Download Social Studies Grade 4 - Marion Center Area School District

Curriculum Map: Grade 4 Social Studies (2015)
Course: Social Studies Subtopic: Uncategorized
Grade(s): 4
Unit: Chapter 1--Geography of the United States
Timeline: 3 Weeks
Unit
Description:
Big Ideas:
Within Chapter 1, lessons will include the following topics:
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
Land and Regions of the United States
Weather and Climate of the United States
Regions and Resources
People and the Land
BIG QUESTION: How does geography affect the way we live?
ENDURING UNDERSTANDINGS:
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


Essential
Questions:
Lesson 1: Landforms and bodies of water influence how people live.
Lesson 2: Climate is the average temperature and rainfall in a place.
Lesson 3, 4: People adapt to their environment.
Lesson 3, 4: People change the environment and use its resources to help
them live.
BIG QUESTION: How does geography affect the way we live?
Essential Questions:
 Lesson 1: What landforms and bodies of water are found in the United
States and influence how people live?
 Lesson 2: What is climate? What types of climate are found in the USA?
 Lesson 3, 4: How do poeple adapt to their environment?
 Lesson 3, 4: How do people change the environment and use its resources
to help them live?
Competencies Lesson 1--Land and Regions in the United States:
(including
 locate and describe landforms and bodies of water in the United States.
transfer
 differentiate between the five regions of the United States and identify
goals)- The
student will
some of their characteristics.
be able to
 explain how natural features and political considerations provide the basis
(independentl
for state and national boundaries.
y) use their
 identify that regions are based on many different features.
learning to...:
Lesson 2--Weather and Climate:
 define climate and distinguish it from weather.
 identify factors that contribute to climate, such as wind, temperature, and
precipitation.
 explain the climate differences in the five US regions.
Lesson 3--Regions and Resources:
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


identify the natural resources in the United States.
analyze and classify natural resources, and human resources.
distinguish between renewable and nonrenewable resources.
explain ways people conserve resources.
Lesson 4--People and the Land:
Performance
Tasks :
 evaluate how the environment impacts how and where people live.
 analyze how people adapt to the environment.
 analyze the way technology has both harmed and improved the
environment.
 Teacher Observation
 Entrance/Exit Slips (Collins Writing)
 Class Discussion
 Student Work (Journal Writings, Projects, Note Packet)
 Homework
 Study Guide
 Quizzes
 Chapter Test
 Class Participation
Concepts:
Students will know:
Students will
 vocabulary
know....:
Materials and
Resources:
Learning
Activities:
 that the United States is divided into 5 regions, each with unique
landforms.
 that weather and climate vary across the regions of the United States.
 that each region has natural resources that are used to make products.
 that people adapt to and change the environment to meet their needs.
 Teacher Manual
 Student Consumable Textbook, My World Social Studies: Regions of Our Country
 Student Notebook/ Journal (Practice Worksheets)
 Promethean Board
 Extra Worksheets
 Vocabulary Cards
 Study Guide/ Chapter Review
 Student Work
 Quizzes
 Chapter Tests
The following learning activities may be used in conjunction with the reading of the text
and note taking (CLOSE Reading of a Text):








License Plate Activity
Book, How to Make a Cherry Pie and See the USA & Map Activity
Continents and Oceans Map Activity
Paper Mache Globe Project
World Map Trivia Game
Textbook Scavenger Hunt
"You be the Geographer" Activity
"Where in the World Is...." Project
 "Pinpointing Your Location"--Latitude and Longitude Activties
 "World Address Book" Activity
 "Message in a Bottle" Game
 Treasure Hunt Game
 Landform & Bodies of Water Picture Map
 Landform Stamp Project
 Natural Resource Company Simulation
 Traveling Suitcase--Regions Activity
 USA Region Poster Project
 Scholastic News Articles
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
7.1.4.A (Advanced) Describe how common geographic tools are used to organize and
interpret information about people, places, and environment.
7.1.4.B (Advanced) Describe and locate places and regions as defined by physical and
human features.
7.2.4.A (Advanced) Identify the physical characteristics of places and regions.
7.2.4.B (Advanced) Identify the basic physical processes that affect the physical
characteristics of places and regions.
7.3.4.A (Advanced) Identify the human characteristics of places and regions using the
following criteria:
7.4.4.A (Advanced) Identify the effect of the physical systems on people within a
community.
7.4.4.B (Advanced) Identify the effect of people on the physical systems within a
community.
This Curriculum Map Unit has no Topics to display
Unit: Chapter 2--Americans and Their History
Timeline: 3 Weeks
Unit
Description:
Big Ideas:
Within Chapter 2, lessons will include the following topics about Americans and their
History:
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

