Download Social Studies Third Grade Curriculum Map

Social Studies
!
Third Grade
Curriculum Map
David Stephens, Superintendent
June 2014
Dear Educator,
This curriculum guide is an instructional tool designed to assist teachers in developing
and implementing a quality Social Studies instructional program. The current
standards were approved by the State Board of Education on July 26, 2013. These
standards are to be implemented in the 2014-15 school year.
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The third grade social studies standards can be found at:
http://www.tennessee.gov/education/standards/social_studies/
SS_Third_Grade.pdf
These standards are divided into seven content areas:
• Geography
• North America
• Europe
• Africa
• Australia
• Asia
• Antarctica
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Kristy Ford, Pre-K - 5 Instructional Supervisor
Kizzy Barbee, Arlington Elementary
2
Third Grade
World Geography and Culture
Course Description: Third grade students will learn about the major components of world geography and world cultures.
Students will develop skills across the six essential elements of geography: world in spatial terms, places and regions, physical
systems, human systems, environment and society, and the uses of geography. Students will analyze the impact of physical and
human geography on cultures in times past and present. They will explore the production, distribution, and consumption of
goods and services on a local and global scale. Students will examine our connections to the past and the ways in which local,
regional, and national governments and traditions have developed and left their marks on current societies. They will recognize
the contributions of famous individuals from various ethnic, racial, religious, and socioeconomic groups to the development of
civilizations around the world. Students will understand the role of rules and laws in our daily lives and the basic structure of the
United States government, with opportunities to compare different government systems. They will evaluate evidence to develop
comparative and causal analyses in order to interpret primary sources and informational text. Third grade students will construct
sound historical arguments and perspectives on which informed decisions can be based.
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Geography
3.1 Process and report information identifying, locating, comparing, and contrasting the major continents and
oceans: North America, South America, Europe, Africa, Australia, Asia, Antarctica, Arctic, Atlantic, Indian,
Pacific, and Southern using maps, globes, and other technologies.
3.2 Interpret maps and globes using common terms, including country, region, mountain, hemisphere,
latitude, longitude, north pole, south pole, equator, time zones, elevation, approximate distances in miles,
isthmus, and strait.
3.3 Use cardinal directions, map scales, legends, titles, and longitude and latitude to locate major cities and
countries in the world.
3.4 Examine major physical and political features on globes and maps, including mountains, plains, plateaus,
mesas, buttes deserts, deltas, islands, peninsulas, basins, canyons, valleys, bays, streams, gulfs, straits, canals,
seas, boundaries, cities, highways, roads, and railroads.
3.5 Explain the difference between relative and absolute location.
3.6 Use different types of maps (political, physical, population, resource, polar projection, and climate) and
globe skills to interpret geographic information from a graph or chart.
3.7 Explain how specific images contribute to and clarify geographical information (diagrams, landforms,
satellite photos, GPS system, maps, and charts).
3.8 Interpret digital sources and informational text to describe how humans interact with their environment.
3.9 Analyze primary and secondary sources, maps, photographs, texts, and artifacts for contradictions,
supporting evidence, and historical details.
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3.10 Trace the development of a product from its natural resource state to a finished product.
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Geography (continued)
3.11 Analyze how natural resources have impacted the economy of each region and their connections to
global trade.
3.12 Discuss how unique weather forces impact the geography and population of a region or continent
(hurricanes, earthquakes, floods, tornadoes, drought).
3.13 Summarize how people interact with their environment to satisfy basic needs and how geographic
challenges are resolved, including housing, industry, transportation, communication, bridges, dams, tunnels,
canals, freshwater supply, irrigation systems, and landfills.
North America
3.14 Interpret different texts and primary sources to describe the major components of culture including
language, clothing, food, art, beliefs, customs, and music. (C, H)
3.15 Use information gained from timelines, primary sources, media, and informational text to identify major
historical events and patterns in North America. (C, G, H, P) Suggestions are as follows: Mayan Culture, Aztec
Culture, Colonial America, the American Revolution, and current events.
3.16 Use timelines and historical passages to summarize the history of a region, including events, inventions/
inventors, artists, writers, and political figures. (C, G, H, P, TN) Suggestions are as follows: Christopher Columbus,
Benjamin Franklin, George Washington, Daniel Boone, Nancy Ward, Thomas Jefferson, Betsy Ross, Noah
Webster, Abraham Lincoln, Susan B. Anthony, Harriet Tubman, Geronimo, George Washington Carver, Georgia
O’Keefe, Amelia Earhart, E.B. White, Rosa Parks, Martin Luther King Jr., Dian Fossey, and Barack Obama.
3.17 Compare and contrast a primary source and secondary source of the same event or topic. (C, H)
3.18 Identify and locate on a map: Canada, Mexico, Central America, and the 50 states of the U.S. (G)
3.19 Compare and contrast different maps to show the location of Alaska and Hawaii as outside of the
contiguous United States, using a globe to refine understanding of the location of the two states. (G)
3.20 Identify on a map major cities of the continent (Charleston, Chicago, Knoxville, Los Angeles, Memphis,
Mexico City, Miami, Montreal, Nashville, New York, Seattle, Washington D.C.). (G, TN)
3.21 Locate the states that comprise the regions of the United States. (G)
3.22 Identify major physical features on a map (G, TN):
• Rivers – Colorado, Cumberland, Mississippi, Missouri, Ohio, Rio Grande, St. Lawrence, Tennessee
• Mountains – Alaska Range, Appalachian, Cascade, Rockies
• Bodies of Water – Arctic, Atlantic, Great Lakes, Great Salt Lake, Gulf of Mexico, Hudson Bay, Niagara Falls,
Pacific
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• Deserts – Death Valley, Great Basin
• Landforms – Grand Canyon
North America (continued)
3.23 Identify examples of scarcity in and around specific regions. (E, G)
3.24 Interpret a chart, graph, or resource map of major imports and exports. (E, G)
3.25 Define supply and demand and describe how changes in supply and demand affect prices of specific
products. (E)
3.26 Describe how goods and services are exchanged on local, regional, and international levels including
transportation methods and bartering and monetary exchange. (C, E, G, TN)
3.27 Compare and contrast landforms, climates, population, natural resources, and major cities of the three
Grand Divisions of Tennessee. (G, TN)
3.28 Discuss the structure and purpose of government. (P)
3.29 Compare and contrast the national governments of Canada, Mexico, and the United States. (P)
3.30 Describe the Constitution of the United States and the Tennessee State Constitution in principle and
practice. (P, TN)
South America
3.31 Conduct short research projects to describe the major components of history and culture including
language, clothing, food, art, beliefs, customs, and music. (C, H)
3.32 Use timelines, primary sources, and historical passages to summarize the history of a region, including
events, inventions/inventors, artists, writers, and political figures. (C, G, H, P) Suggestions are as follows: Inca
Culture, Amerigo Vespucci, Panama Canal, and current events.
