henrico county public schools toolbox for...

Henrico County Public Schools Toolbox for Instruction

Social Studies Grade 3

June, 2002 Henrico County Public Schools - Social Studies Toolbox - Grade 3 (A note of appreciation to all of the third grade teachers submitting activities for this Toolbox. Thank you for your time and effort.)

Standards of Learning Objective: 3.1 Strand: History

3.1 The student will explain how the contributions of ancient Greece and Rome haveinfluenced the present world in terms of architecture, government (direct andrepresentative democracy), and sports.

Technology Skills:Use a variety of multimedia programs.Create, name, save, and print documents, which include text and graphics.Cut, copy, and paste text and graphics; edit text using a thesaurus.Resize and crop graphics; use tab, margin and alignment settings in text.Participate in the creation of a multimedia class project.

Materials:Microsoft Ancient Lands CDWorld Book Encyclopedia CDLibrary Books on Greece and RomeVideotape: Pompeii - Daily Life of Ancient RomansResearch Activity SheetAncient Greece Field Trip Series MagazinesAncient Romans, History Opens Windows SeriesAncient Greeks, History Opens Windows SeriesGreece, Pine Ridge Video Laser DiskRome, Pine Ridge Video Laser DiskAncient Greece, Chelsea House SeriesAncient Rome, Chelsea House SeriesFirst Connections/Golden Book CD

Procedure:Publish a newspaper with articles on each civilization entitled “Roman Times” or “Greek Times.”1. Divide the class into small groups or teams.2. Assign one of the following topics to each team: architecture, government, sports, and arts (mosaics,

sculpture, and paintings).3. Research topics and complete the Activity Sheet.4. Connect information in paragraph form.5. Generate a newspaper format for publication. Team members should assist with typing, editing, and

adding graphics.

Assessment:Completion of research Activity Sheet and newspaper.

Extension Activity:Use a scanner to add graphics to the newspapers and then produce them for the entire grade level.

Henrico County Public Schools Toolbox for InstructionSocial Studies Grade 3


Name Date SOL 3.1

Contributions of Ancient Greece and Rome

Topic:

Notes:

Resources Used:






Technology Skills:Create, name, save, and print documents, which include text.Create a simple spreadsheet; create a chart (graph) from a spreadsheet.Send and retrieve data on a local area network.

Materials:PaperPencilInternet Access

Procedure:1. Review how the government of the United States is based on ideas developed in ancient Greece

and Rome. (Greece is the birthplace of democracy. Direct democracy is evident when people voteto make their own rules and laws. Rome had a Republican (representative) form of government.Representative Democracy occurs when people vote for (elect) a smaller group of citizens tomake their rules and laws for everyone.)

2. As a class, Email the teachers in the building asking for their class to vote on their favorite sport,movie, ice cream, Olympic sport, color, or other idea of interest to the students. Have eachteacher report the exact number of students who voted for each item.

3. Use information gathered on at least four items to generate spreadsheets and graphs showingresults of direct democracy and representative democracy.

Assessment:Completion of spreadsheets and graphs.

Extension Activity:Students can independently canvas student populations to create visuals depicting direct democracyand/or representative choices on a variety of subjects.





Technology Skills:Use a variety of multimedia programs.Use CDs and online databases for search and retrieval of information.Create a 1-2 page document using word processing skills, writing process steps, and publishing

programs.

Materials:Microsoft Ancient Lands CDWorld Book Encyclopedia CDLibrary Books on Greece and RomeVideotape: Pompeii - Daily Life of Ancient RomansAncient Greece Field Trip Series MagazinesAncient Romans, History Opens Windows SeriesAncient Greeks, History Opens Windows SeriesGreece, Pine Ridge Video Laser DiskRome, Pine Ridge Video Laser DiskAncient Greece, Chelsea House SeriesAncient Rome, Chelsea House SeriesFirst Connections/Golden Book CD

Procedure:Prepare a newscast such as “Channel 107 BC News at 5:00.” Each aspect of Greek Olympics becomes anews story.1. Divide class into small groups or teams.2. Assign topics to each team: Javelin, discus…..3. Research and complete a short report on each area.4. Choose news anchors, sports reporter, and a weather person.5. Other students can write the news stories or hold “cue” cards.6. Videotape the broadcast.

Assessment:Completion of research report and presentation of the newscast.

Extension Activity:Present the broadcast to another class.Create “commercials” for such topics as houses for sale, horse auctions, pottery, and paintings in“Ancient Times”.





3.1 The student will explain how the contributions of ancient Greece and Rome haveinfluenced the present world in terms of architecture, government (direct andrepresentative democracy), and sports. .

Technology Skills:Use a variety of multimedia programs.Participate in the creation of a multimedia class project.

Materials:Ancient Lands CDFirst Connections/Golden Book CDMicrosoft Ancient Lands CDWorld Book Encyclopedia CDLibrary Books on Greece and RomeVideotape: Pompeii - Daily Life of Ancient RomansAncient Greece Field Trip Series MagazinesAncient Romans, History Opens Windows SeriesAncient Greeks, History Opens Windows SeriesGreece, Pine Ridge Video Laser DiskRome, Pine Ridge Video Laser DiskAncient Greece, Chelsea House SeriesAncient Rome, Chelsea House Series

Procedure:(*Coordinate with the media specialist to use the library for this activity.)

1. Divide class into teams of two, three, or four.2. Given the attached Activity Sheet, send them on a “Scavenger Hunt” to locate and record a

noteworthy fact and sample drawing to match each of the areas listed.3. Share as group noteworthy facts collected.4. Display finished products.

Assessment:Correct completion of the “Scavenger Hunt” Activity Sheet.

Extension Activity:Students will choose one “topic” to further research to develop into a poster.




3.2 The student will study the early West African empire of Mali by describing its oraltradition (storytelling), government (kings), and economic development (trade).

Technology Skills:N/A

Materials:Yellow, blue, and green crayons for each student.Activity Sheets and transparencies of Activity SheetsOverhead projectorInformation Sheet: Mansa Musa, King of Early Mali by Khephra Burns

***A Vocabulary List, a Bibliography, and Web Sites are included for the teacher.

Procedure:1. Using the transparency #1, review the shape, size, and location of the continent of Africa.2. Using transparency #2, locate and trace the borders of the early empire of Mali and the modern

day country of Mali.3. Read Mansa Musa, King of Early Mali aloud to the students with teacher generated questions to

verify comprehension.4. Assign partners to complete “Word Splash Exercise.” The students will categorize words from

the story into groups entitled, People, Places, or Things.5. Assign the same partners to assist each other as they complete a “Early Mali Pictorial Time

Line.” Share picture answers with the group.6. Review by asking partners to summarize what they learned about the West African empire of

Mali by describing the main contributions of Mansa Musa to life in early Mali.

Assessment:The students successfully summarize the contributions of the early empire of Mali with a focus oneconomic development.

Extension Activity:




Name _______________________ Date _______________SOL: 3.2 Transparency #1

Where is Africa?Directions:Locate the continent of Africa. Color Africa yellow. Label the map bywriting the names of the Atlantic, Pacific, and Indian Oceans. Color theoceans blue. Write a green “X” to show where West Africa is located.

World



Name ____________________________ Date____________________SOL: 3.2 Transparency #2

Africa

Directions: Read the directions carefully. Use crayons or colored pencils to complete this activity.

• Locate the early kingdom of Mali. Trace the borderlines of early Mali in red.• Locate the modern day country of Mali. Trace the borderlines of modern day Mali in

green.• Trace the Niger (Nee-ZHER) River in blue.

1000 Nautical Miles5000

BecharTripoli

Al Jawt

Oran

Algiers Tunis

Cairo

Aswan

ConstantineRabat

Marrakech

Casablanca

El Aaiun

LombouctouNema

Nouakchott

Agadez

Zinder

Tamanrasset

TUNISIA

MOROCCO

WesternSahara

ALGERIA

MAURITANIA MALINIGER

LIBYA

CHAD

Faya-Largeau

N' DjamenaMaiduguri

Niamey

Kano

Abuja

Bamako

Dakar

Mediterranean Sea

Red Sea

EGYPT

SUDAN

ETHIOPIA

Khartoum

Al Fashir

Juba

Waw

Asmara

AddisAbaba

PortSudan

AlexandriaBanghazi

DJIBOUTI

ERITREA

UGANDASOMALIA

KENYA

TANZANIA

ZAIRE

CENTRALAFRICANREPUBLIC

RWANDA

BURUNDI

GABON

EQUATORIALGUINEA

CAMEROON

ANGOLA

CONGO

NIGERIABENIN

TOGOIVORYCOAST

BURKINA

GUINEA

SIERRALEONE

SENEGAL

GHANA

THEGAMBIA

GUINEABISSAU

LIBERIA

Monrovia

Freetown Conakry

Bissau

Banjul

Abidjan

AccraLoma

Porto-Novo

Ouagadougou

Lagos

MalaboYaounde

Libreville

BanguiCAMEROON

Djibouti

Berbera

MogadishuKisangani

Kananga

NdolaNacala

Dar es SalaamZanzibar

Mombasa

Beira

Bujumbura

Nairobi

Kampala

Kalemie

Toliara

Antananarivo

Maputo

Lusaka

Bulawayo

Harare

PretoriaGaborone

Johannesburg

Durban

Port Elizabeth

MaseruMbabane

Cape Town

Luderitz

SOUTH AFRICAWalvis Bay

Windhoek

Namibe Menongue

Lobito

Malanje

Lilongwe

Mbeya

LakeTanganyika

LakeNyasa

LakeVictoria

Kigali

MALAWI

ZAMBIA

MOZAMBIQUE MADAGASCARZAMBABWE

BOTSWANA

SWAZILANDIndian

Ocean

Indian

Ocean

LESOTHO

SOUTHAFRICA

Luanda

NAMIBIA

ANGOLA

Kinshasa

Brazzaville

Pointe-NoireSouth

Atlantic

Ocean




Name _____________________________ Date_______________________SOL: 3.2

WORD SPLASH EXERCISE

Directions: Introduce the new words. Pronounce each word and categorize it. Use the chart below.