America and Europe
A New Nation
Growth and Civil War
The United States Becomes a World Power
The United States Since World War II
BIG QUESTION: How have we changed and how have we stayed the same
during our history?
ENDURING UNDERSTANDINGS:
 Lesson 1: Native Americans lived in North America before Europeans
colonized the continent.
 Lesson 2: Great Britain colonized what would later become the United
States.
 Lesson 2: The colonies fought for their independence and formed the
United States of America.
 Lesson 2, 3:The United States grew and its economy industrialized.
 Lesson 3:The United States fought a costly Civil War that ended slavery.
 Lesson 3, 4: New inventions, immigration, and an economic depression
changed the United States in the early twentieth century.
 Lesson 5:Civil rights, war, and terrorism have affected the United States
over the past 60 years.
Essential
Questions:
BIG QUESTION: How have we changed and how have we stayed the same
during our history?
Essential Questions:
 Lesson 1: What groups of people lived in North America before Europeans
colonized the continent?
 Lesson 2: What country colonized what would later become the United
States?
 Lesson 2: Why did the colonies fight for their independence? How was the
United States of America formed?
 Lesson 2, 3: How did the United States grow and industrialize its economy?
 Lesson 3: What was the result of the United States fighting a Civil War?
 Lesson 3, 4: What were some events that changed the United States in the
early twentieth centery?
 Lesson 5: What are some of the events that have affected the United
States over the past 60 years?
Competencie Lesson 1--America and Europe:
s (including
 Demonstrate an understanding of what historians and archaeologists do
transfer
and the purpose of that work.
goals)- The
 Identify Native Americans in North America, summarize their human
student will
be able to
characteristics, and analyze the effect of geography on their culture.
(independent
 Identify European explorers, discuss European colonization in the
ly) use their
Americas, and summarize the human characteristics of European colonies.
learning to...:
 Discuss the positive and negative impacts of European contact with Native
Americans.
 Summarize the traditions the English brought with them to their colonies
and discuss the ideas and events that led to the American Revolution.
Lesson 2--A New Nation:
 Discuss the reasons why the English colonies wanted independence from
Great Britain.
 Summarize the ideas and events that led to independence.
 Discuss the failures of the first national government and summarize the
events that led to a new Constitution.
 Summarize key founding documents.
 Identify key figures who contributed to winning independence and writing
the founding documents.
 Explain the Louisiana Purchase and how it affected the size of the United
States.
 Describe the achievements of Lewis and Clark.
Lesson 3--Growth and Civil War:
 Discuss Manifest Destiny and other ideas and events that led to Westward
Expansion.
 Identify how and why the United States grew during the first half of the
1800s.
 Describe the Industrial Revolution and the importance of new inventions
and immigrants.
 Explain the causes and effects of the Civil War, its key figures, and its
importance in US history.
 Summarize the differences between the North and the South.
 Discuss slavery and the role it played in causing the Civil War.
 Explain how Westward Expansion affected Native Americans.
Lesson 4--The United States Becomes a World Power:
 Discuss the industrialization and the importance of new inventions in the
growth of the United States in the late nineteenth and early twentieth
centuries.
 Summarize the period of immigration in the early twentieth century and
how it affected the country economically.
 Explain the Great Depression and how the New Deal attempted to solve
some of the problems that existed at the time.
 Discuss the major historical events that challenged the United States
during the twentieth century.
Lesson 5--The United States Since World War II:
 Understand the ideas behind the Cold War and identify the major events of
the Cold War era.
 Summarize the technological and scientific achievements of the United
States in the period after World War II.
 Describe the civil rights movement, and identify its leaders and
achievements.
 Discuss changes affecting women and immigrants after World War II.
 Summarize the attacks of September 11, 2001, and how the United States
cooperates with other countries to manage conflicts and other challenges
around the world.
 Discuss how the history of the United States reflects both continuity and
change.
Performance  Teacher Observation
Tasks :
 Entrance/Exit Slips (Collins Writing)