3.33 Identify on a map major countries of the continent (Brazil, Colombia, Cuba, and Peru, Argentina). (G)
3.34 Identify major physical features of the continent (G):
• Rivers - Amazon
• Mountains - Andes
• Bodies of Water - Straits of Magellan, Lake Titicaca
• Landforms - Caribbean Islands, Galapagos Islands
3.35 Identify examples of scarcity in and around specific regions. (E, G)
3.36 Interpret a chart, graph, or resource map of major imports and exports. (E, G)
3.37 Define supply and demand and describe how changes in supply and demand affect prices of specific
products. (E)
3.38 Summarize the differences between a dictatorship and democratic forms of government. (P)
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Europe
3.39 Describe the diverse but unified nature of people within a continent or region, identifying the distinct
contribution made by their culture including language, clothing, food, art, beliefs, customs, and music. (C, H)
3.40 Use timelines, primary sources, and historical passages to summarize the history of a region, including
events, inventions/inventors, artists, writers, and political figures. (C, G, H, P) Suggestions are as follows:
Olympics in Ancient Greece, Roman Empire, monarchies, European discovery of the New World, historical
narratives of major European immigrant groups and their journeys to America, and current events.
3.41 Identify major countries of the continent (France, Italy, Germany, Russia, Spain, and United Kingdom).
(G)
3.42 Identify major physical features of the continent (G):
• Mountains – Alps, Gibraltar
• Bodies of Water - Arctic Ocean, Mediterranean Sea
3.43 Identify examples of scarcity in and around specific regions. (E, G)
3.44 Interpret a chart, graph, or resource map of major imports and exports. (E, G)
3.45 Compare and contrast a monarchy and a democratic form of government. (P)
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Africa
3.46 Interpret different texts and primary sources to describe the major components of history and culture
including language, clothing, food, art, beliefs, customs, and music. (C, H)
3.47 Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in
coherent sentences using information gained from timelines, primary sources and informational text. (C, G, H,
P) Suggestions are: Ancient Egypt and the pyramids, Nile River, Tutankhamen, Bartholomew Diaz lands on
Cape of Good Hope, Nelson Mandela, and current events.
3.48 Identify major countries of the continent (Egypt, Kenya, Libya, and South Africa). (G)
3.49 Identify major physical features of the continent (G):
• Rivers – Congo, Niger, Nile
• Mountains – Kilimanjaro, Mt. Kenya, Atlas Mountains
• Desert – Sahara
• Bodies of Water – Indian Ocean, Lake Victoria, Southern Ocean
• Landforms – Cape of Good Hope
3.50 Explain how people depend on the physical environment and its natural resources to satisfy their basic
needs. (C, E, G)
3.51 Identify examples of scarcity in and around specific regions. (E, G)
3.52 Interpret a chart, graph, or resource map of major imports and exports. (E, G)
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Australia
3.53 Interpret different texts and primary sources to describe the major components of history and culture
including language, clothing, food, art, beliefs, customs, and music. (C, H)
3.54 Use information gained from timelines, primary sources and informational text to identify major historical
people, events and patterns. (C, G, H, P) Suggestions are as follows: Indigenous cultural heritage of
Aboriginal people, Captain James Cook and European Settlement, Australia’s Independence, and current
events.
3.55 Identify the Great Barrier Reef, New Zealand, Ayers Rock, and Tasmania. (G)
3.56 Interpret a chart, graph, or resource map of major imports and exports. (E, G)
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Asia
3.57 Interpret different texts and primary sources to describe the major components of history and culture
including language, clothing, food, art, beliefs, customs, and music. (C, H)
3.58 Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in
coherent sentences. Use information gained from timelines, primary sources and informational text. (C, G, H,
P) Suggestions are as follows: Mesopotamia including the creation of the written alphabet; important
technologies of China such as bronze casting, silk manufacture, gunpowder and the invention of paper; The
Great Wall of China; Marco Polo and trade along the Silk Route; 2004 Indian Ocean Tsunami, and current
events.
3.59 Identify the major countries of the continent (China, India, Israel, and Japan). (G)
3.60 Identify the Himalayas, Mount Everest, and Mesopotamia. (G)
3.61 Interpret a chart, graph, or resource map of major imports and exports. (E, G)
3.62 Describe how goods and services are exchanged on local and international levels. (E, G)
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Antarctica
3.63 Create a multimedia presentation of social studies stories about explorations to Antarctica; add
drawings or other visual displays to stories or accounts of experiences when appropriate to clarify ideas,
thoughts, and feelings. (C, G)
3.64 Use timelines and historical passages to summarize the history of a region including events, inventions/
inventors, artists, writers, and political figures. (C, H, P) Suggestions are: James Clark Ross, Richard E. Byrd,
and South Magnetic Pole.
3.65 Conduct a short research project to examine the Antarctic Treaty. (P)
3.66 Explain why there are only temporary residents found on Antarctica and the impact the physical
environment and its natural resources have on how basic needs are met. (G)
3.67 Read and interpret information about the impact of people on the environment. (G)
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3.68 Identify McMurdo Station. (G)
Social Studies Curriculum Map
State Standards &
Common Core State
Standards (CCSS)
Third Grade
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
First Quarter: Weeks 1-4
3.1 Process and report
information identifying,
locating, comparing, and
contrasting the major
continents and oceans:
North America, South
America, Europe, Africa,
Australia, Asia, Antarctica,
Arctic, Atlantic, Indian,
Pacific, and Southern using
maps, globes, and other
technologies.
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3.2 Interpret maps and
globes using common terms,
including country, region,
mountain, hemisphere,
latitude, longitude, north
pole, south pole, equator,
time zones, elevation, strait,
approximate distances in
miles, and isthmus.
Geography What are the major
physical components of
the world and how are
they represented on a
map?
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What can we learn about
our world by studying and
comparing formal
regions?
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How can map features
help us understand where
we are in the world?
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Color and label a blank world map with
the names of the continents, oceans, lines
of latitude and longitude, hemispheres,
poles, equator and prime meridian.
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Find a specific location on
world map (using map tools).
Read and interpret a map of a region
Given a community map, students should
be able to write directions from one
location to another.