Mali ruler kingdom

West Africa Empire salt King

gold Timbukto Atlantic Ocean

trade government griot Mansa Musa

Africa Camel supplies

People Places Things



SOL:3.2

“Mansa Musa, King of Early Mali”

The early West African Empire of Mali began long, long ago, even beforeChristopher Columbus discovered America. Mali became the center of trading in theSahara Desert. It controlled the salt and gold trade. Because of the natural resources,Mali was a strong, rich, and powerful empire.

Mali lay across the trade routes between the sources of salt in the Sahara Desertand the gold mines of West Africa. For the people and farmers of the desert, salt wasa natural resource, and a necessity. People living in the desert climates sweated awaytheir body salts and had to replace them by putting salt in their foods. They also usedsalt to preserve their foods, since refrigerators were not invented at that time. Theminers found lots of gold in Western Africa. The miners needed the salt from theSahara Desert to survive and the people wanted the gold to buy more things, so theybartered or traded their goods, usually by not saying a word.

Because of the lack of a common language, the exchange of salt and goldusually took place through “silent bartering.” The salt trader left blocks of salt on theground some distance from the gold trader. The salt trader would walk back. Thenthe gold trader would go to the salt blocks and left what he thought to be a fairamount of gold. He would walk back. If the amount was acceptable to both, thetrade, without a word spoken with just a nod of the head, was made.

Mansa Musa became king of Mali. He was a great king. Under Mansa Musa’srule, the Mali Empire became a center of culture and learning in western Africa.Mansa Musa doubled the size of the Mali Empire by conquering neighboring lands.He also used peaceful ways to gain the additional lands.

Mansa Musa decided to take a journey across the Sahara Desert. Many of hispeople traveled with him. Lots of camels carried large bags of gold on their backs.Mansa Musa gave away the gold to poor people he met on his journey.

Mansa Musa met many people on his journey. Some of the people he metwere teachers, architects, and builders. He asked many of them to come back to Maliwith him to enlarge and enrich the city, which they did. The city of Timbuktubecame known as the “City of Learning” as well as a large center for trading theirgoods.




Name ___________________________ Date: ____________________SOL 3.2

Early Mali Pictorial Timeline

Read “Mansa Musa, King of Early Mali.” Complete the pictorial time line below. Drawpictures to match the captions.

1200

The early Mali Empire began.

Mansa Musa became king of Mali.

1324

Mansa Musa took a pilgrimage.

Mansa Musa’s rule of early Mali ended.




3.2 The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade).


Materials:The West African Empire of Mali: A Virginia SOL Activity Book, by Barbara Spilman LawsonOverhead projectorActivity Sheet/TransparencyAmerican Cultures for Children/African American Heritage by Schlessinger/Video Productions

Procedure:1. Divide the class into six groups and give each group assigned paragraphs of “A Short History of

the Great Empire of Mali” from the above Activity Book. (Pages 2 & 4)2. Each small group will read their assigned paragraphs, discuss them thoroughly and then be

allowed two minutes each to orally summarize (without reading) the information contained intheir section to the rest of the class.

3. To follow up, have the students complete the Activity Sheet listing 10 important facts theylearned about early Mali. Each student will then share these facts with three classmates, and alsoadd three facts, which they learned from others who shared with them.

Assessment:Students successfully recorded 10 main facts about the early empire of Mali related to governmentand economic development.

Extension Activity:Use “An African Garden” Activity.




Name _______________________________ Date ___________________SOL 3.2

Directions:a) Write at least 10 important facts about early Mali.b) Compare your facts with at least three classmates.c) Discover new information and record it below.

Discovering Facts About Early Mali1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

What new information did you discover?1.

2.

3.




3.2 The student will study the early West African empire of Mali by describing its oraltradition (storytelling), government (kings), and economic development (trade).


Materials:Sundiata: Lion King of Mali, by David WisniewskiThe West African Empire of Mali: A Virginia SOL Activity Book, by Barbara Spilman LawsonActivity Sheet

Procedure:1. Discuss the importance of oral tradition (storytelling). Include how many lands did not have a

sophisticated writing system necessary for recording the stories of their people. Storytelling wasimportant because it kept the lessons of the past alive. In this manner, old lessons would nothave to be learned anew. It was also a major form of entertainment.

2. Complete the Activity Sheet related to legends and storytelling located on pages 6 and 7 inThe West African Empire of Mali: A Virginia SOL Activity Book by Barbara Spilman Lawson.

3. As a wrap-up, read Sundiata: Lion King of Mali aloud to the students.4. Review the definition of oral tradition (storytelling) and its importance to ancient life.

Assessment:Students will correctly define oral traditions and relate its importance to ancient Mali.

Extension Activity:Read the story Sundiata: Lion King of Mali another time aloud to the class. As a class, create adetailed story web. Then practice using the web to summarize in oral tradition the fashion of clothingin the story.

Use the “Sundiata, Mali’s Lion King” and the “Sharing Our Stories: Oral History” Activities.





3.3 The student will study the exploration of the Americas by describing theaccomplishments of Christopher Columbus, Juan Ponce de Léon, Jacques Cartier, andChristopher Newport; identifying reasons for exploring, the information gained, andthe results from the travels.

Technology Skills:Use electronic encyclopedias, almanacs, indexes, and catalogs.

Materials:World Map TransparencyCopies of World mapFour crayons for each student (Red, Blue, Green, and Black)Four overhead projector markers (Red, Blue, Green, and Black)Overhead ProjectorAccess to electronic encyclopedias

Procedure:1. Give each student a copy of the world map and display one on the overhead projector. Ask each

student to get out a red, blue, green, and black crayon.2. Use the same color transparency markers to introduce the location of the sponsors and find the

destinations of Columbus, Ponce de Léon, Cartier, and Newport. Use a different color to trace theorigin, route, and final destination of each explorer.

3. Create a map legend to indicate the symbols and what they stand for.4. As a closure, each student will write a detailed paragraph for each explorer based on the information

gathered from individually completed maps. Example: Christopher Columbus, sponsored by Spain,traveled east to land in the Bahamas.

Assessment:All four “explorer” paragraphs were accurately and completely written.

Extension Activity:

Research to discover additional information on these four explorers or research other famous NorthAmerican explorers and add their names and their routes to the map.




3.3 The student will study the exploration of the Americas bya) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon,

Jacques Cartier, and Christopher Newport;b) identifying reasons for exploring, the information gained, and the results from

the travels.

Technology Skills:Use CDs and online databases for search and retrieval of information.Define a database as a collection of information with two or more categories.Create a database; sort records in a database.Use a database to locate information.

Materials:World Book CDFirst Connections/Golden Book CDFirst Connections/New World Explorers CDPonce de Léon: A World Explorer , by Wyatt BlassingameAppleWorks 6 Computer ProgramGraphic OrganizerSt. Augustine Videotape by Schlessinger Video Productions

Procedure:1. Students may use a notebook or a graphic organizer to record information on the following explorers:

Jacques CartierChristopher NewportChristopher ColumbusJuan Ponce de Léon

2. Information to be researched would include Country (Sponsor), Motivations/Reasons for Exploring, and the Resultsfrom the Travels.

3. With information that is recorded, students will create a database using AppleWorks 6 .4. As a class, the students will use the database as a study guide for a final assessment.

Assessment:Completed databases and study guide notes were correct and helpful for studying.

Extension Activity:The student can continue to use CDs and other references to find information on other explorers and use sorting andfiltering tools in the database to find commonalties and patterns.

FOR THE TEACHER

Explorer Year Sailing For Initial Destination Final DestinationChristopher Columbus 1492 SpainJuan Ponce de Léon SpainJacques Cartier 1534 FranceChristopher Newport England







the travels.

Technology Skills:Use a variety of multimedia programs.Use CDs and online databases for search and retrieval of information.

Materials:Access to the InternetNotebooks and pencils“Introduction to Explorers” Activity SheetMaterials for “Trunks”Explorers CD

Procedure:1. Read over and discuss the Activity Sheet entitled “Introduction to Explorers.”2. Introduce the four explorers: Christopher Columbus; Juan Ponce de Léon; Jacques Cartier;

Christopher Newport.3. Team students in groups of two to access the web site entitled “The Case of the Missing

Trunks.” (Copy of home page of site is attached.) Students will complete the activities on theweb site to learn about the explorers and to present a report to the class.

Internet access to:http://www.fcps.k12.va.us/KingsParkES/technology/webquests/explorers/index.htmTeachers will need to bookmark site at all available computers. It is important that teachers workthrough the activity on their own first. Give special attention to the Teacher Note at the end of theopening home page in the web site.)

Assessment:Group reports were accurate and appropriately completed.

Extension Activity:Plan and carry out an “Explorer’s Extravaganza” to share completed activities with others.



Name ______________________________ Date______________________SOL: 3.3

Introduction to Explorers

Land routes to China and India were long, hard, and dangerous to travel. Europe was forcedto look for a sea route to the Far East. This began the period in the 15th century of learning, growing,and discovery. Many kings and queens wanted to supply the money for explorers’ expeditions sothey could claim new land for their country and make them rich with gold.

Maps were very important. When explorers returned home, they would tell tales of creaturesand land formations, which caused mapmakers to sometimes include forms of strange animals andexaggerated stories of the continents. This explains why the early maps were not accurate. Eventhough they were inaccurate, these maps did help explorers know what they might find in anunknown land. They also depended upon the sun, moon, and stars to navigate their ships.

Europeans wanted to gather riches and bounty from the New World. When explorers reachedstrange lands, other people with whom they needed to communicate met them. They brought newthings to the new worlds they visited, such as foods and animals not found in the place where theylanded. Unfortunately, they also brought diseases that killed many people and a strange way of lifeAmerican Indians did not understand or accept.

The early explorers had beliefs about the New World, just as today people believe strangethings about outer space. Space travel is one example of modern day exploration. Other examplesinclude underwater and Arctic explorations.




Name _________________________________ Date____________________SOL: 3.3

The Case of the Missing Trunks

Introduction: Just this morning your parents werereading the newspaper and found the most interestingarticle.






the travels.

Technology Skills:Use effective strategies to send and retrieve data on a wide area network.

