective SS-04-5.2.2 Students will identify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky. SS-04-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives.

exploration routes in Kentucky.

I can describe natural resources and physical

characteristics in Kentucky.

I can describe various forms of interactions

between early settlers and Native Americans.

I can explain similarities and differences of early

settlements in Kentucky.

I can identify diverse groups and explain why

they settled in Kentucky.


describe significant events in Kentucky history.


interpret different perspectives of settlers in early

Kentucky.

C. Revolution and Statehood




statehood?

American Revolution

George Rogers Clark

Battle of Blue Licks

Kentucky’s Statehood/First Government…By the

People, For the People

From Frontier to State- forming the State

Government

The Kentucky Adventure by Tracy Campbell,

Chapters 7 and 12

Now That’s Interesting: Kentucky’s Capitol by

K. Melissa Burton

Vote by Eileen Christelow

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment



development?





Kentucky?

Government SS-04-1.1.1 Students will describe the basic purposes of Kentucky government (to establish order, provide security, and accomplish common goals); give examples of services that state governments provide (e.g., state police, state highways, state parks, public schools) and identify how the government of Kentucky pays for these services (e.g., sales taxes, state income taxes). SS-04-1.1.2 Students will explain how state governments function (by making, enacting and enforcing laws) to protect the rights and property of citizens. SS-04-1.2.1 Students will identify the three branches of Kentucky government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial-interpret the laws) and identify important state offices/leaders (Governor, Lieutenant Governor, General

Steps to becoming a State

The Kentucky Constitution

Issac Shelby

Frankfort

Annexation of the Jackson Purchase

CLTs:

I can describe the basic purpose of the Kentucky

government.

I can give examples of the services that the

Kentucky government provides for its citizens.

I can identify how the government of Kentucky

pays for these services.

I can explain how state governments function.

I can explain why citizens need a state government.

I can identify the three branches of Kentucky’s

government.

I can explain the basic duties of each branch of the

Kentucky government.

I can identify important state offices/leaders within

each branch of the Kentucky government.

Assembly, Senate, House, representatives, senators, Kentucky Supreme Court, judges) associated with each branch. SS-04-1.2.2 Students will explain how power is shared among the different branches (executive, legislative, judicial) of state government. SS-04-1.3.1 Students will identify the basic principles of democracy (e.g.,, justice, equality, responsibility, freedom) found in Kentucky’s Constitution and explain why they are important to citizens today. SS-04-1.3.2 Students will describe specific rights and responsibilities individuals have as citizens of Kentucky (e.g., voting in statewide elections, participating in state service projects, obeying state laws) and explain why civic engagement is necessary to preserve a democratic society.

I can explain how power is shared among the

different branches of the Kentucky government.

I can define the basic principles of democracy

found in the Kentucky Constitution.

I can explain why these basic democratic principles

are important to Kentucky citizens today.

I can describe specific rights and responsibilities

that individuals have as citizens of Kentucky.

I can explain why civic engagement is necessary to

preserve a democratic society.

D. Kentucky and the Civil War Essential Questions:



statehood?



development?



Antebellum Period (1800-1860)-A Time of Trial

Human interaction: slave markets, auctions, and

the growth of slavery

Becoming an agricultural area

Civil War and Reconstruction (1860-1877)

Abraham Lincoln

Jefferson Davis

Opposition to slavery- Civil War

From slavery to freedom

Battle of Perryville

Mary Breckinridge

Antebellum Period (1800-1860):


Chapters 8

The Children’s Civil War Alphabet Book:

Voices from History by Emily Burns

Freedom River by Doreen Rappaport

Civil War:


Chapters 9

Joseph’s Voice 1861 by Bonnie Pryor

Freedom River by Doreen Rappaport

Pink and Say by Patricia Polacco

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment



Kentucky?

Historical Perspective SS-04-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives.

SS-04-5.2.3 Students will compare change over time in communication, technology, transportation, and education in Kentucky. Geography SS-04-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of Kentucky and explain to impact on the environment today. Historical Perspective SS-04-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant

Antebellum Period:

CLTs:

I can use primary and/or secondary sources to

describe significant events in the Kentucky History.


interpret different perspectives of Kentucky.

I can compare change over time in transportation

in Kentucky.

I can describe how government responds to the

needs of the people of Kentucky.

I can describe how families respond to the needs of

the people in Kentucky.

I can explain and give examples of how people

adapted to/modified the physical environment to

meet their needs.

Civil War:


describe significant events in the history of

Kentucky.

events in the history of Kentucky and interpret different perspectives. Culture and Societies SS-04-2.2.1 Students will describe social institutions (government, economy, education, religion, family) in Kentucky and how they respond to the needs of the people. Economics SS-04-3.4.1 Students will describe production, distribution, and consumption of goods and services in regions of Kentucky and the U.S.


interpret different perspectives of Kentucky.

I can describe how social institutions (government,

economy, education, religion, family) in Kentucky

and how education responds to the needs of the

people.

I can describe the production, distribution, and

consumption of goods and services in Kentucky

during the Civil War.

E. The Gilded Age/Transportation and Communication Essential Questions:



statehood?



development?





Kentucky?

Historical Perspective SS-04-5.1.1 Students will use a variety of primary and secondary

The Gilded Age (1875-1900)

Kentucky at the end of the 19th century

Railroads/Cash Crops/Immigrants

Cultural and Social-schooling, holidays

Social Institutions-Government, Education,

Religion, Family (How did lifestyles and

conditions change over time in Kentucky?)

Life on the Frontier-frontier weddings, holidays,

religion, schooling, behavior

Transportation and Communication (1700’s-

1800’s)

Waterways, Railroads, etc.

Homes-changes in homes- log cabins to

clapboards

Newspapers-Kentucky Gazette

CLTs:


describe significant events during the Gilded Age in

Kentucky.

