Download 3rd Grade Social Studies Curriculum Map

Curriculum Map: Grade 3 Social Studies (2015)
Course: Social Studies Subtopic: Uncategorized
Grade(s): None specified
Unit: Indiana County Unit
Timeline: 10 Weeks
Unit
Description:
This unit will teach students about their local community. Students will learn all about
Indiana County and become familiar with its history, geographical location/features and
places of interest to visit.
Big Ideas:
1. The history of the Commonwealth continues to influence Pennsylvanians today, and
has impacted the United States and the rest of the world.
2. World history continues to influence Pennsylvanians, citizens of the United States,
and individuals throughout the world today.
Essential
Questions:
1. How does continuity and change within Pennsylvania history influence your
community today?
2. What is your role as a Pennsylvanian in the history of the world?
3. How can the story of another Pennsylvanian, past or present, influence your life?
4. Where is Indiana County located within Pennsylvania?
5. How many townships/boroughs make up Indiana County and Marion Center Area
School District?
6. What is your current address and how is it relevant to know it?
7. How do renewable and nonrenewable resources affect jobs in Indiana County?
8. How do the major roadways of Indiana County effect our economy?
9. What are the similarities and differences of an Amish community?
10. What is the state park located within Indiana County?
11. What important role did the railroads and canals play in helping to develop Indiana
County? Blairsville Underground Railroad?
12. What is the purpose of the branches of government from national to local?
13. How were covered bridges built and what was the importance of them?
14. What was the purpose of False Face Masks and the connection to the Iroquois
Native Americans?
15. How have farms changed from past to present?
Competencies 1. Analyze the interaction of cultural, economic, geographic, political, and social
(including
relations for a Pennsylvanian from whom we can learn.
transfer
goals)- The
2. Identify a group in Pennsylvania history and explain how it differed from other
student will groups.
be able to
(independentl 3. Explain why certain writings, oral traditions, material artifacts, architecture, and
y) use their historic places have been maintained in the present and given for the benefits of future
learning to...: generations.
4. Apply the theme of continuity and change in Pennsylvania history and relate the
benefits and drawbacks of your example.
5. Survey their parents about IC places they have visited.
6. Write their complete address.
7. Identify and locate IC and surrounding counties.
8. Locate, identify, and discuss IC townships.
9. List the townships within Marion Center Area School District.
10. State when IC was organized and established.
11. Count the townships and boroughs and know the 2010 census population.
12. Read about IC famous personalities.
13. Predict and discuss renewable and nonrenewable resources of IC.
14. List jobs related to IC natural resources.
15. Write a paragraph about conserving a natural resource of IC.
16. Identify and label the major roadways of IC and their effects on our economy.
17. Locate hills and towns within IC.
18. Listen to the story of the Amish (Just Plain Fancy).
19. Compare and contrast the Amish and Non-Amish.
20. Locate Amish sites in IC.
21. Identify and locate state and county parks within IC.
22. Identify the bodies of water in IC.
23. Discuss places of interest and locate where they are in IC.
24. Identify and label railroads and canals in IC.
25. Understand the importance of the Blairsville Underground Railroad to IC.
26. List the school districts that comprise IC.
27. Identify the branches of government from national to local and the members of
those branches.
28. Locate the 4 covered bridges within IC.
29. Discuss different types of trees and why IC is called the Christmas Tree Capital of
the World.
30. Tell why the False Face Society made masks and its connection to IC.
31. Compare farms from the past to present day farms.
32. Predict what a farm will look like in the future.
Performance - Teacher Observations
Tasks :
- Student Work
- Quizzes
- Homework
- Unit Test
- Participation
- Indiana County Packet Completion
- Study Guide
- Indiana County Brochure
- Indiana County Poster
- Class Discussion
- Projects
- Entrance/Exit Slips
Concepts:
- biography explores the life of an individual.
Students will
know....:
- groups that have influenced Pennsylvania history had different beliefs, customs,
ceremonies, traditions, and social practices.
- the Commonwealth of Pennsylvania has chosen writings, material artifacts, and
historic sites to identify a common cultural heritage.
- human organizations work to socialize members and, even though there is a
constancy of purpose, changes occur over time.
- how to memorize their address.
- townships within IC.
- learn which occupations are held within IC.
- where IC is located within Pennsylvania.
- when IC was organized/established.
- the 2010 census population.
- how many townships/boroughs.
- which counties surround IC and trace our border.
- the famous personalities of IC.
- the townships of Marion Center Area School District.
- the difference between renewable and nonrenewable resources.
- which jobs relate to which resources within IC.
- where major roads are located within IC.
- where certain towns and hills are located.
- the differences and similarities of the Amish and Non-Amish.
- where local parks and state parks are within IC.
