social studies curriculum guide · 2008-02-15 · social studies program delivery standards civic...

SOCIAL STUDIES CURRICULUM GUIDE

COLCHESTER PUBLIC SCHOOLS 2005

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Vision Statement The vision of the Colchester Public Schools social studies program is to help individuals become life-long learners and active and conscientious citizens who contribute on a local, national and global level.

Philosophy Statement Our philosophy is to enable individuals to understand the past in relationship to the present and future, to be informed and active citizens, and to recognize and appreciate diversity.

Program Goals As a result of education in Grades K-12, students will: • demonstrate knowledge of the structure of United States and world history to understand life and events in the past and how they relate to one’s own life experience; • analyze the historical roots and the current complexity of relations among nations in an increasingly interdependent world; • demonstrate an understanding of the concept of culture and how different perspectives emerge from different cultures; • apply geographic knowledge, skills and concepts to understand human behavior in relation to the physical and cultural environment; • describe the relationships among the individual, the groups and the institutions which exist in any society and culture; • demonstrate knowledge of how people create rules and laws to regulate the dynamic relationships of individual rights and societal needs; • apply concepts from the study of history, culture, economics and government to the understanding of the relationships among science, technology and society; • describe how people organize systems for the production, distribution and consumption of goods and services; • demonstrate an understanding of how ideals, principles and practices of citizenship have emerged over time and across cultures; and • describe how the study of individual development and identity contributes to the understanding of human behavior.

2/15/2008

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2/15/2008

A GUIDE FOR OUR UNIT DEVELOPMENT Our students will be able to:

• Read, write, organize and process information • Develop skills such as compare/contrast, synthesize and analyze • Understand and explore perspective • Effectively voice their opinions • Value diversity, voice, and purpose of the individual • Question • Demonstrate active civic participation

This is accomplished through an emphasis on: • Exploration • Discussion • Research • Simulation • Questioning • Participation • Reflection • exposure

SOCIAL STUDIES PROGRAM DELIVERY STANDARDS Civic competence is the goal of social studies. Students who have the commitment to the ideas, values, knowledge, and skills of a democratic society will be the most capable of shaping our future and sustaining and improving our democracy. To meet the program delivery standards, we commit to: Instructional resources

• Adequate materials both print and non-print to support research and meaningful learning.

• High-quality technology to allow students to find information, and collect and

analyze data. Staff Development

• Programs for teachers to support the implementation of a curriculum aligned with state and national standards.

High quality instruction

• Opportunities for students to participate in their community, nation and world and to collaborate in decision-making and problem solving.

• Meaningful learning with home/school/community connections.

• Differentiated lessons with a variety of instructional strategies to meet the needs

of all learners.

• Integrated instruction to help students find relevance.

• Active and authentic learning tasks that create deep understanding and encourage students to think critically.

• Opportunities for students to see multiple perspectives and engage in student-

centered research. Assessment

• Benchmarks assessed regularly to check for understanding and competence in skill areas.

• Authentic assessments which are performance-based

Colchester Public Schools K-12 Social Studies Topics Scope and Sequence

Grade History Geographic

ThemesCivic Ideals and

PracticesGlobal

ConnectionsEconomics

K Map of Bedroom Study of ME

1 Map of Home Family: Living and Working Together

Compare & Contrast China

2 Map of School and Classroom

School: Living and Working Together

Compare & Contrast Mexico

3 Map of Colchester Map of Arctic

Town: Living and Working Together

Compare & Contrast Arctic

4 CT Colonial Life

CT Geography & Natural History &

Regions.

CT Government

Immigration

Industrialization

5 American History First Americans

to Pre-Revolution

U.S. Geography & Regions

6 Ancient Civilizations Mesopotamia

Egypt, Greece, Rome, China

7 US History - Part I Revolution Through

Reconstruction

X

X

X

8 US History - Part II 1879 Through 1950

X

X

X

X

9

Required Physical Geography

Human Geography

Cultural Geography

X

Electives 10

Regional Studies (semester

courses) Southeast Asia, Japan/

China, Middle East, Latin America, Sub-Saharan Africa

Western Civilization

Early Man to Fall of Rome, Middle Ages to Modern

Europe

11

Required US History: Civil War

Through Twentieth Century

12

Contemporary Events (E) AP Human Geography (E)

(11,12)

Civics (Required)

Anthropology (E)

Psychology

Sociology

COLCHESTER PUBLIC SCHOOLS SOCIAL STUDIES FRAMEWORK/ESSENTIAL QUESTIONS

TOPIC PK-2 ENDURING UNDERSTANDINGS

ESSENTIAL QUESTIONS

STANDARDS ASSESSMENT

Needs and wants K: Study of Me

Individuals have similarities and differences. Individuals are responsible for their unique information (age, address, name, telephone number, bus number.) Every member of a community has a responsibility to contribute in a productive matter. People have a variety of needs and wants.

What makes me special and unique? What do I need? What do I want? How do I tell the difference? Why are there rules? Why do rules change? How and I in charge of myself in my environment?

(K-2) 1.3, 5.1, 5.2, 6.1, 6.2, 7.1

Students will identify a peer in the classroom using pictorial representation and three descriptive clues.

Collaborations (roles, responsibility, teamwork) 1: Family—living and working together

All people are part of a family structure. Family rules promote the well being of all its members. Families demonstrate C.A.R.E.S. (Cooperation, Assertion, Respect/Responsibility,

What is a family? How do you take care of your family? How does your family take care of you? How are families alike? How are families different?

(K-2) 1.3, 2.2, 3.1, 3.2, 5.1, 5.2, 6.1, 8.1

Students will create a fictitious neighboring family that is different from theirs. Students will use the drawing to compare and contrast their own family to their new neighboring family.


Empathy and Self-Control). Being part of a family makes you feel many different ways. Families are alike and different. All families share special events and traditions.

Why do families have traditions? What kinds of feelings can your family share? How does your family practice C.A.R.E.S? (Cooperation, Assertion, Respect/Responsibility, and Self-Control) Who is part of a family?

Power 2: School: living and working together

Every school has a structure to help it meet the wants and needs of its members. Every member of a school has a responsibility to contribute. Rules help make our school a safe place to learn, grow and interact with others. The character traits of CARES help our school work.

Why do we have school? What are a school’s needs? Who helps us at school? What makes our school work well? Why do schools have rules? What rules do we need to learn grow and interact with others?

(K-4) 5.4, 6.1, 6.3 Create map of school and classroom. Give a tour to a new student in your school. Compare/contrast Mexico. Create a travel brochure for visitors to Mexico.


Topic: 3-5 Enduring

Understandings Essential Questions State Standards Assessment

Rules and laws 3: Town: living and working together

Rules of a community are designed to promote the well-being of all its members. A community is a collection of people who live near one another and interact with each other. Towns consist of communities that are built from groups of neighborhoods that are interdependent of each other Towns are unique because of the people who live there, the location, “points of interest,” and events of the past. All residents of a

How is our community alike and different from other communities? Who are some men and women that are essential to a community? What are some of the activities and responsibilities of men and women of our community? How can a third grade student become involved in the community? What makes the community of Colchester unique? How does where I live influence how I live? What is the government of Colchester like?

(K-4) 4.1, 4.2, 4.5, 4.6, 4.7, 5.3

Create a map of Colchester illustrating topography, points of interest, and key roads and intersections. Create map of Arctic Compare /contrast Arctic Write letters to different offices at City Hall to learn about the responsibilities of the people in these offices and departments Create a “Town Report” showing population trends, a location map, and governmental chart to understand who runs the town. Create a town brochure


community contribute to the well-being and function of that community. A successful community benefits from all of its citizens being involved in the world around them. A community requires a system of government to function properly.

that illustrates points of interest in town, municipalities, recreational areas, points of pride, historic places, schools.

4: Connecticut: Natural History & Geography, Colonial Times, State Government Industrialization & Immigration Regions of Connecticut

Humans & environment are interdependent. Geography changes over time. Citizens have the right & responsibility to take part in government. Government is set up in a specific way to work smoothly & ensure that people’s rights are protected. Many forces work together to cause groups to move. Ethnic groups make varied contributions to our culture.

How are people, geography & environment connected? How and why do geography & environment change? How can individuals make a difference? How and why does government work? Why do groups move? How does technology affect culture?

1-1,4,6,7 2-1,2,4 3-2,3,4 4-1,3,4,5 5-1,2,3,4,5 6-1,2,3,4 7-1,2,3,4 9-1,2,3,4 11-2,3,4,5,6 12.1,3,4,5,6

Create a population density map. Create a picture book depicting a problem you will bring to the attention of your state representative. Create 6 maps of a region of the U.S. Make a chart displaying your conclusions. Compare the regions with a venn diagram.


Technology changes culture.

5: American History Regions of the U.S.

Knowing historical patterns helps you link events, people and places. Where you live influences how you live. What you believe influences how you behave. Individual pursuits of the American dream often conflict/impede with one another. Personal identity is shaped by culture. America’s strength is attributable to the contributions and challenges of its diverse people.

What is the original American Dream? How is it similar or different to your own? To what groups do you belong? How does belonging to one group affect how you interact with others? How does the past influence who we are? Why do people move?

1.5-6.1,6.2,6.3 2.5-6.2, 6.3,6.4 3.5-6.1,6.2,6.3,6.4 4.5-6.2 8.5-6.2 9.5-6.1,6.2,6.3,6.4,6.5 10.5-6.2 11.5-6.1 12.5-6.1,6.2,6.3,6.4,6.4 13.5-6.1,6.3,6.4 15.5-6.1,6.2 14.5-6.1,6.2

Museum presentation of an American explorer.


Big Idea 6th grade

Enduring Understanding Essential Questions State Standards Assessment

Cultures Students will understand the eight elements of cultures. Students will understand that artifacts and/or primary sources can indicate cultural universals. Students will understand how each element of culture is dependent on creating a civilized society

What do all cultures have in common? What makes us civilized? What universals do all cultures have? What must all cultures have?

Historical thinking: 1.1,6 Performance task: Creation of class culture, including artifacts, and then participate in a simulated dig project. Other assessments: students analyze

unknown artifacts, and bring in home artifacts to share.

Museum of Cultures: 1. students photograph all of their created artifacts, 2. write index cards with interpretations of artifact and proposed connection to cultural universals, 3. photographs and descriptions will be returned to the original "culture" for setting up museum.


Mesopotamia ~ students look at the region, technology, and culture of the people of Mesopotamia to understand the development of Sumerian city-states.

Students will understand the Mesopotamia is considered the birthplace of civilization. Students will understand how each element of culture is dependent on creating a civilized society.

How is Mesopotamia a civilized culture? How does Mesopotamia fit into our understanding of culture? Why was technology important to Mesopotamian culture?

Historical Thinking 1.6, 1.7, 2.4

Performance task: Students have a choice of one of three tasks: 1. Ziggurat construction (technology use), 2. Topographic map of Mesopotamia and region, 3. Written report on Sumerian religious beliefs and/or the success of the four empires. Other assessments: There are two, brief assessments attached to the HISTORY ALIVE! lessons. 1. Lesson 4 in HISTORY

ALIVE!: As Mesopotamians, students will be asked to solve four key problems to better understand the changes that occurred.

2. Lesson 5 in HISTORY ALIVE!: Students will examine artifacts and interpret the characteristics of civilization.

3. Examine the relationships of people within the social structure of Egypt.


Egypt Students will understand that cultures begin, develop, and change through time. Students will understand that a region's geography, climate and natural resources affect the way people live and work. Students will understand that religion is the glue that holds ancient cultures together (& shapes society). Students will understand that there are some mysteries, such as the evidence of the deaths of Nefertiti and King Tut, that will continue to change with new technology. Students will understand the unique geography of Egypt, and the Nile's role in developing the region's civilization.

Why do cultures survive? How do people use what they have? How does religion both reflect and shape culture? How does what we believe influence how we behave? What happened to King Tut and Nefertiti? Why is the Nile River important to Egypt? How did technology play and important part in the construction of the pyramids? How is Egypt a civilized culture? How does Egypt fit into our understanding of culture?

Historical Thinking 1.1, 1.6, 2.4 3.5-6.1, 3 9.5-6.1, 5 12. 5-6. 2, 5 13.5-6.1, 4

Performance task: Using primary sources and webquest, students write a persuasive essay about the mysterious death of King Tut Other assessments: For vocabulary development, create an illustrated alphabet book with Egyptian terms. At a station, students will examine three hypothesis about how Egyptians were able to complete the incredible task of pyramid construction (History Alive, ch. 8)


Students will understand the technology needed to construct the pyramids. Students will understand the social structure of ancient Egypt.

Greece Students will understand that the Ancient Greeks influenced the way we live today. Students will understand that the geography of a region influences the culture. Students will understand that the Greek ideal of democracy led to the development of the United States' democracy.

How am I connected to the past? How does where I live influence how I live? Why was democracy successful in Ancient Greece and why is it successful in America?

6.5-6.1 7.5-6.1, 2, 3 9.5-6.1, 2, 3

Performance Task: Examine four excerpts from Ancient Greek documents/speeches to determine if the U.S. Constitution is "guilty" of plagiarism. Other assessments: Greek map and

geography quiz Writing response to

prompt: "Is the Constitution guilty of plagiarism? Why or why not?"