The Gilded Age (1875-1900):


Chapters 8

Transportation and Communication (1700’s-

1800’s):


Chapters 8

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment

sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. SS-04-5.2.3 Students will compare change over time in communication, technology, transportation, and education in Kentucky.

Culture and Societies SS-04-2.2.1 Students will describe social institutions (government, economy, education, religion, family) in Kentucky and how they respond to the needs of the people.


interpret different perspectives of Kentucky during

the Gilded Age.

I can compare change over time in communication,

technology, and transportation in Kentucky.

I can compare change over time in education in

Kentucky.

I can describe how government responds to the

needs of the people of Kentucky.

I can describe how families respond to the needs of

the people in Kentucky.

F. Kentucky and the 20th Century Essential Questions:



statehood?



development?





Kentucky?

Historical Perspective SS-04-5.1.1 Students will use a variety of primary and secondary

The 20th Century

Immigration

World War I

The Great Depression

World War II/Fort Know/Reserves

Post WWII and Contemporary Kentucky (1950’s

to today)

Life in Modern Kentucky-From Trails to Roads

Modern Transportation/Communication-changes

over time

Culture and Traditions: music, art, sports, and

recreation

Kentucky’s Sons and Daughters:

Art- John James Audubon

Literature, Journalism, Law, Medicine, Social

Cultures, Sports, Music, Movies, TV

Trapsin’ Round Kentucky: traveling in the state

Modern Culture

Feuds

Mining/Strip Mining

Coal

Company Town

Harcourt Social Studies: States and Regions

(Kentucky)

Scott Foresman Social Studies (Regions)

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment

sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. SS-04-5.2.3 Students will compare change over time in communication, technology, transportation, and education in Kentucky. Culture and Societies SS-04-2.1.1 Students will identify early cultures (Native Americans, Appalachian, pioneers) in Kentucky and explain their similarities and differences. SS-04-2.2.1 Students will describe social institutions (government, economy, education, religion, family) in Kentucky and how they respond to the needs of the people. Economics SS-04-3.3.1 Students will give examples of markers; explain how they function and how the prices of goods and services are determined by supply and demand.

CLTs:

I can use primary or secondary sources to describe

significant events in the history of Kentucky.

I can describe cause-and-effect relationships of

events that influenced the history of Kentucky.

I can identify and describe cultures in Kentucky

(e.g., poor, wealthy, African-Americans,

Appalachia) and analyze their similarities and

differences.

I can describe how social institutions (government,

economy, education, religion, family) in Kentucky

responded to the needs of the people (e.g., public

education, labor unions, social security, civil rights,

and desegregation).

I can give examples of markets in Kentucky and

explain how goods and series were exchanged (e.g.,

coal, tobacco, modernization, railroads, horse

industry, etc.).

Big Idea

UNIT 3: KENTUCKY TODAY

*Essential Questions:

1. What are the basic purposes of government and how do they apply to the rights and responsibilities of individuals?

2. As a citizen of Kentucky, how do my local and state governments affect me? What are my rights and responsibilities as a citizen of Kentucky?

3. What is the culture of Kentucky? Does that describe my own personal culture?

4. What is my own economic system and how does living in Kentucky affect my economic decisions?

Specific Content Area

Vocabulary/Concepts/Skills/CLTs Activities/Resources Assessments

A. Kentucky Culture/Modern Government/Economics Essential Questions:

*What are the basic purposes of

government and how do they

apply to the rights and

responsibilities of individuals?

*As a citizen of Kentucky, how

do my local and state

governments affect me? What

are my rights and

Kentucky Culture

Anthropology-Culture, Traditions, and Social

Institutions

Music: Bill Monroe “Bluegrass”, Ricky Skaggs

Art: John James Audubon, Enid Yandell, Ellis

Wilson, Ed Hamilton

Rights and Responsibilities of Kentucky citizens

today

Basic purposes of government-three levels and

branches

Economic concepts: deposit, specialize,

producers, consumers, opportunity coast, scarcity,

solar energy

Tennessee Valley Authority-Tennessee River

Export/Import

Discuss examples of artifacts. Ask students

why artifacts are primary sources.


Chapters 13

Down Cut Shin Creek: The Pack Horse

Librarians of Kentucky by Kathi Appelt

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment

responsibilities as a citizen of

Kentucky?

*What is the culture of

Kentucky? Does that describe

my own personal culture?

*What is my own economic

system and how does living in

Kentucky affect my economic

decisions? Historical Perspective SS-EP-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past. SS-04-5.2.3 Students will compare change over time in communication, technology, transportation, and education in Kentucky. Geography SS-04-4.3.2 Students will describe how advances in technology (e.g., dams, resources, roads, irrigation) allow people to settle in places previously inaccessible in Kentucky. Economics SS-04-3.1.1 Students will describe scarcity and explain how scarcity requires people in Kentucky to make economic choices (e.g., use of productive resources, natural, human, capital) and incur opportunity costs.

SS-04-3.3.1 Students will give examples of markers; explain how

Coal Mining

Marketable Resources (natural, human, capital)

Buying and Selling Goods/Markets

Conservation of Kentucky’s resources

Kentucky Tourism

CLTs: I can compare change over time in transportation, communication, education, and technology in Kentucky.

I can describe how advancements in technology allowed people to settle in places previously inaccessible in Kentucky.

I can describe and give an example of scarcity during the 20th century in Kentucky. I can explain how scarcity requires people to make economic choices and incur opportunity cost. I can give examples of markets in Kentucky.

they function and how the prices of goods and services are determined by supply and demand. SS-04-3.4.1 Students will describe production, distribution, and consumption of goods and services in regions of Kentucky and the U.S.

I can explain how the price of goods and services is determined by supply and demand.

I can describe the production, distribution, and consumption of goods and services in Kentucky.