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Integrate content into Reading Language
Art Block: read books about maps, time
zones, north pole south pole, etc. (see
suggestions)
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Interpret time zone map.
3.3 Use cardinal directions,
map scales, legends, titles,
and longitude and latitude
to locate major cities and
countries in the world.
3.4 Examine major physical
and political features on
globes and maps, including
mountains, plains, plateaus,
mesas, buttes deserts, delta
valleys, bays, streams, gulfs,
straits, canals, seas,
boundaries, cities, highways,
Research a major continent or ocean (See Books:
also Research Project)
World Atlas (National Geographic)
Geography What are some of the the
major physical and
political features around
the world?
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How do Earth’s physical
features affect how and
where people live?
Using a geographic perspective, use a
graphic organizer compare features of
physical and political maps of the world.
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Are We There Yet?: Using Map Scales by
Doreen Capstone Gonzales
Houghton Mifflin Social Studies Many
Regions, One World (2009)
Printables:
Map Reading Skills
http://www.enchantedlearning.com/
geography/mapreading/
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Websites:
Using Maps & Globes (Video)
http://app.discoveryeducation.com/
search?Ntt=maps+and+globes
Brainpop.com:
Geography Themes:
Latitude and Longitude,
Map Skills, and Time Zones
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Research Project:
Option 1: Features of GeographyChoose a North American landform to
research. Students should write an
informative report about the chosen
landform. Students can research the
landform using books or the internet.
Students should write a report about the
chosen landform.
Books:
U.S. Landforms by Dana Meachen Rau
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Houghton Mifflin Social Studies Many
Create a foldable which includes an
Regions, One World (2009)
illustration, description of how each
8
landform is depicted on a map and in real
life.
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
First Quarter: Weeks 1-4
roads,
and railroads.
Geography
What information about
these features can be
gained by using physical
and political maps?
Use both a political and physical map to
choose a class trip destination. Have
students create a proposal for a
class trip to this destination (See also
website).
Websites:
Class Trip
education.nationalgeographic.com/
archive/xpeditions/lessons/01/g35/
gpafrica2.html?ar_a=1
3.5 Explain the difference
between relative and
absolute location.
Geography
How do absolute and
relative location differ?
Make a T-chart. List examples of when one
would use absolute location & relative
location
Books:
Houghton Mifflin Social Studies Many
Regions, One World (2009)
Find the latitude & longitude of a location.
Topographic Maps, by Ian F. Mahaney
Rosen
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What are the advantages
and disadvantages of
images (diagrams, satellite
photos, maps, charts, etc.)
when locating a place or
interpreting information
about a location?
3.6 Use different types of
maps (political, physical,
population, resource, polar
projection, and climate) and
globe skills to interpret
geographic information from
a graph or chart.
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3.7 Explain how specific
images contribute to and
clarify geographical
information (diagrams,
landforms, satellite photos,
GPS system, maps, and
charts).
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Play a game of Amazing Race. Students
must find the coordinates of locations
around the world in order to finish first.
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Video:
GPS
http://www.neok12.com/video/
View satellite images, topographical maps, Geography/
and Google Earth to explore how these
zX014264595550577b435502.htm
images can help one interpret
geographical information.
Informations Text:
Where on Earth Are We
Read and interpret different types of maps http://www.k12reader.com/reading(political, physical, population, resource,
comprehension/
polar projection, and climate).
Gr4_Wk1_Where_On_Earth_Are_You.pdf
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Students will interpret graphs and charts
which include geographical information,
population, climates, etc.
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Website:
Google Earth
http://www.google.com/earth/
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Geography PPT
http://www.slideshare.net/mucarcam/
5-themes-and-map-skills-power-point
3.8 Interpret digital sources
and informational text to
describe how humans
interact with their
environment.
Geography
How does human
interaction influence the
environment in which they
inhabit?
Read informational text about human
interaction with environment.
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Use a graphic organizer to analyze a
landscape, to record changes people
make in a landscape, explain why they
made those changes, and the
consequences of those changes.
Books:
Houghton Mifflin Social Studies Many
Regions, One World (2009)
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9
State Standards & Common
Core State Standards
(CCSS)
Unit
Guiding Questions
Assessment/Activities
What is the difference
between a primary and
secondary source? Which
is more reliable?
Give students a historical statement of fact
or fiction. Read historical passages (primary
& secondary), view photographs, and
analyze articles from the same historical
event. Students will prove or disprove the
statement using these materials. Students will
evaluate primary & secondary sources for
contradictions, historical detail, and
supporting evidence .
Instructional Resources
First Quarter: Weeks 1-4
3.9 Analyze primary and
secondary sources, maps,
photographs, texts, and
artifacts for contradictions,
supporting evidence, and
historical details.
Geography
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Is it possible for an
historical event to have
contradictory evidence?
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3.10 Trace the development of
a product from its natural
resource state to a finished
product.
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How does a product go
from natural resource to
finished product?
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3.11 Analyze how natural
resources have impacted the
economy of each region and
their connections to global
trade.
3.12 Discuss how unique
weather forces impact the
geography and population of
a region or continent (floods,
hurricanes, drought,
earthquakes, and tornadoes).
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3.13 Summarize how people
interact with their environment
to satisfy basic needs and how
geographic challenges are
resolved, including housing,
industry, transportation, landfills,
communication, bridges,
dams, tunnels, canals,
freshwater supply, and
irrigation systems.
How has the need for
natural resources
impacted the
interdependence of
countries throughout the
world?
Geography
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Read and interpret a product map of the
world. Discuss interdependence.
Chose a product and create a flow chart
which traces its development from natural
resource to finished product.
Houghton Mifflin Social Studies Many
Regions, One World (2009)
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Websites:
Tracing Trash Back To Its Roots & Trash
Bingo GR 3-4
http://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&c
d=6&ved=0CEAQFjAF&url=http%3A%2F
%2Fwww.epa.gov%2Fosw
%2Feducation%2Fquest%2Fpdfs
%2Fsections
%2Fu1_chap2.pdf&ei=3RDEU66gKevksA
SqIDgDA&usg=AFQjCNG1i6J85XI0qGQ6v
bIAe0zZ3q06g&sig2=CQCbDw8U1JdyVR
vG65BAgA&bvm=bv.70810081,d.cWc
!
What are the major
impacts severe weather
forces have had on the
environment, economic
and people of regions
and continents?
Using a geographic perspective, research
how weather forces impact the economy,
population, and people of a region. (See
also Instructional resources)
How do human interact
with their environment to
meet their basic needs?