Class Discussion
Student Work (Journal Writings, Projects, Note Packet)
Homework
Study Guide
 Quizzes
 Chapter Test
 Class Participation
Concepts:
Students will know:
Students will
 vocabulary
know....:
 that when Europeans and Native Americans met, their cultures changed
forever.
 that the United States grew out of the English colonies and became an
independent nation.
 that the growing nation had deep divisions that led to Civil War.
 that the United States became one of the world's most powerful nations
after the Civil War.
 that the United States faces continuity and change in the twenty-first
century.
Materials and  Teacher Manual
Resources:
 Student Consumable Textbook, My World Social Studies: Regions of Our
Country
 Student Notebook/ Journal (Practice Worksheets)
 Promethean Board
 Extra Worksheets
 Vocabulary Cards
 Study Guide/ Chapter Review
 Student Work
 Quizzes
 Chapter Tests
 Project Materials
Learning
Activities:
 The content covered in this chapter relating to the history of the
United States will be embedded into the region chapter
discussions.
 See Chapter 5 Curriculum Map--Regions: Northeast (History in the
Northeast)
 See Chapter 6 Curriculum Map--Regions: Southeast (History in the
Southeast)
 See Chapter 7 Curriculum Map--Regions: Midwest (History in the Midwest)
 See Chapter 8 Curriculum Map--Regions: Southwest (History in the
Southwest)
 See Chapter 9 Curriculum Map--Regions: West (History in the West)
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
8.3.4.A (Advanced) Differentiate common characteristics of the social, political, cultural
and economic groups in United States history.
8.3.4.B (Advanced) Locate historical documents, artifacts, and places critical to United
States history.
8.3.4.C (Advanced) Explain how continuity and change in U.S. history have influenced
personal development and identity.
8.3.4.D (Advanced) Distinguish between conflict and cooperation among groups and
organization that impacted the history and development of the United
States.
This Curriculum Map Unit has no Topics to display
Unit: Chapter 3--Government in the United States
Timeline: 3 Weeks
Unit
Description:
Within Chapter 3, lessons will include the following topics about Government in the
United States:
 Principles of Our Government
 How Our Government Works
 Our Rights and Responsibilities
Big Ideas:
BIG QUESTION: What is special about American government?
ENDURING UNDERSTANDINGS:
Essential
Questions:
 Lesson 1, 2, 3: The US government is a democracy.
 Lesson 1, 2, 3: Governments make laws and supply services.
 Lesson 1, 2, 3: In a democracy, citizens are responsible for how their
governments work.
 Lesson 1, 2, 3: Governments have different structures.
 Lesson 1, 2, 3: Constitutions tell how governments work.
 Lesson 1, 2, 3: Governments have different powers.
BIG QUESTION: What is special about American government?
ENDURING UNDERSTANDINGS:
 Lesson 1, 2, 3: What type of government is set up in the United States?
 Lesson 1, 2, 3: What do government do for a society?
 Lesson 1, 2, 3: In a democracy, what are citizens are responsible for in
their government?
 Lesson 1, 2, 3: What types of structures do governments have?
 Lesson 1, 2, 3: What does a constitutions tell a government?
 Lesson 1, 2, 3: What kind of powers do governments possess?

Competencie Lesson 1--Principles of Our Government:
s (including
 Demonstrate that government and laws are necessary to our nation.
transfer
 Demonstrate that the government provides goods and services.
goals)- The
 Identify the documents that established our government.
student will
be able to
 Identify ideas and principles from the Declaration of Independence and the
(independent
Constitution.
ly) use their
 Understand the importance of the Declaration of Independence and the
learning to...:
Preamble and the Bill of Rights of the Constitution.
Lesson 2--How Our Government Works
 Understand the functions and responsibilities of the legislative, executive, and
judicial branches of the federal government.
 Understand the system of checks and balances in the three branches of the
federal government.
 Identify and understand the differences between the national, state, and local
levels of government.
Lesson 3--Our Rights and Responsibilities
 Identify important rights of citizens in the United States.
 Understand and analyze national and state symbols and holidays that
commemorate people, events, and the ideals of our government.
 Identify how citizens participate in their government and community by fulfilling
their responsibilities and exercising their rights.
 Demonstrate how constitutional amendments have changed our nation.
Performance  Teacher Observation
Tasks :
 Entrance/Exit Slips (Collins Writing)







Class Discussion
Student Work (Journal Writings, Projects, Note Packet)
Homework
Study Guide
Quizzes
Chapter Test
Class Participation
Concepts:
Students will know:
Students will
 vocabulary
know....:
 the principles upon which our government is based.
 the responsibilities of the three branches of the United States government.
 how citizens in a democracy have both rights and responsibilities.
Materials and  Teacher Manual
Resources:
 Student Consumable Textbook, My World Social Studies: Regions of Our
Country
 Student Notebook/ Journal (Practice Worksheets)
 Promethean Board
 Extra Worksheets
 Vocabulary Cards
 Study Guide/ Chapter Review
 Student Work
 Quizzes
 Chapter Tests
 Project Materials
Learning
Activities:
The following learning activities may be used in conjunction with the reading of
the text and note taking (CLOSE Reading of a Text/Consumable Book):





Three Branches of Government Flipbook
Classroom Debate
Voting Simulation
Reader's Theatre Packets
Scholastic News Articles
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
5.1.4.A (Advanced) Examine school rules and consequences.
5.1.4.B (Advanced) Explain rules and laws for the classroom, school, community, and
state.
5.1.4.C (Advanced) Explain the principles and ideals shaping local and state government.
5.1.4.D (Advanced) Identify key ideas about government found in significant documents:
5.1.4.F (Advanced) Identify state symbols, national symbols, and national holidays.
5.2.4.A (Advanced) Identify individual rights and needs and the rights and needs of others
in the classroom, school, and community.
5.2.4.B (Advanced) Describe the sources of conflict and disagreement and different ways
conflict can be resolved.
5.2.4.C (Advanced) Describe the roles of leadership and public service in school,
community, state, and nation.
5.2.4.D (Advanced) Describe how citizens participate in school and community activities.
5.3.4.A (Advanced) Identify the roles of the three branches of government.
5.3.4.C (Advanced) Identify the services performed by local and state governments.
5.3.4.E (Advanced) Explain the voting process.
5.3.4.F (Advanced) Explain how different perspectives can lead to conflict.
5.3.4.G (Advanced) Identify individual interests and explain ways to influence others.
This Curriculum Map Unit has no Topics to display
Unit: Chapter 4--The Nation's Economy
Timeline: 3 Weeks
Unit
Description:
Big Ideas:
Within Chapter 4, lessons will include the following topics about Economy of the United
States:
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


