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REGION 15
SOCIAL STUDIES THEMES
Grades 1-12
I.
How and why do people define their values and
beliefs?
II.
How are social and political institutions structured
to address the rights and responsibilities of
individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and
limited resources?
V.
How do cooperation and conflict influence
civilization?
VI.
What is the relationship (patterns of interaction)
among geography, history, and culture?
VII.
What can we learn from analyzing major
historical events?
Published by Kraus Organization with permission from issuing agency.
REGION 15
A TRIP
AROUND THE
UNITED STATES
Elementary School
Grade 1
Published by Kraus Organization with permission from issuing agency.
GRADE 1 ESSENTIAL QUESTIONS FOR
A TRIP AROUND THE UNITED STATES
1.
Where is the place I am studying? (I)
2.
What are the most important characteristics of each region of
the United States? (V)
3.
What are the plants and animals like in other regions of the
United States? (V)
4.
How do climate and the land and water affect the way people
live in other regions of the United States? (II)
5.
How is our family the same as families in other regions of the
United States? (IV)
6.
How do people in different regions in the United States
depend on one another? (V)
Published by Kraus Organization with permission from issuing agency.
REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address
the rights and responsibilities of individuals and groups of
people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV. How does society deal with unlimited wants and limited
resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among
geography, history, and culture?
VII. What can we learn from analyzing major historical events?
Published by Kraus Organization with permission from issuing agency.
Grade 1 - A Trip Around The United States – New England
PART I: FOCUS QUESTIONS
FOCUS QUESTION A:
Where is New England? (EQ1)
Content Standard 12: Human And Environment Interaction
Students will use geographic tools and technology to explain the
interactions of humans and the larger environment, and the
evolving consequences of those interactions.
SS.12.1.3. Use maps, globes, models, computer programs and
texts, as appropriate.
FOCUS QUESTION B:
What are the most important customs and traditions of New
England? (EQ2)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration,
economic activities and political units in New England.
SS.11.1.3. Use maps, globes, models, computer programs and
texts, as appropriate.
FOCUS QUESTION C:
How do land, weather, and water influence how people live in
New England? (EQ4)
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the
significance of physical and cultural characteristics of places and
world regions.
SS.9.1.6 Locate major physical and human features in the New
England Region and the United States.
Published by Kraus Organization with permission from issuing agency.
Content Standard 12: Human and Environmental Interaction
Students will use geographic tools and technology to explain the
interactions of humans and the larger environment, and the
evolving consequences of those interactions.
SS.12.1.4. Explain how human and natural process shape places.
SS.12.1.5. Explain ways in which humans use and interact with
the environment.
FOCUS QUESTION D:
How is a family in New England like your family? (EQ5)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration,
economic activities, and political units in CT., the nation, and
world.
SS.11.1.6. Describe the characteristics of a human system (such as
family).
FOCUS QUESTION E:
How do people in each region of the United States help one
another? (EQ6)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration,
economic activities, and political units in CT., the nation and
world.
SS.11.1.6. Describe the characteristics of a human system (such as
family).
Published by Kraus Organization with permission from issuing agency.
PART II: ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Create a KWL on New England. Allow children to add their
own facts throughout the unit of study.
Locate New England on a map or globe and differentiate land
from water mass.
Identify the states of New England.
Introduce key vocabulary: seasons, woods, mountains, coast,
island, ocean, harbor, inland (Pilgrims and Native
Americans).
Take a picture walk through A New England Scrapbook, by
Loretta Krupinski. Read and discuss vocabulary.
Study the land and ocean animals that live in New England.
Our children live in New England. They can draw and write
(dictate) about something that they have done or something
they would like to do in one of the states of New England.
Read Surrounded by Sea, by Gail Gibbons focusing on the
four seasons. See Performance Task “A Tree Through the
Seasons.” (Kid Works Computer)
Read Blueberries for Sal, by Robert McCloskey. See
Performance Task “Getting Ready For Winter.” (The tricolumn graphic organizer used for this task sets the children
up for the introduction of a Venn diagram in the next task.)
Read, Going Lobstering by Jerry Pallotta. See Performance
Task “It’s All New England.” (Venn diagram)
Many of our children have visited the states of New England.
Discuss the products that are characteristic of each state.
Revisit the KWL.
Read The Ox-Cart Man by Donald Hall. See Performance
Task “Ox-Cart Man, A Circle Story.”
This unit includes/concludes with our study of the Pilgrims
and the Native American Indians at Thanksgiving time.
Revisit A New England Scrapbook, by Loretta Krupinski.
End the unit with the Performance Task “A New England
Placemat.”
Published by Kraus Organization with permission from issuing agency.
PART III: RESOURCES
Non-Fiction:
1.
2.
3.
4.
5.
6.
A New England Scrapbook by Loretta Krupinski
Going Lobstering by Jerry Pallotta
If I Went Walking by Sue Williams
Abbie Against the Storm by Marcia Vaughan
The First Thanksgiving by Linda Hayward
The Thanksgiving Story by Alice Dalgliesh
Realistic Fiction:
1.
2.
Ox-Cart Man by Donald Hall
Surrounded by Sea by Gail Gibbons
Fiction:
1.
2.
3.
4.
5.
6.
7.
8.
A House for Hermit Crab by Eric Carle
Blueberries for Sal by Robert McCloskey
The Little House by Virginia Burton
Time of Wonder by Robert McCloskey
One Morning in Maine by Robert McCloskey
Comet’s Nine Lives by Jan Brett
Burt Dow, Deep Water Man by Robert McCloskey
Oh, What a Thanksgiving by Steven Kroll
Website:
1.
www.kids.state.ct.us
Published by Kraus Organization with permission from issuing agency.
PART IV: PERFORMANCE TASKS
1. A Tree Through the Seasons
(Focus Question C: How do land, weather, and water influence
how people live in New England?)
2. Getting Ready For Winter
(Focus Question C: How do land, weather, and water influence
how people live in New England?)
3. It’s All New England
(Focus Question A: Where is New England?)
4. Ox-Cart Man, A Circle Story
(Focus Question E: How do people in each region of the United
States help one another?)
5. A New England Placemat
(Focus Question A: Where is New England?)
Published by Kraus Organization with permission from issuing agency.
Grade 1 – A Trip Around the United States – Alaska
PART 1: FOCUS QUESTIONS
FOCUS QUESTION A:
Where is Alaska? (EQ1)
Content Standard 12: Human And Environment Interaction
Students will use geographic tools and technology to explain the
interactions of humans and the larger environment, and the
evolving consequences of those interactions.
SS.12.1.3. Use maps, globes, models, computer programs and
texts, as appropriate.
FOCUS QUESTION B:
B1: What are the most important customs and traditions of
Alaska? (EQ2)
B2: How do those customs and traditions compare to our customs
and traditions? (EQ2)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration,
economic activities and political units in Alaska.
SS.11.1.3. Understand the elements of culture and how they
change.
FOCUS QUESTION C:
C1: What are the geographic characteristics of Alaska? (EQ4)
C2: How do the geographic characteristics of Alaska compare to
the geography of New England? (EQ4)
Published by Kraus Organization with permission from issuing agency.
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the
significance of physical and cultural characteristics of places and
world regions.
SS.9.1.1. Define and identify natural and human characteristics
of places.
SS.9.1.6. Locate major physical and human features in the New
England Region and Alaska.
FOCUS QUESTION D:
D1:What kinds of plants and animals are characteristic of
Alaska? (EQ3)
D2: How do people interact with the plants and animals there?
(EQ3)
Content Standard 12: Human and Environmental Interaction
Students will use geographic tools and technology to explain the
interactions of humans and the larger environment, and the
evolving consequences of those interactions.
SS.12.1.5. Explain ways in which humans use and interact with
the environment.
FOCUS QUESTION E:
How do land, weather, and water influence how people live in
Alaska? (EQ4)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical
processes that shape the Earth’s surface and its ecosystems.
SS.10.1.4. Define local environmental features.
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the
Published by Kraus Organization with permission from issuing agency.
interactions of humans and the larger environment, and the
evolving consequences of those interactions.
SS.12.1.4 Explain how human and natural processes shape places.
SS.12.1.5. Explain ways in which humans use and interact with
the environment.
FOCUS QUESTION F:
How is a family in Alaska like your family? (EQ5)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration,
economic activities, and political units in Alaska, the nation,
and world.
SS.11.1.6. Describe the characteristics of a human system
(family).
FOCUS QUESTION G:
G1: How do people in Alaska help and support one another?
(EQ6)
G2: How do the people in Alaska and the people in New England
help one another? (EQ6)
Content Standard 15: Economic Systems
Students will demonstrate how the exchange of goods and
services by individuals, groups and nations creates economic
interdependence and how trade results in change.
SS.15.1.2. Describe how the exchange of goods and services
around the world creates interdependence among
people in different places.
Published by Kraus Organization with permission from issuing agency.
PART II: ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
In cooperative groups, have the children browse through a
collection of Alaska books. Then meet as a whole group and
ask the children, “What is a part of Alaska?” On chart paper,
list the children’s responses into categories such as clothing,
weather, shelter, animals, transportation, land, sports, and
bright ideas, etc. ( Refer to McCracken, Stories, Songs &
Poetry to Teach Reading & Writing, page 78.)
Locate Alaska on a map and show its location as a polar
environment. Show where New England is in relationship to
Alaska and have the children make predictions as to how the
two areas might be the same or different.
Introduce key vocabulary words through shared readings of
This Place Is Cold by Vicki Cobb, Mama Do You Love Me?
by Barbara Joosse, or A Child’s Alaska by Claire Murphy.
Read stories focusing on categories listed in #1. Emphasize
main idea and detail. Do a picture walk and emphasize
what’s most important to know.
Study the animals of Alaska. See Performance Task “ABC
Book of Alaska”.
Read Building An Igloo by Ulli Steltzer. Have the children
make an igloo using sugar cubes or mini-marshmallows.
Read Northwest Coast Indians which focuses on the Tlingets.
Make a totem pole that reflects our children’s family life and
western culture. Compare how it is the same and different.
Read The Bravest Dog Ever by Natalie Standiford. Visit the
website, www.Iditarod.com and follow the Iditarod Race (in
March). Map out the course on a classroom map.
As a culminating activity have the children pretend they are
going on a trip to Alaska. Have them pack their bags (what
would they take?), and send a postcard to their parents once
they have gotten there. See Performance Task “Alaskan
Postcard”
Published by Kraus Organization with permission from issuing agency.
PART III: RESOURCES
Non-Fiction:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
This Place is Cold by Vicki Cobb.
Danger Icebergs! by Roma Gans
Alaska’s Three Bears by Shelley Gill
Alaska ABC Book by Kreeger and Cartwright
A Caribou Alphabet by MaryBeth Owens
Do Alaskans Live in Igloos? by Richter and Richter
The Bravest Dog Ever by Natalie Standiford
Building An Igloo by Ulli Steltzer
Tundra Discoveries by Ginger Wadsworth
A Child’s Alaska by Claire R. Murphy
Arctic Memories by Ekoomiak
Glaciers by Wend Tangborn
...If you Lived in the Alaska Territory by Nancy Levinson
Swimmer by Shelley Gill
A Symphony of Whales by Steve Schuch
A Polar Bear Journey by Debbie S. Miller
Eskimo Boy: Life in an Inupiaq Eskimo Village by Russ
Kendall
Born to be Wild: The Grizzly, Polar, Black Bear Book by
Kennan Ward
Northwest Coast Indians by Mira Bartok
Tongass: The Last American Rainforest by Shelley Gill
Kiana’s Iditarod by Shelley Gill
Mush! by Patricia Seibert
Fiction:
1.
2.
3.
Mama Do You Love Me? by Barbara Joosse
50 Below Zero by Robert Munsch
Aunt Lulu by Daniel Pinkwater
Published by Kraus Organization with permission from issuing agency.
4.
5.
6.
7.
8.
9.
10.
Arctic Son by Jean George
Running with the Big Dogs by Lori Yanuchi
Look to the North: A Wolf Pup Diary by Jean George
Nutik, the Wolf Pup by Jean George
Owl’s Secret by Louise Gallop
The Eyes of Gray Wolf by Jonathan London
Aurora: A Tale of the Northern Lights by Mindy Dwyer
Websites:
1.
2.
Alaska By Kids: http://tqjunior.thinkquest.org/3784/
Alaskan Animals Website:
www.teelfamily.com/links/animals/
3.
Arctic Animals Website:
http://tqjunior.thinkquest.org/3500/animals.htm
4.
Alaskan Cool Places for Kids:
www.teelfamily.com/links/alaska.htm
5.
ADF&G Wildlife Notebook Series:
www.state.ak.us/adfg/notebook/notehome.htm
6.
Education World’s Explore Alaska Website:
www.educationworld.com/a_lesson/lesson095.shtml
7.
Education World’s Happy Birthday Alaska:
www.educationworld.con/a_curr/curr112.shtml
8.
Long Meadow Elementary Website:
www.region15.org/lmes/
9.
Scholastic’s Iditarod Race Across Alaska Website:
http://teacher.scholastic.com/iditarod/home.htm
10. http://www.alaskazoo.com/
11. Explore Alaska: Three Scavenger Hunts
http://www.educationworld.com/a_lesson/lesson095.shtml
12. www.Iditarod.com
Video:
1.
Jack, the Seal, and the Sea by Reading Rainbow
Published by Kraus Organization with permission from issuing agency.
PART IV: PERFORMANCE TASKS
1.
You’ll Flip Over Alaska
(Focus Question C2: How do the geographic characteristics of
Alaska compare to the geography of New England?)
2.
The Postcard From Alaska
(Focus Question A: Where is Alaska?)
3.
The Alaska Diorama
(Focus Question D1: What kinds of plants and animals are
characteristic of Alaska?)
4.
Alaskan Animal I Spy
(Focus Question D1: What kinds of plants and animals are
characteristic of Alaska?)
5.
Alaska Travel Brochure
(Focus Question E: How do land, weather, and water influence
how people live in Alaska?)
6.
You Alaskan Animal, You!
(Focus Question D2: How do people interact with the plants and
animals in Alaska?)
Published by Kraus Organization with permission from issuing agency.
Grade 1 – A Trip Around the United States – Southwest
PART 1: FOCUS QUESTIONS
FOCUS QUESTION A:
Where is the Southwest? (EQ1)
Content Standard 12: Human And Environment Interaction
Students will use geographic tools and technology to explain the
interactions of human and the larger environment, and the
evolving consequences of those interactions.
SS.12.1.3 Use maps, globes, models, computer programs and
texts, as appropriate.
FOCUS QUESTION B:
B1: What are the most important customs and traditions of
the Southwest? (EQ2)
B2: How do those customs and traditions compare to our customs
and traditions? (EQ2)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration,
economic activities and political units in Southwest.
SS.11.1.3 Understand the elements of culture and how they
change.
FOCUS QUESTION C:
C1: What are the geographic characteristics of the Southwest?
(EQ4)
C2: How do the geographic characteristics of the Southwest
compare to the geography of New England? (EQ4)
Published by Kraus Organization with permission from issuing agency.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the
significance of physical and cultural characteristics of places and
world regions.
SS.9.1.1. Define and identify natural and human characteristics
of places.
SS.9.1.6. Locate major physical and human features in the
Southwest and in New England.
FOCUS QUESTION D:
D1: What kinds of plants and animals are characteristic of
the Southwest? (EQ3)
D2: How do people interact with the plants and animals there?
(EQ3)
Content Standard 12: Human and Environmental Interaction
Students will use geographic tools and technology to explain the
interactions of humans and the larger environment, and the
evolving consequences of those interactions.
SS.12.1.5 Explain ways in which humans use and interact with
the environment.
FOCUS QUESTION E:
How do land, weather, and water influence how people live in
the Southwest? (EQ4)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical
processes that shape the Earth’s surface and its ecosystems.
SS.10.1.4. Define local environmental features.
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the
interactions of humans and the larger environment, and the
Published by Kraus Organization with permission from issuing agency.
evolving consequences of those interactions.
SS.12.1.4 Explain how human and natural processes shape places.
SS.12.1.5. Explain ways in which humans use and interact with
the environment.
FOCUS QUESTION F:
How is a family in the Southwest like your family? (EQ5)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration,
economic activities, and political units in the Southwest, the
nation, and world.
SS.11.1.6. Describe the characteristics of a human system
(family).
FOCUS QUESTION G:
G1: How do people in the Southwest help and support one
another? (EQ6)
G2: How do the people in the Southwest and the people in New
England help one another? (EQ6)
Content Standard 15: Economic Systems
Students will demonstrate how the exchange of goods and
services by individuals, groups and nations create economic
interdependence and how trade results in change.
SS.15.1.2. Describe how the exchange of good and services
around the world creates interdependence among
people in different places.
Published by Kraus Organization with permission from issuing agency.
PART II: ACTIVITIES
1. Using a T-chart, revisit the regions that we have studied in
depth (New England and Alaska). Focus on land forms and list
similarities and differences. Then introduce the desert. Begin
reading, This Place Is Dry by Vicki Cobb. Take a picture walk
and discuss unknown vocabulary. Make predictions about
what it might be like to live there.
2. Identify the states of the Southwest on a map (Texas, Nevada,
Arizona, and New Mexico. Show where New England (and
Alaska) is in relationship to the Southwest and have the
children make predictions as to how the three areas might be
the same or different.
3. List and define key vocabulary words through shared readings:
desert, arid, canyon, sand, saguaro, cactus, tumbleweed, ranch,
Gila Monster, coyote, jack rabbit.
4. Read stories focusing on the categories of environment,
geography, climate, recreation, clothing, animals. Also include
the Native American Indians and explore the legends of the
Southwest. Emphasize main idea and detail. Do picture walks
and list what’s most important to know.
5. Study the animal and plant life of the desert.
6. Read Cactus Hotel by Brenda Z. Guiberson. The children can
make a clay cactus to add to the classroom cactus garden (see
directions). A prompt for a writing piece could be “How is a
cactus a hotel for animals? Could it be a hotel for you?”
7. Read Desert Giant by Barbara Bash. The children can make a
Venn Diagram comparing and contrasting how the cactus is
used by people and animals.
8. Many folktales can be read to the children (refer to book list).
An interactive whole group folktale can be written. The
children can be encouraged to write their own given several
prompts or they may use their own ideas. For instance, you can
use prompts such as, “Where did the rattlesnake get his
rattle?”, “Why are javelinas hairy?” “Why does a cactus have
Published by Kraus Organization with permission from issuing agency.
prickers?”, “Why do owls say whoo?”, “Why does a golden
wheel spider cartwheel?”.
9. As a culminating activity, the children can work in cooperative
groups to complete travel brochure graphic organizers. They
will individually be assigned to write a persuasive piece
encouraging people to go to the Southwest to visit.
*Usually the study of the Southwest is done at the end of the first
grade year. Units for the Amish, the Midwest and Hawaii are
forthcoming.
Published by Kraus Organization with permission from issuing agency.
PART III: RESOURCES
Non-Fiction:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
This Place Is Dry by Vicki Cobb
Cactus Hotel by Brenda Z. Guiberson
Deserts by Gail Gibbons
Desert Giant by Barbara Bash
A Night And Day In The Desert by Jennifer Dewey
The Desert Alphabet Book by Jerry Pallotta
Welcome to the Sea Of Sand by Jane Yolen
The Magic School Bus Gets All Dried Up by Joanna Cole
Jackrabbit and the Prairie Fire by Susan Saunders
Mojave by Diane Siebert
A Day in the Desert by Robert Taylor Elementary School
Cowboys by Marie and Douglas Gorsline
Cowboys by Lucille Penner
Cowboys by Teri Martini
Folktales and Legends:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The Mud Pony by Caron Cohen
Pecos Bill by Steven Kellogg
Coyote Steals The Blanket by Janet Stevens
The Tale Of Rabbit And Coyote by Tony Johnston
Coyote and the Laughing Butterflies by Harriet Taylor
Coyote by Gerald McDermott
Fire Race: A Karuk Coyote Tale by Jonathan London
The Moon, The Sun, And The Coyote by Judith Cole
The Legend Of The Bluebonnet by Tomie DePaola
The Legend of the Indian Paintbrush by Tomie DePaola
Published by Kraus Organization with permission from issuing agency.
Fiction:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Meanwhile Back at the Ranch by Trinka Noble
How I Spent My Summer Vacation by Mark Teague
Lost by Paul Johnson and Celeste Lewis
Jack and the Whoopee Wind by Mary Calhoun
Rosie and the Rustlers by Roy Gerrard
Little Red Cowboy Hat by Susan Lowell
Way Out in the Desert by T.J. Marsh and Jennifer Ward
Armadillo Rodeo by Jan Brett
Someday Rider by Ann Scott
The Three Little Javelinas by Susan Lowell
The Tortoise and the Jackrabbit by Susan Lowell
Published by Kraus Organization with permission from issuing agency.
PART IV: PERFORMANCE TASKS
1. A Walk On The Desert
(Focus Question A: Where is the Southwest?)
2. Southwest/New England Poster
(Focus Question C2: How do the geographic characteristics of
the Southwest compare to the geography of New England?)
3. Hats Off To The Desert!
(Focus Question D1: What kinds of plants and animals are
characteristic of the Southwest?)
4. Southwest Travel Brochure
(Focus Question E: How do land, weather, and water influence
how people live in the Southwest?)
Published by Kraus Organization with permission from issuing agency.
REGION 15
A TRIP
AROUND THE
WORLD
Elementary School
Grade 2
September 22, 2000
1
Published by Kraus Organization with permission from issuing agency.
WORLD HISTORY GRADE 2
CONTENTS
ITEM ....................................................................................... PAGE
REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12 ................................................................................. 3
GRADE 2 ESSENTIAL QUESTIONS
FOR A TRIP AROUND THE WORLD.......................................... 4
Unit 1:Africa .................................................................................... 5
Unit 2:Antarctica............................................................................12
Unit 3: China ..................................................................................18
Unit 4: Russia.................................................................................24
Unit 5: South America ................................................................... 30
Other units to be added include Italy, Ireland, Australia
2
Published by Kraus Organization with permission from issuing agency.
REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address the
rights and responsibilities of individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and limited resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among geography,
history, and culture?
VII. What can we learn from analyzing major historical events?
3
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GRADE 2 ESSENTIAL QUESTIONS FOR A TRIP AROUND
THE WORLD
1.
Where is the place I am studying? (I)
2.
What are the most important characteristics of each country of the
world? (V)
3.
What are the plants and animals like in other countries? (V)
4.
How do climate and the land and water (geography) affect the way
people live in other countries? (II)
5.
How is our family the same as families in other countries? (IV)
6.
How do people in different countries depend on one another? (V)
4
Published by Kraus Organization with permission from issuing agency.
Grade 2 – A Trip Around The World - Africa
PART I: FOCUS QUESTIONS
Focus Question A:
Where is Africa? (EQ1)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth’s surface and its ecosystems.
SS.10.1.5.
Draw a simple map of continents and oceans.
Content Standard 12: Human And Environment Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.3.
Use maps, globes, models, computer programs and texts, as appropriate.
Focus Question B:
B1: What are the most important customs and traditions of Africa? (EQ2)
B2: How do those customs and traditions compare to our customs and
traditions? (EQ2)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation, and the world.
SS.11.1.3.
Understand the elements of culture and how they change.
Focus Question C:
C1: What are the geographic characteristics of Africa? (EQ4)
C2: How do the geographic characteristics of Africa compare to the
geography of the United States? (EQ4)
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.1.1.
Define and identify natural and human characteristics of places.
SS.9.1.6.
Locate major physical and human features in the New England Region
and the United States.
5
Published by Kraus Organization with permission from issuing agency.
Focus Question D:
What kinds of plants and animals are characteristic of Africa? How do
people interact with the plants and animals there? (EQ3)
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question E:
How do land, weather, and water influence how people live in Africa?
(EQ4)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth’s surface and its ecosystems.
SS.10.1.4.
Define local environmental features.
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.4.