- why covered bridges were built and their importance.
- specific places of interest to visit within IC.
- the importance of railroads and canals and why the Blairsville Underground Railroad
played a major role in IC.
- which school districts are within IC and fun facts.
- the importance of the Salt industry and the Kiskiminetas-Conemaugh River.
- the history of covered bridges being built within IC.
- why IC is called the Christmas Tree capital of the World.
- why the Iroquois made False Face Masks and the connection to IC.
- the branches of government from national to local.
- the difference between farms in the past compared to present day farms.
Materials and - Indiana County Workbook
Resources:
- Pictures of Indiana County
- Chapter Test
- Teacher Manual
- Quizzes #1 and #2
- Smartboard
- Just Plain Fancy (An Amish Story)
- Website: www.indianacountyparks.org
- Website: www.countyofindiana.org
- Website: www.visitindianacountypa.org
- Website: www.indianacountyparks.org/bridges/bridges.html
- Powerpoint of Indiana County
- Study Guide
- Review Questions
- Pamphlet of Indiana County Parks
- Brown Bag Grocery Bags from Giant Eagle
Learning
Activities:
1. Analyze the interaction of cultural, economic, geographic, political, and social
relations for a Pennsylvanian from whom we can learn by researching IC history.
2. Identify a group in Pennsylvania history (Amish) and explain how it differed from
other groups (Non-Amish).
3. Explain why certain writings, oral traditions, material artifacts, architecture, and
historic places have been maintained in the present and given for the benefits of future
generations by learning about the famous personalities we have within IC.
4. Apply the theme of continuity and change in Pennsylvania history and relate the
benefits and drawbacks of your example by making a chart to look at governmental
branches and their changes throughout the years.
5. Survey parents about IC places they have visited and discuss results.
6. Write their complete address on an index card and practice memorizing.
7. Identify and locate IC and surrounding counties by coloring them red, green, and
blue.
8. Locate, identify, and discuss IC townships.
9. List the townships within Marion Center Area School District by writing them in your
booklet.
10. State when IC was organized and established by underlining or highlighting in
student booklet.
11. Count the townships and boroughs and know the 2010 census population from
student booklet.
12. Read about IC famous personalities and underline or highlight key words.
13. Predict and discuss renewable and nonrenewable resources of IC by completing
chart.
14. List jobs related to IC natural resources by completing chart in student booklet.
15. Write a paragraph or draw a poster about conserving a natural resource of IC.
16. Identify and label the major roadways of IC and their effects on our economy in
student booklet.
17. Locate hills and towns within IC.
18. Listen to the story of the Amish (Just Plain Fancy).
19. Compare and contrast the Amish and Non-Amish using a t-chart or venn diagram.
20. Locate Amish sites in IC using student booklet.
21. Identify and locate state and county parks within IC.
22. Identify the bodies of water in IC.
23. Discuss places of interest and locate where they are in IC.
24. Identify and label railroads and canals in IC.
25. Understand the importance of the Blairsville Underground Railroad to IC using
website.
26. List the school districts that comprise IC.
27. Identify the branches of government from national to local and the members of
those branches by completing the chart.
28. Locate the 4 covered bridges within IC.
29. Discuss different types of trees and why IC is called the Christmas Tree Capital of
the World by looking at pictures of different trees and connecting to a website.
30. Tell why the False Face Society made masks and its connection to IC by making a
mask.
31. Compare farms from the past to present day farms by making a t-chart.
32. Predict what a farm will look like in the future by drawing a picture.
STANDARDS
STATE: Pennsylvania
5.1.3.A (Advanced)
5.1.3.B (Advanced)
5.1.3.C (Advanced)
5.2.3.C (Advanced)
SAS Academic Standards (2009-2013)
Explain the purposes of rules, laws, and consequences.
Explain rules and laws for the classroom, school, and community.
Define the principles and ideals shaping local government.
Identify leadership and public service opportunities in the school,
community, state, and nation.
5.2.3.D (Advanced) Describe how citizens participate in school and community activities.
5.3.3.A (Advanced) Identify the roles of the three branches of government.
6.1.3.A (Advanced)
6.2.3.A (Advanced)
6.5.3.A (Advanced)
6.5.3.B (Advanced)
7.1.3.B (Advanced)
7.2.3.A (Advanced)
8.2.3.A (Advanced)
8.2.3.D (Advanced)
8.4.3.C (Advanced)
Define scarcity and identify examples of resources, wants, and needs.
Identify goods, services, consumers, and producers in the local
community.
Explain why people work.
Identify different occupations.
Identify and locate places and regions as defined by physical and
human features.
Identify the physical characteristics of places and regions.
Identify the social, political, cultural, and economic contributions of
individuals and groups from Pennsylvania.