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Books:
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Create a foldable which includes an the
weather force, its impact on a region, and
the regions affected by those natural
disasters.
Read and summarize passages which
discuss how people in various regions meet
their basic needs & the hardships they
endure. Students will offer solutions for
minimizing the effects of these geographical
challenges.
Books:
Houghton Mifflin Social Studies Many
Regions, One World (2009)
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Summarize the ways in which human
activities can affect ecosystems.
10
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
First Quarter: Weeks 5-9
3.18 Identify and locate on a
map: Canada, Mexico,
Central America, and the 50
states of the U.S. (G)
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3.19 Compare and contrast
different maps to show the
location of Alaska and
Hawaii as outside of the
contiguous United States,
using a globe to refine
understanding of the
location of the two states.
(G)
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3.20 Identify on a map major
cities of the continent
(Charleston, Chicago,
Knoxville, Los Angeles,
Memphis, Mexico City,
Miami, Montreal, Nashville,
New York, Seattle,
Washington D.C.). (G, TN)
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3.21 Locate the states that
comprise the regions of the
United States. (G)
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3.22 Identify major physical
features on a map (G, TN):
• Rivers – Colorado,
Cumberland, Mississippi,
Missouri, Ohio, Rio Grande, St.
Lawrence, Tennessee
• Mountains – Alaska
Range, Appalachian,
Cascade, Rockies
• Bodies of Water – Arctic,
Atlantic, Great Lakes, Great
Salt Lake, Gulf of Mexico,
Hudson Bay, Niagara Falls,
Pacific
North
America
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What countries and states
make up North America?
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What is a physical map?
What can we learn about
North America by
comparing formal regions?
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Why is the globe a truer
representation of the world,
than a map?
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Evaluate different maps of America.
Compare and contrast Hawaii’s and
Alaska’s location on the maps compared
to their location on a globe.
Books:
Houghton Mifflin Social Studies Many
Regions, One World (2009)
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Students will label major bodies of water,
deserts, mountain ranges, and landforms in
North America on a map.
Website:
North America (lesson plans & PPT)
http://continents.mrdonn.org/
northamerica.html
Interactive Maps, Games, & Quizzes
http://classroom.jc-schools.net/basic/
ssmaps.html
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Interactive map
http://
education.nationalgeographic.com/
education/mapping/interactive-map/?
lg=33&b=0&f=247&bbox=-170.55769,-67.
06743,162.72356,67.47492&ar_a=1&ls=18
00007&t=1
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Printable Outline Map
http://www.eduplace.com/ss/maps/
Videos:
Bizzare Boarders: Part 2
https://www.youtube.com/watch?
v=qMkYlIA7mgw
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Landforms: Number One
http://player.discoveryeducation.com/
index.cfm?
guidAssetId=94AACA27-9A40-4A62-9F67FCE38976E&b1nFromSearch=1&productcode
=US
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11
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
First Quarter: Weeks 5-9
• Deserts – Death Valley,
Great Basin
• Landforms – Grand
Canyon
North
America
Create a foldable that compares and
contrast the three Grand Divisions of
Tennessee.
•Side 1- draw an outline map of TN, label
the 3 grand divisions, major cities, and major
landforms in each division.
•Side 2-create 3 tab chart label them West,
Middle, East. For each region list the major
city, its population, and natural resources
found in that region.
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3.27 Compare and contrast
landforms, climates,
population, natural
resources, and major cities
of the three Grand Divisions
of Tennessee. (G, TN)
3.14 Interpret different texts
and primary sources to
describe the major
components of culture
including language,
clothing, food, art, beliefs,
customs, and music.
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3.15 Use information gained
from timelines, primary
sources, media, and
informational text to identify
major historical events and
patterns in North America.
(C, G, H, P) Suggestions are
as follows: Mayan Culture,
Aztec Culture, Colonial
America, the American
Revolution, and current
events.
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North
America
How does the culture of a
Make a venn diagram to compare and
region influence its people? contrast the components of two groups’
culture.
Why are primary and
secondary sources
Use primary source material
important components to
(pictures, artifacts, maps, articles, timelines)
history?
to study American people and
events from the past.
What historical figures and
events have shaped the
Read current events from newspaper and
continent of North
summarize articles.
America?
Read and interpret informational text and
How did key historical
timelines which document historical and
events shape North
current events.
America?
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Books:
Houghton Mifflin Social Studies Many
Regions, One World (2009)
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Videos:
Websites:
North America (lesson plans & PPT)
http://continents.mrdonn.org/
northamerica.html
!
Books:
Houghton Mifflin Social Studies Many
Regions, One World (2009)
!!
Websites:
North America (lesson plans & PPT)
http://continents.mrdonn.org/
northamerica.html
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Videos:
Research:
Have students research their culture
(language, clothing, food, art, beliefs,
customs, and music.) Use research to
create a culture doll which reflects the
clothing of that culture. Students will
write an essay to summarize present an
oral presentation about their findings.
12
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Second Quarter: Weeks 5-9
3.16 Use timelines and
North
historical passages to
America
summarize the history of a
region, including events,
inventions/inventors, artists,
writers, and political figures.
Suggestions are as follows:
Christopher Columbus,
Benjamin Franklin, George
Washington, Daniel Boone,
Nancy Ward, Thomas
Jefferson, Betsy Ross, Noah
Webster, Abraham Lincoln,
Susan B. Anthony, Harriet
Tubman, Geronimo, George
Washington Carver, Georgia
O’Keefe, Amelia Earhart, E.B.
White, Rosa Parks, Martin
Luther King Jr., Dian Fossey,
and Barack Obama.
What key historical events
Use informational text to help describe the
influenced the formation of importance of North American inventors,
the United States?
artists, writers, and political figures.
!
!
Can one person change
the history of a nation?
Why are primary and
secondary sources
important components to
history and learning?
!!
!
!
Daniel Boone
http://www.enchantedlearning.com/
explorers/page/b/boone.shtml
3.17 Compare and contrast
a primary source and
secondary source of the
same event or topic. (C, H)
!
3.24 Interpret a chart, graph,
or resource map of major
imports and exports. (E, G)
!
3.25 Define supply and
demand and describe how
changes in supply and
demand affect prices of
specific products. (E)
!
Videos:
Summarize major historical events by using a Brainpop.com
timeline. (Using informational text, create a Historical Figures:
Abraham Lincoln, George Washington,
timeline documenting Daniel Boone’s
and Amelia Earhart
exploration)
Informational Text
Use graphic organizer to compare and
contrast primary sources of the same event. Lewis & Clark Journal Entries
http://lewisandclarkjournals.unl.edu/
read/?