Explain how human and natural processes shape places.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question F:
How is a family in Africa like your family?
(EQ5)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.1.6.
Describe the characteristics of a human system (family.)
Focus Question G:
G1: How do people in Africa help and support one another? (EQ6)
G2: How do the people in Africa and the people in the United States help
one another? (EQ6)
Content Standard 15: Economic Systems
Students will demonstrate how the exchange of goods and services by individuals, groups
and nations creates economic interdependence and how trade results in change.
6
Published by Kraus Organization with permission from issuing agency.
SS.15.1.1.
SS.15.1.2.
Describe how voluntary exchange benefits all parties involved in the
exchange of goods and services.
Describe how the exchange of goods and services around the world
creates interdependence among people in different places.
PART II: ACTIVITIES
1. Start with a KWL chart on Africa. Allow students to add their own facts throughout
the unit of study.
2. Locate Africa on a map and globe.
3. Identify countries in Africa that are on the equator and north or south of the equator.
Look at where the United States is in relationship to Africa.
4. Read The Rain Stick: A Fable by Sandra C. Robinson and make your own rain sticks.
The directions are right in the back of the book.
5. Study animals that live in different habitats within Africa: jungle, rainforest, plains,
and grasslands… Animals may include the rhinoceros, hippopotamus, lion, cheetah,
leopard, gorilla, monkey, elephant, tiger, and parrot.
6. Students can pretend they are on safari in Africa. They can write a descriptive story
about a new African animal that they have just spotted. You can begin this lesson by
reading The Whingdingdilly. This is a great opportunity to integrate Empowering
Magical Writes strategies of great beginnings, use of elaborative detail, and extended
endings.
7. Study Egypt, King Tut, and the pyramids. Try making a pyramid out of sugar cubes.
See Performance Tasks.
8. Research one African animal. Learn about its physical characteristics, enemies,
habitat, diet, and other interesting facts. Make a quadrarama of these things.
9. Learn some words in Swahili.
10. Read It Takes A Village by Jane Cowen-Fletcher. See Performance Task “My Own
Village.”
11. Download animal pictures from one of the websites listed below into Kid Pix Studio.
Use the Kid Pix tools to add background and scenery. Add sentences to the picture
giving facts on your animal. Combine the class pictures and make a slide show or a class
book.
7
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12. Find the average monthly temperatures in several African cities or countries. Each
student can graph the temperature for one country or city. Compare the African
temperatures to Connecticut’s average monthly temperature. Have students create their
own word problems from their graph. They can then challenge friends to answer their
problems.
13. End the unit on Africa with an African feast.
PART III: RESOURCES
Non-Fiction:
1. Count Your Way Through Africa by Jim Haskins
2. Egypt A New True Book by Karen L. Jacobsen
3. Journey Through a Tropical Jungle by Adrian Forsyth
4. Egypt Children of the World by Gareth Stevens Children’s Books
5. Ancient Egypt by Robert Nicholson and Claire Watts
6. Ancient Egypt: Make it Work by Andrew Haslam and Alexandra Parsons
7. Ashanti to Zulu: African Traditions by Margaret Musgrove
8. Mysteries of the Pyramids by Anne Millard
9. First Book About Africa by Veronica Freeman Ellis
10. Safari by Robert Bateman
Realistic Fiction and Legends:
11. Elizabeti’s Doll by Stephanie Stuve-Bodeen
12. Rehema’s Journey: A Visit to Tanzania by Barbara A. Margolies
13. A Country Far Away by Nigel Gray and Philippe Dupasquier
14. It Takes A Village by Jane Cowen Fletcher
Fiction:
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15. Mufaro’s Beautiful Daughters: An African Tale by John Steptoe
16. Zulu Fireside Tales by Phyllis Savory
17. I Am Eyes – Ni Macho by Leila Ward
18. Gift of the Nile: An Ancient Egyptian Legend by Jan M. Mike
19. Talk, Talk: An Ashanti Legend by Deborah M. Newtown Chocolate
20. Spider and the Sky God: An Akan Legend by Deborah M. Newtown Chocolate
21. Bringing the Rain to Kapiti Plain by Verna Aardema
22. The Adventures of Spider by Joyce Cooper Arkhurst
23. Galimoto by Karen Lynn Williams
24. The Rainstick: A Fable by Sandra C. Robinson
Web Resources:
25. The Living Africa-includes a virtual safari and virtual postcards
http://library.thinkquest.org/16645/contents.html
26. Information on Kenya provided by Oxfam (a charitable organization trying to
eliminate poverty:
www.oxfam.org.uk/coolplanet/kidsweb/world/worldmapf.htm
27. Virtual Journey to Togo (printable version also available)
www.ontheline.org.uk/explore/journey/togo/toindex.htm
28. Virtual Journey to Ghana
www.ontheline.org.uk/explore/journey/ghana/ghandex.htm
29. Virtual Journey to Burkina Faso
www.ontheline.org.uk/explore/journey/burkina/bfindex/htm
30. Virtual Journey to Mali
www.ontheline.org.uk/explore/journey/mali/malindex.htm
31. Virtual Journey to Algeria
www.ontheline.org.uk/explore/journey/algeria/alindex.htm
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PART IV: PERFORMANCE TASKS
1. A Special African Country
(Focus Question F: How is a family in Africa like your family?
2. My Own Pyramid
(Focus Question B: What are the most important customs and traditions of Africa, and
how do those customs and traditions compare to our customs and traditions?)
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Published by Kraus Organization with permission from issuing agency.
Grade 2 – A Trip Around The World - Antarctica
PART I: FOCUS QUESTIONS
Focus Question A:
Where is Antarctica? (EQ1)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth’s surface and its ecosystems.
SS.10.1.5.
Draw a simple map of continents and oceans.
Content Standard 12: Human And Environment Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.3.
Use maps, globes, models, computer programs and texts, as appropriate.
Focus Question B:
B1: What are the most important customs and traditions of Antarctica?
(EQ2)
B2: How do those customs and traditions compare to our customs and
traditions? (EQ2)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation, and the world.
SS.11.1.3.
Understand the elements of culture and how they change.
Focus Question C:
C1: What are the geographic characteristics of Antarctica? (EQ4)
C2: How do the geographic characteristics of Antarctica compare to the
geography of the United States? (EQ4)
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.1.1.
Define and identify natural and human characteristics of places.
SS.9.1.6.
Locate major physical and human features in the New England Region
and the United States.
11
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Focus Question D:
What kinds of plants and animals are characteristic of Antarctica? How do
people interact with the plants and animals there? (EQ3)
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question E:
How do land, weather, and water influence how people live in Antarctica?
(EQ4)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth’s surface and its ecosystems.
SS.10.1.4.
Define local environmental features.
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.4.
Explain how human and natural processes shape places.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question F:
How is a family in Antarctica like your family?
(EQ5)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.1.6.
Describe the characteristics of a human system (family.)
Focus Question G:
G1: How do people in Antarctica help and support one another? (EQ6)
G2: How do the people in Antarctica and the people in the United States
help one another? (EQ6)
Content Standard 15: Economic Systems
Students will demonstrate how the exchange of goods and services by individuals, groups
and nations creates economic interdependence and how trade results in change.
12
Published by Kraus Organization with permission from issuing agency.
SS.15.1.1.
SS.15.1.2.
Describe how voluntary exchange benefits all parties involved in the
exchange of goods and services.
Describe how the exchange of goods and services around the world
creates interdependence among people in different places.
.
PART II: ACTIVITIES
1. Start off with a KWL chart on Antarctica.
2. Explain how the resources and location of an area affect the inhabitants and how
technology has altered the environment.
3. Explain how climate, resources and location affect and shape culture and human
values.
4. Explain how humans would change the balance of nature. Predict the effects of
technology would have on the environment.
5. Students should learn that Antarctica is: the South Pole, inhabited by animals and
scientists that are doing research there, there are no cities, the fifth largest continent,
the iciest place on earth, coldest place, the winds are the strongest in the world,
mostly desert, bright during the most of the summer because the sun shines 24 hours a
day, is dark during most of the winter because the sun does not shine at all, opposite
in seasons compared to the US.
6. Discuss & show photographs of Southern Lights.
7. Read A Tale of Antarctica and discuss the concerns about the environment and the
effect it has on the world, animals, and people. (Students can do Assessment)
8. Learn that Antarctica is not a country but a continent and does not have its own flag.
Have students design their own flag to represent this icy land.
9. Explain how glaciers and icebergs are formed and move.
10. Learn where Antarctica is in relation to the US.
11. Make an Antarctic food chain mobile: whale, seal, penguin, fish, krill, algae
12. Study about the animals on and around Antarctica: types of penguins and seals, skuas,
terns, whales, krill, fish, algae.
13. While studying Antarctica, read Mr. Popper’s Penguins by Richard and Florence
Atwater.
14. Have students use what they have learned about Antarctica and other countries
around the world to write a story: Pauly Penguin’s Vacation from Antarctica to
___________.
15. Penguin measurement activity: Create life-size laminated drawings of different sized
penguins and have students use rulers and yardsticks to measure them.
16. Have students pretend they are joining a team of scientists who are taking a dogsled
across Antarctica. Have them write a paragraph explaining ten items that they would
pack and why.
17. To jump start the class theme on penguins, have each child make a large penguin for
a bulletin board and have them complete this sentence about what they wonder about
penguins: I wonder __________________. Label your board: Our Winter
WONDERland
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18. Students should understand and learn the vocabulary related to penguins: porpoising,
create, rookery, waddling, molting, brood pouch, krill, tobogganing.
19. Learn life cycle and parts of penguins (see Parts of Penguin Assessment).
20. Put on a “Penguin Performance” including songs, dances, and poems with the
Antarctic theme.
21. Writing: Have students write a piece that includes a paragraph explaining each main
idea: how penguins look, what penguins eat, what penguins do, how penguins raise
their chicks.
22. Writing Prompt: You have been asked by the local zoo to take care of a penguin for
four days. Write a paragraph describing what you will do to make sure the penguin is
safe, comfortable, well fed, and happy in your home.
23. Writing Prompt: Compare yourself to a penguin. Write a piece listing three or more
ways that you and a penguin are alike and three or more ways that you are different.
PART III: RESOURCES
Animals in the Wild: Penguin by Vincent Serventy
A Tale of Antarctica by Ulco Glimmerveen
A is for Antarctica by Jonathan Chester
The Emperor’s Egg by Martin Jenkins
Mr. Popper’s Penguins by Richard and Florence Atwater
Seven Weeks on an Iceberg by Keith Potter
Antarctica by Helen Cowcher
Destination: Antarctica by Robert Swan
Eyes on Nature: Penguins by Jane Resnick
Nature’s Wild: Penguins
Antarctica: The Challenge by David Massam
Icebergs & Glaciers by Seymour Simon
Danger - Icebergs! By Roma Gans
Eyewitness Books: Arctic & Antarctica by Barbara Taylor
Black Whiteness by Robert Burleigh
Playing with Penguins and other Adventures in Antarctica by Ann McGovern
Penguins by Gail Gibbons
Antarctic Antics: A Book of Penguin Poems by Judy Sierra
Little Penguin’s Tale by Audrey Wood
Tacky the Penguin by Helen Lester
Penguin Websites:
www.hinklecreek.com/penguin/indexpenguin.htm
http://sung3.ifsi.rm.cnr.it/~darguad/Antarctica/Penguins.html
22. Antarctica Websites:
www.yahooligans.com (Go to Countries for a list of sites)
www.antarcticconnection.com
www.antarctica.org
www.icetrek.org
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
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www.southpole.com
www.antarctic.com.au
www.glacier.rice.edu
www.pbs.org/wnet/nature/antarctica/index.htm
http://astro.uchicago.edu/cara/vtour (Virtual Tour)
23. Videos:
Antarctica - National Geographic
Arctic & Antarctica - Eyewitness
PART IV: PERFORMANCE TASKS
1. Help Preserve Antarctica!
(Focus Question E: How do land, weather, and water influence how people live in
Antarctica?)
2. What are the Parts of a Penguin?
(Focus Question E: How do land, weather, and water influence how people live in
Antarctica?)
3. The ABCs of Antarctica: A Class Book
(Focus Question D: What kinds of plants and animals are characteristic of Antarctica?
How do people interact with the plants and animals there?)
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Grade 2 – A Trip Around The World - China
PART I: FOCUS QUESTIONS
Focus Question A:
Where is China? (EQ1)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth’s surface and its ecosystems.
SS.10.1.5.
Draw a simple map of continents and oceans.
Content Standard 12: Human And Environment Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.3.
Use maps, globes, models, computer programs and texts, as appropriate.
Focus Question B:
B1: What are the most important customs and traditions of China? (EQ2)
B2: How do those customs and traditions compare to our customs and
traditions? (EQ2)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation, and the world.
SS.11.1.3.
Understand the elements of culture and how they change.
Focus Question C:
C1: What are the geographic characteristics of China? (EQ4)
C2: How do the geographic characteristics of China compare to the
geography of the United States? (EQ4)
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.1.1.
Define and identify natural and human characteristics of places.
SS.9.1.6.
Locate major physical and human features in the New England Region
and the United States.
Focus Question D:
16
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What kinds of plants and animals are characteristic of China? How do
people interact with the plants and animals there? (EQ3)
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question E:
How do land, weather, and water influence how people live China? (EQ4)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth’s surface and its ecosystems.
SS.10.1.4.
Define local environmental features.
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.4.
Explain how human and natural processes shape places.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question F:
How is a family in China like your family?
(EQ5)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.1.6.
Describe the characteristics of a human system (family.)
Focus Question G:
G1: How do people in China help and support one another? (EQ6)
G2: How do the people in China and the people in the United States help
one another? (EQ6)
Content Standard 15: Economic Systems
Students will demonstrate how the exchange of goods and services by individuals, groups
and nations creates economic interdependence and how trade results in change.
SS.15.1.1.
Describe how voluntary exchange benefits all parties involved in the
exchange of goods and services.
SS.15.1.2.
Describe how the exchange of goods and services around the world
creates interdependence among people in different places.
17
Published by Kraus Organization with permission from issuing agency.
PART II: ACTIVITIES
1. Start off with a KWL chart on China. Allow students to write facts on the chart as
they learn them throughout the unit.
2. Locate China on the globe and on a world map. Compare China’s geographical
location to that of the United States.
3. Make a Venn diagram comparing and contrasting New Year’s customs in the U.S.
and China. Use Chinese New Year’s Dragon by Rachel Sing to teach customs in
China. Encourage children to share their own New Year’s customs.
4. Write an expository paper on panda bears. The symbol of the U.S. is the bald
eagle. China’s symbol is the panda bear. Read Pandas For Kids by Kathy Feeney
and use an organizer to record panda facts. Include diet, habitat, enemies, physical
characteristics, and other interesting facts.
5. Read Lon Po Po by Ed Young and Little Red Riding Hood. Make a Venn diagram
comparing and contrasting the Chinese story with the American story.
6. Write for information on pandas.
World Wildlife Fund
1250 Twenty-Forth Street Northwest
P.O. Box 97180
Washington D.C. 20037
7. Discuss how people both help and hurt pandas. Read Year of the Panda.
8. Students can learn how to write a few Chinese words using black ink and display
them on a banner.
9. Students can learn to eat rice with chopsticks.
10. For homework, students can see how many items that they can find in their
homes that were made in China.
11. Students can visit a panda cam at one of the web sites listed below.
12. Discuss how rice is grown in China. Learn the steps that are used.
13. In computer lab, students can use Kid Pix Studio to make a picture of a panda
and its environment. They can write one sentence that tells something that they have
learned about pandas.
14. Learn about the Chinese zodiac.
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15. Children can make a travel brochure for China including pictures and
descriptions of things to do.
16. Students can learn about porcelain and how it was made.
17. Discuss a few of the Chinese dynasties and what their impact on China was.
18. Learn about Tai Chi. The class can practice Tai Chi a few mornings in school.
19. Students can design Chinese flags that they can bring with them to the Chinese
feast.
20. At the end of the unit, have a Chinese feast. Students can sample a variety of
Chinese foods and eat with chopsticks.
PART III: RESOURCES
Non-Fiction:
1. Pandas for Kids by Kathy Feeney
2. City People, City Life by Norman Webster
3. Ancient China by Troll Associates
4. Count Your Way Through China by Jim Haskins
5. China A New True Book by Karen Jacobsen
Realistic Fiction:
6. Chinese New Year’s Dragon by Rachel Sing
7. The Year of the Panda by Miriam Schlein
8. The Top of the World: Climbing Mount Everest by Steve Jenkins
9. The Great Wall of China by Leondard Everett Fisher
Fiction:
10. Lon Po Po: A Red Riding Hood Story from China by Ed Young
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11. Llang and the Magic Paint Brush by Demi
12. Ming Lo Moves the Mountain by Arnold Lobel
13. The Moon Lady by Gretchen Shields
14. Beautiful Warrior: The Legend of Nun’s Kung Fu by Emily Arnold McCully
Web Resources:
15. Information on Pandas
www.schoolworld.asn.au/species/pandas.html
16. Panda information with Panda Cams (Atlanta Zoo Site is much less crowded)
www.accessatlanta.com/partners/zooatlanta/pandas/index.html
www.sandiegozoo.org/special/pandas/pandacam/index.html
17. Classroom Tour about Pandas followed up by a quiz
www.accessatlanta.com/partners/zooatlanta/pandas/classroom
18. Virtual Tours of the Forbidden City, Yellow Mountains, and Great Wall of China
www.chinavista.com/discover.html
PART IV: PERFORMANCE TASKS
Me or My Panda
(Focus Question D: What kinds of plants and animals are characteristic of China? How
do people interact with the plants and animals there?)
1.
2. A Letter From China
(Focus Question B: What are the most important customs and traditions of China, and
how do those customs and traditions compare to our customs and traditions?)
20
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Grade 2 – A Trip Around The World - Russia
PART I: FOCUS QUESTIONS
Focus Question A:
Where is Russia? (EQ1)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth’s surface and its ecosystems.
SS.10.1.5.
Draw a simple map of continents and oceans.
Content Standard 12: Human And Environment Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.3.
Use maps, globes, models, computer programs and texts, as appropriate.
Focus Question B:
B1: What are the most important customs and traditions of Russia? (EQ2)
B2: How do those customs and traditions compare to our customs and
traditions? (EQ2)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation, and the world.
SS.11.1.3.
Understand the elements of culture and how they change.
Focus Question C:
C1: What are the geographic characteristics of Russia? (EQ4)
C2: How do the geographic characteristics of Russia compare to the
geography of the United States? (EQ4)
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.1.1.
Define and identify natural and human characteristics of places.
SS.9.1.6.
Locate major physical and human features in the New England Region
and the United States.
Focus Question D:
21
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What kinds of plants and animals are characteristic of Russia? How do
people interact with the plants and animals there? (EQ3)
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question E:
How do land, weather, and water influence how people live in Russia?
(EQ4)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth’s surface and its ecosystems.
SS.10.1.4.
Define local environmental features.
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.4.
Explain how human and natural processes shape places.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question F:
How is a family in Russia like your family?
(EQ5)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.1.6.
Describe the characteristics of a human system (family.)
Focus Question G:
G1: How do people in Russia help and support one another? (EQ6)
G2: How do the people in Russia and the people in the United States help
one another? (EQ6)
Content Standard 15: Economic Systems
Students will demonstrate how the exchange of goods and services by individuals, groups
and nations creates economic interdependence and how trade results in change.
SS.15.1.1.
Describe how voluntary exchange benefits all parties involved in the
exchange of goods and services.
22
Published by Kraus Organization with permission from issuing agency.
SS.15.1.2.
Describe how the exchange of goods and services around the world
creates interdependence among people in different places.
PART II: ACTIVITIES
1. Start off with a KWL chart on Russia
2. Compare and contrast Russian and American cultures Read Russian Girl and ask
students to remember important facts about her and her village. Brainstorm a list of
things the class learned from the book. Students write a paragraph picking 3 things
about the girl’s life and compare them to their own life.
3. While studying Russia, read Molly’s Pilgrim, this is great for the month of November
to go along with Thanksgiving and pilgrims. Define “pilgrim” and “immigrant”.
Students can then participate in creating their own pilgrim clothespin doll that
represents a part of their own heritage and share about their family’s customs (see
performance task).
4. Give students a journal notebook and the assignment to interview someone they know
to be an immigrant. Ask: When did they come to America? Where did you come
from? Why did you come? What happened when you arrived?
5. Students should learn: the colors and make the Russian flag, the capital city Moscow,
where Russia is and its size in relation to the US, and other important places (St.
Petersburg, Siberia, Vladivostok, the Kremlin, St. Basil’s Cathedral).
6. Students can use a Venn diagram throughout their studies to track similarities and
differences between the US and Russia.
7. Students can learn about and draw their own St. Basil’s Cathedral, a very old and
well-known church in Moscow.
8. Introduce students to the beautifully decorated eggs called Faberge Eggs. Share
tradition of how in 1884 Tsar Alexander the lll, wanted to give his wife the most
beautiful Easter egg so he hired the jeweler Peter Faberge to design a white enamel
egg, a gold yolk, and a tiny hen with eyes made from jewels sitting on top of the yolk.
Have each student design his or her own beautifully decorated egg.
9. Create own traditional Russian toy, the Matryoshka dolls, These are a set of dolls that
nest inside each other.
10. Go to see one of Peter Tchaikovsky’s classic ballets: Sleeping Beauty, The
Nutcracker, or Swan Lake.
11. Share information about the Russian Space Station Mir, Sputnik (the first unmanned
spacecraft), and the Russian Cosmonauts.
12. After reading How the Tsar Drinks Tea make and enjoy Russian Tea and Tea Cakes
with the class.
PART III: RESOURCES
1. Molly’s Pilgrim by Barbara Cohen
23
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2. Russian Girl: Life in an Old Russian Town by Russ Kendall
3. Watch the Stars Come Out by Riki Levinson
4. How the Tsar Drinks Tea by Benjamin Elkin
5. Annushka’s Voyage by Edith Tarbescu
6. The Memory Coat by Elvira Woodruff
7. Peter and the Wolf retold by Michele Lemieux
8. The Fool of the World and the Flying Ship retold by Arthur Ransome
9. Salt retold by Jane Langton
10. Fiesta! Series on Russia
11. Count Your Way Through Russia by James Haskins
12. Postcards from Russia by Helen Arnold
13. Journey to the Soviet Union: Samantha Smith’s Story
14. Websites:
Www.yahooligans.com (Go to Countries for a list of sites)
Www.algonet.se/~bernadot/Christmas/9.html Christmas in Russia
Www.att.virtualclassroom.org/vcaa/vc_100 Russian Classroom
Www.pbs.org/weta/faceofrussia History of Russia
Www.globalfriends.com/html/world_tour/russia/russia.htm Global Friends
Discover Russia!
http://uts.cc.utexas.edu/~powellm/kremlin.html
Tour of Kremlin
www.kremlin.museum.ru/mus_mk.htm
Kremlin Museum
http://sunsite.olt.unc.edu/sergei/Exs/Moscow/moscow.html Moscow Tour
www.interknowledge.com/russia Russian National Tourist Office
www.hermitagemuseum.org
State Hermitage Museum of St. Petersburg
PART IV: PERFORMANCE TASKS
A Vacation Postcard
(Focus Question C: What are the geographic characteristics of Russia, and how do the
geographic characteristics of Russia compare to the geography of the United States?)
1.
My Clothespin Pilgrim
(Focus Question B: What are the most important customs and traditions of Russia, and
how do those customs and traditions compare to our customs and traditions? (EQ2)
2.
24
Published by Kraus Organization with permission from issuing agency.
Grade 2 – A Trip Around The World – South America
PART I: FOCUS QUESTIONS
Focus Question A:
Where is South America? (EQ1)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth’s surface and its ecosystems.
SS.10.1.5.
Draw a simple map of continents and oceans.
Content Standard 12: Human And Environment Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.3.
Use maps, globes, models, computer programs and texts, as appropriate.