Materials:Activity Sheets:

A. Exciting Explorers (3 pages detailing library research project);B. Explorer Information (Juan Ponce de Léon, Jacques Cartier, and Christopher Newport);C. Christopher Columbus research site: http//www.mariner.org/age/columbus.html D. Paired Reading for Juan Ponce de Léon;E. The Fountain of Youth Activity;F. Explorer: Graphic Organizer

The History News: Explorers, by Michael JohnstoneChristopher Columbus (Cornerstones of Freedom) by R. Conrad SteinIn 1492, by Jean MarzolloEncyclopediasOnline resources (bookmarked ahead of time by teacher)Ponce de Léon: A World Explorer, by Wyatt Blassingame

Procedure:The library media specialist will present a study of the following four explorers: ChristopherColumbus, Juan Ponce de Léon, Jacques Cartier, and Christopher Newport. Sample organizationaland informational sheets are included.

Assessment:Group projects were completed accurately and in a timely fashion.

Extension Activity:Students will create a handout to accompany their presentation.




Name ______________________________ Date____________________

SOL: 3.3 Activity Sheet A

Library Research Project: Explorers

Exciting Explorers

Teachers introduce and explain the project with the following: “Over the next few weeks, our libraryclass will be studying several explorers who were important in the discovery of the Americas and the NewWorld. These explorers are: Christopher Columbus; Juan Ponce de Léon; Jacques Cartier; andChristopher Newport.

You will be divided into four groups. Each group will be responsible for teaching the rest of the class themost important facts about your explorer. You will be getting information from encyclopedias, onlineresources (computer), handouts, and other resources. You may present the required information by:( fill in date).

You will choose one of the following options:

* Drawing/writing transparencies for the overhead projector.* Creating a song, rap, poem, or skit to present the information.* Putting together a small book to share with the class, including illustrations with your

information.* Presenting a lecture on the information and then giving the class a written or oral quiz.* OR: Your choice!! You have wonderful imaginations…use them! If you think of an idea that is not

listed above, by all means check with me to see if it’s okay, and if so, go for it!

YOUR FIRST TASK IS TO PICK A TEAM CAPTAIN. IF YOUR GROUP CANNOT DO THAT INTHE ONE MINUTE ALLOWED, I WILL PICK ONE FOR YOU! Your next task is to decide what youwould like to do to present the information on your explorer to the group.

REMEMBER THAT YOU MUST TELL THE CLASS THE FOLLOWING FOUR IMPORTANTTHINGS ABOUT YOUR EXPLORER:

a) Who sponsored (the country) the explorer in his travels (gave him the money and otherresources to make this trip possible)?

b) What motivated the explorer to take his trip: Why did he want to explore new lands?

c) Obstacles to his success: What PROBLEMS did he run into as he set out on his travel?

d) Success/Achievements of the explorer: What was the GOOD NEWS for him? What do weremember about his exploration?



SOL: 3.3 Activity Sheet A (Continued)


Time line for Projects

: Assign groups; pick team captains; brainstorm on ideas for project.

: Finish selecting idea to present project; report to the teacher. Begin work on project. I will supply needed materials.

: Continue work as a group on project.

: Continue work if needed; Begin presentations to the class.

: Continue presentations to the class.

Grading of Projects:

Your group will be graded together on your project. This means that the entire group will receive thesame grade UNLESS I see that someone is not trying to help, being silly, not following mydirections, etc. In that case, that person will receive a lower grade than the rest of his/her group. Asyou can see, it is VERY IMPORTANT that you cooperate with one another, working together to dothe best project possible. This grade will be counted as a part of your social studies grade for thisnine weeks.

DO YOUR BEST!!! Questions??? Please see me. Have fun and good luck!!!”




SOL: 3.3 Activity Sheet A (Continued)


Team Members

Grading of Projects:

Your group will be graded together on your project. This means that the entire group will receive thesame grade UNLESS I see that someone is not trying to help, being silly, not following mydirections, etc., In that case that person will receive a lower grade than the rest of his/her group. Asyou can see, it is VERY IMPORTANT that you cooperate with one another, working together to dothe best project possible. This grade will be counted as a part of your social studies grade for thisnine weeks.

GRADING ALLOWS FOR A POSSIBLE 20 POINTS FOR EACH OF THE FOLLOWINGFACTORS IN EACH PROJECT:

Group # Name of Explorer

Originality

Entire group participation

Neatness

Organization

Included 4 areas: Sponsor; Motivation: Obstacles: Achievements

Total

GRADE:



SOL: 3.3 Activity Sheet BExplorer Information

Juan Ponce de Léon

Juan Ponce de Léon desired to discover riches and land to conquer. He was the firstEuropean to land on the peninsula of Florida in North America. Juan Ponce de Léon discovered andclaimed Florida for Spain. He named Florida for the many flowers he saw there. In Spanish, Floridameans “full of flowers.” He went there seeking an imaginary spring called the “Fountain of Youth,”which was supposed to restore youth to old people who bathed in or drank the water. Heestablished the first permanent Spanish settlement near St. Augustine, Florida around 1565.

Jacques Cartier

Jacques Cartier (1491-1557) was a French explorer who was commissioned by the FrenchKing, Francois I, to find a way west to the Pacific Ocean and claim new lands for France. Aftersailing around Newfoundland, he discovered the mouth of the St. Lawrence River in present-dayCanada. On his second voyage, with the help of Indian guides, he explored the St. Lawrence Riverand passed the future sites of present-day Quebec and Montreal. He sailed back to France in 1536after he and his crew suffered from scurvy and extreme cold. Cartier later died in France in 1557.

Christopher Newport

Christopher Newport was born in London, England around 1560. He probably went to seaas a cabin boy when he was very young. When he was a young man, Christopher Newport workedas a privateer. A privateer is a crew member on a privately owned, armed ship that is used by thegovernment to attack enemy ships during the war. Christopher Newport began exploring because hewanted to discover riches. He wanted to find a western sea route to Asia.

Jamestown was discovered by Christopher Newport and was ruled by the King of England tomake profits and to expand English trade and industry. It started with 200 men and boys.Christopher Newport made four additional voyages to bring more people to Jamestown. The colonysurvived under the leadership of Captain John Smith because they learned to produce their own foodand supplies. Christopher Newport made further explorations into the land of Virginia, making mapsof the area. He was one of the first European men to reach the Fall Line of the James River.




SOL: 3.3 Activity Sheet C

Christopher ColumbusInternet Research

1. Pull down BOOKMARKS and locatehttp://www.mariner.org/age/menu.html.Click on the address and locate the answersneeded to complete the Activity Sheet.



Name Date

SOL: 3.3 Activity Sheet DPaired Reading for Juan Ponce de Léon

Pair read the article on Juan Ponce de Léon. After reading, make a list of the common and propernouns found in the article. Then write 6 questions beginning with each of the following words:Who? What? Where? When? Why? How?

Who?

What?

Where?

When?

Why?

How?

Now go back to the article and highlight the questions and the answers with the same color.

Common Nouns Proper Nouns




Name Date

SOL: 3.3 Activity Sheet E

The Fountain of Youth

Juan Ponce de Léon spent most of his life searching for the “Fountain of Youth.” People believedthat if you drank water from the “Fountain of Youth” you would stay young. List below at least 3advantages and disadvantages of remaining young forever. Then write a paragraph (containing 5 ormore sentences) stating whether you would or would not drink from the “Fountain of Youth.”Remember to use your lists to help you.

Advantages Disadvantages

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Please write your paragraph below and remember to edit it for capitalization and punctuation.

Name Date



SOL: 3.3 Activity Sheet F

Explorers: Graphic Organizer

Explorers Country/Sponsor

Reason ForExploring

Success/Achievement

ChristopherColumbus

JuanPonce de Léon

JacquesCartier

ChristopherNewport




Standards of Learning Objective: 3.4 Strand: Geography

3.4 The student will develop map skills bya) locating Greece, Rome, and West Africa;b) describing the physical and human characteristics of Greece, Rome, and West

Africa;c) explaining how the people of Greece, Rome, and West Africa adapted to and/or

changed their environment to meet their needs.

Technology Skills:Use effective strategies to send and retrieve data on a wide area network.

Materials:Copies of the Graphic OrganizerResearch materials on the ancient landsInternet Access

Procedure:1. Divide class into small groups of two to four.2. Have the students complete the Graphic Organizer by researching the physical and human

characteristics. In addition, have the students research the ways the people adapted to theenvironments of Greece, Rome and West Africa by cutting out and pasting the matching answercard within the Graphic Organizer.

3. Review the collected information together as a class by using a World Map to identify and locatethe land and water features.

Assessment:Students were able to correctly complete the Graphic Organizer.

Extension Activity:Have students work in pairs to complete Venn Diagrams to compare the identified land and waterfeatures in these three areas.




3.4 The student will develop map skills bya) locating Greece, Rome, and West Africa;b) describing the physical and human characteristics of Greece, Rome, and WestAfrica;c) explaining how the people of Greece, Rome, and West Africa adapted to and/orchanged their environment to meet their needs.

Technology Skills:Use CDs and online databases for search and retrieval of information.

Materials:Overhead projectorWorld Map TransparencyButcher block paper or bulletin board paper/Venn DiagramInternet AccessPaper and Pencil

Procedures:1. Review locations of ancient Greece, Rome, and the West African Empire of Mali by coding the

attached World Map transparency.2. Divide the class into three sections and assign each section the task of reviewing facts learned about

one of the three ancient lands. Their task is to focus on the physical location, the physicalcharacteristics of the ancient lands, the human characteristics (ex: trades), and ways the people ofthose ancient lands may have adjusted to or adapted to their environments.

3. After sufficient research has been completed, use bulletin board paper to create a Venn Diagram foreach category using group input.

4. As a class, compare the physical characteristics, the human characteristics, the physical location, andthe environmental adaptations of the ancient lands. Each group will become the “expert” in theirknowledge of their particular ancient land.

5. As follow-up, have each student make written statements of comparison in writing journals based onthe completed Venn Diagrams. (Example may include: Ancient Greece and Rome both had farmersand traders, but only Rome was known for its road builders.)