Identify and describe how conflict and cooperation among groups and
organizations have impacted the history and development of
Pennsylvania.
Compare and contrast selected world cultures.
Lesson Topic:
Unit: Unit 1 - Geography and Map Skills
Timeline: 4 Weeks
Unit
Description:
Big Ideas:
In this Unit students will learn about Geographical Concepts and Map Skills.
- Places and regions have physical and human characteristics, and one’s culture and
experiences may influence perception of place.
- Characteristics, distribution, and migration of human populations impact culture,
economic interdependence, settlement patterns, and control of the Earth’s surface.
- Geography is used to explain the past, interpret the present, and plan for the future.
- Geographic representations are essential to explain the spatial organization of people,
places, and environments.
Essential
Questions:
1. What is Geography?
2. What are questions you would ask a geographer about the five themes of
geography?
3. What can you learn by studying a globe?
4. How are the equator and prime meridian similar? How are they different?
5. What does a compass rose show?
6. Why do people use a map scale?
7. What is a political map?
8. How are political and physical maps similar? How are they different?
9. Where might you find different kinds of physical and political maps?
10. What does elevation mean?
11. What is a grid?
12. What do longitude and latitude mean?
13. What is one kind of event map that is shown on a television news channel?
Competencie
s (including
transfer
goals)- The
student will
be able to
(independent
ly) use their
learning to...:
1. Identify and describe the Five Themes of Geography: Location, Place,
Human/Environmental Interaction, Movement, and Region.
2. Identify Earth's continents and oceans on a globe.
3. Explain how the prime meridian and the equator divide Earth into four hemispheres.
4. Interpret political and physical maps using map elements.
5. Describe the similarities and differences between political and physical maps.
6. Locate places on a map using cardinal and intermediate directions.
7. Use a map scale to determine distances on a map.
8. Use a grid to find locations on a map.
9. Use latitude and longitude to locate exact places on Earth.
10. Use maps to locate historic and current events.
Performance - Teacher Observations
Tasks :
- Student Work
- Quizzes
- Homework
- Unit Test
- Participation
- Worksheet Pages
- Study Guide
- Class Discussion
- Projects
- Entrance/Exit Slips
Concepts:
- the Five Themes of Geography: Location, Place, Human/Environmental Interaction,
Students will Movement, and Region
know....:
- Earth's Seven Continents
- Earth's Four Oceans
- how the Prime Meridian and Equator divide the Earth into four hemispheres
- how to use Political Maps
- how to use Physical Maps
- the Similarities and Differences of Political and Physical maps
- how to use Cardinal directions
- how to use Intermediate directions
- how to use a map scale
- how to use a map key to determine land elevation.
- how to use a grid
- how to read latitude and longitude lines
- how to use maps to locate historic and current events
Materials and - Workbook Pages from Old PA Series
Resources:
- Chapter Test
- Latitude/Longitude Battleship
- Teacher Manual
- Quizzes
- Smartboard
- Study Guide
- Review Questions
- Maps and Globes Booklet
- Brochure Template
Learning
Activities:
1. Identify and describe the Five Themes of Geography: Location, Place,
Human/Environmental Interaction, Movement, and Region by looking at pictures of the
Great Lakes and connecting to one's own life.
2. Identify Earth's continents and oceans on a globe by using the maps and globes
booklet.
3. Explain how the prime meridian and the equator divide Earth into four hemispheres
using a worksheet.
4. Interpret political and physical maps using map elements by looking at these maps
and comparing them on a worksheet.
5. Describe the similarities and differences between political and physical maps by
looking at pictures in the book.
6. Locate places on a map using cardinal and intermediate directions by playing "Simon
Says Directions".
7. Use a map scale to determine distances on a map using a post-it note to help
students see the meaningful purpose of a map scale on a map.
8. Use a grid to find locations on a map.
9. Use latitude and longitude to locate exact places on Earth by playing latitude and
longitude battleship.
10. Use maps to locate historic and current events.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
7.1.3.A (Advanced) Identify how basic geographic tools are used to organize and interpret
information about people, places and environment.
7.1.3.B (Advanced) Identify and locate places and regions as defined by physical and
human features.
7.2.3.A (Advanced) Identify the physical characteristics of places and regions.
7.3.3.A (Advanced) Identify the human characteristics of places and regions using the
following criteria:
This Curriculum Map Unit has no Topics to display
Unit: PA Unit: Chapter 1: The First Pennsylvanians
Timeline: 3 Weeks
Unit
Description:
Students will learn Pennsylvania's geography shapes the lives of the people who live
there. They will learn about Pennsylvania's land and the first people who came to live
in the region.
Big Ideas:
Pennsylvania's geography shapes the lives of the people who live there. In turn,
humans affect the environment. This unit introduces students to the geography of
their home state, and to the American Indians, European explorers, and colonies who
lived there.