Focus Question B:
B1: What are the most important customs and traditions of a South
America? (EQ2)
B2: How do those customs and traditions compare to our customs and
traditions? (EQ2)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation, and the world.
SS.11.1.3.
Understand the elements of culture and how they change.
Focus Question C:
C1: What are the geographic characteristics of South America? (EQ4)
C2: How do the geographic characteristics of South America compare to the
geography of the United States? (EQ4)
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.1.1.
Define and identify natural and human characteristics of places.
SS.9.1.6.
Locate major physical and human features in the New England Region
and the United States.
25
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Focus Question D:
What kinds of plants and animals are characteristic of South America? How
do people interact with the plants and animals there? (EQ3)
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question E:
How do land, weather, and water influence how people live in South
America? (EQ4)
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth’s surface and its ecosystems.
SS.10.1.4.
Define local environmental features.
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.4.
Explain how human and natural processes shape places.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question F:
How is a family in South America like your family?
(EQ5)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.1.6.
Describe the characteristics of a human system (family.)
Focus Question G:
G1: How do people in South America help and support one another? (EQ6)
G2: How do the people in South America and the people in the United
States help one another? (EQ6)
Content Standard 15: Economic Systems
Students will demonstrate how the exchange of goods and services by individuals, groups
and nations creates economic interdependence and how trade results in change.
26
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SS.15.1.1.
SS.15.1.2.
Describe how voluntary exchange benefits all parties involved in the
exchange of goods and services.
Describe how the exchange of goods and services around the world
creates interdependence among people in different places.
.
PART II: ACTIVITIES
1. Start off with a KWL chart on South America.
2. Gain understanding of the rain forest, landforms, climate, clothing, art, and political
structure of a South American Indian tribe.
3. Compare and contrast various cultural groups and their art, literature, music, and
language.
4. Read The Great Kapok Tree and discuss the concerns about the environment and the
effect it has on the world, animals, and people. (Students can do Assessment)
5. Discuss where tropical rain forests of the world can be found.
6. Learn where South America is in relation to the US. Explain how it has the largest
rain forest in the world.
7. Explain and discuss reasons to save the rain forest from destruction.
8. Students should understand and learn the vocabulary related the to rain forest:
emergent layer, canopy, understory, forest floor, epiphytes, Amazon, equator,
bromeliad, shaman, deforestation, camouflage, indigenous, liana,
9. Study about the animals in the rain forest: harpy eagle, katydid, macaws, vampire bat,
three-toed sloth, howler monkeys, toucan, quetzal, iguana, poison dart frog, tree frog,
cock of the rock, leaf-cutter ants, blue morpho butterfly, jaguar (see assessment)
10. Students can become entomologists and “discover” a new and unique insect in the
rain forest. Students can design and create their bug and place it in a shoe-box rain
forest environment while also sharing its name, habitat, where it was found, food it
eats, color, size, and how it moves. (see assessment)
11. Have students pretend they are joining a team of scientists who are taking a trip into
the Amazon rain forest. Have them write a paragraph explaining ten items that they
would pack and why.
12. End unit with a rain forest celebration of rain forest foods. Students can make
chocolate dipped frozen bananas on a stick dipped in shredded coconut.
PART III: RESOURCES
1.
2.
3.
4.
5.
6.
Life In The Rain Forests by Lucy Baker
The Rain Forest - Scholastic
Rain Forests by Jane Parker
Nature’s Green Umbrella: Tropical Rain Forests by Gail Gibbons
Welcome to the Green House by Jane Yolen
My Home in Brazil - Steck-Vaughn
27
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7. Thunder King by Amanda Loverseed
8. The Legend of El Dorado by Beatriz Vidal
9. Jungle Days, Jungle Nights by Martin and Tanis Jordan
10. Journey of the Red Eyed Tree Frog by Tanis Jordan
11. Amazon Boy by Ted Lewin
12. When the Rivers Go Home by Ted Lewin
13. Jumanji by Chris Van Allsburg
14. Trouble Dolls - A Guatemalan Legend by Suzanne Simons
15. Red-Eyed Tree Frogs by Joy Cowley
16. Flashy Fantastic Rain Forest Frogs by Dorothy Patent
17. Fantastic Frogs! By Fay Robinson
18. Poison Dart Frogs by Jennifer Owings Dewey
19. One Day in the Tropical Rain Forest by Jean George
20. Then Great Kapok Tree by Lynne Cherry
21. The Shaman’s Apprentice by Lynne Cherry and Mark Plotkin
22. The Rain Stick Fable by Sandra Chisholm Robinson
23. A Walk in the Rain Forest - An ABC Book by Kristin Pratt
24. Bugs of Central America by Leslie Jay
25. Where the Forest Meets the Sea by Jeannie Baker
26. Chameleons Are Cool by Martin Jenkins
27. Simon Bolivar (Venezuela) by David Adler
28. Rain forest Websites:
Www.yahooligans.com (Go to Countries and choose from list)
Www.ran.org/tribe_links/allies.html
Www.ran.org
Rain forest Action Network
www.geographia.com
www.lonelyplanet.com
www.nationalgeograhic.com
29. Videos:
You Can’t Grow Home Again - Children’s Television Workshop
Rainforest - National Geographic
Tropical Rain Forest - Science Museum of Minnesota
Animals of the Rain Forest - Schlessinger Videos
People of the Rain Forest - Schlessinger Videos
Plants of the Rain Forest - Schlessinger Videos
PART IV: PERFORMANCE TASKS
1. The ABCs of the Rain Forest: A Class Book
(Focus Question E: How do land, weather, and water influence how people live in South
America?)
2. Entomologists In Action
28
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(Focus Question D: What kinds of plants and animals are characteristic of South
America? How do people interact with the plants and animals there?)
Amazing Rain Forest Animals
(Focus Question D: What kinds of plants and animals are characteristic of South
America? How do people interact with the plants and animals there?)
3.
29
Published by Kraus Organization with permission from issuing agency.
REGION 15
SOCIAL STUDIES
AND GEOGRAPHY
COMMUNITIES
Elementary School
Grade 3
August 9, 2000
1
Published by Kraus Organization with permission from issuing agency.
SOCIAL STUDIES AND GEOGRAPHY COMMUNITIES
GRADE 3
CONTENTS
ITEM ....................................................................................... PAGE
REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12 ................................................................................. 3
GRADE 3 ESSENTIAL QUESTIONS
FOR SOCIAL STUDIES AND GEOGRAPHY ............................. 4
Unit 1: Native Americans ................................................................ 5
Unit 2: COLONIAL/REVOLUTIONARY WAR ........................17
Unit 3: Westward Movement.........................................................33
2
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REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address the
rights and responsibilities of individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and limited resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among geography,
history, and culture?
VII. What can we learn from analyzing major historical events?
3
Published by Kraus Organization with permission from issuing agency.
GRADE 3 ESSENTIAL QUESTIONS
FOR SOCIAL STUDIES AND GEOGRAPHY THEMES
1.
How have various groups of people influenced the development of
America? (I)
2.
How has the environment shaped the way people live? (III)
3.
How do groups of people establish rule and govern themselves?
(IV)
4.
How do different groups of people depend upon one another to
meet their wants and needs and to settle their differences? (V)
4
Published by Kraus Organization with permission from issuing agency.
UNIT 1: NATIVE AMERICANS
PART I: FOCUS QUESTIONS
Focus Question A:
What were the geographic features of the Northeast before the 1400s? (EQ2)
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.1.6.
Locate major physical and human features in the New England Region
and the United States.
Focus Question B:
What was the relationship between the environment and the Northeast
Woodlands Native Americans in the areas of: food, clothing, shelter, and
transportation? (EQ2)
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
Focus Question C:
What were the similarities and differences between how the Northeast
Woodlands Native Americans and the (choose one) Plains, North Western,
or South Western Native Americans interacted with their environments?
(EQ2)
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.5.
Explain ways in which humans use and interact with the environment.
5
Published by Kraus Organization with permission from issuing agency.
PART II: ACTIVITIES
Native Americans – Overview Activities
1. Make a whole class chart (KWL) and list what students “THINK” they know about
Native Americans. (As unit of study progresses refer back to statements listed on the
chart.)
2. Read story, Who Came Down That Road, by George Lyon, and discuss historical
connections that have influenced the development of our modern day society.
3. Possible activity: Students can write a personal story about who they think came
down their road before them.
4. Show map of the United States and identify various regions of study.
Native American Regional Activities
1. Using Graphic Organizer (see attached) describe ENVIRONMENT of the regions of
study.
2. Refer to resource list to locate materials, which will be used to identify and
summarize information regarding FOOD, CLOTHING, SHELTER, and
TRANSPORTATION of each region of study.
3. Refer to resource list to choose supplementary read aloud material, which will
illustrate daily life of the tribe/region of study.
4. Refer to teacher resource list to choose activities to be completed by student that will
demonstrate authentic regional cultures.
PART III: RESOURCES
Native Americans – Texts and Resources
* means READ-A-LOUD book
6
Published by Kraus Organization with permission from issuing agency.
General
The Very First Americans
By Cara Ashrose
ISBN 0-448-40168-1
Who Were the First North Americans?
By Philippa Wingate & Strunan Reid
ISBN 0-7460-2040-6
Who Came Down That Road?
By George Lyon
ISBN 0-531-05987-1
Native Americans
Scholastic Discovery Books
ISBN 0-590-38153-9
Growing Up Indian
By Evelyn Wolfson
ISBN 0-8027-7506-3
Scholastic Encyclopedia of the North American Indian
By James Ciment
ISBN 0-590-22791-2
Brown Paper School USKids History Book of the American Indians
ISBN 0-316-222089-9
Keepers of the Earth
By Michael J. Caduto and Joseph Bruhac
ISBN 1-55591-2-027-0
Videos:
Squanto and the First Thanksgiving
Bar Code 74241-70750-3
Northeast Woodlands
Indians of the Northeast Woodlands
By Beatrice Siegel
ISBN 00-8027-8155-1
7
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Houses of Bark
By Bonnie Shemie
ISBN 0-88776-246-8
If You Lived With the Iroquois
By Ellen Levine
ISBN 0-590-67445-5
*Dreamcatcher
By Audrey Osofsky
ISBN 0-531-07113-8
*Sootface
Retold by Robert San Souci
ISBN 0-440-413663-X
*Thirteen Moons on a Turtle’s Back
By Joseph Bruchac
ISBN 0-399-22141-7
*Little Firefly
Retold by Terri Cohlene
ISBN 0-8167-2363-X
*The Great Buffalo Race
Retold by Barbara Juster Esbensen
ISBN 00-316-24982-3
Shaman’s Circle (Poetry)
By Nancy Wood
ISBN 0-385-32222-4
The Earth Under Sky Bear’s Feet
By Joseph Bruhac
ISBN 0-698-11647-X
Little Runner of the Longhouse
By Betty Baker
ISBN 0-06-444122-9
Native American Peoples Series: The Iroquois
ISBN 0-86625-378-5
Native American People Series: The Algonquin
ISBN 0-86625-388-2
8
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Giving Thanks
By Chief Jake Swamp
ISBN 0-590-10884-0
The Algonquins
By Patricia Ryan Quiri
ISBN 0-531-15633-8
Indians of the Northeast
By Lisa Sita
ISBN 0-7624-0071-4
People of the Longhouse
By Jill and Robin Ridington
ISBN 1-55054-221-4
Northwest
Totem Pole
By Diane Hoyt-Goldsmith
ISBN 0-8234-0809-4
*Whale in the Sky
By Anne Siberell
ISBN 0-14-054792-4
*Brother Eagle, Sister Sky
By Chief Seattle
ISBN 0-8037-0969-2
Southwest
*Turquoise Boy
By Terri Cohlene
ISBN 0-8167-2360-5
*Knots on a Counting Rope
By Bill Martin, Jr.
ISBN 0-8050-5479-0
*Annie and the Old One
By Miska Miles
ISBN 0-316-57117-2
9
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*How the Stars Fell Into the Sky
By Jerrie Oughton
ISBN 0-395-77938-3
Native American People Series
The Pueblo
By Mary D’Apice
ISBN 0-86625-385-8
Native American People Series
The Navajo
By Susan Stan
ISBN 0-86625-380-7
Indian Heritage of the Southwest
ISBN 1-56274-0210
*Arrow to the Sun
By Gerald McDermott
ISBN 0-14-050211-4
The Navajo
By Alice Osinski
ISBN 0-516-01236-3
The Hopi
By Ann Heinrichs Tomchek
ISBN 0-516-01234-7
*Baby Rattlesnake
By Te Ata
ISBN 0-89239-111-1
*Hawk, I ‘m Your Brother
By Byrd Baylor
MacMillian Copyright 1976
*The Desert Is Theirs
By Byrd Baylor
MacMillian Copyright 1975
*Ma’ii and Cousin Horned Toad
By Shonto Begay
ISBN 0-590-45390-4
10
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*Coyote Steals the Blanket
Retold by Janet Stevens
ISBN 0-8234-1129-X
If You Lived With the Hopi
By Anne Kamma
ISBN 0-590-39726-5
Plains
Native American People Series
The Apaches
By Barbara McCall
ISBN 0-86625-384-X
Native American People Series
The Sioux
By Barbara Brooks
ISBN 0-86625-382-3
Native American People Series
The Cheyenne
By Sally Lodge
ISBN 0-86625-387-4
*Rough Faced Girl
By Rafe Martin
ISBN 0-590-46932-0
Black Elk
By Carol Greene
ISBN 0-516-44213-9
Plains Indians
By Spizzirri
ISBN 0-590-67121-9
*Where the Buffaloes Begin
By Olaf Baker
ISBN 0-14-050560-1
Houses of Hide and Earth
By Bonnie Shemie
ISBN 0-516-0811168-3
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Buffalo Hunt
By Russell Freedman
ISBN 0-590-46426-4
*The Legend of the Bluebonnet
Retold by Tomie dePaola
ISBN 0-590-42603-6
*The Legend of the Indian Paintbrush
Retold by Tomie dePaola
ISBN 0-590-44706-8
*The Girl Who Loved Wild Horses
By Paul Goble
ISBN 0-689-71696-6
*Iktomi and the Berries
By Paul Goble
ISBN 0-531-07029-8
*Iktomi and the Boulder
By Paul Goble
ISBN 0-531-07023-9
*Old Bag of Bones
Retold by Janet Stevens
ISBN 0-8234-1337-3
*Adopted by the Eagles
By Paul Goble
ISBN 0-689-82086-0
*The Lost Children
By Paul Goble
ISBN 0-689-81999-4
*Heetunka’s Harvest
Retold by Jennifer Berry Jones
ISBN 1-57098-235-X
Dancing Teepees (Poetry)
By Virginia Driving Snere
ISBN 0-8234-0879-5
12
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*The Story of Jumping Mouse
Retold by John Steptoe
ISBN 0-590-47850-8
*A Boy Called Slow
By Joseph Bruchac
ISBN 0-399-22692-3
*The Moon of the Falling Leaves
By Cary B. Ziter
ISBN 0-531-10502-4
*Quillworker
By Terri Cohlene
ISBN 0-8167-2358-3
*The Mud Pony
Retold by Caron Lee Cohen
ISBN 0-590-41526-3
*Dancing with the Indians
By Angela Shelf Medearis
ISBN 0-590-45982-1
*The Legend of Scarface
By Robert San Souci
ISBN 0-385-15874-2
If You Lived with the Sioux Indians
By Ann McGovern
ISBN 0-590-45162-6
People of the Buffalo
By Maria Campbell
ISBN 0-88894-329-6
What Do We Know About the Plains Indians?
By Dr. Colin Taylor
ISBN 0-87226-261-8
Tecumseh, Shawnee War Chief
By Jane Fleisher
ISBN 0-89375-143-X
13
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Teacher Resources
Native Americans
By Instructional Fair, Inc.
ISBN 1-56822-015-4
Native Americans (Intermediate)
By Teacher Created Materials, Inc.
ISBN 1-55734-285-7
Native Americans (Primary)
By Teacher Created Materials, Inc.
ISBN 11-55734-276-8
Native American Arts and Cultures (Primary)
By Teacher Created Materials, Inc.
ISBN 1-55734-619-4
Native American Tales and Activities
By Teacher Created Materials, Inc.
ISBN 1-55734-677-1
More Than Moccasins
By Laurie Carlson
ISBN 1-55652-213-4
Native Americans (Primary)
By Evan-Moor
ISBN 1-55799-575-3
Native Americans Cooperative Learning Activities
Scholastic
ISBN 0-590-49151-2
A Unit About Woodland Indians (Intermediate)
By Elaine Hansen Cleary and Evan Moore
ISBN 1-55799-389-0
** You can also obtain these units, but we only have a code number
**Plains EMC 545
**Southwest EMC 556
**Northwest EMC 557
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PART IV: PERFORMANCE TASKS
1. Info. Wheel – Five important facts
(Focus Question B: What was the relationship between the environment and the
Northeast Woodlands Native Americans in the areas of: food, clothing, shelter, and
transportation?)
2. My Native American Life – Story of a child’s life
(Focus Question A: What were the geographic features of the Northeast before the 1400s?)
(Focus Question B: What was the relationship between the environment and the Northeast Woodlands
Native Americans in the areas of: food, clothing, shelter, and transportation?)
3. Story Board
(Focus Question B: What was the relationship between the environment and the
Northeast Woodlands Native Americans in the areas of: food, clothing, shelter, and
transportation?)
4. Does Everyone Live in a Longhouse?
(Focus Question C: What were the similarities and differences between how the
Northeast Woodlands Native Americans and the (choose one) Plains, North Western, or
South Western Native Americans interacted with their environments?)
PART V: SUGGESTED WEBSITES
Native American Website for Children:
http://www.nhusd.K12.ca.us/ALVE/NativeAmerhome.html/nat
iveamhome.html
Carnegie Museum of Natural History:
http://www.clpgh.org/cmnh/exhibits/north-south-eastwest/index.html
Native American Indian Resources (300 pages):
http://www.kstrom.net/isk/mainmenu.html
Birchbark Canoe:
http://www.nativetech.org/brchbark/canoe.htm
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Published by Kraus Organization with permission from issuing agency.
Dugout Canoe:
http://aboriginalcollections.ic.gc.ca/secwepemc/canoes.html
Shelters:
http://emuseum.mankato.msus.edu/prehistory/settlements/regi
ons/northeast.html
Longhouses:
http://rom1x6.rom.on.ca/digs/longhouse
16
Published by Kraus Organization with permission from issuing agency.
UNIT 2: COLONIAL / REVOLUTIONARY WAR
PART I: FOCUS QUESTIONS
Focus Question A:
Describe how the settlement of the 13 colonies influenced the development
of the United States in the areas of religion, government, education, and
culture? (EQ1)
Content Standard 2: Local, United States, And World History
Students will use historical thinking sills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.1.3.
Demonstrates knowledge of major trends in state and local history,
including history of original peoples, early settlements and selected
changes over the past two centuries.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.1.1.
Explain the patterns, distributions, and relocation of people
Focus Question B:
How was life in the colonies affected by new technologies? (EQ4)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideas, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.1.6.
Describe the impact of various technological developments on the local
community and nation.
Focus Question C:
What were the rights of Americans in the 1700s and what role did those
rights play in forming the rules of government during the 1700s? (EQ3)
Content Standard 6: Rights And Responsibilities Of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.1.2.
Identify the rights of citizens in a democratic society and explain why
certain responsibilities are important to themselves, their families,
community, state, and nation.
17
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Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and establishment of authority.
SS.7.1.6.
Explain that it is important to limit government so that individual rights
can be protected.
PART II: ACTIVITIES
Colonial / Revolutionary Activities
1. Using the text If You Sailed on the Mayflower in 1620 by Ann McGovern identify
reasons for travel, describe hardships and conditions while traveling, and discuss
reasons for making the voyage.
2. Refer to resource list to choose supplementary read aloud materials, which will
illustrate early colonial life and connections to the Native American influence
(Squanto), which helped to establish the development of our country.
3. Read together as a class Sarah Morton’s Day and Samuel Eaton’s Day by Kate
Waters. Discuss daily life of a Pilgrim boy and girl. Using a Venn Diagram Graphic
Organizer, students will compare aspects of their daily life to that of Sarah or Samuel.
4. Using the text The Thirteen Colonies by Dennis Fradin read pages 5 – 31 aloud to
provide an overview of the formation of the colonies.
5. Refer to the resource list for supplementary materials to further explore the
settlement/development of the 13 colonies.
6. Using the text If You Lived in Colonial Times by Ann McGovern and/or The Historic
Community and/or Early American Series by Bobbie Kalman, students will identify,
list, and describe various aspects of daily colonial life to include: education, religion,
transportation, food, shelter, clothing, laws, and recreation.
7. Using the text If You Lived in Colonial Times by Ann McGovern and/or The Historic
Community and/or Early American Series by Bobbie Kalman, students will identify
and describe the various occupations that developed to support colonial life.
8. Refer to teacher resource list to choose supplementary materials to identify the key
events that led the colonists to revolt and break away from English rule.
18
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9. Tax Day – Teacher becomes Queen/King for a day and establishes any rules she/he
sees fit. Children are given “money” (Skittles or M&M’s) and are forced to pay taxes
for necessary things throughout the day. (Pencil sharpening, bathroom, water, etc.)
Children are not allowed to “bad mouth” the Queen/King or the rules. Spies are
assigned to monitor discussions and report back to the Ruler. At the end of the day,
students will evaluate the personal experience and judge the un/fairness of “Taxation
without Representation.”
10. Using the Jean Fritz series (books and videos) (See teacher resource list) explore
some of the influential people who shaped the public policies which contributed to
the establishment and maintenance of our democratic way of life.
11. Read and discuss text If You Were There When They Signed the Constitution by
Elizabeth Levy and/or Shh! We’re Writing the Constitution by Jean Fritz so those
students will recognize the importance of establishing a government so that individual
rights can be protected.
PART III: RESOURCES
Colonial Times – Texts and Resources
Mayflower/Pilgrims
* means READ-A-LOUD book
General
*Dear America – A Journey to the New World
ISBN 0-590-50214-X
*Thanksgiving Is…
By Louise Borden
ISBN 0-590-33128-0
*Squanto, Friend of the Pilgrims
By Robert Bulla
ISBN 0-590-44055-1
Who’s That Stepping on Plymouth Rock?
By Jean Fritz
ISBN 0-698-11681-X
19
Published by Kraus Organization with permission from issuing agency.
*The Pilgrims of Plimoth
By Marcia Sewall
ISBN 0-590-13667-4
*N.C. Wyeth’s Pilgrims
By Robert San Souci
ISBN 0-8118-1486-6
*The First Thanksgiving
By Jean Craighead George
ISBN 0-698-11392-6
Pilgrim Voices – Our First Year in the New World
Edited by Connie and Peter Roop
ISBN 0-8027-7530-6
*Three Young Pilgrims
By Cheryl Harness
ISBN 0-689-80208-0
*** The next four books also have filmstrips available.
On the Mayflower
By Kate Waters
ISBN 0-590-67408-0
Tapenum’s Day
By Kate Waters
ISBN 0-590-20237-5
Sarah Morton’s Day
By Kate Waters
ISBN 0-590-47400-6
Samuel Eaton’s Day
By Kate Waters
ISBN 0-590-46312-8
The Pilgrims at Plymouth
By Lucille Recht Penner
ISBN 0-679-83201-7
*Turkey’s, Pilgrims, and Indian Corn
By Edna Barth
ISBN 0-89919-039-1
20
Published by Kraus Organization with permission from issuing agency.
Pilgrims and Thanksgiving
By Rae Bains
ISBN 0-8167-02223-3
*The First Thanksgiving
By Linda Hayward
ISBN 0-679-80218-5
*The Story of the Pilgrims
By Katherine Ross
ISBN 0-679-85292-1
*The Thanksgiving Story
By Alice Dalgliesh
ISBN 0-590-43892-1
*What Is Thanksgiving Day?