Assessment:Students wrote accurate comparison statements related to the lands of ancient Greece, Rome, and theWest African Empire of Mali.

Extension Activity:Choose other factors to expand on and add the comparative information to the Venn Diagram.

Write sentences based on Venn Diagram and share with the class.Examples: If I lived in ________ I would have to change ________. If I moved from ______ to________, I would have to _________.





3.4 The student will develop map skills bya) locating Greece, Rome, and West Africa;b) describing the physical and human characteristics of Greece, Rome, and West Africa;c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs.

Technology Skills: N/A

Materials:Bringing the Rain to Kapiti Plain, by Verna ArdemaOutline map of Africa Activity Sheets

Procedure:Day 11. Have the students read (in small groups or in a large group) Bringing the Rain to Kapiti Plain.2. Ask the students to summarize the poem.3. Ask the students to think about the beginning, middle, and end of the poem and tell about weather

changes and the condition of the land, animals, and people as a result.4. How do we prepare for each of these environmental conditions?5. Distribute the Activity Sheet.

Day 2 Teacher Discussion1. Just as Kapiti was affected by the weather, so was everything else in that location or environment.2. If no rain had come, what would have been some possible outcomes? Possible student answers might

include death; migration to new environment; develop new ideas for obtaining water; develop newskills and methods to provide for wants and needs.

3. What besides the weather could have brought change to the way of life for Kapiti’s people? Possiblestudent responses might include: earthquake or volcanic eruption, floods, wars, governmentaldecisions.

4. What were forces or changes which happened to the people of ancient Greece, Rome and WestAfrica that caused them to adapt to and/or change their environment to meet their needs?

Assessment:Class participation.Teacher observation.Completion of Activity Sheet.

Extension Activity:How could current advances in technology and transportation have affected the choices of these ancientpeople?




3.5 The student will develop map skills bya) positioning and labeling the seven continents and four oceans to create a world

map;b) using the Equator and Prime Meridian to identify the four hemispheres;c) locating the countries of Spain, England, and France;d) locating the regions in the Americas explored by Christopher Columbus (San

Salvador in the Bahamas), Juan Ponce de Léon (near St. Augustine, Florida),Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown,Virginia);

e) locating specific places on a simple letter-number grid system.

Technology Skills:Use electronic encyclopedias, almanacs, indexes, and catalogs.

Materials:Different colored markers or pencilsTransparency of World mapMaps for each studentWorld Almanac for KidsWorld GeoGraph II Computer ProgramMaps and Globes by J. KnowltonNystrom Map Champ Atlas Student Activities (Teacher and Student Editions)

Procedure:Day 1Nystrom Map Champ Atlas: Student Activity pages: 1, 2, 8, 9, and 10.

Day 21. Show overhead of a World Map locating and identifying the Equator and the Prime Meridian.2. Have students position the separate continents on a blank 8.5 x 11 to form the world then draw the lines of

hemisphere that divide the world map. Color code each of the four hemispheres according to teacher’s directionsusing colored markers or pencils. (Choose four light colors.)

3. Direct the students to label each hemisphere.5. Direct students to locate and identify the hemispheres of Greece, Rome, West Africa (Mali), and European nations of

Spain, England, and France.

***For The TeacherSome students may think that the Prime Meridian divides the eastern and western hemispheres. The Prime Meridiandivides the areas of the eastern and western longitude, but is not the dividing line for the eastern and westernhemisphere. Continents determine the hemispheres.

Assessment:Teacher observations of student participation and accurate placement of continents on world map.

Extension Activity:Nystrom Champ Map Atlas Student Activity pages: 15, 16, 17, 18, 19, 20, and 21.





3.5 The student will develop map skills bya) positioning and labeling the seven continents and four oceans to create a world map;b) using the Equator and Prime Meridian to identify the four hemispheres; locating the countries of Spain, England, and France;c) locating the countries of Spain, England, and France;d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de Léon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia);e) locating specific places on a simple letter-number grid system.


Materials:Inflatable World GlobesActivity Sheet/Transparency of a World MapThree different colored markersMaps ‘N’ Facts CD

Procedure:1. Use a globe or a transparency of a World Map to review continents.2. Locate and name the four oceans.3. Discuss the four explorers; locate their supporting country, and the area of America that they

explored.Spain�Columbus�San Salvador, BahamasEngland�Newport�Jamestown, VirginiaSpain�Ponce de Léon�Near St. Augustine, FloridaFrance�Cartier�St. Lawrence River Valley near Quebec, Canada

4. Color code and provide a Map Legend for the information reviewed about the four explorers.

Assessment:Teacher observation.

Extension Activity:1. View Meadow Lark Lemon Presents the World (12 minute video) if available.2. Use Maps ‘N’ Facts CD as a resource to locating discussed regions and countries.3. Read various books representing different areas of the world. Have the students pay close attention

to the scenery, as well as how the people are dressed. Have the students try to name what countrythe story is highlighting and its approximate location. Plot the countries on a map.

4. Chart the characteristics of dress, seasonal weather, and scenery.




3.5 The student will develop map skills bya) positioning and labeling the seven continents and four oceans to create a world map;b) using the Equator and Prime Meridian to identify the four hemispheres;c) locating the countries of Spain, England, and France;d) locating the regions in the Americas explored by Christopher Columbus (Salvador in the Bahamas), Juan Ponce de Léon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia);e) locating specific places on a simple letter-number grid system.


Materials:GlobeUnited States Map with gridMaps ‘N’ Facts CDUSA Vista Atlas CDMaps and Globes, Step-by-Step Geography by Sabrina Crew

Procedure:1. Review grids using Maps and Globes book by Sabrina Crewe. (Pages 16 and 17)2. Use the large playground map of the United States, if your school has one, and create a grid over

it. (See world map with grid example.) Use sidewalk chalk to letter one side and number theother.

3. Review the location of the states surrounding Virginia.4. Locate and name the coastlines and oceans of the United States.5. Play a game of location by calling out the location according to grid number and letter.

Assessment:Teacher observation.

Extension Activity:After students are familiar with the location of the states surrounding Virginia, the coastlines andoceans of the USA, they can play a riddle game. “I am an ocean west of the USA. What ocean amI?”

Play “Name the Location Freeze Tag.” Students can avoid being tagged by saying the name of theocean or state where they are standing on the playground map.





3.6 The student will interpret geographic information from maps, tables, graphs, andcharts.

Technology Skills:Use CDs and online databases for search and retrieval of information.Move and resize windows.Apply technologies to strategies for problem solving and critical thinking.Select and use technology appropriate to tasks.

Materials:The Nystrom Map Champ Atlas – Student Activities (Teachers Edition and one Atlas for every student)USA GeoGraph Computer ProgramBlank map of 50 states (printed from USA GeoGraph )

Procedure:Day 1Nystrom Map Champ Atlas (pages 22 to 25) with accompanying Activities 11 and 12.

Day 21. Using USA GeoGraph pull up Map of 50 states.2. Under Maps in tool bar, scroll to Map Features and place an X in box of Borders and Other Labels.3. Under Maps in the tool bar, go to the Theme Map and scroll down to Climate.4. Go to Display on the tool bar and scroll to Show Key.5. Have the students choose an area that displays the same climate according to the key. (Virginia may be a good

place to start.)6. On their blank map, have the students color in the states that have the same climate.7. Have the students return to the Tool Bar and go to Maps. Scroll down to Theme Map and find Average

January Temperature.8. Have the students record temperatures on their blank map.9. They may continue to change Theme Maps until you feel they have enough common characteristics to classify this

region.10. Have the students repeat the exact procedure with another region beginning with climate.11. The students can use a paper map of 50 states to record the information or place the information in a database.

Assessment:In paragraph form, have the students compare some common characteristics of the region from the database.The map may also be used as an assessment.

Extension Activity:Proceed through the steps of this activity to discover common characteristics of all regions in the United States.Background: Explain the meaning of scale and then link it to the measurement of things too big to draw life-size.

1. Divide construction paper into three sections. Label the first section “Smaller than the United States,” the middlesection the “United States,” and the third “Larger than the United States.”

2. The students cut out the United States and glue in the middle section.3. The students locate and cut out other countries chosen by teacher.4. The students compare the size of other countries by observation.





Technology Skills:Create a database; sort records in paper for the bar graphs.Move and resize windows.Identify the parts of a spreadsheet; explain the purposes of a spreadsheet (charting and calculating).Create a simple spreadsheet; create a chart (graph) from a spreadsheet.

Materials:White paper for bar graphsUSA GeoGraph with teacher created databaseAppleWorks 6 Computer Program

Procedure:Day 11. The teacher should create a database on USA GeoGraph of a particular region in the United States.

If you use the southern region, the states you should select are Texas, Oklahoma, Arkansas, Louisiana,Mississippi, Alabama, Florida, Georgia, Tennessee, South Carolina, North Carolina, Virginia, andKentucky.

2. Select the places by going under Display and scrolling to Data Table, then Data and Select Places.(Hold Open Apple Key as you highlight.)

3. To select categories, go under Data and go to Show Categories.4. Scroll down to “Temperature, January Average” and then “Temperature, July Average.”5. Have the students record on paper by creating a table the average temperatures for each state in

January and July.6. The students should be able to organize the states according to the categories.

Day 2Create as many groups as there are states in the southern region you focused on during Day 1. Assignone state to each group. Distribute graphic organizers for each group to complete on their designatedstate. Once this task is completed, the entire class should share their findings to categorize theinformation. The teacher encourages the students to explain the various ways to categorize their data.

Assessment:Teacher observation of student ease of use and their interpretation of maps, tables, graphs, and charts.

Extension Activity:Complete similar activities using other regions or select different categories to show commoncharacteristics. Create a spreadsheet using the information selected for regions of the United States.Create a graph from the spreadsheet.

Name of State Avg. Daily Temp.January

Avg. Daily Temp.July

Land Features Agriculture





3.6 The student will interpret geographic information from maps, tables, graphs, and charts.


Materials:Maps and Globes, Step-by-Step Geography, by Sabrina CrewePosterboardPencils, pens, markers and/or crayonsRulersCartographer’s Challenge Activity SheetNystrom Map Champ Atlas Student Activities (Teacher and Student Editions)Activity Sheet

Procedure:1. Use Maps & Globes, by Sabrina Crewe to review symbols, map legends, use of color, and

cardinal directions. (Pages 8-13)2. After introducing geographic information found on maps, the students will create a map and a

Map Legend of their own imaginary country. See the Activity Sheet for directions.