Comic strip comparing Athens to Sparta

Frieze /metope that illustrates some aspect of life in Athens or Sparta.

Life in Athens and Sparta quiz -- including narrative and persuasive


writing Illustrated and written

scrapbook about the Golden Age of Athens

Create a human spectrum/persuasive class discussion.

Golden Age of Athens/Legacy of Ancient Greece quiz -- including travel poster and descriptive writing.

Persuasive response to writing prompt -- Was Alexander the Great a hero or a villain?

Critical thinking group work/class discussion

Alexander the Great quiz -- including map work

In all sections, use and discuss graphic organizers for reading.

Unit test Unit enrichment project.


Big Idea 7th grade


Geography of the United States

The topography, climate, and natural resources of a region influence the culture, economy, and lifestyle of its inhabitants. Maps and globes are essential tools to study geography.

How does where I live influence how I live? Why is "where" important? What story do maps and globes tell?

9.1, 6, 7 Places and Regions 12.1, 2, 3 Human/Environment Interaction

State tourism -- persuasive essay Regional poster study of the U.S.

Conflict in the colonies -- 13 colonies to Declaration of Independence

1. The French and Indian War caused conflict in the colonies which led to a desire for freedom.

2. Representation, and not separation, was the primary goal of the colonists.

3. Colonists used a variety of methods to protest new laws/acts that were passed without their representation.

4. Colonists formed the Continental

1. What causes change? 2. How do people resolve

conflict? 3. How do citizens

influence government policy?

4. What makes a government fair?

1.1, 1.2, 1.3, 1.4, 1.7- Historical Thinking 2.1- Local U.S. and World History 3.2, 3.4, 3.5- Historical Themes 5.1 – Unites States Constitution and Government

Historical Newspaper


Congresses that created the Declaration of Independence. The Articles of Confederation and negotiated the end of the war.

American Revolution

1) Specific individuals, even outside of elected leaders, can have a profound impact on history. 2) Social and political opportunities and problems resulted during the American Revolution.

1) Who causes change? 2) Why is change

sometimes necessary? 3) Who has the power and

how do they get it? 4) What social and political opportunities and problems did the American Revolution create?

1.3, 1.7- Historical Thinking 2.1- Local U.S. and World History 3.5- Historical Themes 4.2- Applying History

Federalist or Democrat-Republican? Persuasive poster Broadcast News journalism

Articles of Confederation through the Constitution

All governments must set laws in order for societies to function. The language of the US Constitution can be interpreted in very different ways. The US Constitution is related to negotiation, mediation, arbitration,

What are the limits of government and what should they be? How does government both reflect and shape society? Why do we need a Constitution?

1.1, 2, 7 Historical Thinking 4.3 Applying History 5.2, 3, 4, 5, 6, 7 US Constitution and government 6.1, 3 Rights and responsibilities of citizens

Creation of the Constitution (Convention) debate

Essay on "Should the Constitution be ratified?"

Analysis of Supreme Court Cases.


and litigation. The US Constitution both guides current society and is also shaped by current society.

Why is the Constitution considered a "living" document?

7.2,4 Political systems

America: Its early struggles -- the Presidencies of George Washington and John Adams

Democratic governments must balance the rights of individuals with the common good. Throughout American history, wartime fears and perceived threats to security have led to the denial of certain civil liberties. The way in which our Constitution was formed has shaped our country today.

What is the government's responsibility to promote the general welfare? Why is precedent-setting an overwhelming task?

1.1, 2, 5 Historical thinking 2.1 Local, US, and

World History 4.1, 2, 3 Applying History 5. 6, 7 US Constitution and Government 14. 3, 4 Economic Systems

Interview with George Washington -- farewell address.

Westward expansion

People move for many reasons such as various societal, economic, and external forces. Successful leaders rely on courage, ingenuity, and collaboration to overcome hardships and challenges.

Why do people move? What makes someone a pioneer? How does perspective influence history? How did "Manifest

1.1, 2, 3, 4, 5 Historical Thinking 2.1, 2, 4 Local, US and World History 3.3, 4, 5 Historical Themes

Westward expansion -- diary entry Journalist article Going West Web Quest Lewis and Clark Expedition Map


Because the story is often told by the winners, it is essential to remember that there is another perspective, and the winner may not always be right.. Philosophies in the early US shaped the cultural, political, and geographic nature of our nation.

Destiny" influence and shape the nation?

Andrew Jackson's Presidency (1820's - 1840's)

Progress often comes at a price. Government leaders must make difficult decisions. It is important to understand all perspectives when analyzing an issue.

Who were the winners and who were the losers in Andrew Jackson's presidency? What causes change? How do governments balance the rights of individuals with the common good?

1.1, 2, 3, 4, 5, 6 2.1, 4 3.3 4.2

-- Analysis of painting -- Perspective writing

Slavery in Colonial America

Millions of enslaved Africans from diverse backgrounds were brought over to North America against their will.

Why did slavery develop in North America? Why was it allowed to continue?

1.1, 1.3, 1.4, 1.5, 1.7 – Historical Thinking 3.3, 3.4 – Historical Themes

Webquest on Fortune’s story R.A.F.T. essay Journal (narrative) essay about Olaudah Equiano


Slavery had a direct impact on the economic growth of the United States in the Northeast as well as in the South. African slaves were not passive but resisted overtly and covertly their enslaved status.

What does the typical slave owner look like? What social and political opportunities and problems did the slave trade create? How was the economic and class structure of the South affected by slavery?

4.2 – Applying History 11.1 – Human Systems

Analysis of letters from Union and Confederate soldiers


Big Idea 8th grade


The West (1850-1890)

The topography, climate, and natural resources of a region influence the culture, economy, and lifestyle of its inhabitants. Maps and globes are essential tools to study geography.

How does conflict produce change? How does migration influence culture? Who has the power and how do they keep it?

1.7-8.3 & 4 Historical thinking 2.7-8.1,4 Local, US and World 3.7-8.2, 3, 5 Historical Themes 4.7-8.2 Applying History 5.7-8. 5, 6,7 US Constitution 6.7-8.1, 2 Rights and Responsibilities 9.7-8.1, 3, 4 Places and regions (8.5, 8.6?) 13.7-8.3 Limited Resources

Present one of four groups who experienced the continental railroad. Write a persuasive letter.

The Second Industrial Revolution • Growth of

industry

Developments in steel, oil, and electric power changed American culture

How does technology and instructions influence individuals and cultures?

1,3,4,6,8,9,11,13,14 Ellis Island simulation


• Big Business • Immigration and

the cities • urbanization • populism

Push and pull factors influence movement

What causes people to migrate?

Reform (1868-1920) • labor unions • progressives • the Guilded Age • women and

minorities

Racial, ethnic, and gender differences caused conflict within the country Use and abuse of power led to reform

How does your position in group and society effect interactions with other groups? Who has the power and how do they keep it?

8.1- 8.7 Term paper using research and technology.

Becoming a World Power (1865-1914) • overseas

territories • Spanish/American

war • Latin America • Mexico

The US is expanding sphere of influence outside its boundaries

Who has the power and how do they keep it?

Essay question test

World War I • Road to war • Neutrality • Prepare for war • battles • peace

Resolution is temporary/changing In the global community, the US is effected by changes in other communities.

How does change produce conflict? How do we resolve conflict? How does conflict produce change? Is conflict needed to produce change?

Propaganda paper Political cartoon Research a topic of technology from the War

Roaring Twenties (1919-1929)

Changes in society following WWI

How does social change impact culture

8.1-8.7, 5.7-8.7 Class Timeline


• Boom time • Jazz age • business • arts/entertainment • changing

population

impacted business and arts & entertainment


Topics 9-12 Enduring Understandings Essential Questions State Standards Assessments Geography Grade 9

Location can be relative and absolute. Places can be described by physical and human characteristics. People and places are connected in many ways. All places on the earth have advantages and disadvantages for human settlement. Regions have shared characteristics which can be a governmental unit, a land form type, or an interplay of several features.

What makes a region? What are the most important geographic, political and cultural factors in creating territorial boundaries? What cultural and political factors serve to divide or unite people? How do people interact with the environment? How does the environment shape character?

GRADE 9-10 3.1 9.3 11.3 13.1 3.2 10.1 11.4 15.2 4.5 10.2 12.1 8.1 10.3 12.2 9.1 11.1 12.3 9.2 11.2 12.4

Midterm Final CAPT Research Paper Research Project

World Civilizations

Differing societies create varied structures that reflect their needs. Culture influences government. Events are linked and patterns are evident in history.

How does understanding who I am help me understand others? What happens when cultures clash? What obligations do nations have toward each other? How does religion shape culture? How is multicultural

GRADE 9-10 1.2 3.3 4.3 7.2 9.3 2.2 3.4 4.4 7.3 11.1 3.1 4.1 4.5 8.1 13.1 3.2 4.2 7.1 8.2

Research Project Level 3 – Outside Reading CAPT


conflict resolved? How are events linked to each other?

Civics

Power is institutionalized in many different ways.

What is the role of government? What should be the limits of government? When does the common good outweigh the rights of the individual? How does the constitution provide for change?

GRADE 11-12 1.3 5.1 6.2 7.3 15.1 2.3 5.2 6.3 8.1 3.2 5.3 7.1 8.2 3.3 6.1 7.2 8.3

Research Project Final

Anthropology

Differing societies create varied structures that reflect their needs.

What historical factors influence the development of anthropology? What are cultural universals? How does environment influence culture?

GRADE 11-12 2.2 4.4 9.3 13.2 3.1 4.5 11.1 13.3 3.5 7.2 12.2 14.1 3.6 9.1 13.1

Research Project Final

US History

Government functions to distribute power and resources. Events are linked and patterns are evident in history. American democracy

How do reform movements create change in society? What causes cycles of prosperity and depression? How should government

GRADE 11-12 1.1 3.2 4.3 6.1 8.3 15.1 1.2 3.3 4.4 6.3 9.1 1.3 3.4 4.5 7.2 14.2 2.1 3.5 5.1 7.3 14.3 2.2 3.6 5.2 8.1 14.4 2.3 4.1 5.3 8.2 14.5

Research Paper Timeline Debate Compare/contrast essay Persuasive essay


reflects both change and continuity. U.S. History is the gathering and interaction of people, culture and ideas. Economic and technological changes affect society, ideas, and the environment. America’s role in the world has changed over time.

regulate business? When should nations cooperate and when should they defend their own interests? When is it necessary to stand up for what you believe? What obligations do nations have toward each other? How does the Constitution reflect American society? How does technology cause political, social, and economic change?

Contemporary Issues Many forces serve to unite or divide people.

How are events linked? Do patterns affect decision making? How are technological innovations both beneficial and detrimental to society? When is it necessary to stand up for what you believe?

Power point presentation Debate Research

Colchester Public Schools Historical Thinking Skills

Student Learning Benchmarks

1

Grade/Course: Kindergarten

Guiding Principles of Diversity Map & Globe Skills

Research & Study Skills

Reading in Content Areas

Demonstration of Understanding

Writing (W) Visual Rep Technology (T)

Recognize and develop acceptance of self Recognize that every human being has value Realize that each individual is unique and has value Demonstrate respect for one’s own cultural group and that of others

* graphing * U.S. map for cardinal * Directions N.E.W.S. * World Map To name

LR1 Nonfiction elements

Story elements Response to literature

R1 – Reading Strategies Predicting Drawing

Conclusions Topic/Main

Idea

W – Demonstrate facility in oral language, use complete sentences and appropriate and descriptive languages

Develop an awareness of different ethnic/cultural groups Begin to understand how words, voice, tone and gesture empower or hinder individuals Explain the concept of community and diversity Explore practices, customs and traditions of familiar groups and communities Consider different points of view when solving problems Acquire knowledge in resolving conflicts and problems

Contents Define Globe Left/Right Directionality Map to Name Continents

LR2 Info processing

R2 Making

Connections Questioning

W – Sustain attention for stories and discussions to gather and organize information

Understand how differences among people complement each other Understand the value of diversity to the community

R3 Concepts of

Print Vocabulary

Development

W – Communicate a message through pictures, symbols, words and oral dictation

Recognize stereotypes and misinformation in the media about others Recognize and question stereotypes in the student’s life

R4 Listening Critical

Response

W – Write as a means of self expression

R5 Respond to Text

Genre

LR 6 Differentiative Resource

R6 Oral, visual and

written response

R7 Explore and

Respond to a Variety of Literature



2

Grade/Course: Grade 1







Map - legends - interpretation - China/U.S. -map of house

LR 1 Identify essential

elements of biographies and nonfiction books

Distinguish between fiction and nonfiction text


Conclusions Topic/Main

Idea Organizational

Patterns

W - Write a nonfiction piece related to social studies


* fire safety map * compare Province/Town Understand/ * map key read read a legend

LR2 Info processing

R2 Making


T – [Integrate a technology goal integrated with the Super 3 strategies and media]


* develop key LR3 Key wording R3 Concepts of

Print Vocabulary

Development


LR4 Key word searching 5.1

R4 Listening Critical

Response

LR5 demonstrate awareness of resources outside school

R5 Respond to Text

Genre

LR6 6.3 R6 Oral, visual and

written response

LR7 R7 Explore and




3

Grade/Course: Grade 2 Guiding Principles of Diversity Map & Globe

Skills Research & Study

Skills Reading in

Content Areas Demonstration of

Understanding Writing (W) Visual Rep Technology (T)