Big Idea

UNIT 4: UNITED STATES REGIONS

*Essential Questions:

1. How can I describe the geography of all five U.S. Regions?

2. How does culture impact the way people live in all five U.S. Regions?

3. How does the availability of resources influence economic decisions in all five U.S. Regions?

4. How was life in the past similar to and different from life today in all five U.S. Regions?

5. How has government worked to meet the wants and needs of the people in the Southeast Region?

Specific Content Area

Vocabulary/Concepts/Skills/CLTs Activities/Resources Assessments

A. The Northeast Region

Essential Questions: *How can I describe the

geography of the Northeast

Region of the United States?

*How does culture impact the

way people live in the Northeast

Region?

*How does the availability of

resources influence economic

decisions in the Northeast

Region?

Physical Characteristics

Natural Resources

Dams/Reservoirs/Roads/Irrigation/Urban/Rural

Maine, Vermont, New Hampshire, New York,

Massachusetts, Rhode Island, Connecticut,

Pennsylvania, New Jersey, Delaware

Social Studies Regions by Scott Foresman:

The Northeast Region Unit 2

Harcourt Kentucky States and Regions: The

Northeast Region Unit 2

35 Best Books for Teaching US Regions by

Tony Buzzeo and Jane Kurtz (Scholastic)

National Geographic Reading Expeditions:

Travel Across America: The Northeast by

Elspeth Leacock


Travels Across America’s Past: The Northeast:

Its History and People by Gare Thompson


Readings About America: The Northeast Today

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment

*How was life in the past

similar to and different from

life today in the Northeast

Region?

Geography SS-04-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. SS-04-4.1.2 Students will use geographic tools to locate major landforms, bodies of water, places and objects in Kentucky and the United States by their absolute and relative locations. SS-04-4.2.1 Students will compare regions in Kentucky and the United States by their human characteristics (e.g., language, settlement patterns, beliefs) and physical characteristics (e.g., climate, landforms, bodies of water).

CLTs:

I can use geographic tools to identify and describe

physical characteristics of the Northeast Region of the

United States.

I can identify natural resources of the Northeast

Region of the United States.

I can describe major landforms in the Northeast

Region.

I can identify bodies of water in the Northeast

Region.

I can compare natural resources of states within the

Northeast Regions.

I can compare physical characteristics of states

within the Northeast Region.

I can describe the location of major landforms using

absolute and relative terms in the Northeast Region.

I can describe the location of bodies of water using

absolute and relative terms.


human characteristics of the Northeast Region of the

United States.

I can describe the patterns of early human

settlements in the Northeast Region.

I can give examples of how people in early

settlements of the Northeast Region adapted to their

environment in order to meet their needs.

I can explain how physical characteristics

impacted human-environment interaction in the

Northeast Region.

I can use the five themes of geography to

describe the Northeast Region.

A River Ran Wild by Lynne Cherry

Northeast Region Map

http://cg043.k12.sd.us/regions%20of%2

0the%20US%20webquest/northeast_re

gion.htm

US Geography: The Northeast Video:

http://player.discoveryeducation.com/ind

ex.cfm?guidAssetId=11C0EB98-638E-

4094-9F9D-

9843EFD50CEF&blnFromSearch=1&pro

du ctcode=US

To purchase U.S. Geography for Children

Video Series: The Northeast:

http://www.libraryvideo.com/product.asp

?sku=K7652&mscssid=SER4V6WSBTA

89PF EQK3TXEAWTB7N5LED

Owl and Mouse Web Site: Print United

States Maps

http://www.yourchildlearns.com/megam

aps/print-usa-maps.html

Education Place Web Site: U.S. Northeast

Region Map

http://www.eduplace.com/ss/maps/pdf/n

e_us.pdf

http://www.eduplace.com/ss/maps/pdf/n

e_us_nl.pdf (Blank)

Northeast Regional Climate Center:

Northeast Maps

http://www.nrcc.cornell.edu/page_northe

ast.html

Discovery Education: Regions of the

United States: The Northeast:

Environment (Transportation)

http://player.discoveryeducation.com/i

ndex.cfm?guidAssetId=9CAA6AF6-

3CA5- 4DFE-9789-

A9793B153636&blnFromSearch=1&pro

ductcode=US

Sheppard Software Web Site

http://www.sheppardsoftware.com/web_

http://cg043.k12.sd.us/regions%20of%20the%20US%20webquest/northeast_region.htm



http://player.discoveryeducation.com/index.cfm?guidAssetId=11C0EB98-638E-4094-9F9D-9843EFD50CEF&blnFromSearch=1&productcode=US






http://www.libraryvideo.com/product.asp?sku=K7652&mscssid=SER4V6WSBTA89PFEQK3TXEAWTB7N5LED




http://www.yourchildlearns.com/megamaps/print-usa-maps.html


http://www.eduplace.com/ss/maps/pdf/ne_us.pdf

http://www.eduplace.com/ss/maps/pdf/ne_us.pdf

http://www.eduplace.com/ss/maps/pdf/ne_us_nl.pdf

http://www.eduplace.com/ss/maps/pdf/ne_us_nl.pdf

http://www.nrcc.cornell.edu/page_northeast.html

http://www.nrcc.cornell.edu/page_northeast.html

http://player.discoveryeducation.com/index.cfm?guidAssetId=9CAA6AF6-3CA5-4DFE-9789-A9793B153636&blnFromSearch=1&productcode=US






http://www.sheppardsoftware.com/web_games.htm

Culture and Societies SS-05-2.1.1 Students will identify early cultures in the United States and analyze their similarities and differences. SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups in the history of the United States. Economics SS-04-3.3.1 Students will give examples of markets and explain how they function and how the prices of goods and services are determined by supply and demand. SS-04-3.4.1 Students will describe production, distribution, and consumption of goods and services in regions of Kentucky and the United States. SS-04-3.4.3 Students will define interdependence and give examples of how people in our communities,

I can define culture. I can identify and describe early cultures of the

Northeast Region.

I can analyze similarities and differences of early

cultures in the Northeast Region.

I can explain the contributions of diverse groups

in the Northeast Region.