Essential
Questions:
1. Why do you think people move to a new land?
2. How do people discover new lands?
3. What landforms do Pennsylvania's regions have?
4. What are two factors that affect Pennsylvania's climate?
5. In what way did melting glaciers affect North America's land?
6. Why did Woodland Indians settle for long periods of time?
7. What affect did climate change have on Pennsylvania's land?
8. When do scientists believe the first people came to present-day Pennsylvania?
9. What tools were made by the Archaic Indians?
10. About how many years ago did Archaic Indians live in present-day Pennsylvania?
11. What does the name Lenni Lenape mean?
12. What is wampum?
13. In what ways did the Lenni Lenape prepare corn?
14. What caused the disappearance of the Erie culture?
15. How many years ago did the Erie disappear?
16. In what way did American Indian groups adapt to their life in Pennsylvania?
Competencie
s (including
transfer
goals)- The
student will
be able to
(independent
ly) use their
learning to...:
1. Identify Pennsylvania's regions and describe their physical features.
2. Describe Pennsylvania's climate.
3. Review standard features of a map, including map title, map legend, compass rose,
and map scale.
4. Compare information on a map and on a globe.
5. Explain changes that have occurred in Pennsylvania's land and climate over time.
6. Identify and explain the innovations, settlement patterns, and social organization of
pre-historic groups in Pennsylvania, including Paleo, Archaic, and Woodland Indians.
7. Describe the impact of land and climate changes on the early people in
Pennsylvania.
8. Identify and explain prehistoric artifacts important in Pennsylvania history.
9. Identify and explain the innovations, settlement patterns, and social organization of
historic American Indian groups in Pennsylvania, including Algonquian and
Haudenosaunee groups.
10. Describe cultural aspects of historic American Indians in Pennsylvania.
Performance - Teacher Observations
Tasks :
- Student Work
- Quizzes
- Homework
- Chapter Test
- Participation
- Worksheet Pages
- Study Guide
- Class Discussion
- Projects
- Entrance/Exit Slips
- Reading Skill/Strategy
- Vocabulary/Studyguide
- Skill Practice
- Diorama
Concepts:
- that Pennsylvania is located in the eastern part of the United States and has five
Students will major land regions.
know....:
- how to describe the regions of Pennsylvania and their physical features.
- how to describe Pennsylvania's climate.
- the standard features of a map, including map title, map legend, compass rose, and
map scale.
- how to compare information on a map and on a globe.
- changes that have occurred in Pennsylvania's land and climate over time.
- the innovations, settlement patterns, and social organization of prehistoric groups in
Pennsylvania, including Paleo, Archaic, and Woodland Indians.
- the impact of land and climate changes on the early people in Pennsylvania.
- prehistoric artifacts important in Pennsylvania history.
- the innovations, settlement patterns, and social organization of historic American
Indian groups in Pennsylvania, including Algonquian and Haudenosaunee groups.
- cultural aspects of the historic American Indians in Pennsylvania.
Materials and - Workbook Pages from Old PA Series (If needed)
Resources:
- Chapter Test
- Teacher Manual
- Quizzes
- Smartboard
- Study Guide
- Review Questions
- Reading/Skill Strategy
- Vocabulary
- Materials to make diorama (construction paper)
- Brochure Template
Learning
Activities:
1. Identify Pennsylvania's regions and describe their physical features by having
students make up "What Is It?" riddles and by making a brochure.
2. Describe Pennsylvania's climate and create the water cycle.
3. Review standard features of a map, including map title, map legend, compass rose,
and map scale by playing "Simon Says" with directions.
4. Compare information on a map and on a globe and have students make a map of
the school.
5. Explain changes that have occurred in Pennsylvania's land and climate over time by
showing pictures of Antarctica to give them an idea of what the Ice Age was like and
then discuss the woolly mammoths and their size.
6. Identify and explain the innovations, settlement patterns, and social organization of
pre-historic groups in Pennsylvania, including Paleo, Archaic, and Woodland Indians by
looking at different tools they possessed.
7. Describe the impact of land and climate changes on the early people in Pennsylvania
and have students discuss how they survived.
8. Identify and explain prehistoric artifacts important in Pennsylvania history by making
artifacts.
9. Identify and explain the innovations, settlement patterns, and social organization of
historic American Indian groups in Pennsylvania, including Algonquian and
Haudenosaunee groups by making a wampum belt.
10. Describe cultural aspects of historic American Indians in Pennsylvania by making a
Lenni Lenape or Susquehannock diorama.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
6.1.3.D (Advanced) Identify reasons why people make a choice.
6.4.3.B (Advanced) Identify examples of trade, imports, and exports in the local
community.