* Globe * Maps

U.S. Country State Town School

LR 1 Identify essential

elements of biographies and nonfiction books

Distinguish between fiction and nonfiction text


Conclusions Topic/Main Idea Organizational

Patterns

T – [Write an objective for Sandy that ties in the SS lessons during media]


Map of

classroom and/or school

Map key

LR 2 Info processing LR3 Identify keywords for searching for

R2 Making


W – Write a nonfiction piece related to a social studies topic of study


LR3 Identify key words for

searching Develop awareness of

print

R3 Concepts of Print Vocabulary

Development


LR4 keywording R4 Listening Critical Response

LR5 5.1 Awareness of resources

R5 Respond to Text

Genre

LR6 Different sources

R6 Oral, visual and

written response

LR7 Awareness for giving credit • awareness of concept ownership of ideas/info

R7 •Explore and Respond to a Variety of Literature



4

Grade/Course: Grade 3






Recognize and develop acceptance of self Recognize that every human being has value Realize that each individual is unique and has value

•Map houses where they live in Col. •Definition of map, globe, atlas •Uses of each •Continents •Hemispheres

LR 1 All of them


Conclusions Summarizing Retelling Topic/Main Idea Organizational

Patterns

T – Be able to use a variety of software that supports social studies curriculum T – Participate in learning activities that incorporate multimedia

Demonstrate respect for one’s own cultural group and that of others

States/countries Draw map of Colchester Types of maps

LR1 Knowledge of Literature General non-fiction elements

R2 Making


T – Use the electronic resources of the library media center to select and locate books with teacher support

Develop an awareness of different ethnic/ cultural groups

Directions Compass Rose Scale grids

Response to Litt LR2 Info processing

R3 Concepts of Print Vocabulary

Development

T – Be introduced to creating clear and meaningful age-appropriate presentations of ideas in print

Equator Key/legend Map hurricanes Land forms

LR3 Essential? Keywords Available resources Course of action

R4 Listening Critical Response

T – Be able to locate and select with teacher assistance appropriate information resources to complete an information task

Explain the concept of community and diversity

Oceans Symbols

LR5 Identify resources Gathering info Resource article

R5 Response to Text

Genre Authors Craft

T – Be able to identify a variety of information media formats

Consider different points of view when solving problems

Dog City, Town Country

school LRC Evaluate criteria LR Bibliographic

R6 Oral, Visual and

Written Response

T – Be able to extract information from multiple information sources to complete an age appropriate information task

Standards Responsible Use

W – Write a paragraph with a topic sentence and supporting details when given a set of questions



5

Grade/Course: Grade 3 (continued)






W – Demonstrate knowledge of the writing process and apply it to expository, persuasive and descriptive writing

W – Extract and organize information read from text

W – Develop and use reference skills and materials

W – Complete a research project

W – Deliver oral presentations using a coherent sequence of thought, clarity of presentation, appropriate vocabulary and length, and nonverbal communication appropriate for the purpose and audience



6

Grade/Course: Grades 4/5

Guiding Principles of Diversity

Map & Globe Skills





Understand that United States culture derives from the histories of indigenous, immigrant, free and enslaved and refugee population Continents & Oceans Map Symbols Thematic maps

F – Historical Thinking – Interpret Maps and Other Artifacts Geography Weekly 50 States location

L2 Understand and

follow oral directions

Give accurate oral directions

Participate in independent/ cooperative learning activities

Are focused members of an audience

R1 Reading

Strategies Semantic

Picture Clues Drawing

Conclusions Questioning

T – Be able to locate, save, and retrieve a file from a variety of electronic media, with teacher prompting T – Be able to use the common features of the computer operating system with teacher assistance

Recognize that in our society we have laws which protect equal rights Terms:

Latitude & Longitude

Map scale Basic map skills

- Legend & symbols - Compass Rose Elevation key U.S. Geography

Physical geography Terms

Mountain ranges Plains Plateaus Bodies of water

Physical vs. Political

World

Equator Prime Meridian

L3 Clearly restate the

scope and ground rules of a task (such as time line, length, audience and presentation mode) with minimal prompting

Identify, locate and use an array of print, non-print and electronic resources available through their library media center with assistance and access resources outside of school

Concepts

About Print/Book Features

Vocabulary Development

Listening

T – Follow established school procedures to keep passwords confidential and to protect the work and files of others T – Describe the Internet as a worldwide network of computers that share information T – Follow established school guidelines for safe use of the Internet T – Understand and avoid plagiarism T – Be able to process a piece of writing that incorporates common word processing techniques



7

Grade/Course: Grades 4/5 (continued)


Map & Globe Skills





L5 Use organizing

features of print, non-print and electronic materials (tables of contents, menus, indexes, bibliographies and hyperlinks) to locate and use information, with assistance

Search, find and evaluate database and on-line information with assistance

Select and use appropriate resources and/or technology to accomplish a given task, with minimal assistance

Written

Response

T – Strengthen and reinforce their knowledge and skills in content areas through the use of classroom lessons that integrate technology T – Incorporate technology into a research project or unit investigation T – Participate in learning activities that incorporate multimedia T – Be able to use an Internet search engine to locate information T – Be able to use online databases to research appropriate topics T – Produce a word processed report with a graphic (grade 5) T – Be able to use an Internet search engine to find appropriate sources of information for a specified purpose



8



Map & Globe Skills





L6 Develop an

awareness of the nature of the Internet and the varied authenticity of Internet sources

Give credit for information or ideas used by city general source information

Demonstrate responsible and ethical use of hardware and networks

R7 Explore and


T – Be able to formulate, with teacher direction, a plan for identifying possible information sources and criteria for selecting the most appropriate sources for completing an information task

T – Be able to locate and select, with teacher assistance, appropriate information resources to complete an information task

T – Follow established school guidelines for safe use of the Internet

T – Be able to organize ideas and conclusions using (software when appropriate) with teacher assistance

T – Be able to create clear and meaningful age appropriate presentations of ideas of print (and other media and multimedia as appropriate) with teacher assistance

T – Use video, audio and multimedia tools, with assistance, to create clear and meaningful presentations



9

Grade/Course: Grades 4/5 (continued) Guiding Principles of

Diversity Map & Globe

Skills Research & Study

Skills Reading in

Content Areas Demonstration of

Understanding Writing (W) Visual Rep Technology (T)

T – Be able to locate and select, with teacher assistance, appropriate information resources to complete and information task T – Be able to extract information from multiple information sources to complete an age appropriate information task T – Recognize the appropriateness of online material sources

W – Create visual forms to create ideas W – Use dramatic expression to express ideas W – Develop research and report writing skills W – Identify and comprehend the main idea in speeches, discussion, audio visual presentations and respond to what’s been presented



10

Grade/Course: Grades 6/8


Map & Globe Skills




Writing Visual Rep Technology

Standard A: Culture and Change New CT Standard 8: All 8 Places and Regions

Research Paper Grade 6 Emphasis: Note Taking Outline Own Words

(summary) Basic Citation Multiple (limited)

Sources

Standard: 1.1 - predict 1.2 - draw conclusions 1.3 - summarize 1.4 - purpose 1.7 - multiple intep. 2.1 - analyze & interpret text 2.2 - interpret 3.1- words & phrases in context

Persuasive Essay Related to Social Studies Content Grade 6 * opening statement Strong arguments

supporting own informed sources experience, research, mastery

Standard D: Rights: Democratic Societies Systemic values & beliefs: * Behavior is influenced by cultural norms & assumptions * Impact of values & beliefs on individual and society

New CT Standard 10: All 5 Human Systems

Research Paper Grade 7 Emphasis: Clearly Defined

Topic Related Supporting

Information Use of Note

Taking Outline Research Skills Use of Variety of

Sources Cite Sources -

Bibliography

4.1 - respond to facts 4.2 - differing views 8.1 - bias 8.5 - conduct research 9.3 - evaluate political & social issues

Grade 7 * + 2 sources (1 pro and 1 con)

New CT Standard 9: 6 Physical Systems

Research Paper Grade 8 Emphasis: Topic Thesis

(analysis) Taking a Stance Citation

10.1- pov 11. - writing

Grade 8 * + 7th 2 sources using opposing views to support argument

New CT Standard 11: Human & Environment Interaction 11.1 11.2 11.3 11.5 11.7 11.8

12.2 - multiple sources 12.3 - validity of sources 12.4 - source citing 12.5 - Technology

Expository Essay 6-8 Use book notes as source to respond to a curriculum-related question (restate-body-conclusion) Use Bloom’s Tax Economy to differentiate complexity knowledge, comprehension, synthesis, analysis, evaluation Develop assessment rubric and planning tool (prongs)



11

Grade/Course: Grades 9/12 Guiding Principles of Diversity Map & Globe

Skills Research & Study Skills




Appreciating Peoples/ Cultures Identify the impact of the (shared) core values and beliefs of (American culture) on one’s life Analyze contemporary trends of issues and investigate their effect on a cultural group Investigate how individuals, groups and societies interpret and reinterpret their culture Learn and apply cultural information and practices gained from a variety of sources Develop an appreciation for individual differences

- Map identification - Religious - World Continent & US Similarities & Differsnces - Latitude/Longitude - Map projections - Maps vs globes - Types of maps - Analyze & interpret maps & graphs - Scale distance & direction

Generate questions and determine when primary and secondary sources are appropriate to the task and elaborate upon this information in a final product

1 - Employ reading skills and strands to construct meanings from texts

T – Use a variety of technology resources to communicate information (goldenrod packet)

Interdependence Explain how race, socio-economic status and gender affect (one’s) interactions with others Contrast the way the United States (and other nations) maintain cohesion while preserving diversity

- Detect bias in graphs, maps… - mental maps

Evaluate the variety of sources to authenticate research and answer questions generated

1 – Accept, explore, challenge and defend multiple interpretation of text

T – Use technology to locate, evaluate and collect information from a variety of sources

Political, Economic, Social Patterns Research an issue on human rights to explain the different views involved Understand how people have attempted to convert religious, social, political, economic and cultural traditions in (different) societies Understand that the concepts of liberty, equality and justice are experienced differently (by) various cultural groups (in the United States and other nations)

- Make maps - Using Technology

Write, revise and edit their work to produce writing suitable for publication and/or presentation

2 - Describe the thoughts, opinions and questions that arise as they read, view or listen to a text

T - Students will understand the correct citation of sources using MLA or APA format



12






Writing Visual Rep Technology

Political, Economic, Social Patterns Explore the (common and differing) core values and beliefs of people and groups in the United States and other cultures/countries of the world Understand the way power and status develop in a (group) community or society Investigate how popular media influences the development of (one’) world view by generating and perpetuating stereotypes

Observe all ethical and legal restraints in copying or using material from any print, non-print or electronic resources

Give complete bibliographic credit to original sources when using or transmitting information to others

Demonstrate responsible and ethical use of hardware and networks with an understanding of legal implications

3 – Apply vocabulary strategies to more complex texts to ensure comprehension

4 – Apply skills of listening, questioning, contributing and responding in order to enhance understanding of words read, written and reviewed

8 – Evaluate how elements of bias in nonfiction influence meaning

9 – Use literature to examine and evaluate the political and social issues of the past, present and future

SOCIAL STUDIES AND TECHNOLOGY INTEGRATION

Information and Media Literacy for Geography Skills By 4th grade By 8th grade By 12th grade 345 E rg © 2004 Partnershi21st Century • Access information about places around the world from a variety of media. • Gather original data such as observations of weather and climate in our hometown and create graphs or charts to display the information • Analyze and compare information in a variety of media such as photographs, maps, and remotely sensed images (aerial photographs and satellite imagery) to draw conclusions (e.g., describe change over time)

• Acquire relevant spatial data from the Internet • Create original data sets using tools such as a global positioning system and input data into spreadsheets • Conduct visual analysis of remotely sensed images (aerial photographs and satellite imagery), maps and other graphic representations of environmental data from local to global in scale

• Identify spatial data for study of the local community appropriate in scale and projection • Create new data sets and effectively use these data in a geographic information system • Conduct analysis using demographic data in a geographic information system to analyze voting patterns and determine redistricting guidelines 4th Grade 8th Grade 12th Grade

Unit Title: ME KINDERGARTEN

STAGE 1: DESIRED RESULTS Established Goals

Standards 1.3; 5.1; 5.2; 6.1; 6.2; 7.1

Enduring Understandings Essential Questions • 1. Individuals have similarities and

differences. • 2.Individuals are responsible for their

unique information (age, address, name, telephone number, bus number)

• 3. Every member of a community has a responsibility to contribute in a productive manner.

• 4. People have a variety of needs and wants.

• 1. What makes me special and unique? • 2. What do I need? What do I want? How do I

tell the difference? • 3. Why are there rules? Why do rules change? • 4. How am I in charge of myself in my

environment?

Knowledge Skills Students will know: • their address, phone number, full

name, bus number, and birthday. • That they are responsible for the

choices they make. • That people grow and change. • That all people have areas of strength

and weakness. • That even though people look

different, they have the same emotions and needs.

• That they need to respect the decisions of the majority.

Students will be able to: • Make a self -portrait. • Write and verbalize their telephone

number. • Interpret a graph about similarities and

differences. • Tell their address ( number and street

name) • Accept responsibility for their actions. • Identify growth and change in themselves

and others.