I can describe the various forms of interaction of diverse groups in the Northeast Region.

I can explain the difference between needs and

wants. I can define and give examples of goods and services. I can define and give examples of supply and demand. I can define and give examples of a market. I can give examples of markets (past and

present) in the Northeast Region and explain how

they function.

I can explain how supply and demand influence

the price of goods and services.

I can describe ways that goods and services are

exchanged in the Northeast Region.

games.htm

Maine.gov: Description of Early

Settlement

http://www.maine.gov/sos/kids/about/his

tory.htm

The Story of the Erie Canal by R. Conrad

Stein

PBS Kids: The Erie Canal

http://pbskids.org/bigapplehistory/buildin

g/topic1.html

Social Studies for Kids Web Site: The Trials

and Successes of the Erie Canal

http://www.socialstudiesforkids.com/artic

les/ushistory/eriecanal1.htm

Rough Face Girl by Rafe Martin

Brother Eagle, Sister Sky by Jeffers

Travels with Charli: Travelin’ the Northeast by Miles Backer

Immigrant Kids by Russell Freedman

If You Sailed on the Mayflower in 1620

by Ann McGovern

Indians of the Northeast Woodlands by

Beatrice Siegal

Keeping Quilt by Patricia Polacco

Giants in the Land by Diana Applebaum

Study of Native Americans: Kid Info

http://www.kidinfo.com/American_Hist

ory/Native_Americans.html

Time for Kids: Black History Then to

Now

http://www.timeforkids.com/TFK/kids/

specials/articles/0,28285,97668,00.htm l

Discovery Education: An Introduction to

Economics


ndex.cfm?guidAssetId=B90D9173-BA89-

407C-9E72-

EEA0EE3571BC&blnFromSearch=1&pr

o ductcode=US

National Content Standards in Economics:

Goods and Services

http://www.kidseconposters.com/pdfs/

KEP-TG-rs.pdf


http://www.maine.gov/sos/kids/about/history.htm

http://www.maine.gov/sos/kids/about/history.htm

http://pbskids.org/bigapplehistory/building/topic1.html

http://pbskids.org/bigapplehistory/building/topic1.html

http://www.socialstudiesforkids.com/articles/ushistory/eriecanal1.htm

http://www.socialstudiesforkids.com/articles/ushistory/eriecanal1.htm

http://www.kidinfo.com/American_History/Native_Americans.html


http://www.timeforkids.com/TFK/kids/specials/articles/0%2C28285%2C97668%2C00.html



http://player.discoveryeducation.com/index.cfm?guidAssetId=B90D9173-BA89-407C-9E72-EEA0EE3571BC&blnFromSearch=1&productcode=US






http://www.kidseconposters.com/pdfs/KEP-TG-rs.pdf

http://www.kidseconposters.com/pdfs/KEP-TG-rs.pdf

states, nation, and world depend on each other for goods and services.

I can define interdependence.

I can give examples of how people in the Northeast

Region depend on each other for goods and services.

Discovery Education: The Marketplace:

Supply and Demand


ndex.cfm?guidAssetId=74EEFBEA-

D671- 4A4D-951E-

D0E637FEAACB&blnFromSearch=1&pr

o ductcode=US

Lemons and Lemonade: A Book About

Supply and Demand by Nancy Loewen

Sheppard Software (Connecticut)

http://www.sheppardsoftware.com/us

aweb/snapshot/Connecticut.htm

(Click on any Northeast Region state to

read about their history and economics.)

Life in a New England Mill Town by Sally

Senzell Isaacs

Pancakes, Pancakes! by Eric Carle

Sugaring Time by Kathryn Lasky

A New England Scrapbook by

Loretta Krupinski

B. The Southeast Region


* How can I describe the

geography of the Southeast



way people live in the Southeast

Region?



decisions in the Southeast

Region?



life today in the Southeast

Region?

*How has government worked

to meet the wants and needs of

the people in the Southeast

Region?


Natural Resources


Kentucky, Tennessee, Alabama, Georgia,

Virginia, South Carolina, North Carolina, Florida,

Mississippi, West Virginia, Maryland, Arkansas,

Louisiana


The Southeast Region Unit 3

Harcourt Kentucky States and Regions: The Southeast Region Unit 3

National Geographic Reading

Expeditions: Travels Across America’s

Past: The Southeast: Its History and

People by Gare Thompson


Expeditions:

Readings About America: The Southeast

Today

The Southeast (Regions of the United

States) by Jennifer Blizin Gillis


Expeditions: Travel Across America: The

Southeast by Elspeth Leacock

35 Best Books for Teaching US Regions

by Tony Buzzeo and Jane Kurtz

(Scholastic)

An Island Scrapbook: Dawn to Dusk on a

Barrier Island by Virginia Wright-

Frierson

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment

http://player.discoveryeducation.com/index.cfm?guidAssetId=74EEFBEA-D671-4A4D-951E-D0E637FEAACB&blnFromSearch=1&productcode=US







http://www.sheppardsoftware.com/usaweb/snapshot/Connecticut.htm

http://www.sheppardsoftware.com/usaweb/snapshot/Connecticut.htm

Geography SS-04-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. SS-04-4.2.1 Students will compare regions in Kentucky and the United States by their human characteristics (e.g., language, settlement patterns, beliefs) and physical characteristics (e.g., climate, landforms, bodies of water). SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water).

CLTs:


physical characteristics of the Southeast Region of the

United States.

I can describe natural resources of the Southeast


I can describe major landforms in the Southeast

Region.

I can identify bodies of water in the Southeast

Region.

I can locate and describe bodies of water in the

Southeast Region using absolute and relative terms.

I can locate and describe major landforms in the

Southeast Region using absolute and relative terms.


human characteristics of the Southeast Region of the

United States.

I can compare human characteristics of the Southeast

and Northeast Regions.

I can compare physical characteristics of the

Southeast and Northeast Regions.

I can compare natural resources of the Southeast and

Northeast Regions.