By Margot Parker
ISBN 0-516-43783-6
*The Pilgrim’s First Thanksgiving
By Ann McGovern
ISBN 0-590-46188-5
The New Americans
By Betsy Maestro
ISBN 0-688-13448-3
The Thirteen Colonies
By Dennis Fradin
ISBN 0-516-01157-X
*Finding Providence
By Avi
ISBN 0-06-444216-0
If You Sailed on the Mayflower in 1620
By Ann McGovern
ISBN 0-590-45161-8
21
Published by Kraus Organization with permission from issuing agency.
Colonial Life
Adventures in Colonial America – Boston Tea Party
By James Knight
ISBN 0-8167-4802-0
Adventures in Colonial America – The Farm
By James Knight
ISBN 0-8167-4801-2
Adventures in Colonial America – Salem Days
By James Knight
ISBN 0-8167-4803-9
Adventures in Colonial America – The Village
By James Knight
ISBN 0-8167-4800-4
*The Baker’s Dozen
Retold by Heather Forest
ISBN 0-15-205687-4
How They Lived – A Colonial American Merchant
By Robin May
ISBN 0-85078-658-4
If You Lived in Colonial Times
By Ann McGovern
ISBN 0-590-41948-X
*Rachel and Obediah
By Brinton Turkle
ISBN 0-525-38020-5
Colonial Life in America
By Louis Sabin
ISBN 0-8167-0138-5
Colonial American Crafts – The School
By Judith Hoffman Corwin
ISBN 0-531-10714-0
22
Published by Kraus Organization with permission from issuing agency.
Colonial American Crafts – The Home
By Judith Hoffman Corwin
ISBN 0-531-10713-2
Historic Communities - The Kitchen
By Bobbie Kalman
ISBN 0-866505-504-1
Historic Communities – A One-Room School
By Bobbie Kalman
ISBN 0-86505-517-3
Historic Communities – Colonial Life
By Bobbie Kalman
ISBN 0-86505-511-4
Historic Communities – Games from Long Ago
By Bobbie Kalman
ISBN 0-86505-521-1
Historic Communities – Colonial Crafts
By Bobbie Kalman
ISBN 0-86505-510-6
Historic Communities – Visiting a Village
By Bobbie Kalman
ISBN 0-86505-507-6
Historic Communities – Settler’s Sayings
By Bobbie Kalman
ISBN 0-86505-518-1
Historic Communities – Home Crafts
By Bobbie Kalman
ISBN 0-86505-505-X
Historic Communities – Tools andGadgets
By Bobbie Kalman
ISBN 0-86505-508-4
Historic Communities – A Colonial Town - Williamsburg
By Bobbie Kalman
ISBN 0-86505-509-2
23
Published by Kraus Organization with permission from issuing agency.
Historic Communities - Old Time Toys
By Bobbie Kalman and David Schimpky
ISBN 0-86505-520-3
Historic Communities – Children’s Clothing of the 1800’s
By Bobbie Kalman and David Schimpky
ISBN 0-86505-519-X
Historic Communities – Customs and Traditions
By Bobbie Kalman and Tammy Everts
ISBN 0-86505-515-7
Historic Communities – A Child’s Day
By Bobbie Kalman and Tammy Everts
ISBN 0-86505-514-9
Diary of an Early American Boy
By Eric Sloane
ISBN 0-345-32100-6
Seventh and Walnut – Life in Colonial Philadelphia
By James Knight
ISBN 0-89375-741-1
Early Artisans
By Bobbie Kalman
ISBN 0-86505-023-6
Early Family Home
By Bobbie Kalman
ISBN 0-86505-017-1
Early Schools
By Bobbie Kalman
ISBN 0-86505-015-5
Early Stories and Markets
By Bobbie Kalman
ISBN 0-86505-002-3
Early Travel
By Bobbie Kalman
ISBN 0-86505-007-4
24
Published by Kraus Organization with permission from issuing agency.
Early Pleasures and Pastimes
By Bobbie Kalman
ISBN 0-86505-025-2
Early Village Life
By Bobbie Kalman
ISBN 0-86505-009-0
Early Christmas
By Bobbie Kalman
ISBN 0-86505-001-5
Early Health and Medicine
By Bobbie Kalman
ISBN 0-86505-031-7
Early Farm Life
By Gunby
ISBN 0-86505-027-9
Teacher Resources – Colonial Times
Colonial American Activity Book
By Edupress
ISBN 1-56472-003-9
Colonial Life! Puritans and Pilgrims
By Jane Pofhal
ISBN 0-513-02220-1
Pilgrims
By Susan Moger
ISBN 0-590-49787-1
Colonial America
By Mary Strohl and Susan Schneck
ISBN 0-590-49133-4
Colonial Kids
By Laurie Carlson
ISBN 1-55652-322-X
Read and Respond – Colonial American Literature
By Karen Brown and Holly Engel
ISBN 1-56472-028-4
25
Published by Kraus Organization with permission from issuing agency.
Early Settler Activity Guide
By Elizabeth Stenson
ISBN 0-86505-036-8
Videos:
Mouse on the Mayflower
Family Home Entertainment
ISBN 1-55658-337-0
This is America, Charlie Brown – The Mayflower Voyages
ISBN 0-7921-3137-1
American History for Children – Early Settlers
ISBN 1-57225-059-3
Colonial Life for Children – Settling the New World
ISBN 1-57225-220-0
Teacher Resources – Colonial Times
Revolution – Resources and Texts
General
The American Revolution
By Bruce Bliven, Jr.
ISBN 0-394-84696-6
If You Lived at the Time of the American Revolution
By Kay Moore
ISBN 0-590-67444-7
Brown Paper School USKids History Book of the American Revolution
ISBN 0-316-2204-6
The Liberty Tree
By Lucille Recht Penner
ISBN 0-679-83482-6
American Revolution
By Francene Sabin
ISBN 0-8167-0137-7
26
Published by Kraus Organization with permission from issuing agency.
*Samuel’s Choice
By Richard Berleth
ISBN 0-590-46456-6
*The 4th of July Story
By Alice Dalgliesh
ISBN 0-689-71115-8
*Redcoats and Petticoats
By Katherine Kirkpatrick
ISBN 0-439-16510-5
The Real Patriots of the American Revolution
By Robert Young
ISBN 0-382-39171-3
*Sam the Minuteman
By Nathaniel Benchley
ISBN 0-06-4441107-5
*George the Drummer Boy
By Nathaniel Benchley
ISBN 0-06-444106-7
*Katie’s Trunk
By Ann Turner
ISBN 0-02-789512-2
*The Winter of Red Snow
By Kristiana Gregory
ISBN 0-590-22653-3
*The Secret Soldier
By Ann McGovern
ISBN 0-590-43052-1
A New True Book – The Declaration of Independence
ISBN 0-516-41153-5
A Williamsburg Household
By Joan Anderson
ISBN 0-395-54791-1
Mary Geddy’s Day
By Kate Waters
ISBN 0-439-14266-0
27
Published by Kraus Organization with permission from issuing agency.
Will You Sign Here, John Hancock?
By Jean Fritz
ISBN 0-698-20539-1
Why Don’t You Get a Horse, Sam Adams?
By Jean Fritz
ISBN 0-698-20545-6
Where Was Patrick Henry on the 29th of May?
By Jean Fritz
ISBN 0-698-20544-8
Can’t You Make Them Behave, King George?
By Jean Fritz
ISBN 0-698-20542-1
*George Washington’s Breakfast
By Jean Fritz
ISBN 0-698-20422-1
What’s the Big Idea, Ben Franklin?
By Jean Fritz
ISBN 0-698-20543-X
And Then What Happened, Paul Revere?
By Jean Fritz
ISBN 0-698-20541-3
Shh! We’re Writing the Constitution
By Jean Fritz
ISBN 0-399-21404-6
Daughter of Liberty
By Robert Quackenbush
ISBN 0-7868-1286-9
John Paul Jones – Hero of the Seas
By Keith Brandt
ISBN 0-893-75850-7
A Picture Book of Thomas Jefferson
By David A. Adler
ISBN 0-8234-0881-7
28
Published by Kraus Organization with permission from issuing agency.
Thomas Jefferson – A Picture Book Biography
By James Cross Giblin
ISBN 0-590-44838-2
Journey to Monticello
By James Knight
ISBN 0-89375-737-3
Betsy Ross
By Alexandra Wallner
ISBN 0-439-07225-5
The Flag We Love
By Pam Munoz Ryan
ISBN 0-88106-845-4
Meet George Washington
By Joan Heilbroner
ISBN 0-394-81965-9
A Picture Book of George Washington
By David A. Adler
ISBN 0-8234-0732-2
George Washington
By James Cross Giblin
ISBN 0-590-4255-1-X
George Washington Young Leader
By Laurence Santrey
ISBN 0-89375-759-4
Crossing the Delaware
By Louise Peacock
ISBN 0-439-09857-2
A Book about Benjamin Franklin
By Ruth Belov Gross
ISBN 0-590-33739-4
A Picture Book of Benjamin Franklin
By David A. Adler
ISBN 0-8234-0882-5
29
Published by Kraus Organization with permission from issuing agency.
*The Hatmaker’s Sign
Retold by Candance Fleming
ISBN 0-439-07179-8
In Their Own Words Paul Revere
By George Sullivan
ISBN 0439-09552-2
Paul Revere’s Ride
By Henry Wadsworth Longfellow
ISBN 0-590-68723-9
America’s Paul Revere
By Esther Forbes
ISBN 0-395-24907-4
Paul Revere
By Keith Brandt
ISBN 0-893375-767-5
If You Were There When They Signed the Constitution
By Elizabeth Levy
ISBN 0-590-45159-6
A More Perfect Union
By Betsy and Giulio Maestro
ISBN 0-688-10192-5
Teacher Resources – Revolution
American History Simulations
By Teacher Created Materials
ISBN 1-55734-480-9
American Revolution (Grade3-6)
By Janet Pofahl
ISBN 0-513-02223-6
U.S. History Part 1 (Grade 4-6)
Published by Frank Schaffer – copyright 1992
Catalogue number FS-1715
30
Published by Kraus Organization with permission from issuing agency.
Videos:
Jean Fritz: Six Revolutionary War Figures
By Scholastic
What’s the Big Idea, Ben Franklin?
ISBN 0-89719-340-7
And Then What Happened, Paul Revere?
ISBN 0-78820-731-8
Yankee Doodle Cricket
ISBN 1-55658-147-5
American History for Children – American Independence
ISBN 1-57225-060-7
Shh! We’re Writing the Constitution
By Scholastic
American History for Children – U.S. Constitution
ISBN 1-57225-061-5
This Is America, Charlie Brown – The Music and the Heroes of America
ISBN 0-7921-3504-0
PART IV: PERFORMANCE TASKS
1. Info. Wheel – Five important facts
(Focus Question A: Describe how the settlement of the 13 colonies influenced the
development of the United States in the areas of religion, government, education, and
culture?)
(Focus Question B: How was life in the colonies affected by new technologies?)
2. Letter from the New World – Description of Mayflower journey/early colonial
life)
(Focus Question A: Describe how the settlement of the 13 colonies influenced the
development of the United States in the areas of religion, government, education, and
culture?)
31
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3. Dear King George – Persuasive letter
(Focus Question C: What were the rights of Americans in the 1700s and what role did
those rights play in forming the rules of government during the 1700s?)
4. There’s Two Sides to Every Revolution – Support of their chosen side
(Focus Question C: What were the rights of Americans in the 1700s and what role did
those rights play in forming the rules of government during the 1700s?)
PART V: SUGGESTED WEBSITES
Colonial Life:
www.history.org/life/life.htm
www.history.org/life/trades/tradepri.htm
www.history.org/places/geddy/geddysil.htm
http://members.aol.com/calebj/clothing.html
http://members.aol/calebj/mayflower.html
Cyberhunt for Colonial America:
http://www.kn.pacbell.com/wored/fil/pages/huntcoloniala2.html
Notable Women of Early America:
http://earlyamerica.com/earlyamerica/notable/notable2.html
Revolutionary (and Beyond) Times:
Old Sturbridge Village
www.osv.org
Colonial Williamsburg
www.colonialwilliamsburg.org
www.history.org
32
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UNIT 3: WESTWARD MOVEMENT
PART I: FOCUS QUESTIONS
Focus Question A:
Why did people want to go West in the United States? (EQ1)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideas, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.1.4.
Describe and explain some of the reasons people have moved and relate
these reasons to some historic movements of large groups of people.
Focus Question B:
How was the quality of human life effected by the geography along the
journey West? (EQ2)
CONTENT STANDARD 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.1.7.
Describe how and why physical and human systems function and interact
and the consequences of these interactions.
Focus Question C:
How did the environment (geography, weather, plants and animals) affect
the choices for where people decided to settle? (EQ2)
CONTENT STANDARD 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.1.1.
Explain the patterns, distributions, and relocation of people
PART II: ACTIVITIES
Westward Movement – Activities
1. View the first two sections of the video “United States Expansion” and complete
prepared note page during video (see attached). Share and discuss answers and
information with class.
33
Published by Kraus Organization with permission from issuing agency.
2. Using the text If You Traveled West in a Covered Wagon by Ellen Levine identify
reasons for traveling west, and preparations, which were needed for making the trip.
Describe hardships faced and conditions encountered while traveling. Complete an
organizer (see graphic organizer on web site) listing facts. May be done as an
independent, partnered or small group assignment and shared/discussed whole group.
3. Read aloud chapter book, Bound For Oregon by Jean Leeuwen (164 pages – Begin
this text at the very beginning of the unit). Complete an organizer to describe various
roles and responsibilities of travelers. For example: father, mother, child, wagon
master, trail guide, cattle hand, etc.
4. Refer to resource list to choose supplementary read aloud/video materials that
illustrate pioneer life and connections to the Native American influence that helped
establish the development of our country.
PART III: RESOURCES
Westward Movement – Resources and Texts
General
The Way West Journal of a Pioneer Woman
By Amelia Stewart Knight
ISBN 0-671-72375-8
*Dear Levi – Letters From the Overland Trail
By Elvira Woodruff
ISBN 0-439-05605-5
*Red Flower Goes West
By Ann Turner
ISBN 0-7868-0575-7
Pioneer Sampler
By Barbara Greenwood
ISBN 0-395-88393-8
*Going West
By Jean Van Leeuwen
ISBN 0-8037-1027-5
34
Published by Kraus Organization with permission from issuing agency.
Daily Life in a Covered Wagon
By Paul Erickson
ISBN 0-14-056212-5
*The Pioneers
By Marie and Douglas Gorsline
ISBN 0-394-83905-6
*Cassie’s Journey
By Brett Harvey
ISBN 0-8234-0684-9
*Rachel’s Journal
By Marissa Moss
ISBN 0-439-09870-X
If You Traveled West in a Covered Wagon
By Ellen Levine
ISBN 0-590-45158-8
*Sarah Plain and Tall
By Patricia MacLachlan
ISBN 0-590-97409-2
*Trouble for Lucy
By Carla Stevens
ISBN 0-89919-523-7
*Best Friends
By Loretta Krupinski
ISBN 0-439-05404-4
*Warm as Wool
By Scott Russell Sanders
ISBN 0-689-82242-1
Once Upon America – Facing West – A Story of the Oregon Trail
By Kathleen V. Kudlinski
ISBN 0-14-036914-7
Caddie Woodlawn
By Carol Ryrie Brink
ISBN 0-02-044880-9
35
Published by Kraus Organization with permission from issuing agency.
*Dear America – Across the Wide and Lonesome Prairie – The Oregon Trail Diary of
Hattie Campbell
By Kristina Gregory
ISBN 0-590-22651-7
*Save the Queen of Sheba
By Louise Moeri
ISBN 0-14-037148-6
*Wagon Wheels
By Barbara Brenner
ISBN 0-06-444052-4
My Prairie Year – Based on the Diary of Elenore Plaisted
By Brett Harvey
ISBN 0-590-46592-9
*Three Names
By Patricia MacLachlan
ISBN 0-590-46405-1
*My Great-Aunt Arizona
By Gloria Houston
ISBN 0-590-47200-3
Frontier Diary
By Dorothy Hoobler
McMillian Publisher – Copyright 1975
Cowboys of the Wild West
By Russell Freedman
ISBN 0-590-47565-7
Prairie Visions – Solomon Butcher
By Pam Conrad
ISBN 0-590-46116-8
Adventures in Frontier America – Indiana Days
By Catherine Chambers
ISBN 0-8167-0056-7
Racing West
By Melissa Stone
ISBN 0-8114-4078-8
36
Published by Kraus Organization with permission from issuing agency.
Atlas of American Frontiers (Rand MacNally)
By Martin Ridge
ISBN 0-528-83493-2
Prairie Primer A to Z
By Caroline Stutson
ISBN 0-525-45163-4
The Story of the Lewis and Clark Expedition
By R. Conrad Stein
ISBN 0-516-44620-7
How We Crossed the West – The Adventures of Lewis and Clark
By Rosalyn Schanzer
ISBN 0-590-63523-9
Wild West
By Mike Stotter
ISBN 0-590-11951-6
A Frontier Fort on the Oregon Trail
ISBN 0-87226-264-2
Frontier Home
By Raymond Bial
ISBN 0-395-64046-6
The Story of the Oregon Trail
By R.Conrad Stein
ISBN 0-516-04668-3
Children of the Wild West
By Russell Freedman
ISBN 0-590-46474-4
Tales of the Old West – On the Trapping Trail
By Neil and Ting Morris
ISBN 1-85435-164-8
Tales of the Old West – Longhorn on the Move
By Neil and Ting Morris
ISBN 1-85435-166-4
Tales of the Old West – Wagon Wheels Roll West
By Neil and Ting Morris
ISBN 1-85435-167-2
37
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Tales of the Old West –Home on the Prairie
By Neil and Ting Morris
ISBN 1-85435-165-6
Set - Tales of the Old West
By Neil and Ting Morris
ISBN 1-85435-163-X
Teacher Resources – Westward Movement
Westward Movement
By Jane Pofhal
ISBN 0-513-02222-8
Videos:
American History for Children – U.S. Expansion
ISBN 1-57225-065-8
Annie Oakley
ISBN 157099978-3
The Oregon Trail
ISBN 07662-0149-X
PART IV: PERFORMANCE TASKS
1. Tales of the Trail
(Focus Question A: Why did people want to go West in the United States?)
(Focus Question B: How was the quality of human life effected by the geography along
the journey West?)
(Focus Question C: How did the environment (geography, weather, plants and animals)
affect the choices for where people decided to settle?)
2. Go West! A Handbook for Traveling West
(Focus Question A: Why did people want to go West in the United States?)
(Focus Question B: How was the quality of human life effected by the geography along
the journey West?)
(Focus Question C: How did the environment (geography, weather, plants and animals)
affect the choices for where people decided to settle?)
38
Published by Kraus Organization with permission from issuing agency.
PART V: SUGGESTED WEBSITES
Pioneer Life:
http://tqjunior.thinkquest.org/6400
http://library.thinkquest.org/J001587/pioneer_hp.htm
http://library.thinkquest.org/J001587/hardships.htm
http://library.thinkquest.org/J001587/life.htm
http://library.thinkquest.org/J001587/town.htm
http://library.thinkquest.org/J001587/realpioneers.htm
39
Published by Kraus Organization with permission from issuing agency.
REGION 15
SOCIAL STUDIES
AND GEOGRAPHY
COMMUNITIES
Elementary School
Grade 4
September 7, 2000
Published by Kraus Organization with permission from issuing agency.
SOCIAL STUDIES AND GEOGRAPHY GRADE 4
CONTENTS
ITEM ....................................................................................... PAGE
REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12 ...............................Error! Bookmark not defined.
GRADE 4 ESSENTIAL QUESTIONS
FOR SOCIAL STUDIES AND GEOGRAPHY ............................. 4
Unit 1: Civil War.............................................................................. 5
Unit 2: Age Of Invention ..............................................................10
Unit 3: Radio Years (1920-1950) ................................................18
Unit 4: Modern America (1950-Present)………………………..26
Published by Kraus Organization with permission from issuing agency.
REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address the
rights and responsibilities of individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and limited resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among geography,
history, and culture?
VII. What can we learn from analyzing major historical events?
Published by Kraus Organization with permission from issuing agency.
GRADE 4 ESSENTIAL QUESTIONS
FOR SOCIAL STUDIES AND GEOGRAPHY THEMES
1.
How have various groups of people influenced the development of
America? (I)
2.
How has the environment shaped the way people live? (II)
3.
How do groups of people establish rule and govern themselves?
(IV)
4.
How do different groups of people depend upon one another to
meet their wants and needs and to settle their differences? (V)
Published by Kraus Organization with permission from issuing agency.
UNIT 1: CIVIL WAR
PART I: FOCUS QUESTIONS
Focus Question A:
In what ways were the North and the South the same and how were they
different during the Civil War period? Include the following in your
analysis: geography, climate, home life, school, and slavery? (EQ4)
Content Standard 2: Local, United States, And World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.1.1.
Demonstrate a familiarity with peoples, events and places from a broad
spectrum of human experience through selected study from historical
periods and from the various regions.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideas, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.1.2.
Examine family life and cultures of different people at different times.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4.1.4
Display empathy for people who have lived in the past.
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the U.S. Constitution, how the U.S. system of
government works and how the rule of law and the values of liberty and equality have an
impact on individual, local, state, and national decisions.
SS.5.1.7.
Apply the concepts of liberty, tolerance and majority rule and how they
relate to individual rights.
Focus Question B:
Why were the following people important during the Civil War period:
Harriet Tubman, Abraham Lincoln, Jefferson Davis, Ulysses S. Grant,
Robert E. Lee, Frederick Douglass, and Clara Barton? (EQ3)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognize change over time; conceptualizing, comprehending and analyzing historical
Published by Kraus Organization with permission from issuing agency.
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.1.1.
Gather historical data from multiple sources.
Content Standard 2: Local, United States, And World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.1.1.
Demonstrate a familiarity with people, events and places from a broad
spectrum of human experience through selected study from historical
periods and from the various regions.
Focus Question C:
How did the Civil War impact life in the United States? (EQ1, EQ2,
EQ3)
Content Standard 2: Local, United States, And World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.1.1.
Demonstrate a familiarity with people, events and places from a broad
spectrum of human experience through selected study from historical
periods and from the various regions.
PART II: ACTIVITIES
1. Make a KWL chart about what students know and want to know about slavery and
the Underground Railroad.
2. Read and discuss Sweet Clara and the Freedom Quilt by Deborah Hopkinson.
Possible vocabulary words and discussion questions to be included in Graphic Extras.
3. Design a reward or wanted poster for one of the characters from Sweet Clara and the
Freedom Quilt by Deborah Hopkinson.
4. Resources: Visit web sites containing information about wanted and reward posters
for runaway slaves.
• http://scriptorium.lib.duke.edu/slavery/oldsouth.html
• http://etext.lib.virginia.edu/images/modeng/public/IshThre1.jpg.
• http://web-cr05.pbs.org/wgbh/aia/part1/1h309t.html
• http://www.mcps.k12.md.us/curriculum/socialstd/grade5/Poster.jpg
5. Take an interactive journey on the Underground Railroad on web site and complete
student activity sheet to be included in Graphic Extras.
• http://nationalgeographic.com/features/99/railroad/
Published by Kraus Organization with permission from issuing agency.
6. Using a map of the U.S. during the Civil War Period, color slave and free states.
Trace possible Underground Railroad routes.
7. Read aloud “Wanted Dead or Alive” The True Story of Harriet Tubman by Ann
McGovern.
8. Complete “The Life of Harriet Tubman” activity sheet to be included in Graphic
Extras.
9. Discuss the life of Frederick Douglass.
10. Review Sweet Clara and the Freedom Quilt by Deborah Hopkinson. Have students
complete Venn diagram or H Chart giving information about her life. Read aloud
Nettie’s Trip South by Ann Turner. Students will complete graphic organizer
comparing the lives of the two girls.