8.1.3.A (Advanced) Identify the difference between past, present and future using
timelines and/or other graphic representations.
8.1.3.B (Advanced) Identify fact, opinion, multiple points of view, and primary sources as
related to historical events.
8.1.3.C (Advanced) Conduct teacher guided inquiry on assigned topics using specified
historical sources. (Reference RWSL Standard 1.8.3 Research)
8.2.3.A (Advanced) Identify the social, political, cultural, and economic contributions of
individuals and groups from Pennsylvania.
8.2.3.B (Advanced) Identify historical documents, artifacts, and places critical to
Pennsylvania history.
8.2.3.C (Advanced) Identify and describe how continuity and change have impacted
Pennsylvania history.
8.2.3.D (Advanced) Identify and describe how conflict and cooperation among groups and
organizations have impacted the history and development of
Pennsylvania.
8.3.3.A (Advanced) Identify and describe the social, political, cultural, and economic
contributions of individuals and groups in United States history.
8.3.3.B (Advanced) Identify and describe historical documents, artifacts, and places
critical to United States history.
8.4.3.B (Advanced) Identify the importance of artifacts and sites to different cultures and
ethnicities.
8.4.3.C (Advanced) Compare and contrast selected world cultures.
8.4.3.D (Advanced) Identify conflict and cooperation among groups and organizations
from around the world.
This Curriculum Map Unit has no Topics to display
Unit: PA Unit: Chapter 2: Colonial Period
Timeline: 4 Weeks
Unit
Description:
In chapter 2 of this unit students will look at early exploration in North America and
explain how William Penn setup the Pennsylvania colony. Also included would
be discussing everyday life in the colony and looking at important figures in colonial
Pennsylvania.
Big Ideas:
Pennsylvania's geography shapes the lives of the people who live there. In turn,
humans affect the environment. This unit introduces students to the geography of
their home state, and to the American Indians, European explorers, and colonists who
lived there.
Essential
Questions:
1. Why did early European explorers travel to North America?
2. What was the first permanent settlement in present-day Pennsylvania?
3. Why did John Smith explore parts of present-day Pennsylvania?
4. Who reached the Pennsylvania region first, Henry Hudson or John Smith?
5. In what way would Pennsylvania be different if the Swedish had not settled there?
6. Why did William Penn want tolerance in colonial Pennsylvania?
7. What rights did Penn's government give to the colonists?
8. What caused William Penn to want to start a colony in North America?
9. What rights did people have under Penn's government?
10. What was the Great Law?
11. In what year did Hannah Penn begin to lead the colony?
12. From what countries did immigrants come to settle in Pennsylvania?
13. In what area of the Pennsylvania colony did Scots-Irish immigrants settle?
14. What industries began to develop in colonial Pennsylvania?
15. In what year did the Walking Purchase take place?
16. Explain the difference between rural and urban life in Pennsylvania?
17. What inventions and ideas did Pennsylvanians introduce to the colonies?
18. What kind of work did people do in Pennsylvania's rural and urban areas?
19. Why did some Pennsylvania leaders believe colonists should not own slaves?
20. In what year was the College of Philadelphia founded?
21. In what way might colonial children have been affected by not attending school?
Competencie
s (including 1. Identify reasons for early exploration in North America.
transfer
2. Identify early explorers of present-day Pennsylvania.
goals)- The
student will 3. Discuss Pennsylvania's first European settlement.
be able to
(independent 4. Explain how William Penn set up the Pennsylvania colony.
ly) use their
learning to...: 5. Describe the Pennsylvania colony's government and the freedoms granted to its
people.
6. Describe immigration, commerce, and industry in the Pennsylvania colony.
7. Explain the relationship between settlers and American Indians.
8. Discuss everyday life in the Pennsylvania colony.
9. Describe the issue of slavery in early Pennsylvania.
10. Discuss important figures in colonial Pennsylvania.
Performance - Teacher Observations
Tasks :
- Student Work
- Quizzes
- Homework
- Chapter Test
- Participation
- Worksheet Pages
- Study Guide
- Class Discussion
- Projects
- Entrance/Exit Slips
- Reading Skill/Strategy
- Vocabulary/Studyguide
- Skill Practice
Concepts:
- reasons for early exploration in North America.
Students will
know....:
- early explorers of present-day Pennsylvania.
- Pennsylvania's first European settlement.
- how William Penn set up the Pennsylvania colony.
- how the Pennsylvania colony's government and the freedoms granted to its people.
- why immigration, commerce, and industry in the Pennsylvania colony is important.
- the relationship between settlers and American Indians.
- about the everyday life in the Pennsylvania colony.
- about the issue of slavery in early Pennsylvania.
- about some of the important figures in colonial Pennsylvania.