_xmlsrc=1803-08-30.xml&_xslsrc=LCstyles
.xsl
Historical text
http://www.let.rug.nl/usa/
!
3.23 Identify examples of
scarcity in and around
specific regions. (E, G)
Books:
Houghton Mifflin Social Studies Many
Regions, One World (2009)
!
Websites:
North America (lesson plans & PPT)
http://continents.mrdonn.org/
northamerica.html
North
America
What is scarcity?
!
How do imports and
exports affect our
economy?
Create scenarios in which students
experience supply and demand and its
changes on economy based on the
scarcity of a product.
!
!
!
!
Create a cause and effect chart to show
How does supply &
how supply and demand affects price.
demand affect a product’s Create a comic strip to show supply and
price?
demand for a popular product.
Read and interpret a Import and export
charts, map, or graph. Explain how this
affects interdependence.
!
Books:
Houghton Mifflin Social Studies Many
Regions, One World (2009)
!
Websites:
Supply & Demand/Scarcity Scenarios
https://utah.agclassroom.org/files/
uploads/fieldguide2/supply.pdf
!
Supply & Demand Auction
www.darke.k12.oh.us/curriculum/
SocialStudies/SupplyDemandlesson.pdf
!
Videos:
Brainpop.com
Supply & Demand
13
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
3.26 Describe how goods
North
and services are exchanged America
on local, regional, and
international levels including
transportation methods and
bartering and monetary
exchange. (C, E, G, TN)
How do people earn an
income?
Have each student bring in an item to
barter with a classmate.
How do they use their
money?
Students categorize pictures or scenarios as
barter of money economy.
Websites:
North America (lesson plans & PPT)
http://continents.mrdonn.org/
northamerica.html
Second Quarter: Weeks 5-9
3.28 Discuss the structure
and purpose of
government. (P)
3.29 Compare and contrast
the national governments of
Canada, Mexico, and the
United States. (P)
!
3.30 Describe the
Constitution of the United
States and the Tennessee
State Constitution in
principle and practice. (P,
TN)
!!
North
America
!
!
How are goods and
services exchanged on a
local, regional, and
international scale?
!
What is the purpose of our
Create a poster or 3 tab foldable that
government and how does describes the duties & members of the
it work?
three branches of government.
!
How are world communities
similar and different in how
they form and operate
governments, identify
leaders and resolve
conflicts?
!
How are people in world
communities similar and
different in how they
exercise their rights and
responsibilities?
!
What is the purpose of the
Constitution? How does it
influence governmental
decisions made today?
!
Use a graphic organizer to compare and
contrast the governments in Canada,
Mexico, and Unites States.
!
Preamble: Students will represent what the
Preamble truly means. Place students into 7
small groups, give one piece of the
preamble to each group. The group
discusses what their part means, why it is
important and how it affects their personal
rights. After they have discussed their part,
the students work within their group to:
a) create a skit to present to the class. (Their
skit outlines their portion of the preamble)
b) or, create a Preamble quilt. They will
create quilt squares representing phrases
of the Preamble. The phrases will be:
•We the People of the United States
•In order to form a more perfect union
•Establish Justice
•Insure domestic Tranquility
•Provide for the common defense
•Promote the general Welfare
•Secure the Blessings of Liberty to ourselves
and our posterity. (See Activities)
Books:
Houghton Mifflin Social Studies Many
Regions, One World (2009)
!
Books:
We the Kids, by David Catrow
!
!
Houghton Mifflin Social Studies Many
Regions, One World (2009)
Websites:
North America (lesson plans & PPT)
http://continents.mrdonn.org/
northamerica.html
!
Activities:
Preamble
http://www.lawanddemocracy.org/
pdffiles/Preamble.pdf
14
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Second Quarter: Weeks 1-4
3.31 Conduct short research South
projects to describe the
America
major components of history
and culture including
language, clothing, food,
art, beliefs, customs, and
music. (C, H)
What are the
characteristics of South
American culture?
Research-South America. Write an
informative newspaper article which
summarize its history and culture.
Create a graphic organizer comparing and
contrasting elements of South American
culture to that of North America.
3.32 Use timelines, primary
sources, and historical
passages to summarize the
history of a region, including
events, inventions/inventors,
artists, writers, and political
figures. (C, G, H, P)
Suggestions are as follows:
Inca Culture, Amerigo
Vespucci, Panama Canal,
and current events.
What similarities and
differences are there
between North American
culture and South
American culture?
!
!
!!
!
!
!
3.33 Identify on a map major
countries of the continent
(Brazil, Colombia, Cuba,
and Peru, Argentina). (G)
!
3.34 Identify major physical
features of the continent
(G):
• Rivers - Amazon
• Mountains - Andes
• Bodies of Water - Straits of
Magellan, Lake Titicaca
• Landforms - Caribbean
Islands, Galapagos Islands
!
!!
Review the geography of South America .
Why are Christopher
(see instructional resources geography links)
Columbus and Amerigo
Vespucci important people Label a map with key South American
in South American history? physical features and countries
How did the opening of the
Panama Canal affect
trade and travel?
!
!
What countries comprise
South America?
How do environments and
regions differ around the
world?
Websites:
South American Lesson Plans and PPT
http://continents.mrdonn.org/
southamerica.html
!
Maps
http://
education.nationalgeographic.com/
education/mapping/interactivemap/?
lg=33&b=0&f=247&bbox=-170.55769,-6
7.06743,162.72356,67.47492&ar_a=1&ls
=1800007&t=1
!
!
Printable Outline Map
http://www.eduplace.com/ss/maps/
Geography
http://www.mapsofworld.com/southamerica/
!
!
http://www.sheppardsoftware.com/
South_America_Geography.htm
http://
education.nationalgeographic.com/
education/encyclopedia/southamerica-physical-geography/?ar_a=1
!
Video:
Brainpop.com
Christopher Columbus
Inca
!
Informational Texts:
Vespucci & Columbus
http://www.readworks.org/sites/
default/files/passages/
830_vikings_and_european_explorer_a
merigo_vespucci_0.pdf
!
15
http://www.biography.com/people/
amerigo-vespucci-9517978
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Second Quarter: Weeks 1-4
3.35 Identify examples of
scarcity in and around
specific regions. (E, G)
!
3.36 Interpret a chart, graph,
or resource map of major
imports and exports. (E, G)
3.37 Define supply and
demand and describe how
changes in supply and
demand affect prices of
specific products. (E)
!