11. Read If You Lived at the Time of the Civil War by Kay Moore. Have students take
notes in the identified areas of focus. This can be done independently, with a partner,
or in expert groups.
12. Read “The Home Fronts” pg. 42-49 from Everyday Life: The Civil War. Complete
Venn diagram.
13. Discuss the causes of the Civil War.
14. Complete student activities “Conflict Over Slavery” and “The Confederate States of
America” American History Puzzlers by Hayes School Publishing Company
15. As a whole class activity, brainstorm what advantages you need to win a war. Ex.
More money, weapons, better generals, enough food, etc. Make a T Chart labeled
North and South. Students will decide which area would have the advantage for each
category and fill in the information on the *T chart. This can be done as a class chart
or in small groups. Groups can then compare and discuss differences on their charts.
Teacher will lead discussion to make sure students are aware of all important
advantages on both sides. Discuss the true outcome of the war.
16. Complete student activity “Lee’s Surrender to Grant.”
17. Read “The Leaders” as a whole class, in small groups, or individually. Complete
activity “Name Those Leaders.” Pg. 26-33, Everyday Life: The Civil War
18. Read pages 60 – 63 in If You Lived at the Time of the Civil War by Kay Moore. The
students will take notes on the changes in the North and the changes in the South.
19. Read Chapter one in America’s Story by Steck-Vaughn. Complete activity.
20. Watch movie Booker about Booker T. Washington
PART III: RESOURCES
Insert resources here (use Times New Roman Size 10 no italics)
Read Alouds
1. “Wanted Dead or Alive” The True Story of Harriet Tubman by Ann McGovern
ISBN: 0-590-44212-0
2. Follow the Drinking Gourd by Jeanette Winter
3. The Drinking Gourd by Jeanetter Winter
4. Tar Beach by Faith Ringgold
5. Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold
Published by Kraus Organization with permission from issuing agency.
6. Sweet Clara and the Freedom Quilt by Deborah Hopkinson ISBN: 0-679-87472-0
7. The Last Safe House: A Story of the Underground Railroad by Barbara Greenwood
ISBN: 0-439-06238-1
8. Meet Addy by Connie Porter
9. Welcome to Addy’s World 1864, Growing Up During America’s Civil War by Susan
Sinnott ISBN: 1-56247-771-4
10. Across Five Aprils by Irene Hunt
11. Shades of Gray by Carolyn Reeded
12. A Ballad of the Civil War by Mary Stoltz
13. Pink and Say by Patricia Polacco ISBN: 0-590-63099-7
14. Amelia’s War by Ann Rinaldi
15. Nettie’s Trip South by Ann Turner ISBN: 0-689-80117-3
16. Kid’s Discover Civil War
Student Text
1. If You Traveled on the Underground Railroad by Ellen Levine
2. If You Lived at the Time of the Civil War by Kay Moore ISBN: 0-590-45422-6
Teacher Resources
1. The Underground Railroad by R. Conrad Stein
2. To Be a Slave by Julius Lester ISBN: 0-590-42460-2
3. Crossword America American History to 1900 by Cathryn J. Long ISBN: 1-56565934-1
4. People of Purpose: 80 People Who Have Made a Difference by Arnold B. Chayney
ISBN: 0-673-36371-6
5. U.S. History Part II by Frank Schaffer
6. Civil War: A Library of Congress Book by Martin W. Sandler ISBN: 0-06-026027-0
7. Scholastic Encyclopedia of the Civil War by Catherine Clinton ISBN: 0-590-37227-0
8. Everyday Life: The Civil War by Walter A. Hazen ISBN: 0-13-088112-0
9. Everything You Need to Know About American History Homework by Zeeman and
Kelly
10. American History Puzzlers by Hayes School Publishing Company ISBN: 1-55767198-2
11. America’s Story by Steck-Vaughn
12. The Civil War; A Scholastic Curriculum Guide ISBN 0-590-37916-X
Internet Resources
1. Underground Railroad timeline
• http://www.nationalgraphic.com/features/99/railroad/tl.html
2. Background information on the Underground Railroad
• http://education.ucdavis.edu/new/stc/lesson/socstud/railroad/
3. Background information on Frederick Douglass
• http://library.thinkquest.org/3337/fdoug1.html
4. Information about wanted and reward posters for runaway slaves.
• http://scriptorium.lib.duke.edu/slavery/oldsouth.html
• http://etext.lib.virginia.edu/images/modeng/public/IshThre1.jpg.
Published by Kraus Organization with permission from issuing agency.
• http://web-cr05.pbs.org/wgbh/aia/part1/1h309t.html
• http://www.mcps.k12.md.us/curriculum/socialstd/grade5/Poster.jpg
5. The North and South
• http://www2.lhric.org/pocantico/civilwar
PART IV: PERFORMANCE TASKS
1. Nettie’s Letter to Clara
(Focus Question A: In what ways were the North and the South the same and how were
they different during the Civil War period? Include the following in your analysis:
geography, climate, homelife, school, and slavery)
2. The Great Escape
(Focus Question A: In what ways were the North and the South the same and how were
they different during the Civil War period? Include the following in your analysis:
geography, climate, homelife, school, and slavery)
3. The North / South Poster
(Focus Question A: In what ways were the North and the South the same and how were
they different during the Civil War period? Include the following in your analysis:
geography, climate, homelife, school, and slavery)
4. Civil War Newspaper
(Focus Question A: In what ways were the North and the South the same and how were
they different during the Civil War period? Include the following in your analysis:
geography, climate, homelife, school, and slavery)
(Focus Question B: Why were the following people important during the Civil War
period: Harriet Tubman, Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E.
Lee, Frederick Douglass, and Clara Barton?)
(Focus Question C: How did the Civil War impact life in the United States?)
5. Traditional Test
(Focus Question A: In what ways were the North and the South the same and how were
they different during the Civil War period? Include the following in your analysis:
geography, climate, homelife, school, and slavery)
(Focus Question B: Why were the following people important during the Civil War
period: Harriet Tubman, Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E.
Lee, Frederick Douglass, and Clara Barton?)
(Focus Question C: How did the Civil War impact life in the United States?)
Published by Kraus Organization with permission from issuing agency.
UNIT 2: AGE OF INVENTION
PART I: FOCUS QUESTIONS
Focus Question A:
What were the main reasons people immigrated to the United States? (EQ1)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideas, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.1.4.
Describe and explain some of the reasons people have moved and relate
these reasons to some historic movements of large groups of people.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.1.1.
Explain the patterns, distributions, and relocation of people
Focus Question B:
What was the immigrant experience from a child’s point of view? Include
the perceptions and feelings about the journey, Ellis Island, homelife,
schooling, and work? (EQ2)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideas, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.1.2.
Examine family life and cultures of different people at different times in
history.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well being of their
community, state, and nation.
SS.8.1.2.
Describe ways in which communities and nations influence each other.
Focus Question C:
How did inventions change the way people lived and worked the early
1900s? (EQ4)
Published by Kraus Organization with permission from issuing agency.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideas, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.1.6.
Describe the impact of various technological developments on
the local community and on the nation.
Focus Question D:
What were some of the accomplishments of individual American inventors
(1850 – 1960)? (Include male and female inventors and inventors
representing various ethnic, racial, and national origins.) (EQ3)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideas, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.1.7.
Identify individual achievements of scientists and inventors from many
cultures and different historical periods and describe their achievements.
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognize change over time; conceptualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.1.1.
Gather historical data from multiple sources.
.
PART II: ACTIVITIES
(Activities 1-4 align with Focus Question A, and Activities 5-7 align with Focus question
B.)
1. Display a world map. Locate countries of students’ heritage. Also, locate the
New York Harbor. (Ellis Island may not be shown.) Point out possible routes to
New York taken by immigrants of various countries.
2. Have students interview parents or other family members about when, from
where, and why an immigrant from their family came to the United States. This
could be informal, or the Performance Task “Dialogue With a Person from the
Past” can be assigned.
3. Have students complete written summaries of selected Cobblestone immigration
articles. Optional: Students can also engage in activities such as researching the
Published by Kraus Organization with permission from issuing agency.
4.
5.
6.
7.
8.
history of their name, making a coat of arms, and completing an immigration
crossword puzzle.
Other optional activities include completing a cause and effect chart for
immigration, worksheets connected to geography (“The Slave Trade – Forced
Immigration,” “Where is Ellis Island?”, and “Where did Immigrants Settle?”),
immigration graphs, worksheets connected to reading a graph and making
inferences (“Coming to America” and “Immigration”), and immigration web
sites.
Using Immigrant Kids or If Your Name Was Changed at Ellis Island (notetaking
activity provided), have students complete the Performance Task for an
immigrant diary. Choose three or more entries for the students to complete.
Other optional performance tasks include “Immigrant Kids” (a Venn diagram
comparing a child’s life today in Connecticut to an immigrant kid in New York)
and Immigrant Kids mini reading comprehension tasks (“Warning to
Immigrants,” “Report Card for P.S. 1,” “What’s He Thinking?”, “The Streets,”
and “Do the Personal Narratives Help?”)
Other optional activities include having students complete a family tree and
culminating the unit with an Immigration Festival in which students share such
things as ethnic foods, ethnic crafts, folk songs and dances, holiday celebrations,
stories and poems, family recipes, etc. from their own heritage.
It is recommended that a traditional test on Immigration be administered at the
end of this unit.
Activities for Invention Portion of Unit
Introduction
1. Discuss what qualities you need in order to be an inventor. Provide opportunities for
students to think creatively by completing some of the following activities: Inventors
and Inventions by Lorraine Hopping Egan pg. 60-72.
2. Brainstorm a list of inventions. How would you choose the 10 most important
inventions from the list. Establish criteria for choosing and have students work in
small groups to make their list. Share results.
Inventors and Inventions by Lorraine Hopping Egan pg. 32-33.
3. Sort inventions from brainstorming list into following categories: transportation,
communication, medical breakthroughs, convenience and entertainment.
Transportation
1. Provide background information on changes in airplanes and automobiles through
time. Everyday Life: Inventions by Walter Hazen pgs. 14-23.
2. Research Orville and Wilbur Wright on the internet. Internet Activities for Social
Studies pg.38-40
3. Demonstrate importance of assembly line concept. Have students build a model car
individually and time how long it takes. Set up groups of students and complete same
model in assembly line format. See how many models are completed in the same
amount of time. Discuss results. Inventions, Discoveries and Highlights pg. 8-10
4. Collect illustrations of planes and cars through time and make a bulletin board or
poster display.
Published by Kraus Organization with permission from issuing agency.
Communication
1. Provide background information . Everyday Life: Inventions by Walter Hazen pgs.
24-32.
2. Research Samuel Morse on the internet. Internet Activities for Social Studies pg.3537.
3. Learn to read and send Morse Code. Inventions, Discoveries and Highlights pg. 2627.
4. Research Alexander Graham Bell on the internet. Internet Activities for Social Studies
pg.20-23.
5. Create radio commercial. Inventions, Discoveries and Highlights pg. 28.
6. Survey class members and create graph on number of hours watched per day.
Medical Breakthroughs
1. Provide background information . Everyday Life: Inventions by Walter Hazen pgs.
33-36
Conveniences
1. Provide background information . Everyday Life: Inventions by Walter Hazen pgs.
57-61.
2. Create classroom conveniences collage.
Entertainment
1. Provide background information . Everyday Life: Inventions by Walter Hazen pgs.
66-69.
2. Create a “noisy book” by recording sound effects. Inventions, Discoveries and
Highlights pg. 57.
PART III: RESOURCES
Teacher Aides (Pamplets):
“A New Beginning: Books About Immigration,” published by Michigan Library
Association containing nonfiction and fiction immigration literature
“Ellis Island”
Teacher Aides (Workbooks):
History Part II (Frank Schaffer Publications, Inc.)
Immigrants – Maps and Geography Series (Frank Schaffer Publications, Inc.)
My Family Tree Workbook: Geneology for Beginners by Rosemary A. Chorzempa
Published by Kraus Organization with permission from issuing agency.
Teacher’s Helper – Nov./Dec./Jan. 1994-1995 issue (The Education Center, Inc.)
Immigration – A Scholastic Curriculum Guide by Tara McCarthy ISBN: 0-590-37950-X
Immigration – Thematic Unit - (Teacher Created Materials) ISBN: 1-55734-234-4
Everyday Life: Immigration by Walter Hazen ISBN: 0-13-088221-6
Immigration Then and Now by Karen Baicker ISBN: 0-590-36055-8
Teacher Aides (Text Book):
America Will Be (Houghton Mifflin Social Studies)
“New People, New Problems”
“Coming to America”
“Immigration: Open or Restricted?”
“An Orphan for Nebraska”
Teacher Aides (Video):
Immigration to the United States
Magazines:
Cobblestone Magazine
“American Immigrants, Part 1”
“American Immigrants, Part 2”
Italian Immigrants
Kids Discover: Immigration Magazine
Books:
Bunting, Eve Dreaming of America: An Ellis Island Story (Read Aloud)
Selections by Etkin, Linda and Willoughby, Bebe About Children, Past and Present
“Look America! Oral Histories from Ellis Island”
“Where Everything is Free”
Freedman, Russell Immigrant Kids
Koral, April An Album of the Great Wave of Immigration
Published by Kraus Organization with permission from issuing agency.
Levine, Ellen If Your Name Was Changed at Ellis Island (interactive CD ROM
available)
Maestro, Betsy Coming to America: The Story of immigration
Polacco, Patricia
The Keeping Quilt (Read Aloud)
Sandler, Martin W. Immigrants
Gare, Thompson You Are There: Immigrants Coming to America ISBN:0-516-26057-X
Woodruff, Elvira The Orphan of Ellis Island (Read Aloud)
(additional literature selections located in various resource packets)
Web Sites:
www.region15.org (curriculum links)
American Immigration – http://www.bergen.org/AAST/Projects/Immigration/
Angel Island Home Page – http://www.angelisland.org/
Ellis Island National State Park – http://www.nps.gov/stli/serv02.htm
The Immigrant Journey – http://www.libertystatepark.com/immigran.htm
Immigration Facts – http://www.immigrationforum.org/Facts/default.htm
Immigration to America – http://www.salsem.ac.at/csacl/progs/ASModules/immigration.htm
The Virtual Ellis Island Tour - http://www.capital.net/~alta/index.html
Visitation:
The CT Historical Society
Resources for Invention portion of unit
Teacher Resources
1. Internet Activities for Social Studies ISBN: 1-57690-404-0
2. Everyday Life: Inventions by Walter A. Hazen ISBN: 0-673-36323
3. Inventions, Discoveries, and Highlights ISBN: 1-57690-352-4
4. Inventors and Inventions by Lorraine Hopping Egan ISBN: 0-590-10388-1
Published by Kraus Organization with permission from issuing agency.
5. The Usborne Book of Inventors by Struan Reid and Patricia Fara ISBN: 0-59062175-0
6. The How and Why of Everyday Objects; Toilets, Toasters and Telephones by Susan
Rubin ISBN: 0-439-10492-0
7. Great Black Heroes: Five Notable Inventors by Wade Hudson ISBN: 0-590-48033-2
8. People of Purpose by Arnold B. Cheyney ISBN: 0-673-36371-6
Internet Resources
1. Bill Nye the Science Guy
http://disneyt.go.com/DisneyTelevision/BillNye/
2. The Century Classroom
http://204.202.137.115/century/classroom/index.html
3. Inventors
http://dkonline.com/twtw2/private/club/index.html
4. Kid Inventors
http://inventors.tqn.com/library/weekly/aa062197.html
5. KIDS Report: Inventions Galore
http://scout.cs.wisc.edu/scout/KIDS/archive/KIDS-990525.html
6. A Science Odyssey: People and Discoveries
http://www.pbs.org/wgbh/aso/databank/
7. Web Topics: Inventions
http://mustang.coled.umn.edu/inventing/inventing.html
PART IV: PERFORMANCE TASKS
1. Immigrant Kids
(Focus Question A: What were the main reasons people immigrated to the United
States?)
2. Dialogue With a Person from the Past
(Focus Question A: What were the main reasons people immigrated to the United
States?)
Published by Kraus Organization with permission from issuing agency.
3. Immigration Journal
(Focus Question B: What was the immigrant experience from a child’s point of view?
Include the perceptions and feelings about the journey, Ellis Island, home life,
schooling, and work?)
4. Immigrant Kids mini-comprehension tasks
a. “Warning to Immigrants”
b. “Report Card for P.S. 1”
c. “What’s He Thinking?”
d. “The Streets”
e. “Do the Personal Narratives Help?”
(Focus Question B: What was the immigrant experience from a child’s point of view?
Include the perceptions and feelings about the journey, Ellis Island, home life,
schooling, and work?)
5. Traditional Test
(Focus Question A: What were the main reasons people immigrated to the United
States?)
(Focus Question B: What was the immigrant experience from a child’s point of view?
Include the perceptions and feelings about the journey, Ellis Island, home life,
schooling, and work?)
6. Interview with an Inventor
(Focus Question C: How did inventions change the way people lived and worked
the early 1900s?)
(Focus Question D: What were some of the accomplishments of individual
American inventors (1850 – 1960)? (Include male and female inventors and
inventors representing various ethnic, racial, and national origins.)
7.Inventor Research Project
(Focus Question C: How did inventions change the way people lived and worked
the early 1900s?)
(Focus Question D: What were some of the accomplishments of individual
American inventors (1850 – 1960)? (Include male and female inventors and
inventors representing various ethnic, racial, and national origins.)
17
Published by Kraus Organization with permission from issuing agency.
UNIT 3: RADIO YEARS (1920-1950)
PART I: FOCUS QUESTIONS
Focus Question A:
What were some of the major events that defined each of the following
decades: 1920s, 1930s, 1940s, and 1950s? (EQ1, EQ4)
Content Standard 2: Local, United States, And World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.1.1.
Demonstrate a familiarity with peoples, events and places from a broad
spectrum of human experience through selected study from historical
periods and from the various regions.
Focus Question B:
How did the Great Depression and World War II impact life in America
(then and now)?
Content Standard 3: Historical Themes
Students will apply their understanding of historical issues and trends to examine such
historical themes as ideas, beliefs, and institutions; conflict and conflict resolution;
human movement and interaction; and science & technology in order to understand how
the world came to be the way it is.
SS.3.1.2 Examine family life and cultures of different peoples at different peoples at
different times in history.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well being of their
community, state, and nation.
SS.8.1.2 Describe ways in which communities and nations influence each other.
PART II: ACTIVITIES
1920s
During the “Roaring Twenties” people felt a greater sense of freedom to try new things.
Known as the “decade when modern society began,” the 1920s were marked by
technological advances and a yearning to bust loose from old-fashioned values.
Women Win the Right to Vote
The Automobile Age
18
Published by Kraus Organization with permission from issuing agency.
Babe Ruth
The Flapper
Jazz
Lindbergh Flies the Atlantic
Radio Entertains America
Stock Market Crash of 1929
George Gershwin
Mt. Rushmore National Memorial
Prohibition
Goddard Launches First Rocket
African Americans Struggle for Equality
Motion Pictures Learn to Talk
1930s
Marked by the “Great Depression,” the 1930s were some of the hardest times in our
country’s history. Life was difficult for many Americans.
The Great Depression
The Dust Bowl
Empire State Building
President Franklin D. Roosevelt
First Lady Eleanor Roosevelt
Golden Gate Bridge
Jesse Owens
FDR’s New Deal
Amelia Earhart
Movies & Radio Entertain America
The New York World’s Fair
Al Capone Goes to Prison
Joe Louis, African American Hero
1940s
World War II dramatically changed life on the American homefront. It was also a time
for major advances in the area of science.
World War II
Pearl Harbor
Relocation Camps
Women Support the War Effort
President Harry S. Truman
Norman Rockwell
Jackie Robinson
Helen Keller
The Big Band Sound
TV Entertains America
Breaking the Sound Barrier
19
Published by Kraus Organization with permission from issuing agency.
1. Read and discuss the following Great Depression articles from Cobblestone magazine
(March 1984):
• “Some Questions and Answers about the Great Depression”
• “The Depression Years”
• “Growing Up During the Depression”
• “Entertainment in the 1930’s”
• “Great Depression Glossary”
2. Play a mock game show (i.e. “Jeopardy” or “Who Wants to Be a Millionaire?”) to
review important information as follows:
• What was the Great Depression?
• When did the Great Depression begin and end?
• What caused the Great Depression?
What is the name given to the day on which the Great Depression began?
•
Who was president at the beginning of the Great Depression?
•
What were “Hoovervilles?”
•
What president created programs that helped the unemployed during the
•
Great Depression?
Name and describe two programs that were created by this president.
•
What caused the Great Depression to end?
•
(All of the answers can be found in the listed articles)
3. Conduct a timed writing sample in response to the short story “Playhouse Memories”
from America’s Children by Golden Book (or a comparable story about a child’s life
during the Depression). A sample prompt may be:
The girl in this story found pleasure out of her special playhouse. If you were poor and
forced to move around during the Great Depression, what special items or ideas (from
the 1930’s) would you use to entertain yourself? Explain how you would stay happy and
active even though you didn’t have much.
After the timed writing sample is completed, discuss the similarities & differences
between then and now.
4. Read Mississippi Bridge by Mildred Taylor. Utilize journal responses, discussions,
and/or role playing to address the prejudice facing African Americans during this time
period.
5. Optional: Invite a senior citizen to come in as a guest speaker to share first hand
accounts of life in the 1930s. (Note: The Southbury Historical Society has prepared a
list of available speakers.)
6. Use V is for Victory (by Kathleen Krull) as a chapter-by-chapter framework for
discussions of the following World War II topics:
• Events Leading up to WWII
• Pearl Harbor
20
Published by Kraus Organization with permission from issuing agency.
Life on the Home Front (This should be a major focus)
•
Life of a Soldier
•
The Holocaust (only an overview, no details)
•
Japanese-American Internment Camps
•
Famous People & Events
•
How Technology Impacted the War
•
The War’s End
•
7. Supplement discussions of each topic with picture books (see listed resources) and
Cobblestone magazine articles from the following issues:
World War II, The Home Front (Dec., 1985)
•
World War II, Americans in Europe (Jan., 1993)
•
World War II, Americans in the Pacific (Jan., 1994)
•
8. Watch video clips of Pearl Harbor and/or Atomic Bomb from computer encyclopedia
or Time CDROM.
9. Create a class timeline, web, or other graphic to serve as a reference for important
information.
10. View Norman Rockwell’s “Four Freedoms.” Discuss significance to the war effort.
Also note “Rosie the Riveter’s” portrayal of the changing role of women during the war.
11. Make connections with the core literature novel In the Year of the Boar and Jackie
Robinson (By Bette Bao Lord) that took place just after WWII (1947).
12. Optional- Invite war veterans to share first hand accounts of the war. Invite senior
citizens to share accounts of life on the home front. If possible, include memorabilia
such as war bonds, photos, uniforms, medals, etc. in these presentations. Music would
add a nice touch!
13. Assess students’ understanding of the Great Depression and World War II in one (or
more) of the following ways:
Quiz or test
•
Independently completed worksheet, essay, etc.
•
Performance task options:
•
“World War II Poetry” (short and sweet)
•
“World War II Storytelling/ Historical Fiction” (long, but well worth it!)
•
PART III: RESOURCES
Events of the Radio Years
General:
1. The Century for Young People by Peter Jennings & Todd Brewster
2. Our Century series (by decade) edited by Tony Napoli
21
Published by Kraus Organization with permission from issuing agency.
3.
4.
5.
6.
7.