Materials and - Workbook Pages from Old PA Series (If needed)
Resources:
- Chapter Test
- Teacher Manual
- Quizzes
- Smartboard
- Study Guide
- Review Questions
- Reading/Skill Strategy
- Vocabulary
- Brochure Template
Learning
Activities:
1. Identify reasons for early exploration in North America by locating England, Sweden,
and the Netherlands on a globe or world map and then locate Pennsylvania.
2. Identify early explorers of present-day Pennsylvania by discussing the explorers'
journeys making a list of their hardships they may have faced as well.
3. Discuss Pennsylvania's first European settlement by making vocabulary cards and
also a brochure detailing why they should come to Pennsylvania.
4. Explain how William Penn set up the Pennsylvania colony by looking at a street map
and then completing a worksheet that goes along with Philadelphia's plan.
5. Describe the Pennsylvania colony's government and the freedoms granted to its
people and make a list of laws pertaining to the classroom to demonstrate this.
6. Describe immigration, commerce, and industry in the Pennsylvania colony and have
students create a short chant, poem, or song that explains why people may have made
the journey to Pennsylvania and what they hoped to accomplish there.
7. Explain the relationship between settlers and American Indians by having students
work in pairs to use a map scale to measure 65 miles on a map of Pennsylvania.
Discuss how 65 linear miles translates into 700,000 acres of land.
8. Discuss everyday life in the Pennsylvania colony by making an illustration.
9. Describe the issue of slavery in early Pennsylvania..
10. Discuss important figures in colonial Pennsylvania and do a report on them.
STANDARDS
STATE: Pennsylvania
5.1.3.A (Advanced)
5.1.3.D (Advanced)
5.2.3.B (Advanced)
SAS Academic Standards (2009-2013)
Explain the purposes of rules, laws, and consequences.
Identify key ideas about government found in significant documents:
Identify the sources of conflict and disagreement and different ways
conflict can be resolved.
8.1.3.A (Advanced) Identify the difference between past, present and future using
timelines and/or other graphic representations.
8.2.3.A (Advanced) Identify the social, political, cultural, and economic contributions of
individuals and groups from Pennsylvania.
8.2.3.B (Advanced) Identify historical documents, artifacts, and places critical to
Pennsylvania history.
8.2.3.D (Advanced) Identify and describe how conflict and cooperation among groups and
organizations have impacted the history and development of
Pennsylvania.
This Curriculum Map Unit has no Topics to display
Unit: PA Unit: Chapter 3: Creating a New Nation
Timeline: 4 Weeks
Unit
Description:
In chapter 3 students will discuss changes in the original colonies in the state of
Pennsylvania and in the United States during the 1700s and 1800s.
Big Ideas:
The history of Commonwealth continues to influence Pennsylvanians today and has
impacted the United States and the rest of the world.
World history continues to influence Pennsylvanians citizens of the United States and
individuals throughout the world today.
Historical context is needed to comprehend time and space.
Essential
Questions:
1. Which Pennsylvania fort was located the farthest north?
2. Why did the French want to keep the British out of the lands west of the
Appalachians?
3. Why did some American Indians fight the British during Pontiac's Rebellion?
4. What conflict led to the signing of the Treaty of Paris in 1763?
5. What caused the French and the British to go to war?
6. Why was Fort Duquesne important to the French?
7. What effect did the end of the French and Indian War have on France?
8. How long did the French and Indian War last?
9. What was the purpose of the Proclamation of 1763?
10. Why did the colonists sign petitions?
11. In what way was the Declaration of Independence a sign of a change?
12. What was John Dickinson's reaction to British taxes?
13. What was the Stamp Act?
14. What was the purpose of Thomas Paine's booklet, Common Sense?
15. What might have happened if the colonies had been allowed to elect
representatives to the British government?
16. Why did members of the Continental Congress leave Philadelphia?
17. Who was Anthony Wayne?
18. Which came first, the battle of Brandywine or the winter at Valley Forge?
19. In what way did Pennsylvania's weather affect the soldiers at Valley Forge?
20. Which decisions made by Washington show his leadership?
21. What is the Bill of Rights?
22. In what way did Pennsylvania's constitution change in 1790?
23.What was the Whiskey Rebellion?
24. In what way is Pennsylvania's constitution similar to the U.S. Constitution?
25. What did delegates do in 1787 to make the nation's government stronger?
Competencie
s (including
transfer
goals)- The
student will
be able to
(independent
ly) use their
learning to...:
1. Describe the events that led to the French and Indian War.
2. Discuss important conflicts of the French and Indian War.
3. Discuss the events that led to the Proclamation of 1763 and its impact on American
Indians.
4. Identify the actions of the British government that caused discontent among
colonists.