What is the Economy?
Trade and Markets
People and the Economy
A Global Economy
BIG QUESTION: How does the economy meet our needs and wants?
ENDURING UNDERSTANDINGS:
 Lesson 1, 2, 3, 4: An economy uses resources, people, and machines to
produce goods and services.
 Lesson 1, 2, 3, 4: Economies are made up of producers and consumers.
 Lesson 1, 2, 3, 4: The price for goods and services and services depends
on supply an demand.
 Lesson 1, 2, 3, 4: Businesses work to earn income and profit.
 Lesson 1, 2, 3, 4: Nations trade with each other and specialize in producing
different goods and services.
Essential
Questions:
BIG QUESTION: How does the economy meet our needs and wants?
ENDURING UNDERSTANDINGS:
 Lesson 1, 2, 3, 4: What does an economy use to produce goods and
services?
 Lesson 1, 2, 3, 4: What makes up an economy?
 Lesson 1, 2, 3, 4: What does the price for goods and services depend on?
 Lesson 1, 2, 3, 4: What do businesses work to earn?
 Lesson 1, 2, 3, 4: Nations trading with each other allows for what to
happen in a global economy?
Competencie Lesson 1--What is the Economy?:
s (including
 Demonstrate an understanding of needs and wants.
transfer
 Demonstrate an understanding of the basics of our economic system,
goals)- The
including the role of producers, consumers, and products.
student will
be able to
 Understand the basic questions that all economic systems must answer.
(independent
 Differentiate between a free-market economy and other economic systems.
ly) use their
 Demonstrate how our economy is divided into important sectors, or parts.
learning to...:
 Summarize the ways in which an economy produces goods and services.
 Understand and identify the government's role in providing public goods
and services as well as laws and rules to protect the US economy.
Lesson 2--Trade and Market
 Understand the difference between barter and the use of money in an economic
system.
 Understand and demonstrate how inflation affects prices.
 Understand and demonstrate how businesses provide goods and services to the
public to make a profit.
 Explain why entrepreneurs are willing to take risks to start a new business.
 Identify the forces of supply and demand in a market economy.
Lesson 3--People and the Economy
 Understand and demonstrate that individuals and families make economic
decisions daily.
 Understand scarcity and its impact on consumers and producers.
 Demonstrate an understanding of opportunity cost and how it shapes economic
choices.
 Identify and classify economic incentives in our economy.
 Explain the role of banks and savings in the lives of individuals, families,
communities, and businesses.
 Understand the connection between work, income, skills, and family's lives.
Lesson 4--A Global Economy
 Demonstrate how technology has led to an increase in global trade.
 Identify examples of globalization and how it has led to interdependence between
countries.
 Understand the difference between imports and exports.
 Demonstrate an understanding of specialization and the division of labor and how
they lead to higher quality and an increase in productivity.
 Describe the effects of globalization in today's world.
Performance  Teacher Observation
Tasks :
 Entrance/Exit Slips (Collins Writing)







Class Discussion
Student Work (Journal Writings, Projects, Note Packet)
Homework
Study Guide
Quizzes
Chapter Test
Class Participation
Concepts:
Students will know:
Students will
 vocabulary
know....:
 that economies exist to satisfy people's needs and wants.
 that businesses supply goods and services to match demand.
 that both individuals and families make economic decisions.
 how global trade affects their lives.
Materials and  Teacher Manual
Resources:
 Student Consumable Textbook, My World Social Studies: Regions of Our
Country
 Student Notebook/ Journal (Practice Worksheets)
 Promethean Board
 Extra Worksheets
 Vocabulary Cards
 Study Guide/ Chapter Review
 Student Work
 Quizzes
 Chapter Tests
 Project Materials
Learning
Activities:
The following learning activities may be used in conjunction with the reading of
the text and note taking (CLOSE Reading of a Text):
 Assembly Line Simulation
 Create a product and participate in trading/selling simulation
 Banking Simulation and/or Checkbook Activity
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
6.1.4.A (Advanced) Identify scarcity of resources in a local community.
6.1.4.B (Advanced) Recognize the difference between basic needs and wants. Explain the
role of producers in making goods and providing services.
6.1.4.C (Advanced) Illustrate what individuals or organizations give up when making a
choice.
6.1.4.D (Advanced) Explain what influences the choices people make.
6.2.4.A (Advanced) Explain how a product moves from production to consumption.
6.2.4.B (Advanced) Determine how sellers compete with one another.
6.2.4.D (Advanced) Explain the role of buyers and sellers in determining prices of
products.
6.2.4.E (Advanced) Explain why local businesses open and close.
6.3.4.A (Advanced) Explain how government responds to social needs by providing public
goods and services.
6.4.4.A (Advanced) List and explain factors that promote specialization and division of
labor.
6.4.4.B (Advanced) Explain why nations trade.
6.5.4.B (Advanced) Identify the requirements for different careers and occupations.
6.5.4.G (Advanced) Compare different ways people save.
6.5.4.H (Advanced) Examine the basic operation of the banking system.
This Curriculum Map Unit has no Topics to display
Unit: Chapter 5--Regions: The Northeast
Timeline: 3 Weeks
Unit
Description:
Within Chapter 5--The Northeast Region, lessons will include the following topics:




Land of the Northeast
Resources in the Northeast
History: Birthplace of a Nation
History: Growth and Change in the Northeast
Big Ideas:
 The Northeast Today
BIG QUESTION: How does where we live affect who we are?
ENDURING UNDERSTANDINGS:
Essential
Questions:
 Lesson 1, 2: The Northeast has unique landforms, bodies of water, resources,
and weather.
 Lesson 3: The Northeast was the location of the founding of the United States.
 Lesson 4: Immigrants helped shape the culture and economy of the U.S. and
were instrumental in its growth.
 Lesson 5: The Northeast has more urban areas with high population density than
other regions.
BIG QUESTION: How does where we live affect who we are?
ENDURING UNDERSTANDINGS:
 Lesson 1, 2: What types of landforms, bodies of water, resources, and
weather are found in the Northeast?
 Lesson 3: What areas of the Northeast were the locations of the first
colonies/settlements of the United States? What important role did the
Northeast have in the early history of the United States?
 Lesson 4: How have immigrants helped shape the culture and economy of
the U.S.? How have they been instrumental in its growth?
 Lesson 5: Does the Northeast have more urban areas than other regions?
Competencie Lesson 1--The Land of the Northeast:
s (including
 identify the physical characteristics of the Northeast Region.
transfer
 describe the differences between coastal and mountain areas of the region.
goals)- The
 interpret a physical map of the Northeast.
student will
 locate and describe the bodies of water in the Northeast.
be able to
(independent Lesson 2--Resources in the Northeast:
ly) use their
 identify and explain the natural resources in the region.
learning to...:
 describe the water sources in the Northeast.
 interpret a map of natural resources.
 describe the tourism industry in the Northeast.
Lesson 3--Birthplace of the Nation:
 analyze the way the life of Native Americans and their interactions with early
settlers.
 review the main ideas of the founding of the United States, including the
Revolution and the Declaration of Independence.
 analyze how African Americans and women struggled to gain equal rights in the
new nation.
Lesson 4--Growth and Change in the Northeast
 explain the different waves of immigration.
 identify the characteristics of the Northeast that led to new inventions and
industrial development.
 determine the causes and effects of the major reform movements of the
Northeast.
Lesson 5--The Northeast Today




Performance
Tasks :









analyze the differences between urban and rural lifestyles in the Northeast.
evaluate the features of major urban centers that make the region unique.
interpret a population density map.
describe examples of city revitalization and reasons cities have changed over
time.
Teacher Observation
Entrance/Exit Slips (Collins Writing)
Class Discussion
Student Work (Journal Writings, Projects, Northeast Note Packet)
Homework
Study Guide
Quizzes
Chapter Test
Class Participation
Concepts:
Students will know:
Students will
 vocabulary
know....:
 the major landforms and bodies of water located in the Northeast Region.
 the Northeast has mountains, a long coast, and large lakes and rivers.
 the weather and climate of the Northeast Region.
 the resources found in the Northeast Region.
 the Northeast is rich in natural resources and makes many products.
 that many of the events that led to the formation of the United States took place
in the Northeast.
 that immigrants and growing industries brought change to the Northeast.
 that cities in the Northeast are centers of commerce and culture.
Materials and
 Teacher Manual
Resources:
 Student Consumable Textbook, My World Social Studies: Regions of Our Country
 Student Notebook/ Journal (Practice Worksheets)
 Promethean Board
 Extra Worksheets
 Vocabulary Cards
 Study Guide/ Chapter Review
 Student Work
 Quizzes
 Chapter Tests
 Project Materials
 Reader's Theatre Scripts and Props
Learning
The following learning activities may be used in conjunction with the reading of
Activities:
the text and note taking (CLOSE Reading of a Text/Consumable Book):