The Twentieth Century by Mary Ellen Sterling & Donna Rice
Headlines of the Century series by Melissa Stone Billings & Henry Billings
People Who Made America Pictorial Encyclopedia
100 Years in Photographs by George Sullivan
The 20th Century Year by Year by Marshall Publishing
Specific Topics:
1. Flight by Robert Burleigh
2. The Story of the Spirit of St Louis by R. Conrad Stein
3. The Roaring Twenties by R. Conrad Stein
4. The Story of the Nineteenth Amendment by R. Conrad Stein
5. “A Chronology of Radio” by Joan Baxter(from Cobblestone Magazine, Apr.1985)
6. Rushmore by Lynn Curlee
7. Jackie Robinson by Keith Brandt
8. First in the Field: Baseball Hero Jackie Robinson by Derek Dingle
9. Teammates by Peter Golenbock
10. In the Year of the Boar and Jackie Robinson by Bette Bao Lord
11. Home Run by Robert Burleigh (about Babe Ruth)
12. “A Cover on the Post” by Jean Pottle
13. (from Cobblestone Magazine on Norman Rockwell, Dec. 1989)
14. “To Be an Artist” by Walton Duryea
15. (from Cobblestone Magazine on Norman Rockwell, Dec. 1989)
16. People of Purpose by Arnold B. Cheyney ISBN: 0-673-36371-6
Great Depression
1. The Great Depression by R. Conrad Stein
2. Cobblestone Magazine, The Great Depression (Mar., 1984)
3. Our Century 1930-1940 edited by Tony Napoli
4. Mississippi Bridge by Mildred Taylor
World War II
Highly Recommended:
1. V is for Victory by Kathleen Krull
2. Cobblestone Magazine Editions:
World War II, The Home Front (Dec., 1985)
World War II, Americans in Europe (Jan., 1993)
World War II, Americans in the Pacific (Jan., 1994)
Picture Books:
1. America's Children, a Golden Book
2. Faithful Elephants by Yukio Tsuchiya
3. The Farm Summer 1942 by Donald Hall
4. Let the Celebration Begin by Margaret Wild & Julie Vivas
5. How Baseball Saved Us by Ken Mochizuki
6. Passage of Freedom by Ken Mochizuki
22
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7. So Far from the Sea by Eve Bunting
8. Shin's Tricycle by Kodama
9. Star of Fear, Star of Hope by Jo Hoestlandt
10. One Yellow Daffodil by David Adler
11. All Those Secrets of the World by Jane Yolen
1.
2.
3.
4.
5.
6.
Novels:
(Home Front)
American Girls: Meet Molly & Molly Learns a Lesson by Valerie Tripp
The Morning Glory War by Judy Glassman
Hut School and Wartime Heroes by Robert Bruch
Stepping on the Cracks by M.D. Hahn
The Moonbridge by Marcia Savin
Lily's Crossing by Patricia Reilly Giff
(Europe)
1. Assignment: Rescue by Varian Fry
2. A Place to Hide by Jayne Pettit
3. Jacob's Rescue by M. Drucker & M. Halperin
4. Journey to America by Sonia Levitin
5. Number the Stars by Lois Lowry
6. The Avion My Uncle Flew by Cyrus Fisher
7. The Cage by Ruth Minsky Sender
8. The Devil's Arithmetic by Jane Yolen
9. Waiting for Anya by Michael Morpurgo
10. World War II Through the Eyes of Children by Kati David
11. A Pocketful of Seeds by M
23
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Related Web Sites:
1. History of the Automobile
• http://www.modelt.org/kid1.html
• http://www.ford.com/default.asp?pageid=95&storyid=191
2.
•
•
•
Jazz
http://www.nw-cybermall.com/jazzworld/new_york_jazz.htm
http://w3.rz-berlin.mpg.de/cmp/gershwin.html
http://www.americanmusiccaravan.com/sosbb.html
3. Lindbergh’s Flight
• http://www.worldbook.com/fun/aviator/html/av6.htm#historic
4. Norman Rockwell
• http://www.nrm.org/explore.html
• http://www.illustration-house.com/bios/rockwell_bio.html
5. Women Win the Right to Vote
• http://www.worldbook.com/fun/whm/html/whm010.html
• http://gi.grolier.com/presidents/ea/side/wsffrg/html
6.
•
•
•
•
•
•
•
The Great Depression
http://www.letsfindout.com/subjects/america/depressi.html
http://www.bergen.org/AAST/Projects/depression/
http://www.library.csi.cuny.edu/dept/history/lavender/cherries.html
http://sac.uky.edu/~msunde00/hon202/p4/nyt.html
http://oasis.bellevue.k12.wa.us/sammamish/sstudies.dir/hist_docs.dir/grtdepression.m
http://www.discovery.com/area/history/dustbowl/dustbowl1.1.html
http://encarta.msn.com/find/Concise.asp?ti=052E0000
7.
•
•
•
•
•
•
World War II
http://www.nara.gov/exhall/people/people.html
http://search.gallery.yahoo.com/search/corbis?p=world+war+ii
http://snoopy.bunt.com/~mconrad/links.htm
http://www.shelbystar.com/1900s/wwll.html
http://www.ibiscom.com/pearl.htm
http://www.library.arizona.edu/images/jpamer/wraintro.html
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• http://www.cwrl.utexas.edu/~mcnicholas/E309Spring98/assign2/GenderFinal98/INDEX.htm
PART IV: PERFORMANCE TASKS
1. Each student is to research information on one topic listed above. Share the
products in an effort to familiarize students with a broad range of topics by
decade. Appropriate tasks to choose from include:
-“Put Your Stamp on History”
(Focus Question A: What were some of the major events that defined each of the
following decades: 1920s, 1930s, 1940s, and 1950s?)
(Focus Question B: How did the Great Depression and World War II impact life in
America (then and now)?
-“Saturday Evening Post”
(Focus Question A: What were some of the major events that defined each of the
following decades: 1920s, 1930s, 1940s, and 1950s?)
(Focus Question B: How did the Great Depression and World War II impact life in
America (then and now)?
“Marion Pelletier’s HyperStudio Task”
(Focus Question A: What were some of the major events that defined each of the
following decades: 1920s, 1930s, 1940s, and 1950s?)
(Focus Question B: How did the Great Depression and World War II impact life in
America (then and now)?
25
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UNIT 4: MODERN AMERICA (1950 – present)
PART I: FOCUS QUESTIONS
Focus Question A:
What major events related to the Civil Rights/Women’s Movements and
Science and Technology from 1950 to the present had an important impact
on the lives of children? (EQ1, EQ4)
Content Standard 2: Local, United States, And World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.1.1.
Demonstrate a familiarity with peoples, events and places from a broad
spectrum of human experience through selected study from historical
periods and from the various regions.
26
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PART II: ACTIVITIES
Utilize print resources, filmstrips, audiotapes, artwork,videos, and or internet sites to
build background knowledge for each event as it is introduced.
EVENTS/ACTIVITIES
1951-Linda Brown’s father begins the lawsuit that leads to desegregation
of public schools.
Compare issues of desegregation in the fifties with today in and around the
local community. (bussing, magnet schools,vouchers…)
1954-Children were first vaccinated against polio.
Visitation by physician to lead discussion about current new vaccines and
future ones and their impact on children’s health.
And/or
Graphing statistics related to the number of deaths past and present from
polio.
1957-Nine African-American students integrate Little Rock, Arkansas
High School.
Journal entry related to experiences and individual feelings about what
these students went through.
1960-United States involvement in the Vietnam War.
Read Aloud The Wall
1963-Martin Luther King Jr. gave the I Have a Dream speech.
Listen to audio or videotape of speech. Create illustration of their own
Dreams for the future related to the Civil Rights Movement.
1969-First astronauts land on the moon.
Sharing of experiences by available staff regarding the television reporting
of the actual event.
Connect to current technology-exploration of Mars etc. Collecting and
sharing of newpaper and magazine articles about space exploration.
1970-First earth day celebrated.
Student cooperatively plan and implement a project to improve their
environment.
1974-Little League Baseball opens teams to girls.
Experience a mock gender segregated day or time period. Sharing and
discussion of reactions.
1981-Introduction of personal computers revolutionized computer use.
Presentation by technology resource person on the history of personal
computer use in schools.
Classroom or school survey of personal computer ownership and use.
27
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1988-For the first time half of American children have no tooth decay.
Classroom visitation by a dentist to discuss advances which led to the
reduction in tooth decay.
1990-World Wide Web was created.
Students use the web to gather and share information on a topic chosen by
them or the teacher.
Gather and discuss information regarding issues with the Web.
1993-Take our Daughters to Work Day was begun.
Exploration of career choices and their availability to women and men.
PART III: RESOURCES
Civil Rights Movement
If You Lived at the Time of Martin Luther King by Ellen Levine
The Friendship by Mildred Taylor
The Gold Cadillac by Mildred taylor
Roll of Thunder Hear My Cry by Mildred Taylor
Martin L. King by Rosemary Bray
Book of Black Heroes From A to Z by Wade Hutson
Picture Book of Martin L. King Jr. by David Adler
The Day Martin L. King Was Shot by Jim Haskins
1001 Things Everyone Should Know About African American History by Jeffery C.
Stewart
The Life and Words of Martin L. King by Ira Peck
Witnesses to Freedom: Young People Who Fought for Civil Rights by Belinda Rochelle
Angel Child/Dragon Child by Michele Surat
Women’s Rights
Distinguished Women in History by Valerie Vos
Famous Women by Creative Teaching Press
Women in American History by Instructional Fair
Technology/Science
Cobblestone Vol 10 #10 “Tuning into T.V.
Cobblestone Vol. 9 #8 “American Architecture”
Man Walks on the Mooin: History in the Headlines by Good Apple
Everyday Life: Communication – Goodyear books by Walter Hazen
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Twentieth Century
Postal Service Series: Take a Field Trip Through … (decades)
The 50’s Teacher Created Materials
The 60’s Teacher Created Materials
The 70’s Teacher Created Materials
The 80’s Teacher Created Materials
Highlights in American History by Frank Schaffer
20th Century Brainteasers Teacher Created Materials
100 Years in Photographs by George Sullivan
The 20th Century Year by Year Marshall Publishing
The 20th Century Vols. 4,5,6 Macmillan Publishing
Patterns for U.S. History Monday Morning
American History Timelines by Susan Washburn Buckley
Famous Faces from Time Time Magazine
Cobblestone Vol. 7 #8 “Popular Music”
War
Cobblestone Vol. 12 #5 “The Cold War”
Eye on History: Vietnam War by Instructional Fair
Eye on History: Desert Storm by Instructional Fair
Other
Cobblestone Vol. 10 #1 “Children Who Shaped History”
American’s Children Real Life Stories and Poems by Golden Books
Great American Speeches Scholastic
First Facts About American Heroes by David King
People of Purpose by Arnold B. Cheyney ISBN: 0-673-36371-6
PART IV: PERFORMANCE TASKS
Under development
(Focus Question A: What major events related to the Civil Rights/Women’s Movements
and Science and Technology from 1950 to the present had an important impact on the
lives of children?)
29
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REGION 15
GEOGRAPHY
Elementary School
Grade 5
August 9, 2000
1
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GEOGRAPHY GRADE 5
CONTENTS
ITEM ....................................................................................... PAGE
REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12 ................................................................................. 3
GRADE 5 ESSENTIAL QUESTIONS
GEOGRAPHY ................................................................................. 4
Unit 1: The United States................................................................. 5
Unit 2: Cananda..............................................................................17
Unit 3: Latin America ....................................................................23
2
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REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address the
rights and responsibilities of individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and limited resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among geography,
history, and culture?
VII. What can we learn from analyzing major historical events?
3
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GRADE 5 ESSENTIAL QUESTIONS
FOR AMERICAN HISTORY
1.
Where is the culture/civilization located and what is its
geography? (IV)
2.
How does the geography influence the development of that
culture/civilization? (VI)
3.
How does the interaction among people, technology, and the
environment influence the culture/civilization? (III)
4.
How and why does the culture express its values and beliefs? (I)
5.
How are these cultures/civilizations similar and different? (I, III,
VI)
6.
How have major historical events shaped the culture/civilization?
(VII)
4
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UNIT 1: THE UNITED STATES
PART I: FOCUS QUESTIONS
Focus Question A:
How does the physical geography of various regions of the United States
influence the way people live and work? (EQ2)
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.2.1.
Describe human and natural characteristics of places and how they shape
or place identity.
SS.9.2.4.
Identify and evaluate various perspectives associated with places and
regions.
Focus Question B:
What major influences have made the United States a culturally diverse
nation? (EQ5)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideas, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.5.
Describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature, and music to express
their beliefs, sense of identity and philosophical ideas.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.2.3.
Analyze the formation, characteristics and function of urban, suburban and
rural settlements.
Focus Question C:
How has the development of industry and technology benefited the United
States to become one of the wealthiest nations in the world? (EQ3)
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
5
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SS.13.2.7.
SS.13.2.1.
Explain how technological change and innovation improves a society’s
productivity and economic growth.
Compare the resources used by various cultures, countries and/or regions
throughout the world.
PART II: ACTIVITIES
1.) Stately Characters: create a state character by tracing the outline of the state onto
colored construction paper; adding interesting state facts such as: capital, state bird,
natural resources, famous people, etc.
2.) State flags – introduce each state’s flag, discuss symbols, color representations, etc.
3.) Rope the Moon : read a selelction of tall tales from various U.S. regions; research
regions; have students create their own tall tale or folk tale based on their research.
4.) Group Brainstorm: tell about a U.S. region through the types of food, T.V. shows,
music (songs), movies, books, sports, dances, famous people
5.) Calculate distances between major U.S. cities
6.) Outline regions of U.S. on erasable Nystrom desk maps: class discussion can expand
to include number of states in each region, climate, important natural resources,
population density, time zones, etc.
7.) Graham cracker states: prior to this activity, students would have learned about the
location and shape of each of the 50 states. Each student is assigned an outline of a
state (some students may do 2) and must nibble out the shape of the state using a
graham cracker. Pair students and have each partner guess what state has been
nibbled.
8.) Places Everyone: First, have students brainstorm important locations (landmarks,
national parks, tourist attractions,etc.) in the U.S. Then, using an atlas, students will
list the state and the latitude and longitude of each location. Last, have students work
together to check their answers.
9.) Plan a Trip: Students use road maps to plan a virtual trip from their hometown to a
favorite vacation destination in the U.S. Their itinerary could include: stops made
along the way, a list of states visited, mileage, food and fuel expenses, etc.
10.) Design a City: students explore the design of a major U.S. city such as
Washington, D.C. and then create a city design of their own. Options could include:
1 dimensional products (map) or a 3 dimensional product (model).
11.) Artist visions of major U.S. landmarks: this project would require the help the the
art teacher. Students choose a few major landmarks (i.e. the Statue of Liberty) and
draw/paint the landmarks in the style of different artist (i.e. Van Gogh, Monet, etc.).
12.) State Capital Freeze Tag: Designate a student as “it.” This person tries to tag the
others. The tagger shouts out a state name. The taggee then has to shout back the
correct state capital. If correct, the taggee can run free. If incorrect, the taggee is
frozen. The last person running free wins.
13.) State bird and flower: this may require the help of the art teacher. Assign each
student or pair of students a state. They need to research that state’s bird and flower.
Then, they model the bird and flower out of clay to create a State Sculpture Garden.
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14.) Do a virtual tour of Washington, D.C.or other major citites.
15.) Latitude and Longitude Bingo: Give each student a blank bingo board and the
name of 9 U.S. cities/capitals. Students write the names of the cities in a scrambled
order on their boards. Call out the latitude and longitude of these cities one at a time.
Students look up the coordinates in atlases and mark each location until a winner is
found.
16.) Write and share state jokes (see 101 Wacky State Jokes) and assemble in a class
book if desired.
17.) Read Across America: Encourage students to read books with settings in
different states (or regions.) Mark book titles on large map of U.S. if desired.
18.) Film Commercial: In cooperative groups, students design, reherse, and film their
own skits to advertise U.S. states.
19.) Pen Pals: establish pen pals with students from another region or state of the U.S.
(encourage the use of email) An optional activity involves students describing their
hometown using the 5 themes of geography.
20.) GeoJeopardy: An exciting way for students to review concepts and check
understanding in preparation for a test or a quiz. Jeopardy categories can be
organized using the 5 themes of geography or can be specific to a chapter that is
being studied.
21.) Connecticut Basketball: Sporting Geography. Learn U.S. geography while
following the UCONN Men’s basketball team. Free reproducible materials covering
17 weeks of the UCONN season:
Materials published by:
Sporting Geography
P.O. Box 914
Chesterfield, MO 63006-0914
22.) State Fair: A culminating activity that gives students opportunity to highlight the
cultural features and attractions of each state including; foods, music, etc.
PART III: RESOURCES
UNITED STATES
FICTION:
Brunhoff, Laurent de. Babar comes to America. Random House, 1965. The President
of the United States invites Babar to visit. On his trip in this strange land, he sees many
of the high spots and learns many of the American customs. (MES)
Keller, Laurie. Scrambled states of America. Holt and Co., 1998. The states become
bored with their position on the map and decide to change places for a while. (GES,
LMES)
Rylant, Cynthia. Tulip sees America. Blue Sky Press, 1998. A young man and his dog
drive west from Ohio and marvel at the farms of Iowa, the skies of Nebraska to the ocean
in Oregon. (GES, LMES)
7
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Shayne, Nancy. Mr. Potato Head across America. New York: Playskool Books,
1996. Mr. Potato Head travels around the United States stopping at many of the country's
famous sites while on his way to a family reunion in Idaho. (LMES)
FOLKTALES:
Cohn, Amy. From Sea to Shining Sea. New York, Scholastic, 1993. A compilation of
more than 140 folk songs, tales, poems, and stories telling the history of America and
reflecting its multicultural society. (PES, GES, LMES)
Compton, Joanne. Ashpet: an Appalachian tale. New York: Holiday House, 1994. In
this Appalachian variant of the Cinderella tale, old Granny helps Ashpet attend the
church picnic where she charms Doc Ellison’s son but loses one of her fancy red shoes.
(GES, LMES, MES)
DeFelice, Cynthia. The dancing skeleton. New York: Aladdin Paperbacks, 1996. An
ornery dead man refuses to stay in his coffin and causes a disturbance when the best
fiddler in town comes to call on his widow. (PES, GES, LMES, MES)
Goode, Diane. The Diane Goode book of American folk tales & songs. E.P. Dutton,
1989. Presents a collection of folktales and songs from a variety of regions and ethnic
groups in the United States. (PES, GES, MES)
Hamilton, Virginia. The People could fly: American Black Folktales. Knopf, 1985.
Retold African-American folktales of animals, fantasy, the supernatural and desire for
freedom, born of the sorrow of the slaves, but passed on in hope. (PES, GES, LMES,
MES)
Hamilton, Virginia. A ring of tricksters: animal tales from North America, the West
Indies, and Africa. New York: Blue Sky Press, 1997. Twelve trickster tales that show
the migration of African culture to America via the West Indies. (PES)
Hamilton, Virginia. When birds could talk & bats could sing: the adventures of
Bruh Sparrow, Sis Wren, and their friends. New York: Blue Sky Press, 1996. A
collection of stories, featuring sparrows, jays, buzzards, bats, based on those African
American tales originally written down by Martha Young on her father’s plantation in
Alabama after the Civil War. (MES)
Haskins, James. The headless haunt and other African-American ghost stories. New
York: HarperTrophy, 1995. A collection of ghost stories and anecdotes from African
American folklore. (LMES)
Lester, Julius. The knee-high man, and other tales. New York: Dial, 1972. Retells
six tales from American black folk literature. (LMES)
8
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Norman, Howard. The Girl who dreamed only geese, and other tales of the Far
North. Harcourt Brace, 1997. (PES)
Rattigan, Jama Kim. The Woman in the moon: a story from Hawaii. Boston: Little,
Brown, 1996. Retells the ancient Polynesian story of how Hina, the best tapa-maker,
rises above the restrictions placed on most women and goes to live in the moon. (PES)
San Souci, Robert. The hired hand: an African-American folktale. New York: Dial,
1997. Old Sam hires a man to help out at his saw mill, and the hired hand also teaches
Sam's lazy son a lesson about how to treat people. (LMES)
San Souci, Robert. The Talking eggs: a folktale from the American South. Dial,
1989. Kind Rose, following the instructions of an old witch, gains riches, while her
greedy sister makes fun of the old woman and is duly rewarded. (PES, GES, LMES.
MES)
San Souci, Robert. Sukey and the mermaid. New York: Four Winds Press, 1992.
Unhappy with her life at home, Sukey receives kindness and wealth from Mama Jo the
mermaid. (LMES)
Schwartz, Alvin. And the green grass grew all around: folk poetry from everyone.
New York: HarperCollins Pub., 1992. Collection of over 250 folk poems from all across
the United States. (LMES, MES)
Schwartz, Alvin. Kickle snifters and other fearsome critters. New York:
HarperTrophy, 1992. Brief text and illustrations introduce such strange creatures from
American folklore as the snawfus, billdad, lufferlang, and tripodero. (LMES)
Schwartz, Alvin. Whoppers; tall tales and other lies. Lippincott, 1975. 145
outlandish, hyperbolic, and stranger-than-fiction lies are collected from the folks and
fabricators of the American frontier and backwoods. (GES)
Spies, Karen Bornemann. Our folk heroes. Brookfield, CT: Millbrook Press, 1994.
Introduces our country’s best-known folk heroes; discusses how folk heroes develop and
why we tell and retell tall tales. (MES)
Tune, Suelyn Ching. Maui and the secret of fire. Honalulu: University of Hawaii
Press, 1991. Maui forces the mud hens to tell him the secret of how to make fire. (GES)
Van Laan, Nancy. With a whoop and a holler: a bushel of lore from way down
south. New York: Atheneum Books for Young Readers, 1998. A collection of tales,
rhymes, riddles, superstitions, and sayings organized around the three distinct regions of
the South: the Bayou, the Deep South, and Appalachia. (PES)
Also:
Tall tales: Pecos Bill, John Henry, Paul Bunyan, Mike Fink, Annie Oakley etc.
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Tales of Uncle Remus
Jack Tales
Native American Myths (check out authors like Joseph Bruchac, Paul Goble, Gail
Haley…)
Trickster Tales
Rip Van Winkle and The Legend of Sleepy Hollow by Washington Irving
NON-FICTION:
Alabama to Wyoming: state fact cards. Milpitas, CA: Toucan Valley Publications,
1997. Collection of fact cards for each of the fifty states covering such information as
geography, the people, history, economy, government, attractions, and Internet sites.
(LMES)
Ancona, George. The American family farm: a photo essay. San Diego: Harcourt
Brace Jovanovich, 1989. A pictorial essay of the American family farm, focusing on the
daily lives of three families in Massachusetts, Georgia, and Iowa. (LMES)
Atkin, S. Beth. Voices from the fields: children of migrant farmers tell their stories.
Boston: Joy Street Books, 1993. Photographs, poems, and interviews with children
reveal the hardships and hopes of Mexican American migrant farm workers and their
families. (LMES)
Ayer, Eleanor. Our great rivers and waterways. Brookfield, CT: Millbrook Press,
1994. Presents our country’s great rivers, lakes and waterways and describes how people
explored, settled, and developed the U.S. interior along our river system. (MES)
Aylesworth, Thomas. The Kids’ World Almanac of the United States. New York:
Pharos Books, 1990. Briefly presents geographical , historical, and social facts about the
fifty states. (MES)
Berger, Melvin. 101 wacky state jokes. New York: Scholastic, 1991. Grab your
"NortDa-coat-a" and your "Pants-sylvania" and take a wacky trip across the 50 states.
(LMES)
Brandt, Sue R. State flags: Including the Commonwealth of Puerto Rico. New York:
F. Watts, 1992. Describes the history, design, and significance of the fifty state flags.
(LMES)
Brown, Tricia. Children of the midnight sun: young native voices of Alaska.
Portland, OR: Alaska Northwest Books, 1998. Photographs and text present the
experiences and way of life of Tlingit, Athabascan, Yupik. Aleut, and other Native
American children in the villages, cities, and bush areas of Alaska. (PES)
Carpenter, Allan. The World Almanac of the U.S.A. World Almanac Books, 1999.
The reader will find historical firsts, official mottoes, songs, birds, and flowers, as well as
the latest information on just about every subject. (PES, GES, LMES)
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Celebrate the states (series). New York: Benchmark Books, 1997. An overview of the
geography, history, people, and customs of each of the 50 states and Washington, DC.