STAGE 2: ASSESSMENT PLAN Performance Task Other Evidence

Students will identify a peer using pictorial representation and three descriptive clues. Situation: You are Blue and you are making a facial model of your friend and telling three descriptive things about your friend. The detective friends in your class will use your clues and model to figure out who your friend is. You will need to be sure to include your friend’s unique facial features: eye and hair color and parts of the face and three clues specific to that friend.

• 1. Class graph about their favorite foods. The students would need to recreate the graph on paper and interpret data.

• 2. Students will be able to verbalize their telephone number from memory.

• 3. Students will demonstrate knowledge of their bus number or letter.

• 4. Students will follow the class routines with regularity.

• 5. Students will demonstrate knowledge of three needs and three wants with visuals or illustrations.

• 6. Students will demonstrate knowledge of birthday and address by verbalizing them into a

Unit Title: ME KINDERGARTEN

tape recorder. • 7. Students will demonstrate responsibility by

returning homework and library books. • 8. Teachers will observe student participation in

large or small group activities in order to assess ability to contribute in a productive and responsible manner as a member of the group.

STAGE 3: LEARNING PLAN

• H 1. What makes me special and unique? Show class picture and observe differences and similarities. Make a chart of observations.

• E 2. People sorting and patterning- ongoing activity. • ER 3. Greetings using names ( Higgelty Pigglety Bumblebee, introductions using names) • R 4. People sorting by bus number or letter/ dismissal routines. • E 5. Graphing math (eye color, hair color, birthdays, bus letters/numbers, ages) • R 6. Names (graphing of number of letters in name, broken crayon name plates, letter stamping of

names and dot markers of names) • H 7. Read “Where the Wild Things Are” and ask “Why are their rules?” and generate/ brainstorm

ideas about why there are rules. • R 8. Generate classroom rules and discuss consequences ( First Six Weeks of School-Responsive

Classroom) • E 9. Why is it important to know where you live? Discuss and give reasons. ( make houses with

addresses, teach address poem, and model Wright Group book “Houses”). • E 10. Why is it important to know your telephone number? Discuss and give reasons. ( Make a

class telephone book and teach telephone poem). • H 11. Give each student a picture or object and have them categorize by need or want. Discuss

results and reasons for placements. • R 12. Set up different environments and determine/sort needs and wants ( home, school, or

vacation) • ET 13. Make self- portrait and be sure to include facial features. • E 14. Show and Tell of baby pictures and tell their birthday information and discuss how they

have changed. • R 15. Make a sequence activity showing changes and growth from birth to present. • R 16. Class books which could include: likes/dislikes, favorite things, wishes, pets,

feelings/emotions. • ER 17. Weighing and measuring heights at start of year and at end to compare. • ER 18. Write names on first day of school and on last day of school and compare changes and

growth. • E 19. Students will decorate a capital “I” with pictures of things about themselves (things they can

do, they like, have learned, friends and family) • E 20. Reflective book about their year in kindergarten.

Unit Title: FAMILY GRADE 1


Content Standards: (K-2) 1.2, 1.3, 2.2, 3.1, 3.2, 4.2, 5.1, 5.2, 6.1, 8.1 Enduring Understandings Essential Questions

Students will understand… • All people are part of a family

structure. • Family rules promote the well

being of all its members. • Families use C.A.R.E.S

(Cooperation, Assertion, Respect/Responsibilities, Empathy and Self-Control)

• Being part of a family makes you feel many different ways.

• Families are alike and different. • Families share special events

and traditions.

• What is a family? • What makes a family work? • How do you take care of your family?

How does your family take care of you?

• How are families alike? How are families different?

• Why do families have traditions? • What kinds of feelings can your family

share? • How does your family practice

C.A.R.E.S. (Cooperation, Assertion, Respect/Responsibility and Self-Control)

• Who is part of a family?

Knowledge Skills Students will know…

• Family diversity • Important family traditions and

special events • Family vocabulary and C.A.R.E.S.

vocabulary • What makes a family • Ways family members take care of

each other. • Specific rules that benefit all its

family members.

Students will be able to… • Identify who they are in the family • Label members of a family group • Compare how families are alike and

different • Interpret a graph about their family • Create a timeline based on important

family events • Identify fiction and non-fiction books

about family • Share a family tradition • State an important family rule • Explain what makes a family • Give an example of a feeling that a

family can share and identify the event causing the feeling

• Illustrate how their family demonstrates C.A.R.E.S.

• Give examples of how a family helps each other


• “New Neighbors” The house next door to you is empty. Imagine you can order a family from a catalogue to be your new neighbors. To order new neighbors you must create a picture of this family to send to the catalogue company. Your picture must include the people in the family labeled with family words. Your picture must be drawn and

Process Check • communicating ideas with their classmates • identifying their role in their families • analyzing and interpreting data on a graph • making associations with other students • comparing the similarities and differences

between families using attributes • a need for family rules


colored realistically. Finally, write how your new neighbors are like your family and how they are different from your family. To make a catalogue picture, you may choose the following; crayons/markers, magazine cut-outs or paint.

• explaining their family relations • illustrating how families demonstrate

C.A.R.E.S • identifying and appreciating family

traditions • internalizing family feelings • demonstrating responsibility by

performing chores • identifying special family events

Product Check • Family member labeled picture • “Who am I?” worksheet • Siblings graph and questioning worksheet • “Building a Family” worksheet • Venn Diagram comparing two families • Class family members graph and

questioning worksheet • Family Tree • “Meet the Happy Hendersons” worksheet • “My Family C.A.R.E.S” homework

assignments • Family C.A.R.E.S. poster • Families working together collage • “How Do I Help My Family” worksheet • Family Rules illustrations • “My Family Rules” homework assignment • “My Family’s Traditions” homework

assignment • My Family’s Traditions” Big Book page • “My Family Timeline”


1. “What is a Family?” Have students quick write, draw, dictate their opinion of a family. Students share reactions with the class.

2. Read aloud a story about Families. Brainstorm a list of people in a family. Display the list in the classroom for a reference.

3. Complete the activity, “Who am I?” Students will recognize their role in a family (i.e. son, brother, cousin, etc.)

4. Sing “Salute to Siblings.” Complete a siblings picture graph and interpret results. Display graph in classroom.

5. Complete “Building a Family” activity. Students will recognize and interpret similarities and differences between their families.

6. “How are Families Alike and Different?” Assemble as a large group and use a Venn Diagram to list the similarities and differences between two provided pictures of families.

7. Create a bar graph “Size of Families in Our Class” and interpret the results. 8. Student will create a “Family Tree.” 9. “Families Share Feelings.” Read aloud the story Today I Feel Silly by Jamie Lee Curtis.

Initiate a brief class discussion about events and feelings that families can share. Introduce the students to the Happy Hendersons, the Sad Smiths, the Excited Edmugtons and the Disappointed Dainelsons. Provide the students with feeling scenarios. Students will identify which family shares those feelings.

10. “Your Family C.A.R.E.S.” Remind students of the C.A.R.E.S. character traits. Families will complete a C.A.R.E.S. questionnaire homework assignment. Discuss ideas as a class. Students will write and illustrate one of the ways their family practices C.A.R.E.S.


11. “How Do Families Help Each Other?” Students will create a class collage of family helping activities. Provide magazine and at materials for students. Students will complete a “Working Together” worksheet.

12. Read aloud the Berenstain Bears Have a Family Meeting by Stan and Jan Berenstain. Initiate a discussion comparing the similarities and differences between classroom rules and family rules. Discuss why families need to follow rules. Students work in small groups or role play scenarios which involve family rules. Families complete a “Family Rule” homework assignment.

13. Introduce and define “tradition.” Families complete a “Family Traditions” homework assignment. Students will share with the class and create a Big Book of family traditions.

14. Students will complete a “Seasonal Timeline of Important Family Events.” Students will recall the past year and identify important family events which occurred during the four seasons (winter, spring, summer and fall.)

Unit Title: Our School, Living and Working Together Grade 2


Standards: 1.2/1.3/5.1/5.2/6.1/6.2/7.1/8.1

Enduring Understandings Essential Questions

1. Every school has a structure to help it meet the wants and needs of the members.

2. Every member of a school has a responsibility to contribute.

3. Rules help make our school a safe place to learn, grow, and interact with others.

4. The CARES traits help our school work.

Why do we have school? What are a school’s needs and wants? Who helps us at school? What makes our school work well? Why do schools have rules? What rules do we need to learn, grow, and interact with others?

Knowledge Skills Students will know: 1. The members of our school, their specific

roles and responsibilities. 2. People in school need to work together in

order to accomplish tasks and achieve goals.

3. Every member of our school has a responsibility to contribute in a productive manner.

4. Rules are designed to make our school a safe place to learn, grow, and interact with others.

5. What a map is. 6. How to use a school map to locate different

areas in our school.

Students will be able to: 1. Name our adult school helpers. 2. Learn about 5 helpers and dramatize some

of their roles and responsibilities 3. Illustrate how our school demonstrates

CARES 4. Identify ways to be helpful at school. 5. Make judgments about how to help others,

respect school property, have a positive attitude and take initiative.

6. Identify 3 school rules 7. Demonstrate rules for the cafeteria, recess,

and classroom. 8. Use map symbols, keys and directions.


A new student comes to Colchester Elementary School. Your job is to give them a tour to include the 4 most important places in our school that they should know and help them understand why they need to know these four places. On the school map, color in these 4 places and label them so the new student can use the map as a guide.

Students will write a paragraph explaining the need for school rules. Students will follow school rules with regularity. Students will demonstrate CARES by performing classroom jobs. Students will take a quiz to identify the adult school helpers and their jobs. Students will color a map using written directions and a map key. (Interactive notebook p. 22-23)

Unit Title: Our School, Living and Working Together Grade 2


1. Brainstorm a list of adults that help us at school. 2. Create a poster for each classroom job. 3. Read about the roles and responsibilities of a teacher, principal, secretary, custodian, and nurse. 4. Act out some of the roles and responsibilities. 5. Create and solve riddles about the adults who help us at school. 6. Play the “what if” game. “What if …….. didn’t do his job today? 7. Illustrate and write about one way students help our school. 8. Interview one school helper or have them come to speak to the class. 9. Play a ‘no rules’ game to understand the difficulties of not having rules and the benefits of having

them. 10. Write and illustrate one school rule.

Your Town – Grade 3 Town: Living and Working Together Stage 1: Desired Results Understandings

A community is a collection of people who live near one another and interact with each other.

Towns consist of communities that are built from groups of neighborhoods that are interdependent of each other

Towns are unique because of the people who live there, the location, “points of interest,” and events of the past.

All residents of a community contribute to the well-being and function of that community. I.e.- they are active citizens.

A successful community benefits from all of its citizens being involved in the world around them.

A community requires a system of government to function properly. Colchester is a community. How is the Colchester community a part of the state, country and world?

Essential Questions Knowledge & Skill • How is our community alike and different

from other communities? • Who are some men and women that are

essential to a community? • What are some of the activities and

responsibilities of men and women of our community?

• How can a third grade student become involved in the community?

• What makes the community of Colchester unique?

• How does where I live influence how I live?

• What is the government of Colchester like?

• How the town of Colchester runs • Rights and responsibilities of Colchester

citizens

Stage 2: Assessment Evidence What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? Performance Task Summary Rubric Titles

Compare and Contrast the culture of Colchester to the culture of an Arctic community

Research Bacon, Bulkley and Foote to understand how they were influential in the development early Colchester

Write letters to different offices at City Hall to learn about the responsibilities of

the people in these offices and departments Create a “quilt” of Colchester Write letters to voice their ideas about

issues. Raise funds for community outreach

programs, etc. Locate town of Colchester on a map and

relate its location to major cities in Connecticut, including what county we belong to.

What have you seen in the last week that shows our community government working to keep us safe?

Create a “Town Report” showing population trends, a location map, and governmental chart to understand who runs the town.

Create a town brochure that illustrates points of interest in town, municipalities, recreational areas, points of pride, historic places, schools, etc.

Travel to the historical society museum and create an artifact report.

Create a map of Colchester illustrating topography, points of interest, and key roads and intersections.

Self-Assessments Other Evidence, Summarized

Stage 3: Learning Activities Field Trips Walking tour of Colchester Visit to Historical Society Museum Discussion with Senior Center Representatives regarding Colchester of their youth

Natural Connecticut Grade 4


• Define and identify natural and human characteristics of places • Explain how human and natural processes shape places • Provide reasons why and how places and regions change and are connected • Explain ways in which humans use and interact with environments • Define local environment features

Enduring Understandings • Humans, environment and geography

are interdependent • The geography of Connecticut has

changed over time

• How are people, environment and geography connected?

• How and why do geography and environment change?

Knowledge Skills • Plant and animal life has changed

because of geographic changes • The geography of Connecticut

determined where people settled and how they lived

• Each citizen can take action to protect the environment

• Use a timeline to record and interpret data • Identify pollution problems and suggest

steps that can be taken to solve or prevent them

• Give examples of the connection between geography and the human use of resources


Using any of the materials provided, create a population density map of an imaginary island Your map must include:

• Four geographical regions such as a highland, a lowland, a coastal plain, and a mountain range

• Two rivers • A key • A compass rose • A scale of miles • A title • Stickers or black dots to indicate population

density. Each region must have some population

Write at lest four sentences for each reason explaining why few or many people live there. Present your map to a small group for evaluation.