Northeast States Trivia
States and Capitals--Games ("Flip-IT", Memory, Snap!)
State & Capital Riddle Poster (Bonus)
Train Tour of the Northeast Note Packet & Tickets (Land Climate, Wildlife,
Train Stops/history of the region)
Train Tour Stop Materials/Virtual Tour (Mount Washington, Acadia, Whale
Watching, Boston Tea Party, Philadelphia--Declaration of Independence,
Quakers, Hershey Factory, etc.)
Reader's Theatre Packets
Scrapbook of the Northeast Project
Scholastic News Articles
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
7.1.4.A (Advanced) Describe how common geographic tools are used to organize and
interpret information about people, places, and environment.
7.1.4.B (Advanced) Describe and locate places and regions as defined by physical and
human features.
7.2.4.A (Advanced) Identify the physical characteristics of places and regions.
7.2.4.B (Advanced) Identify the basic physical processes that affect the physical
characteristics of places and regions.
7.3.4.A (Advanced) Identify the human characteristics of places and regions using the
following criteria:
7.4.4.A (Advanced) Identify the effect of the physical systems on people within a
community.
7.4.4.B (Advanced) Identify the effect of people on the physical systems within a
community.
8.1.4.A (Advanced) Identify and describe how geography and climate have influenced
continuity and change over time.
8.1.4.B (Advanced) Distinguish between fact and opinion from multiple points of view,
and primary sources as related to historical events.
8.1.4.C (Advanced) Identify a specific research topic and develop questions relating to the
research topic. (Reference RWSL Standard 1.8.3 Research)
8.2.4.A (Advanced) Differentiate common characteristics of the social, political, cultural,
and economic groups from Pennsylvania.
8.2.4.B (Advanced) Locate historical documents, artifacts, and places critical to
Pennsylvania history.
8.2.4.C (Advanced) Explain how continuity and change in Pennsylvania history have
influenced personal development and identity.
8.2.4.D (Advanced) Distinguish between conflict and cooperation among groups and
organization that impacted the history and development of
Pennsylvania
8.3.4.A (Advanced) Differentiate common characteristics of the social, political, cultural
and economic groups in United States history.
8.3.4.B (Advanced) Locate historical documents, artifacts, and places critical to United
States history.
8.3.4.C (Advanced) Explain how continuity and change in U.S. history have influenced
personal development and identity.
8.3.4.D (Advanced) Distinguish between conflict and cooperation among groups and
organization that impacted the history and development of the United
States.
This Curriculum Map Unit has no Topics to display
Unit: Chapter 6--Regions: The Southeast
Timeline: 3 Weeks
Unit
Description:
Within Chapter 6, lessons will include the following topics:
Big Ideas:
BIG QUESTION: How does where we live affect who we are?





Land and Water of the Southeast
Climate of the Southeast
A Land of Many Resources
History: Settling the Southeast
Southern Life
ENDURING UNDERSTANDINGS:
Essential
Questions:
 Lesson 1, 3: The Southeast has unique landforms, bodies of water, resources,
and wildlife.
 Lesson 2: People of the Southeast adapt to the region's unique climate, including
its extreme weather.
 Lesson 4: The Southeast played an important role in the founding and growth of
the United States.
 Lesson 5: The Southeast has undergone many social and economic changes since
the Civil War.
BIG QUESTION: How does where we live affect who we are?
ENDURING UNDERSTANDINGS:
 Lesson 1, 3: What type of landforms, bodies of water, resources, and
wildlife are found in the Southeast?
 Lesson 2: How do the people of the Southeast adapt to the region's unique
climate, including its extreme weather?
 Lesson 4: How did the Southeast play an important role in the founding
and growth of the United States?
 Lesson 5: What types of social and economic changes since the Civil
Warhas the South undergone?
Competencie
Lesson 1--Land and Water of the Southeast:
s (including
 identify, locate, and describe the major landforms of the Southeast.
transfer
 identify, locate, and describe major rivers and bodies of water in the Southeast.
goals)- The

discuss how the different lands in the Southeast support different kinds of plants
student will
and animals.
be able to
(independent Lesson 2--Climate of the Southeast
ly) use their
 discuss the weather and climate of the Southeast.
learning to...:
 understand how major storms form and how they affect the Southeast.
 summarize the ways people in the Southeast change their environment in order
to prepare for extreme weather events as well as handle their effects.
Lesson 3--A Land of Many Resources
 identify and describe the major resources of the Southeast and the locations
where they are found.
 describe how the resources of the Southeast have shaped the lives of region's
people.
 summarize how the region's people interact with and change their environment in
order to obtain resources.
Lesson 4--Settling the Southeast
 identify different groups that have settled in the Southeast during its history and
summarize their interactions.
 summarize the role played by people of the Southeast in the formation of the
United States and in the nation's early history.
 discuss the role of the people of the Southeast in trans-Appalachian expansion
and the settling of states across the country.
 identify and summarize the achievements of key figures in the history of the
Southeast.
Lesson 5--Southern Life
Performance
Tasks :
 identify major cultural achievements of the Southeast.
 describe the widespread influence of the culture of the Southeast throughout the
rest of the country and the world.
 summarize the social and economic changes that the Southeast has experienced
since the Civil War.
 identify and describe some major cities of the Southeast.