(PES, GES, LMES, MES)
Children’s Atlas of the United States. Rand McNally, 1996. (GES)
Cleveland, Will. Yo, Sacramento! Brookfield, CT: Millbrook Press, 1997. This book
presents facts about each state with cartoon-style illustrations to serve as memory aids for
the state capitals and quizzes to reinforce information. (LMES)
Fradin, Dennis. From sea to shining sea (series). Danbury, CT: Children’s Press,
1992. An overview of each of the 50 states and Washington, DC introducing its history,
geography, industries, sites of interest and famous people. (PES, LMES)
Fradin, Dennis. In words and pictures (series). Chicago: Children's Press. An
introduction to each state. Describes the history, points of interest, and historical sites of
each state. (GES, MES)
Gall, Timothy. Junior Worldmark encyclopedia of the states. New York: UXL,
1996. Profiles each of the fifty United States, the District of Columbia, Puerto Rico, and
the U.S. dependencies, presenting introductory facts such as the origin of the state name,
song, and motto, and providing information in forty standard categories, covering topics
that include location and size, history, labor, and housing. (LMES)
Guthrie, Woody. This land is your land. Boston: Little, 1998. This well-known folk
song is accompanied by a tribute from folk singer Pete Seeger revealing its historical
context, as well as the musical notation, and a photographic scrapbook. (GES, LMES)
Harrison, James. The Young people’s atlas of the United States. An atlas of the
United States, containing color maps and photographs covering each state’s major cities,
landscape, industry, agriculture, and history. (MES)
Herda, D. J. Ethnic America (The American Scene series). Millbrook Press, 1991.
Discusses the social , economic, and political problems faced by immigrant groups in
various regions of the USA. (PES)
Herrera, Juan Felipe. Calling the Doves. San Francisco: Children's Book Press, 1995.
The author recalls his childhood in the mountains and valleys of California with his farm
worker parents who inspired him with poetry and song. (MES)
Hubbard, Jim. Lives turned upside down: homeless children in their own words and
photographs. New York: Simon & Schuster Books for Young Readers, 1996. Two
girls and two boys, ages nine to twelve, talk about their own personal experiences with
homelessness and life in shelters. (LMES)
11
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Jacobs, Heidi Hayes, et. al. The United States and Canada. Needham, MA: Prentice
Hall, 1998. Student text and teacher manual. (PES, GES, LMES, MES)
Kalman, Bobbie. The United States from A to Z. New York: Crabtree Pub. Co., 1999.
An alphabetical introduction to various aspects of the United States, such as baseball,
Kennedy Space Center, Presidents of the USA, and Yellowstone. (PES)
Krull, Kathleen. Wish you were here: Emily’s guide to the 50 states. New York:
Doubleday Books for Young Readers, 1997. As they travel from state to state, Emily and
her grandmother introduce the special features and sights of each of the fifty states. (PES,
LMES)
Kuklin, Susan. How my family lives in America. New York: Bradbury Press, 1992.
African-American, Asian-American, and Hispanic-American children describe their
families' cultural traditions. (LMES)
Landau, Elaine. State flowers: including the Commonwealth of Puerto Rico. New
York: F. Watts, 1992. Describes each state's official flower and tells of legends
associated with the flower. (LMES)
Landau, Elaine. State birds: including the Commonwealth of Puerto Rico. New
York: F. Watts, 1992. Describes each state's official bird and how it was chosen.
(LMES)
Landeck, Beatrice. Songs to grow on: a collection of American folk songs for
children, assembled with explanatory text. Sloane, 1950. Sixty American folk songs
for children with piano settings. (MES)
Lomas Garza, Carmen. In my family. San Francisco: Children's Book Press, 1996. The
author describes, in bilingual text and illustrations, her experiences growing up in a
Hispanic community in Texas. (MES)
Miller, Millie. The United States of America: a state-by-state guide. New York:
Scholastic, 1999. Presents information about the people, places, birds, insects, flowers,
endangered species, and more associated with each of the fifty states and the nation’s
capital. (GES)
Panzer, Nora. Celebrate America: in poetry and art. New York: Hyperion Books for
Children, 1994. Text and accompanying photographs present a collection of American
poetry that celebrates over 200 years of American life and history as illustrated by fine art
from the collection of the National Museum of American Art. (PES, GES, LMES)
Ross, Wilma S. Fabulous facts about the 50 states and the District of Columbia.
New York: Scholastic, 1991. Presents facts and figures on all 50 states and the District
of Columbia. Includes maps, state birds, trees, and flowers. (LMES)
12
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Schaun, George. American holidays and special days. Lanham, MD: Maryland
Historical Press, 1997. Provides information on numerous religious and secular holidays
and other days that commemorate special occasions throughout the calendar year.
(LMES)
Seeger, Ruth Crawford. American folk songs for children in home, school and
nursery school; a book for children, parents, and teachers. Garden City, NY:
Doubleday, 1948. Includes music and lyrics for more than ninety folk songs from all
parts of the United States. (LMES)
Stienecker, David. States. New York: Benchmark Books, 1998. Examines the
geography of the United States through a series of maps which illustrate particular
aspects of the country and provides follow-up questions and activities for further study.
(LMES)
Whipple, Laura. Celebrating America: a collection of poems and images of the
American spirit. New York: Philomel Books, 1994. Expressions of American life by
Whitman, Riley, Field, Longfellow, Dnubar, folk sources, Indian tribes, and a host of
others. (PES, MES)
VIDEOS:
Celebrated Cities of America. San Roman, CA: International Video Network, 1992.
Explores business to history, entertainment to culture in New York, Washington D.C.,
Los Angeles, and San Francisco. (LMES)
Discovering the USA (Video Visits Series.) Concord, CA: IVN Entertainment, 1994.
See America the beautiful, the wondrous, the urban and the pastoral in one unforgettable
journey. (LMES, MES)
Kids explore America’s national parks. Children’s International Network. (PES)
New York Scene for Kids. New York: V.I.E.W., Inc. , 1997. This video guide is full
of inside information that makes it easy to plan a successful, fun, and safe trip to
Manhattan. (LMES)
Our American Landscape (Just the Facts Series). Thousand Oaks, CA: Goldhil
Video, 1997. Striking images combined with fascinating and little known facts that make
each state unique. (LMES)
Trav's Travels: United States of America. Concord, CA: IVN Entertainment, 1998.
Join Trav on a whirlwind tour of the United States. (MES)
Washington D. C. (American History for Children Video Series). Schlessinger Video
Prod., 1996. A look at the planning and building of our capital, Capital Building, White
House, Lincoln Memorial, Jefferson Memorial, Vietnam Memorial, and Supreme Court
Building. (LMES)
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Washington D. C. (Video Visits Series). Concord, CA: IVN Entertainment, 1995.
From its halls of government to its renowned institutions of culture, tour America's
premier city. (MES)
The White House. New York: A & E Home Video, 1994. Take a historical tour of the
White House. (MES)
Selected tall tales, Brer Rabbit tales, and Washington Irving stories. (GES, PES, LMES,
MES)
WEB SITES:
The White House
http://www.whitehouse.gov
Take a virtual tour of the White House. Don’t forget to visit “White House for Kids.”
Geobopological Survey: North America
http://www.geobop.com/World/NA/
Info on Canada and its provinces as well as US.
Internet Public Library’s Stately Knowledge
http://www.ipl.org/youth/stateknow/
Facts about the states as well as comparison charts.
50 States. com
http://www.50states.com/
A great site for finding just about any fact about each state
PART IV: PERFORMANCE TASKS
1. Creating a Big Book
(Focus Question A: How does the physical geography of various regions of the United
States influence the way people live and work?)
(Focus Question B: What major influences have made the United States a culturally
diverse nation?)
2. Scrambled State
(Focus Question A: How does the physical geography of various regions of the United
States influence the way people live and work?)
(Focus Question B: What major influences have made the United States a culturally
diverse nation?)
3. Let’s Plan a Trip
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(Focus Question A: How does the physical geography of various regions of the United
States influence the way people live and work?)
(Focus Question B: What major influences have made the United States a culturally
diverse nation?)
4. Maps-R-Us
(Focus Question A: How does the physical geography of various regions of the United
States influence the way people live and work?)
(Focus Question B: What major influences have made the United States a culturally
diverse nation?)
5. Introducing the Great State Of…
(Focus Question A: How does the physical geography of various regions of the United
States influence the way people live and work?)
(Focus Question B: What major influences have made the United States a culturally
diverse nation?)
6. Geography Picture Book
(Focus Question A: How does the physical geography of various regions of the United
States influence the way people live and work?)
15
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UNIT 2: CANADA
PART I: FOCUS QUESTIONS
Focus Question A:
Where is Canada located in relation to the United States, how is Canada
divided and organized, and what are Canada’s special geographic features?
(EQ1)
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.2.3.
Examine ways in which regions are interconnected.
SS.9.2.4.
Identify and evaluate various perspectives associated with places and
regions.
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.2.1.
Explain the essential features and functions of maps, globes, photographs,
geographic models and satellite images.
Focus Question B:
What are two or three of the most important characteristics of culture that
define each of the following peoples: Inuits, other Indigenous People,
French Canadians, other European Immigrants such as Englishmen? (EQ4,
EQ5)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideas, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.5.
Describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature, and music to express their
beliefs, sense of identity and philosophical ideas.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.2.3.
Analyze the formation, characteristics and function of urban, suburban and
rural settlements.
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Focus Question C:
How have the following historical events affected the culture and settlement
of Canada: the Gold Rush, the Canadian Pacific Railway, and European
Settlement? (EQ3, EQ6)
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4.2.5.
Describe relationships between historical subject matter and other subjects
under study, current issues, and personal concerns.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.2.1.
Explain the patterns and characteristics of human migration at various
levels.
PART II: ACTIVITIES
***Many of these activities can be used in conjunction with the core literature reading
selection Hatchet.
1. French lessons: Students learn basic phrases, converastion
2. French/English dictionaries: Students will research popular words and French phrases
and creat soft cover dictionary.
3. Draw a map of Canada locating native animals and migratory routes of birds.
4. Pen Pals using email with children in Canada
5. Have a classroom debate involving the issues surrounding the separatist movement in
Quebec.
6. Canada Map Puzzle: Using cut-outs of the Canadian provinces students construct a
map puzzle of Canada using relative direction clues.
7. GeoJeopardy: An exciting way for students to review concepts and check
understanding in preparation for a test or quiz. Categories can be organized by the
five themes of geography or can be specific to a chapter that is being studied.
8. U.S./Canadian exhange rate: Have students practice exchanging money.
9. Research famous Canadians such as Michael J. Fox, John Candy, William Shatner,
Anne Murray, Robert Munsch, and Wayne Gretzky.
10. Research animals native to Canada and North America such a porcupines, beaver,
polar bear, moose, raccoon, and Canada geese.
11. Plan a vacation based on family interests such as outdoor sports (canoeing, fishing,
hiking), shopping, and museums. Use road maps to plan the route.
12. Create a Venn diagram that points out the similarities and differences between the
United States and Canada. Categories such a government, natural resources, physical
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features, and imports/exports can be used. (Use internet site
www.mrdowling.com/709canada.html)
13. Read a selection books related to indigenous populations in Canada. See list of
resources for suggestions.
PART III: RESOURCES
FICTION:
Bailey, Linda. How can I be a detective if I have to baby-sit? Morton Grove, IL: A.
Whitman, 1996. While staying with her father at a tree-planting camp in the Canadian
wilderness, 12-yr.-old Stevie discovers that she can combine babysitting with detective
work. (LMES)
Bailey, Linda. What's a daring detective like me doing in the doghouse? Morton
Grove, IL: A. Whitman, 1997. Stevie Diamond and her friend Jessie Kulniki combine
Stevie's job walking dogs with their efforts to apprehend the Prankster, who is
responsible for a series of not-so-serious crimes around Vancouver. (LMES)
Burnford, Shelia. The Incredible Journey. Little, Brown, 1961. Two dogs and a cat
sustain each other through hardships, hunger, and danger as they travel 250 miles to reach
home. (PES, GES, MES)
Cooper, Susan. The boggart. New York: M. K. McElderry Books, 1993. After visiting
the castle in Scotland which her family has inherited and returning home to Canada,
twelve-year-old Emily finds that she has accidentally brought back with her a boggart, an
invisible and mischievous spirit with a fondness for practical jokes. (MES)
Hobbs, Will. Far North. Avon/Camelot, 1997. The adventures of fifteen year old Gabe
Rogers on his first visit to Canada’s magnificent Northwest Territories. (PES, GES)
Jam, Teddy. The year of fire. New York: McElderry/Macmillan, 1993. While they
boil down sap from their maple trees to make syrup, a Canadian grandfather tells his
granddaughter of the worst fire he has ever known. (LMES)
London, Jonathan. The sugaring-off party. New York: Dutton Children's Books,
1995. Paul's grandmother describes her first sugaring-off party at Tante Loulou's
farmhouse where they boiled maple sap into syrup and poured it on snow to make a
delicious dessert. (LMES)
Lottridge, Celia Barker. Ticket to Canada. Parsippany, NJ: Silver Burdett Press, 1996.
In 1915 eleven-year-old Sam and his father arrive in an undeveloped part of western
Canada and begin to plan a new farm for the family waiting back in Iowa. (LMES)
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MacGregor, Roy. The Screech Owls' northern adventure. Toronto: McClelland &
Stewart, 1996. The trip of a lifetime doesn't go as smoothly as expected for Travis and
Nish when at an outing in Northern Canada Nish falls through some ice during the
Screech Owls' first invitation to the First Nations Pee Wee Hockey Tournament. (LMES)
Speare, Jean. A candle for Christmas. NewYork: McElderry, 1986. Tomas, a young
boy living in the Canadian Northwest on a reservation waits for his parents to come home
on Christmas Eve. He lights a candle which mysteriously illuminates the snow covered
hills. (GES)
NON-FICTION:
Barlas, Robert. Canada. Milwaukee: Gareth Stevens, 1997. Introduces readers to the
festivals and cultures of Canada, with photographs, crafts, and recipes. (LMES)
Cheng, Pang Guek. Canada. New York: Marshall Cavendish, 1994. Examines the
geography, history, government, economy, and culture of Canada. (LMES)
Exploring Canada (series). Vero Beach, FL: Rourke Book Co, 1995. Includes the
following titles: Canada: the land, Canada: the people, Canada: provinces and
territories, Visiting Canada, Wildlife in Canada, The wonders of Canada. (LMES, MES)
Haskins, Jim. Count your way through Canada. Carolrhoda Books, 1989. The author
presents the numbers one to ten in French, using each number to introduce concepts
about Canada and its culture. (PES, MES)
Hello Canada (series). Minneapolis: Lerner Publications Company, 1995. One book
for each of the Canadian provinces that cover the land, history, economy, and people.
(MES)
Jacobs, Heidi Hayes, et. al. The United States and Canada. Needham, MA: Prentice
Hall, 1998. Student text and teacher manual. (PES, GES, LMES, MES)
Kalman, Bobbie. Canada: the lands, peoples, and cultures (series). Crabtree
Publishing Co., 1993. Examines the geography, resources, industry and transportation in
Canada. Canadian people and families are shown at school, at work, and at play.
Examines Canada’s theatres, television, ballet, music, literature, art and sports. Examines
the traditions, foods, dances, and ethnic festivals of Canada’s peoples from many lands.
(GES, MES)
Le Vert, Suzanne. Let’s discover Canada (series). Chelsea House, 1991, 1992. A
survey of the Canadian government, economy, history and people as well as individual
volumes on the history, geography, and culture of each Canadian province. (PES, GES,
LMES, MES)
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Parker, Lewis. Dropping in on Canada. Vero Beach, FL: Rourke Book Co., 1994.
Trek across the largest country in North America. Experience different cultures and
languages of Canada's people. (LMES)
Shepherd, Jenifer. Canada. Children’s Press, 1987. Introduces our northern neighbor,
its history and geography, government, people and culture. (MES)
Sorensen, Lynda. Exploring Canada – series. Vero Beach , FL: Rourke Book Co.,
1995. There are three books in this series: the land, the people, and provinces and
territories. (MES)
Tames, Richard. Journey through Canada. Troll, 1991. Describes the geography,
sights, and prominent places of Canada. Includes a chart of key facts and information on
the climate, natural, resources, and people. (PES)
Wright, David. Canada is my home. Gareth Stevens, 1992. A look at the life of an 11
year old Canadian girl and her family as they move from Toronto to Halifax. (PES)
VIDEOS:
Canadian Journey. Chicago: Questar, 1996. Travel through all 10 provinces,
capturing their sites and sounds as well as national landmarks. (MES)
Canadian Journey. Orangevale, CA: 100% Educational Videos. (MES)
Discovering Canada. San Ramon, CA: International Video Network, 1992. Explore
Canada's wondrous diversity of culture and landscape. (PES, LMES)
Physical Geography of Canada. National Geographic Society. (PES)
WEBSITES:
Yahooligans Directory of Canada
http://www.yahooligans.com/Around_the_World/Countries/Canada/
Tons of info on Canada.
LANIC: Latin American Network Information Center
http://lanic.utexas.edu/
A resource guide to Latin America, this site is organized by country name and by topics.
Includes the Caribbean, Central America, and South America. Includes general
information, economy, government & politics, news, travel & tourism for each nation.
About Nunavut
http://npc.nunavut.ca/eng/nunavut/
Map outlining the creation of the Nunavut territory in Northeastern Canada. Find out
general information, economic development, government and political structure and
more.
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About Canada
http://canada.gc.ca/canadiana/cdaind_e.html
This site provides information and links to other sites about Canada.
CBC4Kids
http://www.cbc4kids.ca/index.html
Created by the Canadian Broadcasting Corporation, a daily news site for Canadian kids
(or US kids studying Canada.)
Geobopological Survey: North America
http://www.geobop.com/World/NA/
Info on Canada and its provinces as well as US.
PART IV: PERFORMANCE TASKS
1.
A Mosaic of Cultures- Canada and the United States. (Venn diagram task) Focus Questions A and B.
1. “I’ll Have Nunavut”
(Focus Question B:What are two or three of the most important characteristics of culture
that define each of the following peoples: Inuits, other Indigenous People, French
Canadians, other European Immigrants such as Englishmen?)
2. Postcards From Canada
(Focus Question A:Where is Canada located in relation to the United States, how is
Canada divided and organized, and what are Canada’s special geographic features?)
(Focus Question B:What are two or three of the most important characteristics of culture
that define each of the following peoples: Inuits, other Indigenous People, French
Canadians, other European Immigrants such as Englishmen?)
(Focus Question C:How have the following historical events affected the culture and
settlement of Canada: the Gold Rush, the Canadian Pacific Railway, and European
Settlement?)
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UNIT 3: LATIN AMERICA
PART I: FOCUS QUESTIONS
Focus Question A:
Where is Latin America located in relation to the United States, how is Latin
America divided and organized, and what are its special geographic
features? (EQ1)
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.2.3.
Examine ways in which regions are interconnected.
SS.9.2.4.
Identify and evaluate various perspectives associated with places and
regions.
Content Standard 12: Human And Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.2.1.
Explain the essential features and functions of maps, globes,photographs,
geographic models and satellite images.
Focus Question B:
What factors have affected the culture of Mexico, Panama, a South
American Country, and a Caribbean island? (EQ4, EQ5)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideas, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.5.
Describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature, and music to express their
beliefs, sense of identity and philosophical ideas.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities, and
political units in Connecticut, the nation, and world.
SS.11.2.3.
Analyze the formation, characteristics and function of urban, suburban and
rural settlements.
Focus Question C:
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How does the physical geography influence the way Latin Americans make
a living using their many different natural resources? (EQ3)
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.2.6.
Explain economic growth as a sustained increase in the production of
goods and services, and that Gross Domestic Product is the basic measure of
economic output.
PART II: ACTIVITIES
1. What’s in a Name? Students explore how Spanish surnames are formed. This
activity can lead to an overview of the names of relatives written and spoken in
Spanish.
2. Contact High School Spanish Honor Society to arrange Spanish lessons on colors,
basic phrases, etc.
3. Family Tree: Students complete their own family tree which is labeled in Spanish.
4. Geo-Jeopardy: refer to description in Unit 1 (United States)
5. Mayan Math: students learn about the Mayan number system and associated symbols
and then solve addition problems.
6. Food Dishes: Students research the foods of a Latin American country or region ,
transfer the recipe onto a notecard, bring the dish to school for classmates to enjoy.
This activity can be done in conjunction with a culminating unit activity such as a
Latin American festival.
7. Study and create various Latin American arts such as:
Moles from Panama
Woodcarvings from Oaxaca, Mexico
Worry Dolls from Guatemala
Amate Paper or Bark Paintings from Mexico
Aztec Calendars
8. Celebrate Day of the Dead, Cinco de Mayo, or Carnaval
9. Pair up with second graders to study the rainforest ecosystem.
10. Work with the music teacher to incorporate traditional Latin American and Island
music – steel drum, calypso, reggae, salsa, etc.
11. Read aloud or have the whole class read The Most Beautiful Place in the World.
PART III: RESOURCES
FICTION:
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Aciemo, Maria. Children of flight Pedro Pan. New York: Silver Moon Press, 1994.
In Miami in 1961, having just arrived from Cuba without their parents, ten-year-old
Maria and her younger brother face an uncertain future. (LMES)
Bovaird, Anne. Goodby USA—Hola Mexico! Hauppauge, NY: Barron’s, 1994.
Tom’s mother teaches him a few essential words in Spanish before he visits relatives in
Mexico and he teams even more words during his stay. Pronunciation information is
included in the text. (LMES)
Bunting, Eve. Going Home. New York: HarperCollins Publishers, 1996. Although a
Mexican family comes to the US to work as farm laborers so that their children will have
opportunities, the parents still consider Mexico their home. (LMES)
Cameron, Ann. The most beautiful place in the world. New York: Bullseye Books,
1993. Growing up with his grandmother in a small Guatemalan town, seven-year-old
Juan discovers the value of hard work, the joy of learning, and the location of the most
beautiful place in the world. (LMES)
Castaneda, Omar S. Abuela's Weave. New York: Lee & Low Books, Inc., 1993. A
young Guatemalan girl and her grandmother grow closer as they weave some special
creations and ten make a trip to the market in hopes of selling them. (MES)
Dorros, Arthur. Tonight is Carnaval. New York: Dutton, 1991. A family in South
America eagerly prepares for the excitement of Carnaval. (MES)
Grifalconi, Ann. The bravest flute: a story of courage in the Mayan tradition. New
York: Little, Brown, 1994. In a traditional New Year’s Day celebration, a young Mayan
boy leads a procession over the mountainous trail to the cathedral below, where he is
rewarded by the village elders for his fortitude. (LMES)
Hyppolite, Joanne. Seth and Samona. New York: Delacorte Press, 1995. Two Haitian
American children deal with the problems of friendship, family life, and growing up.
(LMES)
Johnston, Tony. Day of the Dead. Describes a Mexican family preparing for and
celebrating the Day of the Dead. Includes bilingual conversation. (GES, LMES)
Mowry, Jess. Ghost train. New York: H. Holt, 1996. Thirteen-year-old Remi, who has
just moved to California from Haiti, and his neighbor Niya travel back in time to solve
the mystery of the night train. (LMES)
Regan, Dian Curtis. The curse of the trouble dolls. New York: H. Holt, 1993. Angie
Wu finds herself the center of attention in the fourth grade when she starts sharing her
Guatemalan trouble dolls, supposedly able to make troubles go away, but then her friends
get mad when the magic does not work for them. (LMES)
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FOLKTALES:
Aardema, Verna. Borreguita and the coyote: a tale from Ayutla, Mexico. New York:
Knopf/Random House, 1991. A little lamb uses her clever wiles to keep a coyote from
eating her up. (GES)
Aardema, Verna. Pedro and the padre: a tale from Jalisco, Mexico. New York:
Dial Books, 1991. In this Mexican folktale, a lazy boy learns a lesson about lying.