I can describe the patterns of early human

settlements in the Southeast Region.

I can explain how these patterns were influenced by

physical characteristics (landforms, bodies of water) in

the Southeast Region.

Rosa by Nikki Giovanni

The Journal of Jesse Smoke: A Cherokee

Boy, The Trail of Tears, 1838 by Joseph

Bruchac Discovery Education Web Site:

American Geography Close - Ups: Southeastern Region: Volume 01 (Select segments to compliment the standard you are teaching.) http://player.discoveryeducation.com/i ndex.cfm?guidAssetId=B4578D55-1655-4FEC-BBD7- B38C06C0E4C7&blnFromSearch=1&pro

ductcode=US

United States Regions Web Site

(geography, climate, culture, economics)

http://www.dembsky.net/regions/

Discovery Education: Southeast States

and Landforms, A Segment of the

Regions of the United States: The

Southeast: Environment (Select

segments of this video to assist

with teaching landforms, weather, and

climate of the Southeast Region.)


ndex.cfm?guidAssetId=2112D00D-

4872-45A2-BC30-

9A780123A925&blnFromSearch=1&pro

ductcode=US

Southeast Region Webquest

http://cg043.k12.sd.us/regions%20of%

20the%20US%20webquest/southeast_

region.htm

Discovery Education Web Site: The

Conquistadores: de Soto and Coronado,

A Segment of: Just the Facts: American

History: America’s Explorers and

Pioneers


ndex.cfm?guidAssetId=BEBED620-

A700-4042-8C02-

http://player.discoveryeducation.com/index.cfm?guidAssetId=B4578D55-1655-4FEC-BBD7-B38C06C0E4C7&blnFromSearch=1&productcode=US




https://ch1prd0202.outlook.com/owa/redir.aspx?C=DkuqakExRkCx8EC6AHRcHtKlmS4pNc4IXaTkMDsHCpwtmHsuD-IpCKgDBn6KK5SmLulOIr-2mlI.&URL=http%3a%2f%2fplayer.discoveryeducation.com%2findex.cfm%3fguidAssetId%3d2112D00D-4872-45A2-BC30-9A780123A925%26blnFromSearch%3d1%26productcode%3dUS





http://cg043.k12.sd.us/regions%20of%20the%20US%20webquest/southeast_region.htm



http://player.discoveryeducation.com/index.cfm?guidAssetId=BEBED620-A700-4042-8C02-CB6F1F29709E&blnFromSearch=1&productcode=US



SS-05-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs. SS-05-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) both promoted and restricted human activities during the early settlement of the United States.

SS-05-2.1.1 Students will identify early cultures in the United States and analyze their similarities and differences. SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups in the history of the United States. SS-04-3.3.1 Students will give examples of markets and explain how they function and how the

I can give examples of how people in early human

settlements adapted to their environment in the

Southeast Region to meet their needs.

I can explain how physical characteristics promoted

and restricted human-environment interaction in the

Southeast Region.

I can use the five themes of geography to describe


I can identify and describe early cultures of the

Southeast Region.


cultures in the Southeast Region.

I can explain the contributions of diverse groups in


I can describe the various forms of interaction of

diverse groups in the Southeast Region.

I can give examples of markets (past and present) in


CB6F1F29709E&blnFromSearch=1&pro

ductcode=US

Scott Foresman: The United States

Southeast Region Map (blank)

http://www.teachervision.fen.com/tv/p rintables/scottforesman/SSMAP023.pdf

Library Video Series: U.S. Geography for

Children


http://www.sheppardsoftware.com/we

b_games.htm

Discovery Education: The People of the

Southeast , A Segment of the American

Heritage: Native Americans


ndex.cfm?guidAssetId=C02A8DC5-154F-

431D-9729-

587DFBCE7C0B&blnFromSearch=1&pr

o ductcode=US


(Cherokee)

http://www.kidinfo.com/American_Hist

ory/Native_Americans.html

National Archives-Southeast Region

http://www.archives.gov/southeast/

Discovery Education: Southeast States and

Landforms, A Segment of the Regions of

the United States: The Southeast:

Environment (Select segments of this

video to assist

with teaching natural resources and

industries of the Southeast Region.)


ndex.cfm?guidAssetId=2112D00D-4872-

45A2-

BC309A780123A925&blnFromSearch=1

&productcode=US

Sheppard Software Web Site:

http://www.sheppardsoftware.com/usa

web/snapshot/.htm (Click on any Southeast

Region state to read about its history, culture, and

economics.)



http://www.teachervision.fen.com/tv/printables/scottforesman/SSMAP023.pdf

http://www.teachervision.fen.com/tv/printables/scottforesman/SSMAP023.pdf



http://player.discoveryeducation.com/index.cfm?guidAssetId=C02A8DC5-154F-431D-9729-587DFBCE7C0B&blnFromSearch=1&productcode=US







http://www.archives.gov/southeast/

http://player.discoveryeducation.com/index.cfm?guidAssetId=2112D00D-4872-45A2-BC309A780123A925&blnFromSearch=1&productcode=US





http://www.sheppardsoftware.com/usaweb/snapshot/.htm

http://www.sheppardsoftware.com/usaweb/snapshot/.htm

prices of goods and services are determined by supply and demand. SS-04-3.4.1 Students will describe production, distribution, and consumption of goods and services in regions of Kentucky and the United States. SS-04-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation, and world depend on each other for goods and services. SS-04-1.1.1 Students will describe the basic purposes of Kentucky government (to establish order, provide security and accomplish common goals); give examples of the services that state governments provide (e.g., state police, state

I can explain how markets in the Southeast Region

function.

I can explain how the prices and services are

determined by supply and demand in the Southeast

Region.

I can identify goods and services (past and present)

produced in the Southeast Region.

I can describe ways that goods and services are

exchanged in the Southeast Region and the United

States.

I can explain how natural resources and their uses

have changed over time in the Southeast Region.