Teacher Observation
Entrance/Exit Slips (Collins Writing)
Class Discussion
Student Work (Journal Writings, Projects, Southeast Note Packet)
Homework
Study Guide
Quizzes
Chapter Test
Class Participation
Concepts:
Students will know:
Students will
 vocabulary
know....:
 the major landforms and bodies of water located in the Southeast Region.
 the Southeast's geography is varied, from the Appalachian Mountains to
the Gulf and Atlantic coasts.
 the Southeast's location gives the region a warm climate and varied
weather.
 the Southeast is rich in natural resources.
 the Southeast has a history of crisis and rebuilding.
Materials and
Resources:
Learning
Activities:
 that the Southeast is home to cultural traditions that have influenced the
nation and the world.
 Teacher Manual
 Student Consumable Textbook, My World Social Studies: Regions of Our
Country
 Student Notebook/ Journal (Practice Worksheets)
 Promethean Board
 Extra Worksheets
 Vocabulary Cards
 Study Guide/ Chapter Review
 Student Work
 Quizzes
 Chapter Tests
 Project Materials
The following learning activities may be used in conjunction with the reading of
the text and note taking (CLOSE Reading of a Text/Consumable Book):




Southeast States Trivia
States and Capitals--Games ("Flip-IT", Memory, Snap!)
State & Capital Riddle Poster (Bonus)
SteamboatTour of the Southeast Note Packet & Tickets (Land Climate,
Wildlife, Stops/history of the region)
 Steamboat Tour Stop Materials/Virtual Tour
 Reader's Theatre Packets
 Scholastic News Articles
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
7.1.4.A (Advanced) Describe how common geographic tools are used to organize and
interpret information about people, places, and environment.
7.1.4.B (Advanced) Describe and locate places and regions as defined by physical and
human features.
7.2.4.A (Advanced) Identify the physical characteristics of places and regions.
7.2.4.B (Advanced) Identify the basic physical processes that affect the physical
characteristics of places and regions.
7.3.4.A (Advanced) Identify the human characteristics of places and regions using the
following criteria:
7.4.4.A (Advanced) Identify the effect of the physical systems on people within a
community.
7.4.4.B (Advanced) Identify the effect of people on the physical systems within a
community.
8.1.4.A (Advanced) Identify and describe how geography and climate have influenced
continuity and change over time.
8.1.4.B (Advanced) Distinguish between fact and opinion from multiple points of view,
and primary sources as related to historical events.
8.1.4.C (Advanced) Identify a specific research topic and develop questions relating to the
research topic. (Reference RWSL Standard 1.8.3 Research)
8.3.4.A (Advanced) Differentiate common characteristics of the social, political, cultural
and economic groups in United States history.
8.3.4.B (Advanced) Locate historical documents, artifacts, and places critical to United
8.3.4.C (Advanced)
8.3.4.D (Advanced)
States history.
Explain how continuity and change in U.S. history have influenced
personal development and identity.
Distinguish between conflict and cooperation among groups and
organization that impacted the history and development of the United
States.
This Curriculum Map Unit has no Topics to display
Unit: Chapter 7--Regions: The Midwest
Timeline: 3 Weeks
Unit
Description:
Within Chapter 7, lessons will include the following topics:
Big Ideas:
BIG QUESTION: How does where we live affect who we are?




Land of the Midwest--In the Heart of the Nation
Resources and Farming
History: Settling in the Midwest
History: The Midwest on the Move
ENDURING UNDERSTANDINGS:
 Lesson 1, 2, 3: The Midwest's climate, landforms, bodies of water, and
resources are unique.
 Lesson 3, 4: The Midwest became a transportation center of the United
States.
 Lesson 2: The Midwest's farmland and other resources attracted settlers,
which also led to the growth of cities and factories.
Essential
Questions:
BIG QUESTION: How does where we live affect who we are?
ENDURING UNDERSTANDINGS:
 Lesson 1, 2, 3: What types of climate, landforms, bodies of water, and
resources are found in the Midwest? How are they unique to the United
States?
 Lesson 3, 4: How is the Midwest a transportation center of the United
States?
 Lesson 2: How has the Midwest's farmland and other resources attracted
settlers, which also led to the growth of cities and factories?
Competencie Lesson 1--In the Heart of a Nation:
s (including
 identify, locate, and describe the major landforms of the Midwest.
transfer
 identify, locate, and discuss the major rivers and bodies of water in the
goals)- The
student will
Midwest.
be able to
(independent
ly) use their
learning to...:
 describe the weather and climate of the Midwest and identify sources of
the region's climate patterns.
 describe the plant and animal life of the Midwest.
Lesson 2--Resources and Farming:
 discuss how the Midwest's land and climate make it one of the world's
most productive agricultural areas.
 summarize how factors such as soil type and climate create areas in the
Midwest in which different crops thrive.
 identify nonagricultural natural resources in the Midwest.
 discuss how the region's people interact with and change their
environment in order to obtain resources.
Lesson 3--Settling in the Midwest:
 identify Native American groups that have lived in the Midwest.
 discuss the role of the fur trade in the early history of the Midwest.
 summarize the history of settlement in the Midwest, including migration
within the United States, immigration from other countries, and the
displacement of Native Americans.
 discuss how the development of industry in the Midwest led to increased
migration to the region.
 summarize the history and growth of Chicago and other major cities of the
Midwest.
Lesson 4--The Midwest on the Move:
 discuss the importance of trade in the history of the Midwest's growth.
 discuss the history of transportation in the Midwest and summarize the
way it linked the Midwest to other regions and led to economic growth.
 identify contemporary economic trends in the Midwest.
 summarize the cultural attractions that the Midwest offers tourists and its
residents.
Performance  Teacher Observation
Tasks :
 Entrance/Exit Slips (Collins Writing)