Assessment:The students’ successful completion of the Cartographer’s Challenge assignment.Nystrom Map Champ Student Activities 3, 4 and 5 completed independently by students.

Extension Activity:A fun idea might be to read a popular fairy tale (Cinderella) aloud together. Then as a class, create amap of what you think the land/kingdom was like. Include items listed in the objective.

Make a compass rose using the directions on page 12 of the Maps and Globes book.



Name Date SOL: 3.6Date Due

Cartographer’sChallenge!!

Follow the directions to create a map of your own imaginary country!

1. On a full sheet of poster board, draw the outline of an imaginary country. Leave room to putyour Map Legend in one corner. (10 points)

2. Add the following items to your map:• Title – name your country – be creative! (6 points)• Compass rose – be creative but accurate! (6 points)• Map Legend – put in one corner on the front (5 points)

3. Your Map Legend must include: (4 points each for 36 points)• Mountains or hills• Some type of roads• At least one railroad• At least one river• At least one lake (pond)• At least four other symbols of your choice (you may add more)

4. Show on your Map (and the Map Legend!) at least 3 products that are grown in your country.(6 points)

5. Name and show at least two cities and the national capital on your map (and the Map Legend!)(6 points)

6. Draw your map and symbols (and Map Legend) in color to make it more interesting. (10 points)

7. BE NEAT! A cartographer must be accurate so his/her map will be clear and easy to read. Usea ruler to make straight lines when necessary. (15 points)




Name ___________________________________ Date _______________________SOL 3.6

Cartographer’s ChallengeScore Sheet

Score___________________________

1. Outline of country drawn on a fullsheet of post board

2. Title (be creative)

3. Compass rose (be creative

4. Map Legendmountains/hillsroadsrailroadriverlake/pondfour symbols, your choice

5. Products (3)

6. Capital city, two major cities

7. Color

8. Neatness

PointsPossible

10

6

6

54444416

6

6

10

15

PointsReceived

___________

___________

___________

_____________________________________________________________________________

___________

___________

___________

___________






Materials:A copy of Buck-Buck the Chicken by Amy EhrlichAn overhead transparency of the map that accompanies this activityAn overhead penStudent copies of the map that accompanies this activity

Procedure:1. Read the book Buck-Buck the Chicken by Amy Ehrlich to the class and discuss all the places that

are mentioned in the story.2. Give a copy of the blank map to each student in the classroom and put a transparency of the

same map on an overhead projector.3. As a class, design a symbol for each place mentioned. Draw the symbols on the Map Legend and

on the transparency while the students are drawing them on their own map.4. As a class, decide where each symbol should be placed on the map, drawing them on the

transparency while they draw them on their maps.5. The students can talk about other places that might be included in the town and as a class, design

symbols and place them on the Map Legend and on the map.6. Discuss any questions that could be asked about the symbols on the map. (Use the type of

questions that are found on the attached assessment component for this skill.) Completing thisactivity as a class will help the students with the extension activity.

Assessment:The students’ successful completion of the attached quiz.Using the Map Legend, the students circle the correct answer to the questions.

Extension Activity:In groups of three or four, the students can draw a map of an imaginary continent, which iscomprised of four countries. Each map must have a Map Legend, which includes: boundary lines,mountains, rivers and/or lakes, capital cities, and three “free choice” items. Accompanying theirmap, each group must have four questions, which can be answered from the information on theirmap. These maps and questions are then given to another group to answer.




Name Date SOL: 3.6

BUCK-BUCK THE CHICKEN

N MAP LEGEND

W E

S



Name Date SOL: 3.6

Assessment: Yummy Town

1. What is directly south of Butterscotch Bank?A. Lemonade LakeB. Fudge ForestC. Gumdrop ParkD. Rock Candy Railroad

2. On which street are the most houses located?F. Pretty PlaceG. Darling DriveH. Sweet StreetJ. Lovely Lane

3. Which street does the Rock Candy Railroad cross?A. Darling DriveB. Sweet StreetC. Lovely LaneD. Pretty Place

4. What is east of Molasses Mall?F. Fudge ForestG. A HouseH. Lemonade LakeJ. Butterscotch Bank

5. What does the map not show?A. Butterscotch Bank is west of Molasses Mall.B. Fudge Forest is between Lovely Lane and Pretty Place.C. Gumdrop Park is west of Lemonade Lake.D. Rock Candy Railroad runs north and south.







Materials:Various objects available in a classroom (scissors, glue, pencils, books)Paper

Procedure:1. Group students into pairs and give them two blank pieces of paper and a classroom object.2. Have each group draw a compass rose at the top of each paper.3. Have each group pick a spot in classroom where they are to place an object and write directions

to that spot from the classroom door or another set place.4. Each pair of students then writes cardinal directions for locating another group’s object.5. Pairs of students compare directions and discuss accuracy of each.

Assessment:Writing and following directions to find and place objects in the classroom dependent on a compassrose.

Extension Activity:The students could broaden the location of the objects including other classrooms or other places inschool and playground. (Cardinal directions would need to be written and placed in the school to findtheir objects.)

The teacher can work with other teachers to create a “Where’s Waldo” activity, where the studentsare put in teams and are given a map to find “Waldo.”



Standards of Learning: 3.6 Strand: Geography


Technology Skills:Demonstrate the safe handling of a disk and CD.Use CDs and online database for search and retrieval of information.

Materials:First Connections/Golden Book CDLarge map of the world divided into quadrantsRecyclable “clean” trash from students’ homes with labels still intactYarnSmall Post-A-Note notepadWorld Book Encyclopedia CDMy First Amazing World Explorer CD

Procedure:1. Pull down a World Map and divide into 4 sections (use the Equator and the Prime Meridian)

using yarn with the crossing point called “home.”2. Have the students locate where each piece of trash was manufactured referring to the product

label.3. The student should find that location on the world map and mark it with a Post-A-Note.4. The student then takes the “trash” to the corresponding cardinal direction in the classroom.5. The students tally the “trash” in each spot to see which part of the world (and/or hemisphere)

manufactured the most items.

Assessment:The students write up step-by-step directions using a compass rose from the classroom door to getto each area of trash.

Extension Activity:The students can use a magnetic compass to discover the cardinal directions from the classroom to adesignated room in the school. This activity should be conducted again, but using a different route tothe same designated room.






Technology Skills:Move and resize windows.Select and use technology appropriate to tasks.Use electronic encyclopedias, almanacs, indexes, and catalogs.

Materials:Using USA GeoGraph, print a map of two statesActivity Sheet

Procedure1. Divide the class into two groups. The students in one group will trace around the border of one

state and another group will trace the border of another state.2. Using USA GeoGraph, students will identify and label the bodies of water, important cities,

resources, and bordering states of their traced state.3. Display the completed map along with a list of ten important facts about that state. Allow each

group to present the information orally.

Assessment:Accurately completed state maps and facts.Teacher observation of student participation.

Extension Activity:Complete this activity independently for Virginia.






Materials:Nystrom Map Champ Atlas: Student Activities (Teachers and Student Editions)A New True Book: Maps and Globes by BroekelBulletin Board paperPencilsMarkers

Procedure:Day 1Together as a class, complete Nystrom Map Champ Atlas Student Activities 13 and 14.

Day 21. Conduct a large group discussion in which students determine the job situation where there is a

hierarchy of responsibility.2. Divide the students into small groups. Ask each group to create flow charts (pictorial) depicting the

hierarchy of job responsibilities.Example: Fast Food Restaurant Hierarchy of Responsibility

part time worker full-time worker front-end or drive thru manager

owner store manager assistant store manager

Assessment:The students present and explain their pictorial chart of responsibilities.

Extension Activity:Booktalks on careers.Parents are invited to share information about their careers.







Materials:The Nystrom Map Champ Atlas: Student Activities (Teacher and Student Editions)Inflatable World GlobesEnough globes and World Maps for each group of students to examine carefullyPaper for recording informationMaps and Globes: Step-by-Step Geography by Sabrina Crewe

Procedure:Day 1Use the Maps and Globes book by Sabrina Crewe to review maps. Focus only on pages 4 and 5 andpages 20-31.

Day 21. Working in small groups, have each group examine globes and maps and list the similarities and

differences between the two.2. Hold a class discussion comparing the results of the research.

Assessment:The small groups will then discuss similarities and differences.Independent completion of Nystrom Map Champ Atlas Student Activities 6 and 7.

Extension Activity:1. Have the students research and write a paragraph about why flat maps are used more often than

globes.2. Divide construction paper into three sections. Label the first section “Smaller than the United

States,” The United States,” and the third “Larger than the United States.”3. The students cut out the United States and glue in the middle section.4. The students locate and cut out other countries chosen by teacher.5. The students compare the size of other countries by observation.

maps globes

samesame



Standards of Learning Objective: 3.7 Strand: Economics

3.7 The student will explain how producers use natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings) to produce goods and services for consumers.


Materials:Ice Cream Shop Activity Sheet for each student

Procedure:1. Review the definition for human resources, natural resources, and capital resources with the class.2. Tell students that they will be opening an Ice Cream Shop. To be successful, they will need to

plan ahead for the resources necessary to opening and running the business. As a class, ask themto brainstorm shop names and then decide on a name. (Perhaps use a model of representative ordirect government you have been studying to determine the way the name is selected.)

3. Give each student the Ice Cream Shop Activity Sheet. Brainstorm as a class ten items, whichwould fit into each category.

4. Review the different types of resources.5. Assign a different type of business (perhaps a Pizza Restaurant) for students to independently

give at least five examples of each of the three resources (natural, human, and capital) necessaryfor opening the business.

Assessment:Successful completion of the independent activity and teacher observation of student input andinteraction with the lesson.

Extension Activity:Use technology to research resources needed to open technology rich businesses. Compare theseneeded resources with ones needed before the age of technology!