• Make and label a salt dough map of Connecticut/ written activity using map

• Create a timeline showing geographic change • Test that covers key knowledge, skills and

vocabulary through short answer and short essays.

STAGE 3: LEARNING PLAN Locating Yourself in Connecticut Connecticut Adventure pp.4-15

•

Natural Connecticut Grade 4

• • Guided reading and discussion • Latitude and longitude activities • Reading comprehension activities with guided reading

Regions of Connecticut Connecticut Adventure pp. 16,17,22

• Postcards from Connecticut. Draw postcard picture of one CT region. On the back describe what one could see and do there.

• Create and label salt dough map • Performance task • Extension: Picture dictionary of Ct geographic terms

Pollution Connecticut Adventure pp. 18-19

Connecticut. pp 54-61 • Keep pollution diary for one week • Create pollution action mini- posters showing what students can do to reverse of prevent

pollution • Extension: The River Ran Wild -concrete poem activity

Geographical Change pp.20-21

• Illustrated time line depicting geographical time periods in CT • Extension- research report on CT animal of the past or present

Immigration & Industrialization GRADE 4


1.3 – 4.1 Gather historical data from multiple sources 1.3 – 4.4 Identify the main idea in a source of historical information 1.3 – 4.7 Write short narrative statements of historical ideas and create other appropriate narrative presentations from investigation of source materials 2.3 – 4.2 Demonstrate knowledge of major trends in state and local history 3.3 – 4.2 Describe and explain some of the reasons people have moved and relate their reasons to some historic movements of large groups of people 3.3 – 4.4 Describe the impact of various technological developments on the local community and on the nation 4.4 – 4.1 Exhibit curiosity and pose questions about the past when presented with artifacts, records, or other evidence of the past 4.3 – 4.3 Be active learners at cultural institutions, such as museums 4.3 – 4.4 Display empathy for people who have lived in the past

Enduring Understandings Essential Questions Students will understand that… • The way of life in CT’s whaling culture

was influenced by the demands of the whaling industry

• Industrialization brought many changes to the culture of CT

• Many forces caused immigration to CT • Immigration was (and is) a difficult

personal experience • Immigration brought changes to the culture

of CT

How is our life compared to that of people who lived here before us? Why did people move to Connecticut? How are people in our state alike and different?

Knowledge Skills Students will be able to: • Describe the way of life of a whaler and

his village • Identify reasons for the demise of whaling • Identify changes brought about by

industrialization • Describe the process and causes of immigration

• Compare and contrast • Main idea and details • Summarizing • Cause and Effect • Narrative Writing


Write a narrative from the point of view of a Connecticut immigrant and/or whaler

2/15/2008

Immigration & Industrialization GRADE 4

2/15/2008

STAGE 3: LEARNING PLAN Materials: The Connecticut Adventure Immigrant Kids A Whaling Village Molly’s Pilgrim • Guided reading, skill work and discussion based on reading formatives • Visit to Mystic Seaport including “Immigrant Experience” workshop

Unit Title: Immigration & Industrialization Designers: Merilyn Gustafson SOCIAL STUDIES CURRICULUM GRADE 4

Grade 4 The Whaling Industry in CT STAGE 1: DESIRED RESULTS

Established Goals 1.3 – 4.1 Gather historical data from multiple sources 1.3 – 4.4 Identify the main idea in a source of historical information 1.3 – 4.7 Write short narrative statements of historical ideas and create other appropriate narrative presentations from investigation of source materials 2.3 – 4.2 Demonstrate knowledge of major trends in state and local history 3.3 – 4.2 Describe and explain some of the reasons people have moved and relate their reasons to some historic movements of large groups of people 3.3 – 4.4 Describe the impact of various technological developments on the local community and on the nation 4.4 – 4.1 Exhibit curiosity and pose questions about the past when presented with artifacts, records, or other evidence of the past 4.3 – 4.3 Be active learners at cultural institutions, such as museums 4.3 – 4.4 Display empathy for people who have lived in the past

Enduring Understandings Essential Questions Students will understand that… • The way of life in CT’s whaling culture

was influenced by the demands of the whaling industry

• Industrialization brought many changes to the culture of CT

• Many forces caused immigration to CT • Immigration was (and is) a difficult

personal experience • Immigration brought changes to the culture

of CT

Knowledge Skills Students will be able to: • Describe the way of life of a whaler and

his village • Identify reasons for the demise of whaling • Identify changes brought about by

industrialization • Describe the process and causes of immigration

• Compare and contrast • Main idea and details • Summarizing • Cause and Effect • Narrative Writing

STAGE 2: ASSESSMENT PLAN

Performance Task Other Evidence

Write a narrative from the point of view of a Connecticut immigrant and/or whaler

2/15/2008

Unit Title: Immigration & Industrialization Designers: Merilyn Gustafson SOCIAL STUDIES CURRICULUM GRADE 4

2/15/2008

STAGE 3: LEARNING PLAN Materials: The Connecticut Adventure Immigrant Kids A Whaling Village Molly’s Pilgrim • Guided reading, skill work and discussion based on reading formatives • Visit to Mystic Seaport including “Immigrant Experience” workshop Created by Merilyn Gustafson, December, 2007

Unit Title: Age of Exploration Grade 5


1.5-6.1, 1.5-6.3,2.5-6.2, 2.5-6.4,3.5-6.4,15.5-6.2

Enduring Understandings Essential Questions • The exploration of the Americas was

fueled largely by economic interests. • The exploration and colonization of the

Americas affected the culture and life of the Native Americans

• How the age of exploration changed the world.

• What is the original American Dream? • To what groups do you belong? • How does belonging to one group affect how

you interact with others? • How does the past influence who we are? • Why do people move?

Knowledge Skills • The names and accomplishments of

key individuals in the exploration of the Americas

• The European countries involved in the age of exploration and the land claimed

• The names and locations of important places related to the explorations of the Americas

• Important events related to the age of exploration

• Food, materials, ideas and microbes that were exchanged during the age of exploration

• Locate European countries involved in the age of exploration

• Notetaking • Compare and contrast the impact that

Spanish, French, and English explorers had on the land and the natives


Goal: The challenge is to convince the designer of the Exploration Museum that: You deserve to be in the museum. The country that sponsored you deserves the largest room

• Role: You are a European explorer • Audience: Museum Designer • Situation: You are at a conference in which

the four countries involved in the age of exploration are petitioning for each explorer they sponsored to be exhibited in the museum. The country determined to have the greatest impact on the world will receive part of the profit.

• Performance: Give a presentation that convinces the museum designer of your worthiness to be in the museum.

• Criteria: Your presentation must include the following information about the explorer you are representing: Where and when born; country and/or individual that sponsored; years of exploration; reason for

• Label European countries and lands claimed • Written response from multiple perspectives

(European and Native American) to the question: How did the age of exploration change the world?

• Define the Columbian Exchange and give examples of food, materials, ideas and microbes that were exchanged during the age of exploration

Unit Title: Age of Exploration Grade 5

exploration; route; and claim to fame STAGE 3: LEARNING PLAN

Unit Title: 13 Colonies Grade 5


3.1 Explain the origins of American religious diversity showing knowledge of some of the beliefs of Native Americans and migrants to the new world and give examples of ways those beliefs have changed over time. 3.3 Identify and analyze various causes and effects of movement of groups of people. 9.5 Explain and assess how culture affects perception of places and regions.

Enduring Understandings Essential Questions • What you believe influences how you

behave. • America’s strength is attributable to the

contributions and challenges of its diverse peoples.

• Individual pursuits of the American dream often conflict/impede with one another.

• Where you live influences how you live and who you live with.

• How does the past influence who we are?

• What is the original American Dream? How is it similar or different to your own?

• What groups do you belong to? How does belonging to one group affect how you interact with others?

Knowledge Skills • Which cultural groups came to

America • What factors pushed and pulled people

from their homes to the colonies • The differences in the colonies • How different cultural groups and

individuals contributed to the development of the colonies

• The definition of a colony

• Label the 13 English colonies • Compare and contrast life in various

colonies • Identify and analyze various causes

and effects of colonization


Goal: Convince people to come to your colony Role: A group of colony representatives Audience: People of Europe Situation: You need to convince people to come to your colony Product performance and Purpose: You need to design a billboard. You should include convincing information about your colony to persuade others to come. Persuasive speech taking place on the streets of London to further convince the citizens to come to your colony. Standards and criteria: Your billboard should include concise language, propaganda, and colony information. Write a disclaimer (paragraph of potential dangers/hardships) for your colony.

• Labeling the 13 colonies on a map. • Listing the push and pull factors • Compare/contrast the billboards of all groups

and decide where you would like to live and why.

• A letter sent to family in Europe about their life in the new colony after 6 months. Tell about your hopes and dreams and what your life is really like in the colony.


Unit Title: 13 Colonies Grade 5

Unit Title:Egypt Grade 6


Students will learn the unique geography of Egypt, and its influence on the civilization in the region. Students will also learn about the Pharoahs, and theories behind the deaths of Tut and Nefertiti.

Enduring Understandings Essential Questions Students will understand that there are some mysteries, such as the evidence of the deaths of Nefertiti and King Tut, that will continue to change with new technology. Students will understand the unique geography of Egypt, and the Nile's role in developing the region's civilization. Students will understand the technology needed to construct the pyramids. Students will understand the social structure in ancient Egypt.

What happened to King Tut and Nefertiti? Why is the Nile River important to Egypt? How did technology play an important part in the construction of the pyramids? How is Egypt a civilized culture? How does Egypt fit into our understanding of culture?

Performance Task Standards Summary: The Egyptian government has found two mummies that they've not been able to identify. It appears that they've been wrapped in artifacts that indicate royal status. They've enlisted the help of the Discovery Channel to uncover clues to the mummies. The Egyptian government has been told that you've been studying these mummies, and think they may be the lost mummies of King Tut and Queen Nefertiti. The Discovery Channel, therefore, invites you to prepare an exhibit to inform the public about your theories about the death of King Tut and of Nefertiti. Your task is to examine the evidence and create an exhibit that supports your theory. Members of the press corp and Egyptian government will be at this important exhibit, and look to you to help them with the identities of Mummy X and Mummy Y.

1.1 Formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, diagrams, and written texts. 1.6 Analyze data in order to see persons and events in their historical context, understand causal factors and appreciate change over time. 2.4 Locate events, people and places they have studied in time and place relative to their own location


Resources: Arizona Smith Video "Egypt" Discovery Channel series on "Nefertiti" Discovery Channel film on "King Tut"

Resource Attachments:

King Tut Murder Webquest

Internet Resource Links: Link 1:http://www.pekin.net/pekin108/wash/webquest/#introduction

http://www.ubdexchange.org/user/detail/King%20Tut%20Murder%20Webquest

http://www.pekin.net/pekin108/wash/webquest/#introduction

Unit Title:Egypt Grade 6

Learning Activities: 1. After students have researched mummies (and the Pharoahs), have students create an alphabet book of vocabulary about Egypt. The pages can be laminated and bound for future classes (or younger grades). Each student may make his/her own books, or students may each take one letter and combine to make one class book. 2. Students create a map of the Nile region, including water and land areas, important sites, pyramids, and the location of Upper and Lower Egypt. 3. Webquest -- Conduct the week-long online webquest to support the theories behind the project students will create. Teams of students must research the evidence online, and complete the online form. Integrates technology and media. Students may write a persuasive essay to detail theories about King Tut's death. CRISS STRATEGIES -- Using overhead, set up a VENN diagram with NEFERTITI and TUT. Allow students to complete as a graphic organizer for their project. Socratic seminar -- after showing the two films (which should take @ 4 class days), allow students to examine their notes and prepare for a Socratic seminar on the 5th day. The theme should be "What do you think happened to King Tut and/or Nefertiti?" SOCIAL PYRAMID - Students become "experts" on one social class in ancient Egypt, and will work in groups to create an interactive dramatization of a typical scene from the daily life of that social class. Each group must include members of the audience in their presentation. Several of these activities may be joined together under the umbrella of the Performance Task project. It may be necessary to look at an individual class to see which are most appropriate. Some of the lessons are found in HISTORY ALIVE; however, the King Tut and Nefertiti videos/DVD's were purchased last year.

Unit Title:Mesopotamia Grade 6


Students look at the region, agriculture, and culture of people in Mesopotamia to understand the development of Sumerian city-states.

Enduring Understandings Essential Questions • Students will understand that

Mesopotamia is considered the birthplace of civilization.

• Students will understand how each element of culture is dependent on creating a civilized society.

How is Mesopotamia a civilized culture?

How does Mesopotamia fit into our understanding of culture?

Why was technology important to Mesopotamian culture?

Knowledge Skills Students will know how the physical setting contributed to the development of city-states in Mesopotamia. Students will be able to describe the development of agricultural techniques (such as irrigation systems) and other factors that led to the emergency of city-states in Mesopotamia. Students will be able to identify the characteristics of Mesopotamian civilization. Students will be able to analyze artifacts from ancient Sumer and explain how they are examples of the various characteristics of civilization.