5. Discuss the ways in which colonists responded to the British government.
6. Describe the importance of the Declaration of Independence.
7. Describe important leaders of the American Revolution, noting those with particular
relevance to Pennsylvania.
8. Identify and discuss importance events of the American Revolution.
9. Discuss the Articles of Confederation and the Constitution of the United States.
10. Examine growth in the early state of Pennsylvania.
11. Describe challenges in the new state, such as slavery and rebellions over taxes.
Performance - Teacher Observations
Tasks :
- Student Work
- Quizzes
- Homework
- Chapter Test
- Participation
- Worksheet Pages
- Study Guide
- Class Discussion
- Projects
- Entrance/Exit Slips
- Reading Skill/Strategy
- Vocabulary/Studyguide
- Skill Practice
Concepts:
1. the events that led to the French and Indian War.
Students will
know....:
2. the important conflicts of the French and Indian War.
3. the events that led to the Proclamation of 1763 and its impact on American Indians.
4. the actions of the British government that caused discontent among colonists.
5. the ways in which colonists responded to the British government.
6. the importance of the Declaration of Independence.
7. who the important leaders of the American Revolution, noting those with particular
relevance to Pennsylvania.
8. how to discuss importance events of the American Revolution.
9. the Articles of Confederation and the Constitution of the United States.
10. the growth in the early state of Pennsylvania.
11. the challenges in the new state, such as slavery and rebellions over taxes.
Materials and - Workbook Pages from Old PA Series (If needed)
Resources:
- Chapter Test
- Teacher Manual
- Quizzes
- Smartboard
- Study Guide
- Review Questions
- Reading/Skill Strategy
- Vocabulary
- Brochure Template
Learning
Activities:
1. Describe the events that led to the French and Indian War by making a timeline of
all the events leading up to it.
2. Discuss important conflicts of the French and Indian War by having students use
three index cards and assigning each partner "Conflicts over Territory" and "The War
Ends". Students will write a question about their assigned lesson section on each card
and then they will trade with their partner and answers the questions they receive.
3. Discuss the events that led to the Proclamation of 1763 and its impact on American
Indians. (see number 2 for same activity)
4. Identify the actions of the British government that caused discontent among
colonists by making a list of goods that would be taxed for the Stamp Act.
5. Discuss the ways in which colonists responded to the British government by having
them make a petition as a colonist back then.
6. Describe the importance of the Declaration of Independence by writing a newspaper
article describing important events in the Second Continental Congress.
7. Describe important leaders of the American Revolution, noting those with particular
relevance to Pennsylvania and having students break into Loyalists and Patriots group.
8. Identify and discuss importance events of the American Revolution by making an
organizer of the events and writing a letter from Franklin and Washington to von
Steuben asking for his help training the soldiers at Valley Forge.
9. Discuss the Articles of Confederation and the Constitution of the United States.
10. Examine growth in the early state of Pennsylvania by looking at the population
growth chart on page 63.
11. Describe challenges in the new state, such as slavery and rebellions over taxes by
writing a news bulletin about the rebellions over taxes in Pennsylvania.
STANDARDS
STATE: Pennsylvania
5.1.3.A (Advanced)
5.1.3.D (Advanced)
5.1.3.F (Advanced)
5.2.3.B (Advanced)
SAS Academic Standards (2009-2013)
Explain the purposes of rules, laws, and consequences.
Identify key ideas about government found in significant documents:
Identify state symbols, national symbols, and national holidays.
Identify the sources of conflict and disagreement and different ways
conflict can be resolved.
5.3.3.G (Advanced) Identify individual interests and explain ways to influence others.
8.1.3.A (Advanced) Identify the difference between past, present and future using
timelines and/or other graphic representations.
8.1.3.B (Advanced) Identify fact, opinion, multiple points of view, and primary sources as
related to historical events.
8.2.3.A (Advanced) Identify the social, political, cultural, and economic contributions of
individuals and groups from Pennsylvania.
8.2.3.B (Advanced) Identify historical documents, artifacts, and places critical to
Pennsylvania history.
8.2.3.C (Advanced) Identify and describe how continuity and change have impacted
Pennsylvania history.
8.2.3.D (Advanced) Identify and describe how conflict and cooperation among groups and
organizations have impacted the history and development of
Pennsylvania.
This Curriculum Map Unit has no Topics to display
Unit: PA Unit: Chapter 4: Growth and Expansion
Timeline: 4 Weeks
Unit
Description:
Big Ideas:
In chapter 4 students will discuss changes in the original colonies, in the state of
Pennsylvania, and in the United States during the 1700s and 1800s.
The history of the Commonwealth continues to influence Pennsylvanians today,
and has impacted the United States and the rest of the world.
World history continues to influence Pennsylvanians, citizens of the United
States, and individuals throughout the world today.