3.7 The student will explain how producers use natural resources (water, soil, wood, andcoal), human resources (people at work), and capital resources (machines, tools, andbuildings) to produce goods and services for consumers.


Materials:Economics and Children’s Literature, SPEC Publishers, Inc. (1993 Edition, 1994 Supplement, 1998Supplement)

Procedure:Complete any or all of the following lessons taken from the Economics and Children’s Literatureresource to teach the economic concepts. Each lesson focuses on the use of familiar children’s literatureto teach the economic concepts.

Day 1: Busiest People Ever by Richard ScarryFocus: Human and Capital ResourcesEconomics and Children’s Literature, SPEC Publishers, Inc. (1993 Edition)

Day 2: Busy Trains by Peter LippmanFocus: Capital ResourcesEconomics and Children’s Literature, SPEC Publishers, Inc. (1993 Edition)

Day 3: The Goat in the Rug as retold to Charles L. Blood and Martin LinlFocus: Producers, Natural, Human, and Capital ResourcesEconomics and Children’s Literature, SPEC Publishers, Inc. (1993 Edition)

Day 4: Little Nino’s Pizzeria by Karen BarbourFocus: Natural, Human and Capital ResourcesEconomics and Children’s Literature, SPEC Publishers, Inc. (1993 Edition)

Assessment:Teacher observation of student input and interaction with economic/literature lessons.

Extension Activity:1. Uncle Jed’s Barbershop by Margaret King Mitchell

Economics and Children’s Literature, SPEC Publishers, Inc. (1994 Supplement)Focus: Productive Resources, Natural Resources, Human Resources, and Capital Resources.

2. Create a unit revolving around the four lessons listed above. Instead of teaching each lessonindependently, allow students to learn in cooperative groups then to share with others.

3. Assign students the task of identifying easy reading material/literature, which demonstrates the focusobjectives. This can be assigned as a Scavenger Hunt during a library checkout session.






Materials:Peppe the Lamplighter, by Elisa Bartone

Procedure:Day 11. As a class, define and discuss the difference between a good and a service, then read Peppe the

Lamplighter.2. After reading the story, discuss with the class whether the story included or demonstrated examples of

goods and services. List them on the chalkboard.3. Lead a class discussion and ask the students:

- How did these goods and services help Peppe’s community?- What type of community did Peppe live in?- How is it different from your community today?

4. Lead the students into an understanding of how very few goods or services can exist alone or withoutthe support of other goods and services. Use as an example:

- Lamplighters do not have jobs if there are no lamp making companies.- Bakers cannot make bread if farmers do not grow the grain needed.

Encourage the students to give other examples of economic specialization and economicinterdependence involved in the production of goods and services. After each response from thestudents, the teacher should reinforce the concepts of the objective.

Day 2The students will develop a chart to indicate what was considered a good or a service in ancient Greece,Rome, and the West African Empire of Mali. Use the information from the chart to support SOLObjectives 3.1 and 3.4.

Assessment:Students will be able to write a definition for goods and services in their own words and then describeone type of economic specialization and economic interdependence of a good or a service.

Extension Activity:Have the students “research” goods and services using magazines. (Junk mail coupons also work well.) Cutout pictures and paste them into two columns labeled goods and services. The students should be able tosupport their choices with reasoning and write sentences describing the interdependence.

Using a large map of Henrico County, the students will begin a community services map showing thelocations of fire stations, police stations, schools, libraries, water treatment plants, and hospitals.





3.7 The student will explain how producers use natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings) to produce goods and services for consumers.


Materials:PaperPencilsT-Charts

Procedure:1. Define goods and services.2. Divide the students into small groups of 3 or 4 and give each a T-Chart. Have the students use

the yellow pages of the phone book to brainstorm for five minutes listing at least 20 goods andservices, making sure that they have at least ten in each column.

3. Compare the T-Charts by having groups share with one another.4. Next, have the same groups brainstorm goods and services for ancient Greece, Rome and the

West African Empire of Mali, recording their ideas using another T-Chart.5. Compare and discuss the differences in the two resulting T-Charts, emphasizing the economic

specialization and economic interdependence involved. (Teachers will need to refer to theEssential Information in the Teacher Resource Guide (TRG) to help direct the lesson.)

Assessment:Student’s responses recognizing the economic specialization and economic interdependence of goodsand services.

Extension Activity:Economics and Children’s Literature, (1998 Special Third Supplement) Lesson 11: What If? By A.H. Benjamin; Focus: Economic Specialization and Economic Interdependence





Technology Skills:Create a multimedia presentation.Import graphics from a variety of sources (scanned images, digital camera pictures, Internet graphics,

CD resource discs).Use a variety of multimedia programs.

Materials:HyperStudio Computer ProgramChart paper with economic terms; supply, demand, exchange, trade, consumer, producer, goods,

services, and money

Procedure:1. After completing a variety of economic related activities (similar to the “Cookie Exchange” also

listed in this Toolbox: SOL 3.9) have the students create a HyperStudio stack with cardsrepresenting each economic term.

2. On the HyperStudio card, have the students write the word, type or record the definition, andimport pictures or illustrate pictures to show the meaning.

Assessment:Vocabulary assessment of economic terms and student’s ability to use the words in real lifesituations.

Extension Activity:Students create a story of a situation that would occur in the classroom involving a variety of theeconomic terms.

Refer to Lesson 5: In A Market Economy: The Forces of Supply and Demand and Set the Prices atwhich Exchanges Take Place in the Children In The Marketplace binder by the Joint Council onEconomic Education.

Refer to Lesson 6: Mystery Workers in the Teaching Strategies K-2 binder by Economic America.





3.8 The student will recognize the concepts of specialization (being an expert in one job,product, or service) and interdependence (depending on others) in the production ofgoods and services (in ancient Greece, Rome, the West African empire of Mali, and inthe present).


Materials:Economics and Children’s Literature, by Barbara Flowers, Bonnie Meszaros, and Mary C. Suiter,(1993 SPEC Publishers, Inc.)

Procedure:Complete any or all of the following lessons taken from the Economic and Children’s Literature toteach the economic concepts. Each lesson focuses on the use of familiar children’s literature to teachthe economic concepts.

Day 1: On the Other Side of the River by Joanne Oppenheim and Franklin WattsFocus: Interdependence, Goods and Services

Day 2: A New Coat for Anna by Harriet ZiefertFocus: Barter, Goods, and Services

Day 3: Mountain Born by Elizabeth YateseFocus: Economic Specialization and Interdependence

Day 4: The Paper Crane by Molly BankFocus: Economic Interdependence

Assessment:Teacher observation of student input and interaction with the economic/literature lessons.

Extension Activity:Create a unit revolving around the four lessons listed above. Instead of teaching each lessonindependently, allow students to learn in cooperative groups then to share with others.

Assign students the task of identifying easy reading material/literature, which demonstrates the focusobjectives. This can be assigned as a Scavenger Hunt during a library checkout session.




3.8 The student will recognize the concepts of specialization (being an expert in one job,product, or service) and interdependence (depending on others) in the production ofgoods and services (in ancient Greece, Rome, the West African empire of Mali, and inthe present).


Materials:Videotape: Traveling In Style: Autos and Trolleys, by Library Video JournalVideotape: Traveling In Style : Trains, Riverboats, and Planes, by Library Video Journal

Procedure:1. Assign small groups. The students should select a recorder for their group.2. Over two days, after previewing the videotapes, show portions of the two videotapes: Traveling

In Style: Autos and Trolleys and Traveling In Style: Trains, Riverboats, and Planes. Thestudents should look for and discuss the impact these vehicles made on the distribution of goodsand services. The recorder will write down key points.

Assessment:A student recorder will share the impact these modes of transportation and communication made onthe distribution of goods and services.

Extension Activity:Create class time lines and/or flow charts to demonstrate the progress of travel over the past two-hundred years. Emphasize how the invention of one type of transportation often led to the moredeveloped and sophisticated types invented later.





3.9 The student will identify examples of making an economic choice and will explain theidea of opportunity cost (what is given up when making a choice).

Technology Skills:Use a word processing program to create, name, save, and print documents, which include text andgraphics.

Materials:Sales advertisements (Sunday newspaper inserts work well)AppleWorks 6 Computer Program

Procedure:1. The students will look through sales advertisements to locate five items $50 or less that they would

like to buy.2. They will use AppleWorks 6 to write the following sentence: If I had $50 to spend, I might choose

to spend my money on ______, ______, ______, ______, or ______.3. As a class, discuss how these five items are possible economic choices: the choice of or decision

among alternatives or possibilities.4. Have students read their list of economic choices to others in their cooperative groups or to three

other classmates.5. Next, ask students to write a sentence telling which two of the five choices are the most appealing.

If I had to narrow my choice to two, I would choose ______ or ______.6. Next, ask students to make a final economic choice with the following explanation: My first choice

is _____ because _____.7. Come together as a class to define and discuss opportunity cost: the next best choice that is given up

when a decision is made.8. Have each student write the following sentence and then verbally share it with the class: My first

choice was _____ so my opportunity cost was _____.9. Together review economic choice and opportunity cost.

Assessment:Students accurately completed the sentences required.

Extension Activity:Locate the Economics and Children’s Literature, SPEC Publishers, Inc. (1993 Edition) binder. Usethe lesson, “The Terrible Thing That Happened at Our House” by Marge Blaine, to reinforce theconcept of opportunity cost.






Materials:Transparency of the “Giving Tree”The Giving Tree by Shel Silverstein

Procedure:1. Read The Giving Tree aloud and discuss what the tree gave the boy.2. Show “Giving Tree” transparency on the overhead projector.3. Tell the students that they will be given a gift from the “Giving Tree” for free. It is their job to

make an economic choice. Review the available choices located on the “Giving Tree”.4. Ask students to list three items that appeal to them most. Then ask them to circle their two

favorites. Finally, ask them to select their final economic choice.5. Define and review opportunity cost. Ask each student to verbalize the following statement to

the class: “My final economic choice was __________, so my opportunity cost was ________.”

Assessment:Students were able to verbalize the correct statements.

Extension Activity:Students can complete primary and/or intermediate worksheets reviewing scarcity, money, choices,and resources.