Assessments Student Directions: Every project requires at least 2 pieces of research that must be completed on a research sheet. You must collect information from more than one source (books, video, magazine, article, internet, etc.), and all research must be documented. The research will help you to create your project accurately. A Research Source Sheet will be provided during class. Do not begin the project without first starting with your research! 1. Ziggurat For a ziggurat project, the student must research the function of the structure and the technology in its construction. The Research Source Sheet will be submitted with the final project. The ziggurat may be constructed out of any material you wish (Lego pieces, sugar cubes, mud bricks, etc.), but must reflect the function of the structure. Student(s) will present the completed structure in a 2-minute oral presentation, and


must address the building’s function and construction technology in the presentation. Student must also explain his or her ziggurat construction process. 2. Topographic Map For a topographic map project, the student must research the land area of Mesopotamia of approximately 1000 B.C.E. The Research Source Sheet will be submitted with the final project. The map may be constructed out of any material you wish (salt dough, model railway landscape, sand, etc.), but must reflect the land and water area of the Fertile Crescent accurately. Student(s) will present the completed map in a 2-minute oral presentation, and must point out the appropriate land areas and the direction of the water flow. Student must also explain his or her topographic map construction process. 3. Sumerian Report For a Sumerian report, the student will write a 5 ñ 7 page report that describes the effect Sumerian religious ideas had upon the following 5 things: how Sumerians were governed, how land was farmed, who owned the land, how surplus grain was divided, and what Sumerians thought about themselves.

STAGE 3: LEARNING PLAN Print Materials Needed: History Alive! textbook, workbook, artifact cards Resources: Mesopotamia information packet, with colored overheads. BIG 6 research cards PROJECT SHEETS: Mesopotamia (including rubric) NOTE: The LINK 1 under internet resource links is a reference page for parents on Big 6 strategies. This link will be helpful for parents who are trying to help their students with the new note-taking strategy. Link 2 - an online graphic organizer for helping students plan their research.

Learning Activities: 1. (for material in lesson 4 in HISTORY ALIVE) Students will be taking on the role of ancient Meopotamians to experience the changes that occurred in this period -- changes that were a result of a series of problems that people faced and solved. As Mesopotamians, sudents will be asked to solve four key problems to better understand the changes that occurred.


2. (to accompany lesson 5 in HISTORY ALIVE). Students will examine artifacts archaeologists have unearthed in Mesopotamia, and interpret characteristics of civilization. Notes: Artifacts, photo cards, and graphic organizers are with the History Alive

materials. Performance task sheets (there are three) are attached to the end of this unit: 1. Project Sheet, 2. Rubric, 3. Project choice guidelines. Additionally, BIG 6 research cards will be needed for note-taking and research.

Greece Grade 6

Unit Title: The Great Greek Think

Established Goals:* #6 – Rights and Responsibilities of Citizens #7 – Political Systems #9 – Places and Regions * Taken from Connecticut Social Studies Curriculum Framework (1998) Enduring Understandings Students will understand that: 1) The Ancient Greeks influenced the way that we live today. 2) The geography of a region influences the culture. 3) The Greek ideal of democracy led to the development of the United States’ democracy.

Essential Questions 1) How am I connected to the past? 2) How does WHERE I live influence HOW I live? 3) Why was democracy successful in Ancient Greece and why is it successful in America?

Students will know: 1) The key geographic features of Ancient Greece and its surroundings. 2) The geography of Ancient Greece affected the development of city-states and, therefore, the culture. 3) The reasons why the government forms of monarchy, oligarchy, and tyranny failed in Ancient Greece and why direct democracy was successful. (Athens vs. Sparta) 4) The key differences between Athenian, or direct, democracy and the United States’, or representative, democracy. 5) Alexander the Great tried to unite the Greek empire and spread Greek culture outside of Europe. 6) The artistic achievements (including architecture, sculpture, and drama), literature, philosophical statements, the sciences (including medicine and math) and sports of Greece all have influenced the way

Students will be able to do: 1) Create a map that shows and labels the most important Greek city-states, bodies of water, mountains, the Persian Empire, and Macedonia. 2) Make historical hypotheses based upon interpretations of a map. 3) Decide how Ancient Greece’s geography influenced the development (and eventual relationships) of city-states in the region of the Aegean Sea. 4) Analyze the transition from tyranny, monarchy, and oligarchy to early democratic forms of government in Ancient Greece. 5) Discover the differences between the Spartan (oligarchy) and Athenian (democracy) ways of life. 6) Compare and contrast Athenian, or direct, democracy and the United States’, or representative, democracy. 7) Hypothesize and decide whether or not

Greece Grade 6

we live today. 7) How the Ancient Greek culture is similar to and different from previously learned cultures.

Ancient Greek culture, through arts, literature, philosophy, science and sports, has influenced our lives in America. 8) Utilize CRISS strategies, such as Venn Diagrams, dual-entry notes, seed discussions, etc. to comprehend reading material. 9) Analyze primary source documents to research and gain additional (sometimes in-depth) knowledge about topics. 10) Cooperatively work with classmates to create products and discuss Ancient Greek topics presented in class. 11) Demonstrate their understanding of Ancient Greek topics through expository, narrative, and persuasive writing.

**Please note: Each teacher must only follow the ABOVE information. The sections BELOW will give you ideas, but you do not have to follow them exactly. Feel free to let your creativity soar!! Performance Task: Your detective agency has been chosen to take part in an investigation to search for clues to determine how Ancient Greek ideas influenced the United States’ democracy. Your task is to examine 4 excerpts from Ancient Greek documents/speeches to determine if the U.S. Constitution is “guilty” of plagiarism. After your analysis, present your findings to the Grand Jury.

Other Evidence: 1) Greek map 2) Greek map and geography quiz 3) Government types quiz – including narrative writing and creation of a political cartoon 4) Written response to the writing prompt: “Is the Constitution guilty of plagiarism? Why or why not?” 5) Comic-strip comparing Athens and Sparta 6) Metope that illustrates some aspect of life in Athens or Sparta (group work, presentation, interpretation, discussion, and analyzation.) 7) Life in Athens and Sparta quiz – including narrative and persuasive writing 8) Illustrated and written scrapbook about the Golden Age of Athens 9) Create a human spectrum/persuasive class discussion 10) Golden Age of Athens/Legacy of Ancient Greece quiz – including travel poster and descriptive writing 11) Persuasive response to writing prompt

Greece Grade 6

– Was Alexander the Great a hero or a villain? 12) Critical thinking group work/class discussion 13) Alexander the Great quiz – including map work 14) In all sections, use and discussion of graphic organizers for reading. 15) Unit Test 16) Unit Enrichment Project

Learning Activities: Geography Section 1) The investigation begins…….”What is this place?”---give students geography and cultural clues to decide what the “place” is and was known as (Ancient Greece). (You may have the students create a “case file” if you would like.) 2) Have students complete the “Ancient Greece Geography Challenge” describe on pg. 458 of “History Alive” lesson guide #2. (HALG 2) 3) Greece Map/geographic terms/city-state development in relation to the land----fill in blank map, make a free-hand map, discuss landforms in relation to city-state development, and geography vocabulary. In the HALG 2, use the following activities: “Experiential Exercise” on pgs. 463 – 466, the graphic organizer and key terms for chapter 25 reading, and the “Processing Activity 25” in their student notebooks. 4) Ancient Greece map and geography quiz----A sample assessment for the geography portion is located 469 – 471 of HALG 2. Government Section 1) Differences in government types – monarchy, oligarchy, tyranny, and democracy. In the HALG 2, have students complete the following activities: “Experiential Exercise” on pages 483 – 487, the graphic organizer and key terms for chapter 26 reading, and the “Processing Activity 26” in their student notebooks. You may also conduct a “town meeting” to decide on laws based on each government type. At this point, you may want to introduce the performance task from above. 2) Government types quiz – A sample assessment for this section is located 488 – 490 of HALG 2. 3) Life in Two City-States: Athens and Sparta – “Who Am I?” game/narrative writing and comic strip comparison of the 2 cities. In the HALG 2, use the following activities: “Preview #27” in student notebooks, the graphic organizer and key terms for chapter 27 reading, “Problem Solving Group work” on pages 495 – 497, and “Processing Activity 27” in their student notebooks. 4) Life in Two City-States quiz – A sample assessment for this section is located 499 -501 of HALG 2. Golden Age of Athens/Legacy of Ancient Greece 1) In-Depth coverage of Greece’s legacy to the modern world – topics may include: religion, architecture, sculpture, drama, philosophy, sports, language/literature, science,

Greece Grade 6

medicine, math, and democracy. Activities that may be completed include: a) A - “Build” a Parthenon to discover elements of Greek architecture b) A - Examine pictures of Ancient Greek and United States’ buildings to discover similarities and differences in the architecture styles. c) P – Socrates lesson – “Ostracize” a teacher for teaching dangerous ideas. Make a connection between his teachings and our government today. In the HALG 2, use the following activities: “Preview #29 and 31” in student notebooks, the graphic organizer and key terms for chapters 29 and 31 reading, “Writing for Understanding” activity on pages 549 – 551, “Social Studies Skill Builder” on pages 605 – 606, and “Processing Activity 31” in their student notebooks. 2) Golden Age of Athens/Legacy of Ancient Greece quiz – A sample assessment for this section is located 553 – 555 and 608 – 610 of HALG 2. Alexander the Great 1) Alexander was a powerful person who helped spread Greek ideas. Was he a hero or a villain? Have students respond to this prompt in writing. Also, have students complete the following activities in the HALG 2: “Preview #30” in their student notebooks, the graphic organizer and key terms for chapter 30 reading, “Response Group” activity on pages 587 – 589, and “Processing Activity 30” in their student notebooks. 2) Alexander the Great quiz – A sample assessment for this section is located 590 – 592 of HALG 2. Unit Test and Unit Enrichment Project ---These may be completed at the teacher’s discretion.

China Grade 6

The Silk Road State Standards: Historical Themes 3.2 Explain how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/or social position. 3.4 Explain reasons for conflict and how conflicts have been resolved. Applying History 4.1 Describe and analyze using historical data and understandings the options which are available to parties involved in contemporary conflicts and decision-making. Places and Regions 9.2 Examine ways in which regions are interconnected. Human Systems 11.1 Explain the patterns and characteristics of human migrations at various levels. Limited Resources 13.1 Compare the resources used by various cultures, countries, and/or regions throughout the

world. 13.4 Illustrate how resources can be used in a variety of ways. Essential Questions: How do people get what they want or need? How does where I live influence how I live? Enduring Understandings:

1. Students will understand that religion, goods, and culture were diffused by means of trade relations and interactions.

2. Students will understand that the geography of Asia was conducive to trading goods and services.

Knowledge and Skills

• Students will understand that the geography of Asia was conducive to trading goods and services

• Students will be able to identify location of the trans-Eurasian “silk roads” in the period of the Han dynasty and the Roman Empire.

• Students will be able to describe the difficulties of travel along the Silk Road. • Students will be able to identify the significance of the trans-Eurasian “silk roads” in the

period of the Han dynasty. • Students will know how Buddhism diffused northward to China during the Han dynasty.

China Grade 6

Assessments Authentic Assessment: You are a Silk Road travel agent, and must design trip for a tour group to travel from Antioch to Chang’an. Some of the tour group is especially interested in purchasing gift items from the local merchants to bring back as souvenirs. It is important to remember to be respectful of the locals and participate in the local customs. You should also be prepared to purchase insurance in case you are attacked by bandits along the way ~ being stranded without supplies and a bunch of angry tourists would not be a good situation. You must plan for your group to meet the Father of the Silk Road, travel through Kashgar (watch out for sandstorms and deserts), over the Pamir Mountains, and through the Syrian Desert. You should decide if you are going to take the Northern or Southern Silk Road trail, and explain the reasons why. Please create a travel brochure with the entire itinerary (including length of stay), costs, and activities you will enjoy. Rubric: Other assessments: Billboard Design Using a sheet of legal size paper, students will design a billboard that could have been seen on the Silk Road. Use assessment from page 442 of Lesson Guide #2 for the assignment. Rubric: Total of 20 points (4 points) Identify four goods that would likely be traded in the area. (4 points) Identify where at least two goods come from. (4 points) Explain why people would want to have these goods. (4 points) Create a catchy and persuasive slogan to entice a traveler to stop. (4 points) Creatively and neatly present your project.

Learning Activities The Silk Road Interactive Activity

China Grade 6

NAME_____________________________________________ Class___________

Billboard Rubric

The Silk Road was like interstate highways are today. Just as today’s highways are filled with trucks carrying goods from one place to another, the Silk Road took traders carrying goods from one place to another. On highways, you’ve seen billboards that tell drivers about outlet malls and other shopping opportunities that await them on the road.

On a sheet of legal-size paper, create a billboard that a trader might have seen on the Silk Road. Your billboard should:

• Identify four goods that would likely be traded in the area. • Identify where at least two goods come from. • Explain why people would want to have these goods. • Create a catchy and persuasive slogan to entice a traveler to stop. • Be creative, complete, and neat. This project is due on ______________________

Task 4 3 2 1 0 TOTAL

Identify four goods that would likely be traded in the area.

Identify where at least two goods come from. Full credit for describing the goods, and providing details about the location for such items.

Explain why people would want to have these goods. Persuade a tourist to stop at your business with reasons why you can provide what they want or need.

Create a catchy and persuasive slogan to entice a traveler to stop. Persuasive and creative, yet not misleading, are important to creating a good slogan.