I can give examples of how people in the Southeast


I can explain ways that government meets the needs

and wants of people in the Southeast Region.

C. The Midwest Region Essential Questions:

* How can I describe the

geography of the Middle West



way people live in the Middle

West Region?



decisions in the Middle West

Region?


Natural Resources


Ohio, Indiana, Michigan, Illinois, Iowa,

Wisconsin, Minnesota, Missouri, North Dakota,

South Dakota, Nebraska, Kansas

Social Studies Regions by Scott Foresman: The

Southeast Region Unit 4

Harcourt Kentucky States and Regions: The

Southeast Region Unit 4


Travels Across America’s Past: The Midwest: Its

History and People by Kate Connell


Readings About America: The Midwest Today

The Midwest (Regions of the United States)

by Judson Curry


Explore the Midwest by Peter and Connie Roop

On Sand Island by Jacqueline Briggs Martin

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment



the people in the Middle West

Region?



life today in the Middle West

Region?

Geography: SS-04-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. SS-04-4.2.1 Students will compare regions in Kentucky and the United States by their human characteristics (e.g., language, settlement patterns, beliefs) and physical characteristics (e.g., climate, landforms, bodies of water).

CLTs:


physical characteristics of the Middle West Region of

the United States.

I can describe natural resources of the Middle West


I can describe major landforms in the Middle West

Region.

I can identify bodies of water in the Middle West

Region.

I can describe the location of bodies of water in the

Middle West Region using absolute location.

I can describe the location of major landforms in the

Middle West Region using absolute location.


human characteristics of the Middle West Region of

the United States.

I can compare regions in the United States by their

human characteristics.


physical characteristics.


natural resources.

Bad River Boys: A Meeting of the Lakota

Sioux with Lewis and Clark by Virginia Driving

Hawk Sneve

Mark Twain and the Queens of the Mississippi

by Cheryl Harness


(geography, climate, culture, economics) http://www.dembsky.net/regions/

The Middle West Region Webquest

http://cg043.k12.sd.us/regions%20of%20th

e%20US%20webquest/middle_west_region

.htm

Discovery Education Web Site: Regions of the

United States: The Middle West: People and

Heritage (Native Americans, Pioneers, Settlers

and Native Americans, Growth, and The Middle

West Today)

http://player.discoveryeducation.com/inde

x.cfm?guidAssetId=CB5DEEDE-8326-4312-

9E05-

20120947BA01&blnFromSearch=1&produc

tcode=US

U.S. Geography for Children Video Series


States Maps

http://www.yourchildlearns.com/megama

ps/print-usa-maps.html

Education Place Web Site: U.S. Midwest

Region Map

http://www.eduplace.com/ss/maps/pdf/

midwestus_nl.pdf (blank)

http://www.eduplace.com/ss/maps/pdf/

midwestus.pdf


http://www.sheppardsoftware.com/web_

games.htm

University of Missouri eThemes: Geography:

Western Region of the United States

http://ethemes.missouri.edu/themes/143 9

Discovery Education: American Geography

Close Up Midwest Volume 02 (introduction to the

Midwest Region, first inhabitants, early explorers

and fur traders, Spanish and French explorers,


http://cg043.k12.sd.us/regions%20of%20the%20US%20webquest/middle_west_region.htm



http://player.discoveryeducation.com/index.cfm?guidAssetId=CB5DEEDE-8326-4312-9E05-20120947BA01&blnFromSearch=1&productcode=US







http://www.eduplace.com/ss/maps/pdf/midwestus_nl.pdf

http://www.eduplace.com/ss/maps/pdf/midwestus_nl.pdf

http://www.eduplace.com/ss/maps/pdf/midwestus.pdf

http://www.eduplace.com/ss/maps/pdf/midwestus.pdf



http://ethemes.missouri.edu/themes/1439

http://ethemes.missouri.edu/themes/1439

SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water). SS-05-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs. SS-05-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) both promoted and restricted human activities during the early settlement of the United States. Culture and Societies: SS-05-2.1.1 Students will identify early cultures in the United States and analyze their similarities and differences. SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups in the history of the United States.

I can explain the patterns of early human settlements

in the Middle West Region.



the Middle West Region.


settlements adapted to the environment in the Middle

West Region to meet their needs.


and restricted human- environment interaction in the

Middle West Region.




Middle West Region.


cultures in the Middle West Region.



I can describe various forms of interaction between

diverse groups in the Middle West region.

first European settlers, Louisiana Purchase,

settlement of the Midwest, manufacturing of the

Midwest, cities of the Midwest, and major cities)

http://player.discoveryeducation.com/ind

ex.cfm?guidAssetId=69CD452F-449D- 42F5-

9A2F-

984E1DECEF53&blnFromSearch=1&produ

ctcode=US

Discovery Education: Major Bodies

of Water in the Midwest, A Segment of

American Geography Close-Ups,

Midwest: Volume 01 (land areas and

agriculture, geographic features, major

lakes and rivers, bodies of water,

waterways, Midwestern industry, and

climate of the Midwest)

http://player.discoveryeducation.com/ind ex.cfm?guidAssetId=B2C94132-5A54- 4817-

B5C1-

3C48568D16B9&blnFromSearch=1&produ

ctcode=US

Study of Native Americans: Kid Info (Sioux)

http://www.kidinfo.com/American_Histor

y/Native_Americans.html



Ball State Webquest: Exploration of the

Middle West

http://web.bsu.edu/00smtancock/Storer/

MiddleWest/middlewest.htm

CNN US/Midwest Web Site (teacher

resources)

http://www.cnn.com/LOCAL/midwest/

Sheppard Software

http://www.sheppardsoftware.com/usaw

eb/snapshot/

(Click on any Midwest Region state to read

about its history and economics.)

http://player.discoveryeducation.com/index.cfm?guidAssetId=69CD452F-449D-42F5-9A2F-984E1DECEF53&blnFromSearch=1&productcode=US






http://player.discoveryeducation.com/index.cfm?guidAssetId=B2C94132-5A54-4817-B5C1-3C48568D16B9&blnFromSearch=1&productcode=US



http://web.bsu.edu/00smtancock/Storer/MiddleWest/middlewest.htm

http://web.bsu.edu/00smtancock/Storer/MiddleWest/middlewest.htm

http://www.cnn.com/LOCAL/midwest/

http://www.sheppardsoftware.com/usaweb/snapshot/


Economics: SS-04-3.3.1 Students will give examples of markets and explain how they function and how the prices of goods and services are determined by supply and demand. SS-04-3.4.1 Students will describe production, distribution, and consumption of goods and services in regions of Kentucky and the United States.