Materials:Something Special For Me by Vera B. Williams

Procedure:1. Read Something Special For Me to the class.2. List as a class, several of the goods that Rosa considered purchasing.3. Discuss where these goods were possibly made, produced, or found.4. Introduce the following terms: opportunity cost, scarcity, and price.5. Discuss which items were most valuable and why. Help the students arrive at the conclusion that the

more scarce an item is or the more costly; the item is usually more valuable.6. Have the students write a paragraph in response to the following situation: “Pretend you are Rosa.

Write about what influenced Rosa the most about her final choice. List an opportunity cost shemade. Talk about which choice would have been your economic choice.

Assessment:The students should be able to respond to the prompt in their paragraphs using the vocabulary words anddemonstrate logical reasoning.

Extension Activity:The Cookie Exchange: Prior to teaching, purchase three packages of cookies: one in high demand/lowsupply; one in medium demand/medium supply; and one in low demand and high supply.

1. Show all students each of the cookies to be offered. Ask them to choose which cookie they wouldlike, explaining that cookies will be handed out at random. There will be a lot of some cookies andnot so many of other cookies.

2. Pass out the cookies, handing out only a few of the high demand. Some students may receive morethan one of the low demand cookie.

3. Poll the class to determine how much of each cookie is available in the class and create a bar graph.Discuss which cookies will be harder or easy to barter, and compare to supply and demand.

4. Give the students three minutes to barter (all students do not have to participate).5. After bartering, poll the class to see their first, second, and third choices and introduce the phrase

opportunity cost. Discuss how opportunity cost made an impact on the final outcome of thebartering opportunity.



Standards of Learning Objective: 3.10 Strand: Civics

3.10 The student will recognize why government is necessary in the classroom, school,and community bya) explaining the purpose of rules and laws;b) explaining that the basic purposes of government are to make laws, carry out

laws, and decide if laws have been broken;c) explaining that government protects the rights and property of individuals.


Materials:ScissorsGlueConstruction paper (one piece for each student)Chart paperMarkersActivity Sheet

Procedure:Day 11. As a class, discuss the differences between rules and laws. What are the rules you follow? Are there

any laws you abide by as a student?2. The students will create a T-Chart labeled rules and laws. Give each child a copy of the Activity

Sheet to cut and paste ideas into the appropriate column.

Day 21. Have the students help make classroom rules. Why are they necessary? What are the consequences

for breaking them? How are they different from laws?2. Discuss the difference between individual and community property and identify examples of each.

What is a benefit to both types of property?

Assessment:Observation of students as role models with regard to citizenship.

Extension Activity:Interview a “Good Citizen.” (Activity Sheet)Show and discuss video: School House Rock – America Rock, if available.




Name Date SOL: 3.10

Follow the schoolrules.

Try your best atschool.

Obey your parents. Treat the teacher’sbooks kindly.

Get a goodeducation.

Have all yourschool supplies.

Drive when youturn 16 years old.

Clean up afteryourself.

Do your homework. Obtain food,clothing, and shelter

Check out booksfrom the library.

Feed the dog.

Be treated fairly. Have a teacher thatrespects you.

Return books to thelibrary on time.

Always tell thetruth.



Your Name Date SOL: 3.10

Interview a Good Citizen

I interviewed

Use the questions on this sheet to interview your partner about being a good citizen.Record your answers.

Interview Questions1. What makes you a good citizen?

At home?

At school?

2. What are five duties that you have as a citizen?

3. What are three contributions you have made as a citizen?

4. If you could be a civil servant, such as police officer, mayor, senator, or president, which one would you be and why?

5. How would you pay taxes?

6. If you could change a law, what law would you change?





3.10 The student will recognize why government is necessary in the classroom, school, andcommunity bya) explaining the purpose of rules and laws;b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken;c) explaining that government protects the rights and property of individuals.

Technology Skills:Create a 1-2 page document using word processing skills, writing process steps, and publishing

programs.

Materials:AppleWorks 6Internet Access

Procedure:1. Discuss laws. What are they? Name some. Why do we have laws? How are they like rules?

How are they different?2. What are the consequences for breaking laws?3. Who helps protect the laws and helps ensure that people follow the laws?4. What are the rights of individuals our government protects? (Note to teacher: Use information

located on web site: www.civiced.org/wtp_elem21_sb.html to focus discussion and answers.)5. Ask the students to write a report on what it means to be a citizen in the United States. Require

the use of the following terms: rules, laws, government, rights, and property.

Assessment:Written reports include correct use of terminology.

Extension Activity:Students will research separate government branches to complete “Separation of GovernmentalPowers” worksheet.

The students can read about public issues, watch television news programs, and attend meetings ofthe School Board or Board of Supervisors to identify ways people can monitor and influence thedecisions and actions of the government.



Name Date SOL: 3.10

Separation of Governmental Powers

Directions: Read, cut, and paste powers beside the picture of the correct branch of government.

Legislative Branch

Executive Branch

Judicial Branch

Make the laws.

Decide if laws have been broken.

Carry out the laws.







Materials:PaperPencil

Procedure:1. Divide students into groups of two. Have them brainstorm possible problems resulting from the

following situation: The population of their neighborhood will change drastically if a high-riseapartment complex is built near the school.

2. Have the students share resulting problems with the class, making sure all areas are mentioned:such as the size of the school, the number of stores in area, the need for wider roads and newtraffic lights, safety issues, and additional area parks.

3. Have cooperative pairs brainstorm solutions to these problems. (You may want to assign oneproblem to each pair and ask for multiple solutions.) Remind them that sometimes governmentalaction can address some problems.

4. Share solutions with the class. Have the class vote on the best solution to the problem.

Assessment:The students are to identify potential problems and suggest solutions to the problem.

Extension Activity:Assign other situations for students to brainstorm possible problems and solutions.Example: “The police force goes on strike. What impact will that have on you and yourneighborhood?”






Materials:Posterboard or chart to write classroom rules for display

Procedure:The students assisting in making rules versus the teacher making all of the rules brings ownership tothe class and is one way to help them adjust to the new school year.

During school, discuss the meaning of rules and consequences and why we have them.1. The students volunteer rules they think are important and explain their reasons. The teacher

should list these on the chalkboard.2. Discuss each suggestion and add ideas as needed.3. Vote on the ones the students feel are the most important.4. Transfer the list to the chart for display.5. If a problem arises, refer to the chart, pointing out that this was a rule the class chose.6. The students suggest appropriate consequences for breaking a rule so they know what to expect.

The benefits are that this takes the burden off of the teacher and the decision is made for theconsequence prior to the infraction, which lessens the teacher reaction.

Assessment:Teacher observation of students exhibiting good citizenship.

Extension Activity:







Materials:Six BasketsSix new boxes of crayonsSix Glue SticksSix ScissorsSix Rulers

Procedure:1. Brainstorm using a T-Chart labeled classroom and personal property.

Classroom Property Personal Propertychalk pencildesks lunch box

2. Discuss who is responsible for each. (Everyone is responsible for classroom property and individualsare responsible for personal property.)

3. Assign at least one week as “Community Property Week.” Divide or group students into cooperativegroups of four. Give each group a box of crayons, one glue stick, one pair of scissors, and one ruler.Have these stored in a basket at that table or cluster of desks. Explain that for this time period,everyone will share the above mentioned items and that at week’s end, each group will either berewarded a certificate for the ability to cooperatively assume responsibility for shared property ornot. (It will be the teacher’s responsibility to take advantage of those teachable moments when agroup is having a problem.) At week’s end, evaluate progress. Draw attention to attitudes and theability to cooperate as being key to successfully earning a certificate.

Assessment:Observation of responsible classroom and personal property use.

Extension Activity:Offer an opportunity to extend the idea of community property.




3.11 The student will explain the importance of the basic principles that form thefoundation of a republican form of government bya) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law;b) identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr.;c) recognizing that Veterans Day and Memorial Day honor people who have served to protect the country’s freedoms.


Materials:We the People: The Constitution of the United States of America by Peter SpierA copy of the Preamble to the Constitution.Thesaurus (at least one for every four students)

Procedure:1. Explain to the students that there are some basic principles that form the foundation of a

republican form of government. These include an individual’s right to life, liberty, and the pursuit of happiness.

2. Read the section of We the People, which includes only the Preamble to the Constitution. Take time to discuss the illustrations, which accompany the text. Encourage much discussionby the students.

3. As a class or in cooperative groups, use a Thesaurus to rewrite the Preamble in a way that it becomes more easily understood by the students. Have the class copy of the class-generated version or have each group present their “new and improved” version of the Preamble to the rest

of the class.

Assessment:Students can state and provide an explanation of the individual rights protected by government.

Extension Activity:Create a HyperStudio stack illustrating the Preamble to the Constitution.







Materials:Library Books on Martin Luther King, Jr.Martin Luther King, Jr. videotape by Schlessinger Video Productions

Procedure:Discuss the key points of Martin Luther King’s “I Have a Dream” speech and how it relates totoday.

1. Read the selected book aloud and/or show parts of the videotape. (Be sure to preview thevideotape.)

2. Ask the students to define rights and to decide what rights were not given to the AfricanAmericans.

3. Discuss how this was addressed and resolved.4. Have the students write about how Martin Luther King, Jr. helped to resolve conflicts over equal

rights for all people.

Assessment:Teacher observation of student’s ability to correctly verbalize answers to questions.

Extension Activity:The students will write a summary of the “I Have a Dream” speech.






Materials:A Picture Book of Rosa Parks, by David A. AdlerThe Lives and Accomplishments of Famous African Americans by Beth Lipson

Procedure:1. Read A Picture Book of Rosa Parks aloud to the class.2. Ask the following questions:

What was Rosa Parks family and childhood like?What is Rosa famous for doing?How did Martin Luther King, Jr. affect Rosa’s life?Why is it important to learn about Rosa Parks?

3. Review main ideas related to text:Rosa Parks is an African American who refused to give up her seat on a public bus inAlabama as was required by law many years ago. She helped to bring about changes in lawsand worked so that all people would have equal rights.

4. Locate the class set of Famous African Americans and have the students learn more about thecontributions of African Americans.