Class Discussion
Student Work (Journal Writings, Projects, Midwest Note Packet)
Homework
Study Guide
Quizzes
Chapter Test
Class Participation
Concepts:
Students will know:
Students will
 vocabulary
know....:
 the major landforms and bodies of water located in the Midwest Region.
 the lives of people in the Midwest are affected by its landforms and bodies
of water.
 why the Midwest is one of the world's most important agricultural areas.
 that the Midwest's rich farmland and other resources attracted thousands
of settlers.
 how a central location made the Midwest important in the nation's
transportation and trade.
Materials and  Teacher Manual
Resources:
 Student Consumable Textbook, My World Social Studies: Regions of Our
Country
 Student Notebook/ Journal (Practice Worksheets)
 Promethean Board
 Extra Worksheets
 Vocabulary Cards
 Study Guide/ Chapter Review
 Student Work
 Quizzes
 Chapter Tests
 Project Materials
Learning
Activities:
The following learning activities may be used in conjunction with the reading of
the text and note taking (CLOSE Reading of a Text/Consumable Book):




Midwest States Trivia
States and Capitals--Games ("Flip-IT", Memory, Snap!)
State & Capital Riddle Poster (Bonus)
Tour of the Midwest Note Packet & Tickets (Land Climate, Wildlife,
Stops/history of the region)
 Tour Stop Materials/Virtual Tour
 Reader's Theatre Packets
 Scholastic News Articles
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
7.1.4.A (Advanced) Describe how common geographic tools are used to organize and
interpret information about people, places, and environment.
7.1.4.B (Advanced) Describe and locate places and regions as defined by physical and
human features.
7.2.4.A (Advanced) Identify the physical characteristics of places and regions.
7.2.4.B (Advanced) Identify the basic physical processes that affect the physical
characteristics of places and regions.
7.3.4.A (Advanced) Identify the human characteristics of places and regions using the
following criteria:
7.4.4.A (Advanced) Identify the effect of the physical systems on people within a
community.
7.4.4.B (Advanced)
8.1.4.A (Advanced)
8.1.4.B (Advanced)
8.1.4.C (Advanced)
8.3.4.A (Advanced)
8.3.4.B (Advanced)
8.3.4.C (Advanced)
8.3.4.D (Advanced)
Identify the effect of people on the physical systems within a
community.
Identify and describe how geography and climate have influenced
continuity and change over time.
Distinguish between fact and opinion from multiple points of view,
and primary sources as related to historical events.
Identify a specific research topic and develop questions relating to the
research topic. (Reference RWSL Standard 1.8.3 Research)
Differentiate common characteristics of the social, political, cultural
and economic groups in United States history.
Locate historical documents, artifacts, and places critical to United
States history.
Explain how continuity and change in U.S. history have influenced
personal development and identity.
Distinguish between conflict and cooperation among groups and
organization that impacted the history and development of the United
States.
This Curriculum Map Unit has no Topics to display
Unit: Chapter 8--Regions: The Southwest
Timeline: 3 Weeks
Unit
Description:
Within Chapter 8, lessons will include the following topics:
Big Ideas:
BIG QUESTION: How does where we live affect who we are?





Southwestern Land and Water
Climate of the Southwest
History: The Southwest's Past
History: Growth of the Southwest
Life in a Dry Land
ENDURING UNDERSTANDINGS:
 Lesson 1, 5: The Southwest has unique landforms, bodies of water,
resources, and wildlife.
 Lesson 2: The people of the Southwest have adapted to the region's arid
and semiarid warm climate.
 Lesson 3, 4: The Southwest has a diversity of cultures that contributed to
its history, including Mexican, Native American, and Spanish cultures.
 Lesson 3, 4: The Southwest was home to many Native American groups
before explorers, missionaries, and settlers came to the region.
Essential
Questions:
BIG QUESTION: How does where we live affect who we are?
ENDURING UNDERSTANDINGS:
 Lesson 1, 5: What types of unique landforms, bodies of water, resources,
and wildlife are found in the Southwest?
 Lesson 2: How have the people of the Southwest adapted to the region's
arid and semiarid warm climate?
 Lesson 3, 4: How has the Southwest's diversity of cultures contributed to
its history, including Mexican, Native American, and Spanish cultures?
 Lesson 3, 4: What Native American groups made their homes in the
Southwest before explorers, missionaries, and settlers came to the region?
Competencies (including transfer goals)- The student will be able to (independently) use
their learning to...:
Lesson 1--Southwestern Land and Water:
 identify the states and major landforms and rivers of the Southwest.
 analyze the effects of erosion in the formation of the Grand Canyon and other landforms of
the Southwest.
 identify important natural resources in the Southwest.
 interpret a map of natural resources.
Lesson 2--Climate of the Southwest:
 describe the climate of the Southwest.
 analyze how climate helps determine the types of plant and animal life in the Southwest.
 summarize the effect of evevation on climate in the Southwest.