3.38 Summarize the
differences between a
dictatorship and democratic
forms of government. (P)
South
America
How does the climate of a
region affect the supply of
natural resources?
Create scenarios in which students
Book:
experience supply and demand and its
South America (True Books), by Libby
changes on economy based on the scarcity Koponen
of a product. (see websites)
How can the scarcity of
South America, by Myra Weatherly
resources influence the
Read and interpret a import/export map
population of a region?
and chart.
Websites:
Imports and Exports (charts & Map)
Why are select items found Mock election of students in the class
http://
at certain stores in South
running for different positions.
pierstransportation.wordpress.com/
America?
2013/08/01/top-u-s-imports-exportsCompare and contrast how a democratic
with-south-america/
Why do the people of this
government functions versus a dictatorship.
continent have to travel to
http://www.econedlink.org/
several stores to get what
Dictator for a Day: Experience and analyze interactives/EconEdLink-interactivethey specifically need?
the pros and cons of a dictatorship. Students tool-player.php?
will experience firsthand the pros and cons
lid=400&filename=em400_mappingexp
Why is the government
of living with a dictator right in their own
orts.swf
increasing the prices of
classroom by having one of their classmates
certain food items?
play the role of a dictator for a day.
Congress for Kids
http://www.congressforkids.net/
What are the pros and cons
Elections_index.htm
of a dictatorship?
Election Day
What are the pros and cons
http://www.busyteacherscafe.com/
of a democracy?
themes/election.html
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
Videos:
Brainpop.com
Supply & Demand
!
Activities:
Dictator for a Day
http://www.discoveryeducation.com/
teachers/free-lesson-plans/dictator-fora-day.cfm
!
Research Project:
South America: History of the region,
major countries, physical features,
scarcity in the region, or differences
between dictatorship and democratic
16
governments.
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Second Quarter: Weeks 5-9
3.39 Describe the diverse but
unified nature of people
within a continent or region,
identifying the distinct
contribution made by their
culture including language,
clothing, food, art, beliefs,
customs, and music. (C, H)
!
3.40 Use timelines, primary
sources, and historical
passages to summarize the
history of a region, including
events, inventions/inventors,
artists, writers, and political
figures. (C, G, H, P)
Suggestions are as follows:
Olympics in Ancient Greece,
Roman Empire, monarchies,
European discovery of the
New World, historical
narratives of major European
immigrant groups and their
journeys to America, and
current events.
!
Europe
What are the contributions
of European cultures ?
Discuss the contributions of different
cultures Europe.
How do cultures change
over time and how do they
spread?
Research the different governments in the
major countries of Europe.
!
!
!
!
!
Research the formation of the first
How do culture differ across democracy (Roman Empire).
this region?
Read and analyze historical journals.
How has the Olympics
influenced sports
Interpret a timeline.
throughout the world?
Have students research holiday (ex.
Christmas, New Years, etc.) traditions of the
What key people and
major countries of Europe and identify
events helped shape the
traditions that were brought to The New
history of this region?
World by these cultures.
!
Books:
Olympic Games in Ancient Greece by
Shirley Glubok and Alfred Tamarin
!
!
!
Dreaming Of America: An Ellis Island
Story by Eve Bunting and Ben Stahl
At Ellis Island: A History in Many Voices
by Louise Peacock
Activities:
Writing historical narrative
http://www.phschool.com/atschool/
ahon09/pdfs/AHON_WW_unit_9.pdf
!
Informational text:
Letters from European Explorers
http://www.let.rug.nl/usa/documents/
before-1600/
!
Journal entries: Christopher Columbus
http://history-world.org/
christopherdocs.htm
!
Websites:
Europe (Lesson plans and PPT)
http://continents.mrdonn.org/
europe.html
!
Informational Text:
Elllis Island (Seymour’s Story)
http://www.scholastic.com/teachers/
article/relive-boys-journey
17
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Second Quarter: Weeks 5-9
3.41 Identify major
countries of the continent
(France, Italy, Germany,
Russia, Spain, and United
Kingdom). (G)
!
3.42 Identify major physical
features of the continent
(G):
• Mountains – Alps,
Gibraltar
• Bodies of Water - Arctic
Ocean, Mediterranean
Sea
!
3.43 Identify examples of
scarcity in and around
specific regions. (E, G)
!
3.44 Interpret a chart,
graph, or resource map of
major imports and exports.
(E, G)
3.45 Compare and
contrast a monarchy and
a democratic form of
government. (P)
!
Europe
What can we learn about
Students will identify specific countries,
Europe by comparing formal bodies of water, and mountain ranges in
regions?
Europe on an outline map.
!
!
!
What is scarcity?
!
!
!
!
Research the different types of government
that are present in Europe.
How does scarcity affect the
countries within this region?
Choose two European countries and
compare and contrast their governments.
How does a monarchy and
democratic government
Identify major imports and exports of
differ?
European countries.
Discuss examples of scarcity within this
region and solutions for this problem (oral,
create foldable, etc.)
!
Compare and contrast a monarchy and a
democratic form of government.
Websites:
Lesson Plans & PPT
http://continents.mrdonn.org/
europe.html
!
http://exchange.smarttech.com/
details.html?
id=3e5f5266-3b48-4c88-9dae-7bfb8757
4cc0
!
Maps
http://www.worldatlas.com/
webimage/countrys/eumaps.htm
http://www.mapsofworld.com/
europe/
!
Interactive map
http://
education.nationalgeographic.com/
education/mapping/interactivemap/?
lg=33&b=0&f=247&bbox=-170.55769,-6
7.06743,162.72356,67.47492&ar_a=1&ls
=1800007&t=1
!
Printable Outline Map
http://www.eduplace.com/ss/maps/
Books:
An Online Visit to Europe by Erin M.
Hovanec
!
Monarchy by Richard Tames
18
Houghton Mifflin Social Studies
Tennessee: Many Regions, One World
(2009)
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Third Quarter: Weeks 1-3
3.46 Interpret different
texts and primary sources
to describe the major
components of history and
culture including
language, clothing, food,
art, beliefs, customs, and
music. (C, H)
!
3.48 Identify major
countries of the continent
(Egypt, Kenya, Libya, and
South Africa). (G)
3.49 Identify major
physical features of the
continent (G):
• Rivers – Congo, Niger,
Nile
• Mountains – Kilimanjaro,
Mt. Kenya, Atlas
Mountains
• Desert – Sahara
• Bodies of Water – Indian
Ocean, Lake Victoria,
Southern Ocean
• Landforms – Cape of
Good Hope
!!