Creatively and neatly present your project. Correct spelling, grammar, and complete sentences. Do not turn in a project that looks sloppy or done at the last minute. Turn in on time.

Total Score (20 points total)

China Grade 6

NAME_____________________________________________ Class___________

Travel Brochure Rubric

You are a Silk Road travel agent, and must design trip for a tour group to travel from Antioch to Chang’an. Some of the tour group is especially interested in purchasing gift items from the local merchants to bring back as souvenirs. It is important to remember to be respectful of the locals and participate in the local customs. You should also be prepared to purchase insurance in case you are attacked by bandits along the way ~ being stranded without supplies and a bunch of angry tourists would not be a good situation. You must plan for your group to meet the Father of the Silk Road, travel through Kashgar (watch out for sandstorms and deserts), over the Pamir Mountains, and through the Syrian Desert. You should decide if you are going to take the Northern or Southern Silk Road trail, and explain the reasons why. Please create a travel brochure with the entire itinerary (including length of stay), costs, and activities you will enjoy.

On a sheet of legal-size paper, create a tri-fold brochure that a travel agent would offer to a tourist. Your brochure should:

• Identify four goods that would likely be traded in the area. • Identify where at least two goods come from. • Explain why people would want to have these goods. • Create a catchy and persuasive slogan to entice a traveler to stop. • Be creative, complete, and neat. This project is due on ______________________

Task 4 3 2 1 0 TOTAL

Identify four goods that would likely be traded in the area.

Identify where at least two goods come from. Full credit for describing the goods, and providing details about the location for such items.

Explain why people would want to have these goods. Persuade a tourist to stop at your business with reasons why you can provide what they want or need.

Create a catchy and persuasive slogan to entice a traveler to stop. Persuasive and creative, yet not misleading, are important to creating a good slogan.

Creatively and neatly present your project. Correct spelling, grammar, and complete sentences. Do not turn in a

China Grade 6

project that looks sloppy or done at the last minute. Turn in on time.

Total Score (20 points total)

Geography Grade 7

Unit Title: Geography Skills: Use ‘em or Lose ‘em Established Goals:* #9 – Places and Regions #10 – Physical Systems *Taken from Social Studies Curriculum Framework (1998) Enduring Understandings: The students will understand: 1) Globes are scale models of the Earth. 2) All world maps distort the Earth’s actual area, shape, distance, and/or direction. 3) Humans have created ways to locate and label “any place” on the Earth.

Essential Questions: 1) Why is “where” important? 2) Why are maps and globes important tools for people?

Students will know: 1) The basic layout of the Earth (present day), including continents and major bodies of water. 2) How the Earth is divided by directions and hemispheres. 3) The advantages and disadvantages of using a globe. 4) The advantages and disadvantages of using all types of maps, including world maps. 5) The uses of the scale and legend on a map. 6) The main ideas of latitude and longitude lines, including the equator, prime meridian, hemispheres, and directions. 7) How to locate places using latitude and longitude lines.

Students will be able to: 1) Label a map of present day Earth, including the continents, major bodies of water, hemispheres, prime meridian, equator, and directions. 2) Discover and debate the advantages and disadvantages of using both maps and globes. 3) Create a map that includes the use of scale, direction (compass), and legend. 4) Find places in the world using the process of latitude and longitude. 5) Analyze and debate why geography skills are needed in today’s society. 6) Utilize CRISS strategies, such as Venn Diagrams, dual-entry notes, seed discussions, etc. to comprehend reading material. 7) Analyze primary source materials to research and gain additional knowledge about topics.

Geography Grade 7

8) Cooperatively work with classmates to discuss issues presented in class.

All teachers need to follow the ABOVE sections exactly. You may follow the ideas in the sections BELOW if you wish. Feel free to let your creativity soar!! Performance Task: Other Evidence:

Learning Activities:

Geography Grade 7

Unit Title: WWII GRADE 8

Unit Title: World War II Grade Level: 8 Subject/Topic Area: U.S. History Text: Call to Freedom Holt, Rhinehart & Winston, 2003 Unit 9: A World in Crisis, Chapter 25 (Pgs. 760 – 793)

Stage 1 – Desired Results

Established Goals: Connecticut State Standards

Content Standard 1: Historical Thinking

Content Standard 2: Local, U.S., World History

Content Standard 3: U.S. Constitution and Government

Content Standard 4: Rights and Responsibilities of Citizens

Content Standard 5: Political Systems

Content Standard 6: International Relations

Content Standard 7 Places and Regions

Content Standard 8 Physical Systems

Content Standard 9 Human Systems

Content Standard 11 Limited Resources



Connecticut State Standards

Enduring Understandings Essential Questions • Originally adhering to the policy of neutrality,

the U.S. became involved in WWII after Japan attacked Pearl Harbor.

• Preparation for war helped lead the U.S. out of depression, but opened the door for discrimination of minorities.

• Truly a “World War” fighting took place simultaneously in Europe and in the Pacific.

• New technologies, specifically the atomic bomb, lead to massive human and economic losses.

• The Holocaust was one of the most horrifying and enduring events of WWII.

Knowledge Skills Students will: • Explain how Adolf Hitler took control of

Germany and planned to build a German Empire.

• Describe the events that lead the U.S. to become involved in the war.

• Identify how the U.S. involvement in WWII lead the nation out of the Great Depression.

• Explain how the Allied Powers were able to loosen Hitler’s stronghold on Europe during the war.

• Describe Japan’s involvement in WWII and fighting in the Pacific.

• Identify technological advances and their effects on WWII.

• Explain how the reasoning and execution of the Holocaust devastated an entire race of people.

Students will: • Analyze Primary and Secondary Sources • Interpret historical, political and thematic maps. • Identify areas of the world and their

involvement in WWII. • Identify causes and effects of:

♦ Germany’s rise to power ♦ U.S. involvement in WWII ♦ European and Pacific military

campaigns ♦ New technology introduced during

WWII ♦ the Holocaust


• Students will create a project that visually represents their knowledge on a specific event, individual aspect of World War II. Students will choose a topic and demonstrate their understanding of that topic through their project (i.e. original movie, backboard diorama, annotated timeline)

• Main Idea Activities (25.1 -25.5) • Chapter 25 test with skills/objective/essay

format • Chapter 25 Geography Activity • Political Cartoon Analysis


STAGE 3: LEARNING PLAN Key Terms appeasement, nonaggression pact, Allied Powers, Blitzkrieg, *Battle of Britain, Lend-Lease Act, braceros, internment, zoot-suit riots, Selective Training and Service, War Production Board, Fair Employment Practices Committee, *D-Day, *Battle of the Bulge, Bataan Death March, Kamikazee, island-hipping, *Battle of Leyte Gulf, *Battle of Midway, atomic bomb, genocide, Manhattan Project, Holocaust Identify (Key People) Winston Churchill A. Philip Randolph Dwight D. Eisenhower George C. Marshall Hideki Tojo Chester Nimitz George S. Patton Omar Bradley Harry S. Truman

Geography Grade 9

Unit: Population Established Goals

Students will: • Explain the importance of key geographic terms related to demography • Analyze population pyramids to examine population trends • Analyze factors that influence the distribution of people and resources • Investigate the relationship between population growth rates and

development levels throughout the world • Examine past and present issues concerning global population

Enduring Understandings Essential Questions Students will understand that: • Population pyramids can be used to

make various predictions about a place.

• Population issues are related to quality of life in a place

• Different regions of the world are experiencing different issues related to population

• Why do people live where they do? • What tools do demographers use to

analyze population trends? • What effects can population change

have on a country? • How is population growth rate

related to the human condition in a place?

• What are some possible solutions to population problems?

Knowledge Skills Students will know: • The main types of population

growth are rapid, slow and negative • The population of a nation is

calculated by considering: birth rate, death rate, immigration and emigration

• Definitions of: life expectancy, replacement rate, total fertility rate, baby boom, doubling time

• Where are the main population clusters in the world

• Stages of demographic transition (j-curve) and historical factors contributing to it

• Explore three population dilemmas in Europe: negative growth, aging population and declining workforce

• Compared to other regions, countries in Europe have aging

Students will be able to: • Recognize various trends by looking

at population pyramids • Match population pyramids with

descriptions or a likely region • Recognize the causes and predict

possible effects of the different population-related problems

• Calculating doubling time and percentages

• Research – gather statistics about a country’s population

Geography Grade 9

population and a declining workforce.

• Asia is the most highly and densely populated continent


• Matching population pyramids to photographs

• Create population pyramids using data

• Poster project – create country profile with statistical data, for comparison to US

• HW assignments, readings • TEST at end of unit • discussion of population pyramids • simulations

STAGE 3: LEARNING PLAN • activity and discussion – population quiz, to see what previous knowledge

students have • lecture – definitions of demographic terms using graphic organizer • HW- “You’re One in Six Billion” • mapwork – world population clusters • population pyramids - discuss transparencies with sample population

pyramids • create and analyze pyramids • activity from Geography Alive – Population Dilemmas in Europe • activity – Doubling Time (calculate doubling time for various countries) • HW – read about history of population change • lecture/discussion – history of population change, j-curve • HW – “the more the merrier?” • Powerpoint and discussion – current issues in agriculture and population (eg.

Genetically modified foods) • video and discussion – People Bomb (students fill in sheet as they watch) • Baby-o-Matic quiz; discuss US societal trends in fertility • ARGUS activity E – internal migration (trends in the US) • Activity – create population pyramid for Colchester using current census data • Video and discussion – World in the Balance (students fill in sheet as they

watch) • Simulation – “developed vs. developing world” – students are given resources

depending on their role (see Kristie) • Simulation – population density – students experience the difference in

density between the US and other countries (see Kristie) • Reading from Geog. Alive text – “Population density in Japan: Life in a

crowded country”

Archaeology Elective course STAGE 1: DESIRED RESULTS

Established Goals Students will: • Apply knowledge, skills and concepts to understand human behavior in

relation to the physical and cultural environment (CT social studies program goal)

• Develop an understanding of the beginnings of human society (CT social studies content standard 2)

• Display empathy for people who have lived in the past...and across cultures (CTSS content standard 4)

• Formulate questions from multiple perspectives, using multiple sources (CTSS content standard 1)

• Gather, analyze and reconcile information from primary and secondary sources to analyze multiple perspectives (CTSS content standard 1)

• Be active learners at cultural institutions such as museums and historical exhibitions (CTSS content standard 4)


Students will understand that: • Humans can be studied via their

material possessions left behind and the context in which they are found.

• The study of human beings should strive to be objective and scientific, although this is difficult.

• What is archaeology? • How has archaeology changed since

its dubious beginnings? • What methods and tools are used

by archaeologists to obtain, date and analyze artifacts?

Knowledge Skills Students will know: • Definition of archaeology • History of archaeology – how the

field developed • Methods of archaeological survey -

GIS, remote sensing, radar • Methods of excavation - soil

stratigraphy, artifact analysis, gridding, sampling

• Methods of dating - relative vs. absolute; dendrochronology, radiocarbon, AMS, potassium-argon, association with nearby objects, soil stratigraphy, bone chemistry

• Miscellaneous terms used in the study of archaeology

Students will be able to: • Demonstrate archaeological

thinking through analysis of evidence, either real or via vignettes

• Discuss current issues in archaeology with classmates

• Examine specific case studies in archaeology using terms discussed in class

• Listen analytically to lecture or video and take clear, organized and concise notes

• Read advanced text and take clear, organized and concise notes

• Assemble information from various sources and cite information correctly in a research project


• Research Project - Research a real • Assignment - choose a method of

Archaeology Elective course excavation, create a poster with 3-D artifacts and present to class, using appropriate terminology and concepts learned in class

dating and report on its history, accuracy, usefulness, limitations, etc.

• Test at end of unit • Quizzes on readings from text,

notes from lecture, and videos (see Learning Plan)

STAGE 3: LEARNING PLAN • Video clip - beginning of Raiders of Lost Ark…Discuss: Do you think this is

archaeology? Why or why not? • Notes: History of Archaeology • HW - Read beginning of ch. 10 (pp. 214-221). List and define the branches

of archaeology, then for each give a paragraph or so explaining an example of a case in which it is used.

• Quiz – ch. 10 beginning; discuss • Notes: Terms for Archy • HW – assign rooms in house to kids. Have them “excavate” 5 artifacts at

random and bring to class. • Discuss: What generalizations can you make about Colchester culture and

lifestyle overall? How about after 100 years????? • HW - Read from workbook “What is an artifact?” and "Preservation of

Artifacts". Take notes for quiz. • Quiz – Preservation of Artifacts; Go over quiz and reading • Notes - Research Design in Archy • Video - Mummies: Frozen in Time. Discuss. • HW – read pp. 222-3. List methods of locating sites. Discuss. • Notes – Survey and Sampling • Video+ Chachapoya (Peru)…answer quest. as you watch (1/2 sheet handout) • HW – read pp.223-9 “Excavation and Dating Techniques”. Answer quest. On

½ sheet handout. • notes – Excavation, Stratigraphy, & Dating • Assignment - choose a method of dating and create a handout on its history,

accuracy, usefulness, limitations, etc. Discuss with class. • Notes – palynology, coprolites • Video – Pieces of the Past (underwater wreckage). Discuss: Who should

own the site? The guy, US govt., Florida? • Discussion – “Who Owns Archaeological Sites and their Contents?” – p. 246-7 • Video – terra cotta soldiers. Take notes as part of presentation notes • Student presentations on archaeological sites…take notes on each. • TEST: Archaeology! • * optional field trip - to a real archaeological dig in progress, or a museum

containing information on archaeological excavations

Japan Elective course STAGE 1: DESIRED RESULTS

Established Goals Students will: • Apply knowledge, skills and concepts to understand human behavior in relation to the

physical and cultural environment (CT social studies program goal) • Display empathy for people who have lived in the past...and across cultures (CTSS

content standard 4) • Formulate questions from multiple perspectives, using multiple sources (CTSS content

standard 1) • Gather, analyze and reconcile information from primary and secondary sources to

analyze multiple perspectives (CTSS content standard 1)

Enduring Understandings Essential Questions Students will understand that: • One’s environment affects culture. • Cultures very different from our

own can also be successful economically.