SS-04-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation, and world depend on each other for goods and services. Government: SS-04-1.1.1 Students will describe the basic purposes of Kentucky government (to establish order, provide security and accomplish common goals); give examples of the services that state governments provide (e.g., state police, state highways, state parks, public schools) and identify how the government of Kentucky pays for these services (e.g., sales taxes, state income taxes).



I can explain how markets in the Middle West

Region function.


determined by supply and demand in the Middle West

Region.


produced in the Middle West Region.

I can describe ways goods and services are

exchanged in the Middle West Region and the United

States.


have changed over time in the Middle West Region.

I can give examples of how people in the Middle

West Region depend on each other for goods and

services.


and wants of people in the Middle West Region.

D. The Southwest Region Essential Questions:


Natural Resources

Dams/Reservoirs/Roads/Irrigation/Urban/Rural/

Irrigation

Arizona, New Mexico, Texas, Oklahoma


The Southwest Region Unit 5

Harcourt Kentucky States and Regions: The Southwest Region Unit 5


Travels Across America’s Past: The

On-Going

Formative

Assessments

*How can I describe the

geography of the Southwest



way people live in the Southwest

Region?



decisions in the Southwest

Region?



life today in the Southwest

Region?



the people in the Southwest

Region?

Geography: SS-04-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. SS-04-4.2.1 Students will compare regions in Kentucky and the United

CLTs:


physical characteristics of the Southwest Region of the

United States.

I can describe natural resources of the Southwest


I can describe major landforms in the Southwest

Region.

I can identify bodies of water in the Southwest

Region.


Southwest Region using absolute location.


Southwest using absolute location.


human characteristics of the Southwest Region of the

United States.



Southwest: Its History and People by

Adam McClellam


Expeditions: Readings About America:

The Southwest Today



Southwest by Elspeth Leacock

The Southwest (Regions of the United

States) by Mark Stewart

35 Best Books for Teaching US Regions

by Tony Buzzeo and Jane Kurtz

(Scholastic)

Miss Lady Bird’s Wildflowers by Kathi

Appelt

Under the Wild Western Sky by Jim

Arnosky

The Grand Canyon’s Long-Eared Taxi by

Karen L. Taylor




US Geography: Regions of the

United States: The Southwest: The

People and Heritage (Native

Americans, Spanish conquistadors,

conflict in the Southwest, Southwest

grows, problems in the Southwest,

and the Southwest today)

http://player.discoveryeducation.com/

ind ex.cfm?guidAssetId=F7E646E8-

6CE5- 4DC6-914C-

094453D93EEF&blnFromSearch=1&pro

du ctcode=US

Southwest Region Webquest

http://cg043.k12.sd.us/regions%20of%20th

e%20US%20webquest/southwest_region.h

tm

U.S. Geography for Children Video Series


States Maps http://www.yourchildlearns.com/megama ps/print-usa-maps.html

Teacher Created

Summative

Assessment


http://player.discoveryeducation.com/index.cfm?guidAssetId=F7E646E8-6CE5-4DC6-914C-094453D93EEF&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=F7E646E8-6CE5-4DC6-914C-094453D93EEF&blnFromSearch=1&productcode=US

http://cg043.k12.sd.us/regions%20of%20the%20US%20webquest/southwest_region.htm





States by their human characteristics (e.g., language, settlement patterns, beliefs) and physical characteristics (e.g., climate, landforms, bodies of water). SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water).

SS-04-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs. SS-05-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) both promoted and restricted human activities during the early settlement of the United States. Culture and Societies: SS-05-2.1.1 Students will identify early cultures in the United States and analyze their similarities and differences. SS-04-2.3.1 Students will describe various forms of interactions




natural resources.

I can explain the patterns of early human settlements

in the Southwest Region.



the Southwest Region.


settlements adapted to their environment in the

Southwest Region to meet their needs.


and restricted human- environment interaction in the

Southwest Region.




Southwest Region.


cultures in the Southwest Region.



Sheppard Software Web Site http://www.sheppardsoftware.com/web_g ames.htm

Discovery Education: The Mexican

Cession and the Mexican War-American

War, A Segment of How the USA Grew:

From the 13 Colonies to 50 States


x.cfm?guidAssetId=18605DB5-FD15-

4368- 9976-

4C4832C71AB7&blnFromSearch=1&prod

uc tcode=US

Study of Native Americans: Kid

Info(Pueblo Indians and Cherokee)

http://www.kidinfo.com/American_Histo

ry/Native_Americans.html

Discovery Education: American Indians of

the Southwest (Hohokam Indians, Pueblo

Indians, Turke girl, Indian Removal Act,

cultures)

http://player.discoveryeducation.com/in

dex.cfm?guidAssetId=5B54F5EE-208E-

43BC-BF91-

4E91E9C55380&blnFromSearch=1&prod

uctcode=US

Sheppard Software


web/snapshot/ (Click on any Southwest

Region state to read about its history and

economics.)