Historical context is needed to comprehend time and space.
Historical interpretation involves an analysis of cause and result.
Perspective helps to define the attributes of historical comprehension.
Essential
Questions:
1. Which three cities have been Pennsylvania's state capital?
2. What happened at the Battle of Lake Erie?
3. What effect did the Free School Act of 1834 have on children in Pennsylvania?
4. In what way did Pennsylvanians contribute to the War of 1812?
5. When was the Treaty of Ghent signed?
6. In what way did buying the Louisiana Territory affect the United States?
7. Why did travel along canals stop during winter months?
8. In what way did railroads increase Pennsylvania commerce?
9. In what way did Pennsylvania's roads change in the late 1700s?
10. Why do you think Albert Gallatin supported the idea of building the National Road?
11. What is mass production?
12. Wh0 was Lucretia Mott?
13. What kinds of new products did Pennsylvania begin to produce around the time of
the Industrial Revolution?
14. What rights did women begin working for in the 1800s?
15. Why did Pennsylvania's cities grow during the Industrial Revolution?
Competencie
s (including
transfer
goals)- The
student will
be able to
(independent
ly) use their
learning to...:
1. Explain Pennsylvania's nickname, "The Keystone State."
2. Discuss the movement of Pennsylvania's state capital.
3. Describe the major events of the War of 1812.
4. Distinguish between fact and opinion.
5. Explain how transportation innovations influences Pennsylvania.
6. Explain transportation networks and their influence on commerce and industry.
7. Discuss the industrial Revolution in Pennsylvania.
8. Discuss social reforms during the Industrial Revolution.
9. Describe the early women's movement.
Performance - Teacher Observations
Tasks :
- Student Work
- Quizzes
- Homework
- Chapter Test
- Participation
- Worksheet Pages
- Study Guide
- Class Discussion
- Projects
- Entrance/Exit Slips
- Reading Skill/Strategy
- Vocabulary/Studyguide
- Skill Practice
Concepts:
- Pennsylvania's nickname, "The Keystone State."
Students will
know....:
- the movement of Pennsylvania's state capital.
- how to describe the major events of the War of 1812.
- how to distinguish between fact and opinion.
- how transportation innovations influences Pennsylvania.
- how transportation networks and their influence on commerce and industry.
- how to discuss the industrial Revolution in Pennsylvania.
- how to discuss social reforms during the Industrial Revolution.
- the early women's movement.
Materials and - Workbook Pages from Old PA Series (If needed)
Resources:
- Chapter Test
- Teacher Manual
- Quizzes
- Smartboard
- Study Guide
- Review Questions
- Reading/Skill Strategy
- Vocabulary
- Brochure Template
Learning
Activities:
1. Explain Pennsylvania's nickname, "The Keystone State," by looking at a picture of a
keystone with all the other states on it and then looking at a map.
2. Discuss the movement of Pennsylvania's state capital by locating the three cities on
a map and explain why the westward movement was necessary.
3. Describe the major events of the War of 1812 by making a timeline.
4. Distinguish between fact and opinion by having students write three facts and three
opinions and then have them distinguish which is which.
5. Explain how transportation innovations influences Pennsylvania by making a
problem and solution chart.
6. Explain transportation networks and their influence on commerce and industry by
having students work in small groups to compare the advantages and disadvantages of
travel on canals, roads, and railroads with a two-column chart.
7. Discuss the industrial Revolution in Pennsylvania by making a Venn diagram to
compare and contrast before/after the Industrial Revolution.
8. Discuss social reforms during the Industrial Revolution by role-plying discussions
between factory workers in which the workers describe the unfair working conditions
and how they will work for improvements.
9. Describe the early women's movement by writing a letter to the editor explaining
why women should have equal rights.
STANDARDS
STATE: Pennsylvania
5.1.3.A (Advanced)
5.1.3.D (Advanced)
5.1.3.F (Advanced)
SAS Academic Standards (2009-2013)
Explain the purposes of rules, laws, and consequences.
Identify key ideas about government found in significant documents:
Identify state symbols, national symbols, and national holidays.
5.2.3.B (Advanced)
5.3.3.F (Advanced)
8.1.3.A (Advanced)
8.1.3.B (Advanced)
8.2.3.B (Advanced)
8.2.3.C (Advanced)
Identify the sources of conflict and disagreement and different ways
conflict can be resolved.
Explain how an action may be just or unjust.
Identify the difference between past, present and future using
timelines and/or other graphic representations.
Identify fact, opinion, multiple points of view, and primary sources as
related to historical events.
Identify historical documents, artifacts, and places critical to
Pennsylvania history.
Identify and describe how continuity and change have impacted
Pennsylvania history.
This Curriculum Map Unit has no Topics to display