!
Africa
How does migration play a
key role in the cultural
geography of Africa?
!
!
Look at pictures of components of African
culture and identify them as language,
food, clothing, art, and music.
What is cultural celebration? Use a graphic organizer to compare and
contrasting American culture to African
Why are physical
culture.
characteristics of a place a
liability for settlement?
Students will identify specific countries,
bodies of water, deserts, landforms, and
What can we learn about
mountain ranges in Europe on an outline
Africa by comparing formal map.
regions?
!
!
What are the major physical
components of the world,
and how are they
represented on a map?
!
!!
Books:
Houghton Mifflin Social Studies
Tennessee: Many Regions, One World
(2009)
!
Websites:
Lesson Plans &PPT
http://geography.pppst.com/
continents.html
!
Interactive map
http://
education.nationalgeographic.com/
education/mapping/interactivemap/?
lg=33&b=0&f=247&bbox=-170.55769,-6
7.06743,162.72356,67.47492&ar_a=1&ls
=1800007&t=1
!
!
Printable Outline Map
http://www.eduplace.com/ss/maps/
Flipchart
http://
www.teacherspayteachers.com/
Product/Explore-South-Africa-withyour-Five-Senses-PrometheanFlipchart-670145
!
Videos:
Geography and Culture Of Africa:Vol.
1, Vol. 2, Vol.3, & Vol. 4
http://app.discoveryeducation.com/
search?Ntt=culture
!
Informational Text:
Standing on the Roof of Africa
http://www.readworks.org/passages/
standing-roof-africa
19
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Third Quarter: Week 1-3
3.50 Explain how people
Africa
depend on the physical
environment and its natural
resources to satisfy their basic
needs. (C, E, G)
!
3.51 Identify examples of
scarcity in and around
specific regions. (E, G)
What resources are scarcity
this region? What are some
solutions.
!
What can you do to help
with the scarcity of the
natural resources in this
region? (see research &
service project)
3.52 Interpret a chart, graph,
or resource map of major
imports and exports. (E, G)
3.47 Tell a historic story with
Africa
appropriate facts and
relevant, descriptive details
while speaking audibly in
coherent sentences using
information gained from
timelines, primary sources
and informational text. (C, G,
H, P) Suggestions are: Ancient
Egypt and the pyramids, Nile
River, Tutankhamen,
Bartholomew Diaz lands on
Cape of Good Hope, Nelson
Mandela, and current events.
How have the influences of
people and events, both
past and present, shaped
Africa?
Have students identify major countries and
landforms on an outline map of Africa.
!
!
!
Make a list human basic needs and how
they are met in TN, Africa, and the world.
Research water crisis in Africa.
Create public service announcement
describing crisis and possible solutions
(building wells, Lifestraw, etc.)
Websites:
Informational Text:
Desertification
http://www.readworks.org/passages/
west-africa-desertification-west-africa
!
Ryan’s Well
http://www.readworks.org/passages/
ryans-well-1
!
Research & Service Project:
http://www.celfeducation.org/
lifestrawdonation.html
Research Nelson Mandela’s Nobel Peace
Prize in 1993.
Websites
Ancient Egypt PPT
http://
Research and report on historical people or www.teacherspayteachers.com/
events from Africa.
Product/Ancient-EgyptIntroduction-1109931
!
!!
!
Videos:
http://www.brainpop.com/
socialstudies/worldhistory/
Cleopatra, Egyptian Pharaohs, 7
Wonders of the World
!
!
http://Brainpopjr.com
Ancient Egypt
Infromational Text:
Ancient Egypt
http://
www.teacherspayteachers.com/
Product/Ancient-Egypt-LeveledReader-1083963
!
Nelson Mandela
20
http://www.timeforkids.com/news/
nelson-mandela-1918-2013/97361
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Third Quarter: Weeks 4-6
3.53 Interpret different texts
and primary sources to
describe the major
components of history and
culture including language,
clothing, food, art, beliefs,
customs, and music. (C, H)
!
3.54 Use information gained
from timelines, primary
sources and informational
text to identify major
historical people, events and
patterns. (C, G, H, P)
Suggestions are as follows:
Indigenous cultural heritage
of Aboriginal people,
Captain James Cook and
European Settlement,
Australia’s Independence,
and current events.
!
3.55 Identify the Great Barrier
Reef, New Zealand, Ayers
Rock, and Tasmania. (G)
!
3.56 Interpret a chart, graph,
or resource map of major
imports and exports. (E, G)
Australia
Who were the first people of
Australia?
Research and discuss the origins of
Aboriginal people in Australia.
What happened when the
English landed on the
Australian continent?
Discuss James Cook and his exploration in
1770, landing in Botany Bay aboard the
ship named HM Bark Endeavour.
How does the settlement of
Australia compare with the
settlement of the United
States of America?
Compare the gold rushes in Ballarat, and
Bendigo to the California gold rush.
!
!
What can we learn about
Europe by comparing formal
regions?
!
What are Australia’s leading
exports?
!
!
Research the creation of The
Commonwealth of Australia-1901.
Create a timeline depicting the history of
Australia (http://www.tiki-toki.com/)
Websites:
Landforms
http://
www.australianlandmarks.com.au/lists/
australian-landforms-top-10-list
!
Timelines
http://www.aushistorytimeline.com/
Lesson Plan & PPT
http://australia.mrdonn.org/
powerpoints.html
!
Maps
http://www.worldatlas.com/
webimage/countrys/oceania/
australia/auland.htm
!
!
!
!
Research Australian customs and holidays.
How do they compare to those in the
United States?
Compare the Australian and American
culture.
Books
Discover Australia by Chris Ward
The Aboriginal Peoples of Australia by
Anne Bartlett
James Cook by Zachary Kent
!!
!
21
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Third Quarter: Weeks 8-9
3.16 Use timelines and
historical passages to
summarize the history of a
region, including events,
inventions/inventors, artists,
writers, and political figures.
(C, G, H, P, TN)
Suggestions are as follows:
Christopher Columbus,
Benjamin Franklin, George
Washington, Daniel Boone,
Nancy Ward, Thomas
Jefferson, Betsy Ross, Noah
Webster, Abraham Lincoln,
Susan B. Anthony, Harriett
Tubman, Geronimo, George
Washington Carver, Georgia
O’Keefe, Amelia Earhart, E.B.
White, Rosa Parks, Martin
Luther King Jr., Dian Fossey,
and Barack Obama
History
How is it possible for different
people to interpret an event
differently?