CNN: US/Southwest News (teacher resource)

http://www.cnn.com/LOCAL/southwest/



http://player.discoveryeducation.com/index.cfm?guidAssetId=18605DB5-FD15-4368-9976-4C4832C71AB7&blnFromSearch=1&productcode=US









http://player.discoveryeducation.com/index.cfm?guidAssetId=5B54F5EE-208E-43BC-BF91-4E91E9C55380&blnFromSearch=1&productcode=US







http://www.cnn.com/LOCAL/southwest/

(compromise, cooperation, conflict) that occurred between diverse groups in the history of the United States. Economics: SS-04-3.3.1 Students will give examples of markets and explain how they function and how the prices of goods and services are determined by supply and demand. SS-04-3.4.1 Students will describe production, distribution, and consumption of goods and services in regions of Kentucky and the United States. SS-04-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation, and world depend on each other for goods and services. Government: SS-04-1.1.1 Students will describe the basic purposes of Kentucky government (to establish order, provide security and accomplish common goals); give examples of the services that state governments provide (e.g., state police, state highways, state parks, public schools) and identify how the government of Kentucky pays for these services (e.g., sales taxes, state income taxes).

I can describe the various forms of interaction of

diverse groups in the Southwest Region.



I can explain how markets in the Southwest Region

function.


produced in the Southwest Region.

I can give examples of ways that goods and services

are exchanged in the Southwest Region.


have changed over time in the Southwest Region.

I can give examples of how people in the Southwest



and wants of people in the Southwest Region.

E. The West Region Essential Questions:

*How can I describe the

geography of the West Region

of the United States?


way people live in the West

Region?



decisions in the West Region?



life today in the West Region?



the people in the West Region?

SS-04-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. SS-04-4.2.1 Students will compare regions in Kentucky and the United


Natural Resources


California, Oregon, Washington, Colorado,

Nevada, Idaho, Utah, Montana, Wyoming

CLTs:


physical characteristics of the West Region of the

United States.

I can describe natural resources of the West Region

of the United States.

I can describe major landforms in the West Region.

I can identify bodies of water in the West Region.


West Region using absolute location.


West Region using absolute location.


The West Region Unit 6

Harcourt Kentucky States and Regions: The West Region Unit 6


Travels Across America’s Past: The West:

Its History and People by Gare Thompson


Readings About America: The West Today



West by Elspeth Leacock

The West (Regions of the United States) by

Sally Senzell Isaacs



Harvesting Hope: The Story of Cesar

Chevaz by Kathleen Krull

I am Sacajawea, I am York by Claire Rudolf

Murphy

Going to Yellowstone by Peter and Connie

Roop




Discovery Education: Regions of the United

States: The West: (states and landforms,

climate, natural resources, and industry)


x.cfm?guidAssetId=A821D268-D7AB-

42C9- 8D6A-

EA6217574FA4&blnFromSearch=1&prod

uc tcode=US

Discovery Education Web Site:

Nineteenth Century Explorers: Exploring

the West


x.cfm?guidAssetId=BEBED620-A700-

4042- 8C02-

CB6F1F29709E&blnFromSearch=1&produ

ct code=US

U.S. Geography for Children Video

On-Going

Formative

Assessments

Teacher Created

Summative

Assessment


http://player.discoveryeducation.com/index.cfm?guidAssetId=A821D268-D7AB-42C9-8D6A-EA6217574FA4&blnFromSearch=1&productcode=US











States by their human characteristics (e.g., language, settlement patterns, beliefs) and physical characteristics (e.g., climate, landforms, bodies of water). SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water). SS-04-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs . SS-05-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) both promoted and restricted human activities during the early settlement of the United States. SS-05-2.1.1 Students will identify early cultures in the United States and analyze their similarities and differences.


human characteristics of the West Region of the

United States.






natural resources.

I can describe the patterns of early human settlements

in the West Region.



the West Region.


settlements adapted to their environment in the West

Region to meet their needs.

I can explain how physical characteristics impacted

human-environment interaction in the West Region.


the West Region.

I can identify and describe early cultures of the West

Region.


cultures in the West Region.

Series Owl and Mouse Web Site: Print

United

States Maps

http://www.yourchildlearns.com/megama

ps/print-usa-maps.html

Education Place Web Site: U.S. Region Map

http://www.eduplace.com/ss/maps/pdf/w

estus_nl.pdf (Blank)

http://www.eduplace.com/ss/maps/pdf/w

estus.pdf


http://www.sheppardsoftware.com/web _games.htm

Social Studies for Kids Web Site: (used to

teach how geography influences economy,

the way people live, and other geographic

concepts)

http://www.socialstudiesforkids.com/


http://www.kidinfo.com/American_Histo

ry/Native_Americans.html

Sheppard Software


web/snapshot/ (Click on any West Region

state to read about its history and

economics.)

CNN: US/West

http://www.cnn.com/LOCAL/west/



http://www.eduplace.com/ss/maps/pdf/westus_nl.pdf

http://www.eduplace.com/ss/maps/pdf/westus_nl.pdf

http://www.eduplace.com/ss/maps/pdf/westus.pdf

http://www.eduplace.com/ss/maps/pdf/westus.pdf



http://www.socialstudiesforkids.com/





http://www.cnn.com/LOCAL/west/

SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups in the United States. SS-04-3.3.1 Students will give examples of markets and explain how they function and how the prices of goods and services are determined by supply and demand. SS-04-3.4.1 Students will describe production, distribution, and consumption of goods and services in regions of Kentucky and the United States. SS-04-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation, and world depend on each other for goods and services. Government: SS-04-1.1.1 Students will describe the basic purposes of Kentucky government (to establish order, provide security and accomplish common goals); give examples of the services that state governments provide (e.g., state police, state highways, state parks, public schools) and identify how the government of Kentucky pays for


the West Region.

I can explain the various forms of interaction of

diverse groups in the West Region.


the West Region.

I can explain how markets in the West Region

function.


determined by supply and demand in the West Region.


produced in the West Region.

I can give examples of ways that goods and services

are exchanged in the West Region.


have changed over time in the West Region.

I can give examples of how people in the West



and wants of people in the West Region.

these services (e.g., sales taxes, state income taxes).

grade level 4: social studies

Documents