Assessment:Teacher observation of student participation.

Extension Activity:Compare and contrast the lives and contributions of Rosa Parks and Dr. Martin Luther King, Jr.using a Venn Diagram.





3.11 The student will explain the importance of the basic principles that form thefoundation of a republican form of government bya) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law;b) identifying the contributions of George Washington, Thomas Jefferson, Abraham

Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr.;c) recognizing that Veterans Day and Memorial Day honor people who have served to protect the country’s freedoms.

Technology Skills:N/AMaterials:A Mice Way to Learn About Government, by Peter W. Barnes, Cheryl Shaw Barnes, and Betty ShepardMarshall, the Courthouse Mouse by Peter W. Barnes and Cheryl Shaw BarnesJustice for All: The Story of Thurgood Marshall by David A. AdlerThurgood Marshall Videotape by Schlessinger Video Productions

Procedure:(*Teachers are advised to read pages 26-33 from the Curriculum Guide of A Mice Way to Learn About Government before beginning this lesson.)1. Teachers should tell students that they will be reading about a Mouse Supreme Court and explain that this Mouse

Court is imaginary. By reading this story, they will learn about the judicial process that works in the real SupremeCourt in Washington, D.C.

2. Read book entitled Marshall, The Courthouse Mouse , without stopping.3. Read again after posing these questions:

a. Who sits on the Supreme Court?b. What is the major responsibility of the Court?c. What is a law?d. How does the court hear a case?e. What are some important rooms in the Court building?

4. Tell the students that the book’s main character, Marshall is loosely modeled after a famous Supreme Court Justicenamed Thurgood Marshall. He was a lawyer who defended people at a time when not all people had equal rights.He was the first African American Justice of the United States Supreme Court. Show the videotape.

5. Read Justice for All: The Story of Thurgood Marshall by David A. Adler aloud.6. Have students write a “Reader’s Response” to the books read. Ask them to include the following vocabulary:

justice, Supreme Court, government, lawyer, law, and case.

Assessment:Reader’s Response included required vocabulary and indicated student learning related to Thurgood Marshall.

Extension Activity:Write a letter from the class to the Chief Justice of the Supreme Court or another justice for information about the Courtand his or her job. Send the letter to:

The Honorable (full name)United States Supreme Court1 First Street N. E.Washington, D.C. 20543






Materials:Learning About Honesty from the Life of Abraham Lincoln, by Kiki MosherA Picture Book of Abraham Lincoln, by David A. AdlerPatriots’ Days by John Parlin

Procedure:1. Read one of the books listed above.2. Use the information to create a class time line of Abraham Lincoln’s life.3. Divide the class into the number of groups that equals the number of entries on the time line

created.4. Have each group illustrate and briefly write about the event.5. Groups will then share their work.6. Review the main contribution of Abraham Lincoln with the class: He was the United States

President when the country was divided over the issue of equality for all people. He helped freeAfrican American slaves in the South.

Assessment:Group products and teacher observation of student participation.

Extension Activity:Create a character web for Abraham Lincoln. Write a sentence for each character trait, whichprovides an example of how that trait was observed in his life.





3.11 The student will explain the importance of the basic principles that form thefoundation of a republican form of government bya) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law;b) identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr.;c) recognizing that Veterans Day and Memorial Day honor people who have served to

protect the country’s freedoms.


Materials:Thomas Jefferson: A Discovery Book, by Anne ColverPatriots’ Days by John Parlin

Procedure:1. Over the course of several days, read the book Thomas Jefferson by Anne Colver. (It is quite

dated (copyright 1963) but available in many of the elementary libraries.)2. At the close of each chapter, have students record in their writing journal at least two ideas they

want to remember from that chapter.3. Before beginning the next day’s reading, have students share with the class, or with their

cooperative groups, ideas they recorded from the previous day’s reading.4. At the end of the book, lead a class discussion about the entire book. Summarize Jefferson’s

contributions by stating that: He was born in Virginia. He was the third President of the UnitedStates. He authored the Declaration of Independence, which states that people have certainrights. He was a leader who helped develop the country.

Assessment:Teacher observation of student oral and written participation.

Extension Activity:Memorize the Preamble to the Constitution, which relays the rights Thomas Jefferson wrote about.

Read other books about Thomas Jefferson to discover interests other than politics which he devotedhis time and energy.







Materials:If You Grew Up With George Washington, by Ruth Belov GrossGeorge Washington: Young Leader, by Laurence SantreyPatriots’ Days, by John Parlin

Procedure:1. Read George Washington: Young Leader aloud to the class.2. Lead a class discussion, which summarizes Washington’s life and contributions to history. Be sure

that students understand that: He was the first President of the new nation. He worked under thenew republican form of government. He helped put the basic principles into practice for the newnation.

3. Read the introduction from If You Grew Up With George Washington on pages 7-9 aloud to theclass.

4. Assign groups of two to choose one question and its response from this book. They will read andreview both to present orally to the rest of the class. The two-member team will be asked to createone visual to aid in their presentation.

Questions include:- What did children do for fun?- What kind of school did George Washington attend?- Did everyone vote?- What were some of the laws in Virginia?

Assessment:Teacher observation of student oral participation.

Extension Activity:To learn more about the Presidency of the United States, students can read Woodrow, The White HouseMouse by Peter W. Barnes and Cheryl Shaw Barnes. As a follow-up, students will compare PresidentWoodrow (the story’s main character) with President George Washington.







Technology Skills:Use electronic encyclopedias, almanacs, indexes, and catalogs.Create a database; sort records in a database.Filter records in a database.

Materials:Biographies from the LibraryFirst Connections/Golden Book CDWorld Book Multimedia Encyclopedia CDPatriots’ Days by John Parlin

Procedure:1. Have the students work in cooperative groups to research the contributions of historical figures.

Students should find out when the person lived; the conflicts they encountered; what they did toovercome and reach their most significant contribution. Suggested historical figures: GeorgeWashington; Thomas Jefferson; Abraham Lincoln; Rosa Parks; Thurgood Marshall; MartinLuther King, Jr.

2. Each group should create a poster to illustrate the answers to the above questions.3. Each group should present to the rest of the class.4. Display the posters as a time line.

Assessment:Posters illustrated answers to the given questions.

Extension Activity:Have the students work cooperatively to develop and perform a skit depicting a historical account inthe life of one of the famous Americans listed.







Materials:National Observances: American History for Children Video Series by Schlessinger VideoProductions

Procedure:1. Prior to viewing, help the students to understand that the video will focus on five National

Observances or holidays. They will need to give special attention to the information presentedregarding Veterans Day and Memorial Day.

2. Show video.3. Initiate class discussion focusing on the reasons for the two National Holidays: Veterans Day

and Memorial Day.4. Have students create a two-sided Bookmark: each side depicting a visual representing one of the

two focus holidays. Share bookmarks with the class.

Assessment:Teacher observation of student participation.

Extension Activity:Create HyperStudio stacks illustrating and explaining all national observances shown on video.





3.12 The student will recognize that Americans are a people of diverse ethnic origins,customs, and traditions, who are united by the basic principles of a republican form ofgovernment and have respect for individual rights

and freedoms.


Materials:Journey to Ellis Island : How My Father Came to America , by Carol BiermanAtlasWorld Map

Procedure:1. Read Journey to Ellis Island : How My Father Came to America by Carol Bierman.2. Discuss with these questions (Use maps and globes where indicated)

a. Where was this family’s homeland? (Russia)b. Where did they go to board the steamship that brought them to America? (Rotterdam, Holland)c. On the map of the world where are Russia and Holland located? (Trace the path from Pinsk, Russia to Otvosak,

Poland, to Holland and then the United States.)d. Why did Yehuda carry the Somovar? (It was an urn for boiling water for tea and was a prized possession of

many Russian families.) Custom e. Why was Esther given the task to carry the brass candle sticks? (It was a way to carry their religious beliefs

with them.) Tradition f. Why were immigrants detained on Ellis Island? (To protect health, safety of current American population.)g. Inspectors were representatives of the government. What questions did the inspectors of the immigrants ask?

(See page 33 of the book.)h. Why were these questions important to the American government? (To prove that the immigrants would not

put an undue burden on American society.)i. On page 43, the book states that “many immigrants from Europe made their homes on the Lower East Side of

New York. Here, although quarters were crowded, they could continue to speak their own languages, buyfamiliar foods, and celebrate traditional holidays.” Why was this so important to them? (They maintainedtheir sense of identity. They made the new country their own by adding a piece of themselves. Music and foodkept immigrants connected to those they left behind.)

j. Why was it so important to Julius that he go back to visit Ellis Island when he was much older? (It remindshim of his journey and wonderful entry into America.)

3. Review the benefits of diversity: food, clothing and music.

Assessment:Teacher observation of student oral participation.

Extension ActivityResearch different ethic restaurants in the Richmond area.




3.12 The student will recognize that Americans are a people of diverse ethnic origins,customs, and traditions, who are united by the basic principles of a republican form ofgovernment and have respect for individual rights and freedoms.


Materials:Dreaming of America: An Ellis Island Story by Eve Bunting

Procedure:1. Read the story Dreaming of America: An Ellis Island Story aloud to the class.2. Use the following questions to generate discussion:

a. Where were Annie and her brothers from?b. Why had it been three years since they had last seen their parents?c. What transportation were they using?d. Were all the passengers from Ireland? How do you know?e. Can you give at least two reasons why passengers were going to America?f. How had Annie and her family traditionally celebrated the holidays in Ireland?g. What did they see when they arrived at the New York harbor?h. Why was Annie given a $10 gold-piece?i. What did Annie’s ring symbolize?

3. Review the Essential Information in the Teacher’s Resource Guide accompanying this objectivewith the class.

4. Students will write in their journals in response to this starter sentence: “American people comefrom different ethnic origins and different countries, but they are united as Americansbecause…..”

Assessment:Teacher observation of students oral and written participation.

Extension Activity:Have an Ethnic Diversity Celebration. Students can team to research one ethnic origin or country ofimmigrants’ food, clothing, and music. Each group can dress as that origin and bring a reciperepresenting their country to share.

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