How can the story of another
American, past or present,
influence your life?
Research a historical figure and create a
timeline of important events in the life of
that person.
Websites:
TN History for Kids
www.tnhistoryforkids.org
Conduct a debate about an issue that a
chosen historical figure faced during their
lifetime.
George Washington:
https://www.youtube.com/watch?
v=nnAnwpe9dGY
Read accounts of the same events and
analyze them for contradictions.
http://www.ducksters.com/
biography/uspresidents/
georgewashington.php
!
!
!
Nancy Ward:
http://www.tnhistoryforkids.org/
people/nancy_ward
Abraham Lincoln:
http://www.ducksters.com/
biography/uspresidents/
abrahamlincoln.php
Harriet Tubman:
http://www.ducksters.com/
biography/women_leaders/
harriet_tubman.php
http://kids.nationalgeographic.com/
kids/stories/peopleplaces/
harriettubman/
Barack Obama:
http://www.timeforkids.com/news/
meet-barack-obama/44386
!
Books:
Who was Harriet Tubman by Yona
Zeldis McDonough
!
!
Who was Amelia Earhart by Kate
Boehm Jerome
*The entire “Who was....” series are22
excellent resources.
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Fourth Quarter: Weeks 1-4
3.57 Interpret different texts
and primary sources to
describe the major
components of history and
culture including language,
clothing, food, art, beliefs,
customs, and music. (C, H)
!
3.58 Tell a historic story with
appropriate facts and
relevant, descriptive details
while speaking audibly in
coherent sentences. Use
information gained from
timelines, primary sources
and informational text. (C, G,
H, P) Suggestions are as
follows: Mesopotamia
including the creation of the
written alphabet; important
technologies of China such
as bronze casting, silk
manufacture, gunpowder
and the invention of paper;
The Great Wall of China;
Marco Polo and trade along
the Silk Route; 2004 Indian
Ocean Tsunami, and current
events.
Asia
How has exploration shaped
this region and the world?
!
!
What is the significance of
the Great Wall of China?
How has events in Asia’s
history helped shape this
region?
!
What major products are
imported and exported from
China?
!
How are goods & services
transported on a global
scale?
Compare and Contrast American culture
to Asian Culture (ex. American New Year &
Chinese NewYear)
!
Explore Asian culture through writing of
haiku poems, language, music, customs,
etc..
!
!
!!
Research historic event in Asian history.
Identify countries, bodies of water, and
landforms in Asia.
Websites:
Lesson Plans &PPT
http://geography.pppst.com/
continents.html
!
Interactive map
http://
education.nationalgeographic.com
/education/mapping/interactivemap/?
lg=33&b=0&f=247&bbox=-170.55769
,-67.06743,162.72356,67.47492&ar_a
=1&ls=1800007&t=1
!
Printable Outline Map
http://www.eduplace.com/ss/
maps/
!
Videos
http://www.brainpopjr.com/
socialstudies/ancienthistory/
Ancient China
!
Books:
Explore Asia by Bobbie Kalman
and Rebecca Sjonger
!
3.59 Identify the major
countries of the continent
(China, India, Israel, and
Japan). (G)
!
23
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Fourth Quarter: Weeks 1-4
3.60 Identify the Himalayas,
Mount Everest, and
Mesopotamia. (G)
Asia
!
3.61 Interpret a chart, graph,
or resource map of major
imports and exports. (E, G)
!
3.62 Describe how goods and
services are exchanged on
local and international levels.
(E, G)
24
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Fourth Quarter: Weeks 5-7
3.63 Create a
Antarctica
multimedia presentation
of social studies stories
about explorations to
Antarctica; add
drawings or other visual
displays to stories or
accounts of experiences
when appropriate to
clarify ideas, thoughts,
and feelings. (C, G)
!
3.64 Use timelines and
historical passages to
summarize the history of
a region including
events, inventions/
inventors, artists, writers,
and political figures. (C,
H, P) Suggestions are:
James Clark Ross,
Richard E. Byrd, and
South Magnetic Pole.
How can geographic
information systems and other
geographic technologies
impact the development of
an area?
!
Why do extreme
environmental conditions
minimize the settlement of an
area?
Research the history of the Antarctic. Present Websites:
research through a multimedia presentation. Maps:
http://continents.mrdonn.org/
Create a timeline of people who have
antarctica.html
explored this continent.
Informational text:
Research the Treaty of Antarctica.
http://faculty.umf.maine.edu/
gretchen.legler/public.www/
Read informational text about the
antarcticawebsite/coolf.htm
exploration and environment of this
continent.
http://factsforkids.net/antarcticafacts-for-kids/
!
!
!
Timelines:
http://www.timeforkids.com/
minisite/antarctica
Explorers:
http://
www.enchantedlearning.com/
explorers/antarctica.shtml
!
http://www.coolantarctica.com/
Community/mcmurdo/
mcmurdo_base_antarctica.htm
!
http://
newswatch.nationalgeographic.co
m/2013/02/11/landing-on-thin-icearriving-in-mcmurdo-stationantarctica/
3.65 Conduct a short
research project to
examine the Antarctic
Treaty. (P)
3.66 Explain why there
are only temporary
residents found on
Antarctica and the
impact the physical
environment and its
natural resources have
on how basic needs are
met. (G)
!
!
Antarctic Treaty:
http://www.usap.gov/usapgov/
theAntarcticTreaty/index.cfm?m=2
http://
2525
classroom.antarctica.gov.au/
international/antarctic-treaty
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Fourth Quarter: Weeks 8-9
3.67 Read and interpret
information about the
impact of people on the
environment. (G)
!
3.68 Identify McMurdo
Station. (G)
Antarctica
What have researchers
discovered in Antarctica?
Research McMurdo space station.
Websites
McMurdo Station:
http://www.timeforkids.com/news/
life-mcmurdo/140131
!
Books:
Black Whiteness: Admiral Byrd
Alone in the Antarctic by Robert
Burleigh
The Antarctic by Lynn M. Stone
North Pole, South Pole by Nancy
Smiler Levinson
!
!
Greetings from Antarctica text and
photographs by Sara Wheeler
26
State Standards &
Common Core State
Standards (CCSS)
Unit
Guiding Questions
Assessment/Activities
Instructional Resources
Fourth Quarter: Weeks 8-9
Culture
How is the honored
Memphis in May Curriculum Guide
Geography country similar/different to
History
Memphis?
!
www.memphisinmay.org
!
Which products/services
do we import or exported
from our honored
country?
!
How do people from the
honored country express
their culture?
27