• There is usually a reason for cultural practices…even if people are not aware of it.

• How is Japanese culture different from Western culture?

• Why have these cultural distinctions developed?

• How has Japan’s attitude toward the outside world fluctuated over the centuries, and why?

• How do specific cultural practices reflect deeper societal values?

Knowledge Skills

Students will know: • Japan’s geography creates the need

for cooperation and innovation. • Japanese culture focuses on

conformity, and the group over the individual.

• Rice cultivation is another factor which contributes to the communal aspect of Japanese culture

• Japanese culture also includes the paradox of the “sword and the chrysanthemum” – they can be very peaceful and meditative, yet violent and destructive.

• Japanese religions include Zen Buddhism and Shinto

• Japan’s history vacillates between strict isolation and borrowing from outside cultures.

Students will be able to: • Demonstrate historical thinking by analyzing

patterns and drawing conclusions • Explain specific cultural phenomena (e.g.

ikebana) in the context of larger concepts (e.g. Shinto and meditation)

• Listen analytically to lecture or video and take clear, organized and concise notes

• Read various source articles and take clear, organized and concise notes

• Assemble information from various sources and cite information correctly in a research project


• Research Project - Research a topic relevant to course and present to class. (examples of topics include:

• Various homework assignments and webquests • Class discussions • Test at end of unit

Japan Elective course samurai, geisha, WW2, etc.)

• Quizzes on readings from text, notes from

lecture, and videos (see Learning Plan)

STAGE 3: LEARNING PLAN • Brainstorm together – what comes to mind when one mentions “Japan”? • Mapwork - together on overhead. Talk about topography (they're volcanic, part of Ring of Fire)

and climate (compare latitude to US eastern seaboard, label islands' climate) • HW - geog. Questions. • Map quiz • Population Density Activity; discuss together • CW/HW - Space in Japan (read article and answer questions). Discuss. • CRAM the seats together – have class like this for a few days so that they understand crowding.

Discuss their reactions to it (cooperation, consideration, etc.) • Assign research project…be thinking about topics • HW - read "Rules and Scenarios" and answer questions. Discuss. • HW – read “Women” article and answer questions. Discuss. • Lonely Planet video - Japan • Before class: bow, then exercise. At end of class, clean the room! (this is how Japanese do it!) • Video - Jane Seymour’s Japan (fill in sheet as you watch). Quiz afterwards. • HW – read train article, highlight. Discuss. • HW – read trash article, highlight. Discuss. • HW - education. Read and take notes on skeleton handout for quiz. Quiz, then discuss. • Computer lab – Japan scavenger hunt (find meanings of Japanese words) • Add notes on ijime and suicide • Video - modern Japan (education part) • Notes - language & religion. Greetings, write name! • Notes - Ainu • Webquest – Prehistoric Japan • HW - read Legendary Past and answer quest.

Notes – ancient roots • Notes – Heian • 15 min. - Pillow Book brainstorm w/ partner • HW - read Pillow book and fill in bottom of sheet • Sumo station and geisha station • Watch Sumo basho together, and try some SUSHI • HW - notes on 3 sources: Feudal Period for quiz • Stations - gardens, ikebana, bonsai • Go check out rock garden in courtyard! • HW-timeline of all Japanese history so far • webquest – ikebana, WW2, etc. • Video - Jane Seymour 2 (Sword and Chrysanthemum) • Quiz - video + timeline • Notes - Chart & Feudal Period • CW/HW - read "Closed Society" and fill in below line • Notes - Knock Knock • HW - read Fillmore's letter, answer quest • Notes - WW2

Japan Elective course • Test

Middle East Elective course

Geography and Demography Established Goals

Students will: locate the events, peoples and places they have studied in time and place ( e.g., on a

time line and map) relative to their own location (CTSS Standard 2: Local, United States, and World History)

apply knowledge, skills and concepts to understand human behavior in relation to the physical and cultural environment (CT social studies program goal)

interpret oral traditions and legends as “histories” (CTSS Standard 1: Historical Thinking)

explain and describe the natural and cultural characteristics of one place to distinguish it from another (CTSS standard 9: Places and regions)

explain that regions are interconnected and may also overlap (CTSS standard 9: Places and regions)

explain why places and regions are important to human and cultural identity and stand as symbols for unifying society (CTSS standard 9: Places and regions)

analyze ways different groups in society view places and regions differently (CTSS standard 9: Places and regions)

use geographic tools to represent and interpret Earth’s physical and human systems (CTSS standard 10: Physical systems and 11: Human systems)

compare the resources used by various cultures, countries and/or regions throughout the world (CTSS standard 13: Limited resources)


Students will understand that: There is more diversity within the

Middle East than uniformity! There are multiple ethnic groups, languages, religions and levels of economic development which exist in the region.

The desert environment in the Middle East has shaped its culture in myriad ways.

What exactly is the region which is often called the Middle East?

What demographic trends exist in the Middle East?

How does the Arabic language work? How are camels uniquely adapted to

the desert environment? How has the physical environment

shaped the activities of people in the Middle East?

Knowledge Skills

Students will know: geography

o political o physical

demography o languages o religions o culture tidbits

traditional lifestyles o nomad culture/dress o camels

Students will be able to: Demonstrate geographical thinking by

analyzing demographic statistics gleaned from charts and graphs

Discuss current events with classmates Work with other students to examine

documents and locate key information Listen analytically to lecture or video

and take clear, organized and concise notes

Read advanced text and take clear, organized and concise notes

Assemble information from various


sources and cite information correctly in a research project


“Mission Impossible” spy profile of a Middle Eastern country

Presentation – show us 10 key images from a Middle Eastern country, explaining the significance of each

Individual and group assignments Homework Current event write-up Quizzes on map, readings, notes from

lecture, and videos Information will be formally tested

during second unit

STAGE 3: LEARNING PLAN Play music from Middle East while students walk around room, looking at photos

and decorations from the region Define the region – discuss: what is the region which is called the Middle East? Activity: brainstorm: what do you already know about the Middle East? What do

you want to know? Include any random associations, images, etc. Students try to label blank map – individually, then with partner Students use wall maps to finish labeling map Teach Arabic greeting: “A-salaam waleikum” (peace be upon you) Hand out map quiz schedule…put quiz dates on calendar (quiz 1 tomorrow!). Map

places are divided into chunks to facilitate student learning. Video clip: Cairo (“Raiders of Lost Ark”) Overhead - go over places…as many as you can Arabic vocab: “shukrun” (thank you) map quiz 1 Finish labeling places (and review for quiz 2) Video clip - Arabic music videos! Map quiz 2 Mapwork ctd. Activity - partners - ABC country activity More music videos Map quiz 3 Group activity – Comparing demographics of several countries: 8 stations = 5 min.

each. Assign each student a country (9 total) Map quiz 4 Quiz on country comparison stations (they can refer to their written work.).

Discuss briefly, have students look for trends. Look at statistical chart together. HW – write an essay describing trends you see in the Middle East. Try to tie several

variables together and look for patterns. Project – research a country and draft a “mission impossible” spy profile, so that a

CIA member could infiltrate the country and not blow their cover! Read-aloud - background story of 1001 Arabian Nights Lecture notes – Middle East Cultural Essentials HW – Arabic language reading. Answer questions on back. Fun with Arabic: Arabic basics – handout packet with alphabet and basic rules


Pronunciation CD Fun activities – matching and putting words together HW – write your first and last name in Arabic. Decorate it. Computer lab – play games on islamicschool.net website Scramble and distribute students’ Arabic names…can you figure out whose you

have? Return it to them! Arabic language sing-along Group activity – learning stations: camels and Arab names Lecture notes – Lifestyle of Desert Nomads video - Tuareg – students fill in video guide sheet as they watch share readings and photos from “Bedouin” book – showcasing lifestyle of nomadic

Bedouin Student power point presentations - 10 key images from a Middle Eastern country

Southeast Asia Elective course STAGE 1: DESIRED RESULTS

Established Goals Students will: • Apply knowledge, skills and concepts to understand human behavior in relation to the physical and

cultural environment (CT social studies program goal) • Display empathy for people who have lived in the past...and across cultures (CTSS content

standard 4) • Formulate questions from multiple perspectives, using multiple sources (CTSS content standard 1) • Gather, analyze and reconcile information from primary and secondary sources to analyze multiple

perspectives (CTSS content standard 1)

Enduring Understandings Essential Questions Students will understand that: • In order to understand a region, one must

examine its geography, culture and history and look for trends.

• SE Asia has borrowed from several different cultures and religions, but has made each its own, creating a unique regional culture

• Due to colonization by Eastern and Western powers, SE Asia has inherited certain problems common to many developing regions

• How has the physical environment shaped the activities of SE Asians?

• How have different religions shaped the region of SE Asia?

• How did colonization by Europeans and the Japanese affect SE Asia?

• How have Cold War politics affected the region? • What problems are currently being addressed by

SE Asian nations?

Knowledge Skills Students will know:

• Geography of SE Asia • Trends in the early history of the region • Religious influences in the region

(Hinduism, Buddhism, Islam) • Effects of European contact and

colonization across the region • Effects of Japanese contact and WW2

across the region • Major events and important people since

WW2

Students will be able to: • Demonstrate historical thinking through analysis

of real histories in SE Asia • Discuss historical trends and current events with

classmates • Listen analytically to lecture or video and take

clear, organized and concise notes • Analyze current event article from a credible

news source, then explain to class clearly • Assemble information from various sources and

cite information correctly in a research project STAGE 2: ASSESSMENT PLAN

Performance Task Other Evidence • Research project: History notesheet –

students will choose a country in SE Asia and create a notesheet (with clipart) explaining the history of the country

• Test at end of unit • Homework – atlas activity, current event • Quizzes on map, readings, notes from lecture,

and videos (see Learning Plan)

STAGE 3: LEARNING PLAN • Brainstorm – SE Asia

• play music from Thailand,Laos while they brainstorm • share/discuss brainstorm as class; teacher writes responses on board

Southeast Asia Elective course • Mapwork – label/discuss places for quiz 1 together (handout – Map quiz schedule for SE Asia) • Map Quiz 1 • Label/discuss places for quiz 2 • Quiz 2 • Research project: history notesheet. Each student submits one, and each is copied for everyone.

Student talks class through their history while we highlight important information….discussing together, noting trends which occur across countries in the region.

• Lecture notes – SE Asia…the Basics (land & climate, economy & subsistence, religion, and current issues

• (they should have already learned India from previous quarter, but if class is not taught with India, brief discussion of Hinduism is necessary)

• Video – Vietnam (Lonely Planet). Take notes for quiz. • Quiz on video

• HW – Atlas of World History activity 29 – Kingdoms of SE Asia • Story/coloring - life of Buddha

• Video clip – birth of Buddha from movie “Little Buddha” • Lecture notes – Buddhism basics • video – “Walking with Buddha” Take notes for quiz. • Quiz on video • Activity – dress a student up like a monk ☺ • Start student notesheet highlighting – starting with Buddhist countries: • Sri Lanka • Burma

• Video – Burma: Raising the Bamboo Curtain (first 30 min.). Take notes for quiz. • Quiz on video

• Vietnam o Video – Vietnam: Raising the Bamboo Curtain. Take notes for quiz. o Quiz on video

• Laos • Cambodia

o Video – Cambodia (20 min). Take notes for quiz. o Quiz on video

• Video clip – sacred elephants (3 min) • Thailand

o Video clip – Anna and the King • Philippines • HW – Islam packet • Quiz – Islam packet. Discuss basic fundamentals of Islam. • Malaysia

o Video – Malaysia/Southern Thailand (Lonely Planet) o Quiz on video

• Brunei o Video clip – sultan of Brunei

• Singapore • Indonesia

o Video – peoples of Irian Jaya: Yali, Fayu, tree house builders, etc. • East Timor • Papua New Guinea

Southeast Asia Elective course o Video – travels in PNG

• Computer lab – find current events – including south Asia (India, Pakistan, Bangladesh, Nepal) • HW – current event write-up • Share in class OPTIONAL ENRICHMENT: • Movies after school for extra credit (or to suggest):

• Anna and the King • Killing Fields • Brokedown Palace

• Guest speaker • Mina Phompakdy – Lao dance • Theanvy Kuoch - Cambodia genocide

• Field trip – Buddhist center, Thai restaurant, cultural performance

social studies curriculum guide · 2008-02-15 · social studies program delivery standards civic...

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