(GES)
Ada, Alma Flor. Mediopolito. New York: Bantam Doubleday, 1997. A Mexican folk
tale which explains why the weather vane has a little rooster on one end that spins around
to let us know which way the wind is blowing. (LMES)
Bernhard, Emery. The tree that rains: the flood myth of the Huichol Indians of
Mexico. New York: Holiday House, 1994. With the help of Great-Grandmother Earth,
Watakame, a hard-working Indian, survives a great flood and begins a new life. (LMES)
Bevan, Finn. Fabulous beasts: the facts and the fables. London: Children’s Press,
1997. A collection of traditional tales featuring animals, from such places as West
Africa, Brazil, and the Arctic. (LMES)
Brusca, Maria Cristina. Pedro fools the gringo: and other tales of a Latin American
trickster. New York: Henry Holt and Co., 1995. Twelve short tales of Pedro
Urdemales, a cunning trickster often mistaken for a fool. (LMES)
DeLacre, Lulu. Golden tales: myths, legends & folk tales from Latin America.
Scholastic Press, 1996. (GES)
Gonzalez, Lucia. Senor Cat’s romance and other favorite Latin American stories.
New York: Scholastic, 1997. A collection of popular tales told to young children in
places such as Argentina, Cuba, Colombia, Nicaragua, and Mexico. (LMES)
Hausman, Gerald. Duppy talk: West Indian tales of mystery and magic. New York:
Simon and Schuster, 1994. Includes 6 ghost stories from Jamaica which are based on the
country’s legends and have their roots in African folklore; each story is accompanied by a
section about the teller of the tale. (GES)
Joseph, Lynn. The mermaid’s twin sister: more stories from Trinidad. New York:
Clarion Books, 1994. Collection of six tales from Trinidad. (LMES)
Kimmel, Eric. The witch’s face: a Mexican tale. New York: Holiday House, 1993.
Don Aurelio falls in love with a witch who has a beautiful face but fails to heed her
special instructions. (LMES)
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Loverseed, Amanda. The thunder king. Peter Bedrick Books, 1991. The great bird
Condor helps Illanti rescue his twin brother from King Thunder’s ice palace high in the
Peruvian mountains. (GES)
Madrigal, Antonio. The eagle and the rainbow: timeless tales from Mexico. Golden,
CO: Fulcrum Kids, 1997. Retells five legends from the great tribes of Mexico’s past,
including the Aztecs, Mayans, Tarascans, Huichols, and Tarahumara people. (LMES)
McDermott, Gerald. Musicians of the sun. New York: Simon & Schuster Books, 1997.
In this retelling of an Aztec myth, Lord of the Night sends Wind to free the four
musicians that the Sun is holding prisoner so they can bring joy to the world. (LMES)
Mike, Jan. Opossum and the great firemaker: a Mexican legend. Mahwah, NJ:
Troll Associates, 1993. Relates the traditional Cora Indian tale in which Opossum
outwits the larger and more powerful Iguana and returns the stolen fire tot he people of
the earth. (LMES)
San Souci, Robert. Cendrillon: A Caribbean Cinderella. New York: Simon &
Schuster Books for Young Readers, 1998. A Creole variant of the familiar Cinderella
tale set in the Caribbean and narrated by the godmother who helps Cendrillon find true
love. (PES)
NON-FICTION:
Burckhardt, Ann. The people of Mexico and their food. Mankato, MN: Capstone
Press, 1996. Describes the food customs and preparation in Mexico, regional dishes, and
cooking techniques; includes recipes for a variety of meals. (LMES)
Brusca, Maria Cristina. On the Pampas. New York: Henry Holt and Co., 1991. An
account of a little girl’s idyllic summer at her grandparents’ ranch on the pampas of
Argentina. (PES)
Children of the world (series). Milwaukee: Gareth Stevens Pub. Presents the lives of
children living in various countries. (MES: Bolivia, Brazil, Costa Rica, Guatemala,
Mexico)
Christmas around the world. Chicago: World Book, 1991. Describes the celebrations
of Christmas in various countries. Includes several carols, recipes, and activities.
(LMES)
Cities of the world (series). New York: Children's Press, 1996. Provides a physical
description of the city as well as an overview of the history and customs. (LMES:
Mexico City, Rio de Janeiro)
Cobb, Vicki. This place is high. New York: Walker and Company, 1989. Surveys the
living conditions in the Andes Mountains of Bolivia for the people and unusual animals
that live there. (PES, LMES)
26
Published by Kraus Organization with permission from issuing agency.
Cobb, Vicki. This place is wet. New York: Walker and Company, 1989. Focuses on
the land, ecology, people, and animals of the Amazon rain forest in Brazil, presenting it
as an example of a place where there is so much water that some houses need to be built
on stilts. (PES, GES, LMES)
Collard, Sneed. Monteverde: science and scientists in a Costa Rican cloud forest.
New York: F. Watts, 1997. The ecology of tropical forests that grow at high altitudes is
described through the eyes of scientists who live and work at the Monteverde Cloud
Forest Preserve in Costa Rica. (LMES)
Coronado, Rosa. Cooking the Mexican way. Minneapolis: Lerner Publications, Co.,
1982. Introduces the fundamentals of Mexican cooking, including special ingredients
and cooking utensils. Also provides recipes for suggested dishes. (LMES)
Cultures of the World (series). New York: Marshall Cavendish. Profiles the history,
geography, government, and people of various countries. (LMES: Brazil, Columbia,
Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Haiti, Mexico, Nicaragua,
Panama, Venezuela, Puerto Rico)
Dahl, Michael. Brazil. Mankato, MN: Bridgestone Books, 1997. An introduction to
the geography, history, people, and culture of Brazil, the largest country in South
America. (LMES)
De Paola, Tomie. The Lady of Guadalupe. New York: Holiday House, 1980.
Recounts the appearance of the Lady of Guadalupe to a poor Indian farmer in Mexico in
1531. (LMES)
A Family in… (series). Minneapolis: Lerner Publications Company. Describes the
home, customs, work, school, and amusements of various families throughout the world.
(MES: Brazil, Peru)
Fiesta! Danbury, CT: Grolier Educational, 1997. Describes the festivals of counties of
the world showing how the celebrations with their songs, foods, and activities express the
customs and beliefs of the people. (GES, LMES, MES)
Franklin, Kristine. Out of the dump: writings and photographs by children from
Guatemala. New York: Lothrop, Lee & Shepard, 1995. A compilation of poems with
photographs by children who live in the municipal dump in Guatemala city. (LMES)
Ganeri, Anita. Mexico. New York: Watts, 1994. Including craft ideas, games, and an
introduction to the language, this book provides geographical, historical, and social
information about Mexico. (LMES)
27
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Gomez, Paolo. Food in Mexico. Vero Beach, FL: Rourke Publications, 1989. Surveys
food products, customs, and preparation in Mexico, describing regional dishes, cooking
techniques, and recipes for a variety of meals. (LMES)
Illsley, Linda. A taste of Mexico. New York: Thomson Learning, 1995. Introduces the
culture and customs of Mexico while discussing traditional Mexican food. (LMES)
Jacobs, Heidi Hayes, et. al. Latin America. Needham, MA: Prentice Hall, 1998.
Student text and teacher manual. (PES, GES, LMES, MES)
Kalman, Bobbie. Mexico (Lands, peoples, and cultures series). New York: Crabtree
Publishing Company, 1993. Examines the geography, resources, industry and
transportation in Mexico. Mexican people and families are shown at school, at work, and
at play. Examines Mexico's music, literature, art and sports. Examines the traditions,
foods, dances, and ethnic festivals of Mexico's people. (MES, LMES)
Lands and Peoples. Danbury, CT: Grolier, Inc., 1993. Reference source containing
information on the geography, history, and economy of countries of the world. (PES,
MES)
Liebowitz, Sol. Argentina. Philadelphia: Chelsea House, 1999. Examines the
geography, history, government, society, economy, and transportation of Argentina.
(LMES)
Major World Nations (series). Philadelphia: Chelsea House, 1999.
Surveys the history, topography, people, and culture of individual countries, with
emphasis on the country’s current economy, industry, and place in the political world.
(PES)
Native Latin American cultures (series). Vero Beach, FL: Rourke Publications, 1995.
Set of four books including: The Arts, Trade, Daily Customs, and Spirituality. (LMES)
Peoples of the Americas. New York: Marshall Cavendish, 1999. A reference
encyclopedia that provides a brief introduction to each country--its landscape, climate,
and a brief general history--as well as a look at its people and cultures. (GES, MES)
Places and peoples of the world. (series). New York: Chelsea House. These books
examine the history, geography, people, economy, government, and culture of various
countries. (LMES: Brazil, Chile, El Salvador)
South of the border (series). Vero Beach, FL: Rourke Book Co., 1994. Includes the
following titles: Mexico, the geography; Wildlife in Mexico; Wonders of Mexico;
Visiting Mexico; People of Mexico. (LMES)
Temko, Florence. Traditional crafts from Mexico and Central America.
Minneapolis: Lerner Publications Co., 1996. Provides instructions on how to make
28
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traditional Mexican and Central American handicraft such as metal ornaments, tissue
paper banners, and Guatemalan worry dolls. (LMES)
Viesti, Joseph. Celebrate in Central America. New York: Lothrop, Lee & Shepard,
1997. Describes the background and customs associated with some of the festivals of
Central America. (LMES)
Visual geography (series). Minneapolis: Lerner Publications Co., 1997. Introduces the
geography, history, government, people, and economy of individual countries. (selected
titles: PES, GES, LMES, MES)
Wolf, Bernard. Beneath the stone: a Mexican Zapotec tale. New York: Orchard
Books, 1994. The customs and daily life of a small village in Oaxaca, Mexico, are shown
through the eyes of a six-year-old Zapotec Indian boy. (MES)
The World's Children (series). Minneapolis: Carolrhoda Books, Inc. An introduction
to the history, geography and culture of various countries, with a focus on the day-to-day
lives of the children. (LMES: Belize, Guatemala, Yucatan; MES: Ecuadorean
Highlands, Guatemala, Yucatan)
VIDEOS:
Argentina: Land of Natural Wonder. (Video Visits Series). San Ramon, CA:
International Video Network, 1990. A look at the people, culture, and history of
Argentina. (LMES)
Brazil: Heart of South America. (Video Visits Series). San Ramon, CA: International
Video Network, 1990. A look at the people, culture, and history of Brazil. (LMES)
Cinco de Mayo. Schlessinger, 1994. Learn about the holiday's history and observe
preparations being made to make the occasion festive. Hear Mexican folk songs; learn
the Mayan myth of creation; make Maracas. (PES, LMES, GES, MES)
Costa Rica: Land of Pure Life. (Video Visits Series). San Ramon, CA: International
Video Network, 1992. A look at the people, culture, and history of Costa Rica. (LMES)
Kids Explore: Mexico. (GES, PES, LMES)
Mexico: Journey to the Sun. (Video Visits Series). San Ramon, CA: International
Video Network, 1990. A look at the people, culture, and history of Mexico. (LMES,
MES)
Peru: A Golden Treasure. (Video Visits Series). San Ramon, CA: International
Video Network, 1992. A look at the people, culture, and history of Peru. (LMES)
South America. National Geographic Society, 1991. (PES)
29
Published by Kraus Organization with permission from issuing agency.
Trav's Travels: Mexico. Concord, CA: IVN Entertainment, 1998. Learn about the
geography, history, culture, wildlife, and other fascinating facts of Mexico.
WEB SITES:
E-Conflict World Encyclopedia
http://www.emulateme.com/
Quick information on each country as well as current weather, national anthems, maps,
and flags.
Geographia
http://www.geographia.com
Detailed descriptions of Latin American and Caribbean countries including introduction,
history, and geography.
CIA World Factbook
http://www.odci.gov/cia/publications/factbook/
Facts about countries of the world.
PART IV: PERFORMANCE TASKS
1. Trade Ya’!
(Focus Question A: Where is Latin America located in relation to the United States, how
is Latin America divided and organized, and what are its special geographic features?)
(Focus Question B: What factors have affected the culture of Mexico, Panama, a South
American Country, and a Caribbean island?)
2. Designing a Latin American Country Flag)
(Focus Question A: Where is Latin America located in relation to the United States, how
is Latin America divided and organized, and what are its special geographic features?)
(Focus Question B: What factors have affected the culture of Mexico, Panama, a South
American Country, and a Caribbean island?)
3. Persuasive Letter – Latin American Country Flag Design
(Focus Question A: Where is Latin America located in relation to the United States, how
is Latin America divided and organized, and what are its special geographic features?)
(Focus Question B: What factors have affected the culture of Mexico, Panama, a South
American Country, and a Caribbean island?)
4. Latin American Travel Poster
(Focus Question A: Where is Latin America located in relation to the United States, how
is Latin America divided and organized, and what are its special geographic features?)
(Focus Question B: What factors have affected the culture of Mexico, Panama, a South
American Country, and a Caribbean island?)
30
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REGION 15
WORLD
CIVILIZATIONS
Middle School
Grade 6
July 17, 2000
Published by Kraus Organization with permission from issuing agency.
WORLD CIVILIZATIONS GRADE 6
CONTENTS
ITEM ......................................................................................................................... PAGE
REGION 15 SOCIAL STUDIES THEMES GRADES 1-12 ......................................... 3
GRADES 5 & 6 ESSENTIAL QUESTIONS -WORLD HISTORY............................. 4
UNIT 1: MIDDLE EAST.................................................................................................. 5
UNIT 2: EARLY EUROPEAN CIVILIZATIONS ...................................................... 11
UNIT 3: THE BEGINNING OF EUROPEAN CIVILIZATION.............................. 16
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REGION 15
SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address the
rights and responsibilities of individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and limited resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among geography,
history, and culture?
VII. What can we learn from analyzing major historical events?
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GRADES 5 & 6 ESSENTIAL QUESTIONS
FOR WORLD HISTORY
1.
Where is the culture/civilization located and what is its
geography? (IV)
2.
How does the geography influence the development of that
culture/civilization? (VI)
3.
How does the interaction among people, technology, and the
environment influence the culture/civilization? (III)
4.
How and why does the culture express its values and beliefs? (I)
5.
How are these cultures/civilizations similar and different? (I, III,
VI)
6.
How have major historical events shaped the culture/civilization?
(VII)
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UNIT 1: MIDDLE EAST
PART I: FOCUS QUESTIONS
Focus Question A:
Where and how did civilization begin and develop?
(EQ: 1, 2, 3, 5, 6 Theme: III, IV, VI)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.2.4.
Interpret data in historical maps, photographs, art works and other
artifacts.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.2.6.
Use latitude and longitude to locate places and calculate differences
between places;
SS.9.2.7.
Locate natural and cultural features in their own and nearby
communities,in the United States and in other regions of the world, as
needed, to answer geographic questions; and
SS.9.2.8.
Demonstrate how personal knowledge and experiences influence an
individual’s perception of places.
Focus Question B:
How did the agricultural revolution change civilization?
(EQ: 1,2 Theme: IV, VI)
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.2.2.
Demonstrate an in-depth understanding of selected events representing
major trends of world history (e.g., emergence of new centers of agrarian
society in the 3rd and 2nd millennia BCE, the Black Death, Columbian
voyages, the French Revolution, World War 11);
Content Standard 12: Human and Environment Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
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SS.12.2.7.
Demonstrate and explain ways that humans depend on, adapt to and alter
the physical environment;
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.2.1.
Compare the resources used by various cultures, countries and/or regions
throughout the world;
SS.13.2.2.
Explain that households, businesses, governments and societies face
scarcity just as individuals do;
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.2.1.
Explain how different economic systems (traditional, market and
command) use different means to produce, distribute and exchange goods
and services;
SS.14.2.3.
Describe the relationships among demand, supply and price and their roles
in a market system.
Content Standard 15: Economic Interdependence
Students will demonstrate how the exchange of goods and services by individuals, groups
and nations creates economic interdependence and how trade results in change.
SS.15.2.1.
Explain how specialization leads to more efficient use of economic
resources and economic growth;
SS.15.2.2.
Explain why trade encourages specialization; and
SS.15.2.3.
Explain how specialization increases interdependence among producers,
consumers and nations and consequently leads to a higher standard of
living.
Focus Question C:
How did a centralized government contribute to improvements in economics
and/or economics?
(EQ: 3 Theme: III)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.3.
Describe the emergence of select governmental systems, principles and
institutions;
SS.3.2.4.
Describe some of the more common forms of government found in the
past, giving examples of societies that have practiced them (e.g.,
Published by Kraus Organization with permission from issuing agency.
monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy, republic,
democracy).
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.2.7.
Explain how technological change and innovation improves a society’s
productivity and economic growth.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.2.5.
Identify governmental activities that effect the local, state, national and
international economy;
SS.14.2.6.
Describe how, in a market system, government enforces property rights
and provides for standardized systems (e.g., weights and measures, and
money;
SS.14.2.7.
Analyze the impact of government taxing and spending decisions on
specific individuals, businesses, organizations and groups.
Focus Question D:
What impact did cultural beliefs have on the formation of the Christian,
Judaic and Islamic religions?
(EQ: 4, 5, 6 Theme: I, III, IV, V, VII)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.2.6.
Analyze data in order to see persons and events in their historical context,
understand casual factors and appreciate changes over time;
SS.1.2.7.
Examine current concepts, issues, events and themes from historical
perspectives and identify principle conflicting ideas between competing
narratives or interpretations of historical events.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.2.2.
Demonstrate an in-depth understanding of selected events representing
major trends of world history (e.g., emergence of new centers of agrarian
society in the 3rd and 2nd millennia BCE, the Black Death, Columbian
voyages, the French Revolution, World War 11);
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SS.2.2.5.
Explain the relationships among the events and trends studied in local,
state, national and world history.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.2.
Explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth, and/or social position;
SS.3.2.4.
Describe some of the more common forms of government found in the
past, giving examples of societies that have practiced them (e.g.,
monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy,
republic, democracy).
SS.3.2.5.
Describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature and music to express
their beliefs, sense of identity and philosophical ideas;
SS.3.2.10.
Describe, explain and analyze the impact of the exchange of ideas on
societies, politics, religion, etc.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.2.1.
Describe human and natural characteristics of places and how they shape
or place identity;
SS.9.2.5.
Explain and assess how culture affects perception of places and regions;
SS.9.2.8.
Demonstrate how personal knowledge and experiences influence an
individual’s perception of places.
PART II: ACTIVITIES
1. A geography activity revolving around present day countries of the Middle
East.
2. Concept Map/Web.
3. Invention activity involving Mesopotamian civilization.
4. Graphic organizer illustrating the Sumerian social classes.
5. In a cooperative group, create a classroom Code of Laws to compare to
Hammurabi’s Code of Laws.
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6. Timeline activity from TRB.
7. Cuneiform (Sumerian writing) decoding.
8. A geography activity revolving around Ancient Egypt.
9. “Egyptian God of the Day” activity
10. “Design Your Own Cartouche” activity
11. Ancient Egyptian Map/Web
12. Decoding Hieroglyphics Activity
13. Graphic organizer comparing Old, Middle, and New Kingdoms
14. Great Pyramid math activity
15. Graphic organizer comparing the Christian, Judaic, and Islamic religions
16. Create and write about your concept of a Sumerian god/goddess
17. Artifact Activity – How information about a culture is gleaned from an artifact
PART III: RESOURCES
1. The World Past And Present (text and TRB)
2. Nystrom wipe-off maps and atlases.
3. Cuniforn alphabet found in Write Source 2000. (6th grade IL text)
4. Links found on thr MMS and RMS Internet Site.
5. Video - Ancient Mesopotamia.
6. Teacher Created Materials #574 Ancient Egypt
7. Video - The Pyramid by David McCauley
1. Ancient Egypt
8. Metropolitian Museum of Art (NYC)
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9. Selected resources from the MMS/RMS media centers
10. Mesopotamia, Ancient Civilizations Series – Frank Schaffer Pub.
11. Ancient Civilizations – Mesopotamia – Time Traveler Series
12. Egypt Ancient Civilizations Series – Frank Schaffer Pub.
13. Ancient Egypt – Teacher Created Materials, Inc.
14. Egypt and the Middle East – Mark Twain Media/Carson Dellosa Pub. Co.,
Inc.
PART IV: PERFORMANCE TASKS
1. Middle Eastern Rugs
(Focus Question A: Where and how did civilization begin and develop?)
2. Concept Map
(Focus Question A: Where and how did civilization begin and develop?
(Focus Question B: How did the agricultural revolution change civilization?
(Focus Question C: How did a centralized government contribute to improvements in
economics and/or economics?
(Focus Question D: What impact did cultural beliefs have on the formation of the
Christian, Judaic and Islamic religions?)
3. Egyptian Project
(Focus Question A: Where and how did civilization begin and develop?
(Focus Question B: How did the agricultural revolution change civilization?
(Focus Question C: How did a centralized government contribute to improvements in
economics and/or economics?
(Focus Question D: What impact did cultural beliefs have on the formation of the
Christian, Judaic and Islamic religions?)
4. Ancient Egyptian Exhibits Tour the U.S.A.
(Focus Question A: Where and how did civilization begin and develop?
(Focus Question B: How did the agricultural revolution change civilization?
(Focus Question C: How did a centralized government contribute to improvements in
economics and/or economics?
(Focus Question D: What impact did cultural beliefs have on the formation of the
Christian, Judaic and Islamic religions?)
5. Design Your Own Tomb
(Focus Question D: What impact did cultural beliefs have on the formation of the
Christian, Judaic and Islamic religions?)
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UNIT 2: EARLY EUROPEAN CIVILIZATIONS
PART I: FOCUS QUESTIONS
Focus Question A:
What role did Greece/Rome play in the development of democratic
principles?
(EQ: 3, 4, 5 Theme: I, III, V, VI, VII)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.3.
Describe the emergence of select governmental systems, principles and
institutions;
SS.3.2.4.
Describe some of the more common forms of government found in the
past, giving examples of societies that have practiced them (e.g.,
monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy,
republic, democracy);
SS.3.2.5.
Describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature and music to express
their beliefs, sense of identity and philosophical ideas;
SS.3.2.6.
Explain reasons for conflict and the ways conflicts have been resolved;
SS.3.2.7.
Identify and analyze the various causes and effects of movements of
groups of people;
SS.3.2.8.
Explain the significance of the achievements of selected individual
scientists and inventors from around the world and from various periods;
SS.3.2.10.
Describe, explain and analyze the impact of the exchange of ideas on
societies, politics, religion, etc.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.2.2.
Explain the meaning of political rights (e.g., right to vote, right to
assemble) as distinguished from personal rights (e.g., freedom of speech,
freedom of movement).
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.2.1.
Describe and compare unlimited and limited government;
SS.7.2.2.
Explain the meaning of civic life, politics and government;
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SS.7.2.3.
Compare and evaluate forms of government found outside the United
States.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well-being of their
community, state, and nation.
SS.8.2.1.
Describe the organization of the world into nation-states and describe
some ways that nation-states interact with one another.
Focus Question B:
How are we influenced today by the cultural and technological achievements
of the Greek/Roman civilizations?
(EQ: 3, 6 Theme: III, V, VII)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.8.
Explain the significance of the achievements of selected individual
scientists and inventors from around the world and from various periods;
SS.3.2.9.
Explain how economic factors influenced historical events in the United
States and other regions of the world;
SS.3.2.10.
Describe, explain and analyze the impact of the exchange of ideas on
societies politics, religion, etc.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well-being of their
community, state, and nation.
SS.8.2.3.
Describe the influence of U.S. political, economic and cultural ideas on
other nations and the influence of other nations’ ideas on the United
States.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.2.7.
Locate natural and cultural features in their own and nearby communities,
in the United States and in other regions of the world, as needed, to answer
geographic questions.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
Published by Kraus Organization with permission from issuing agency.
SS.13.2.7.
Explain how technological change and innovation improves a society’s
productivity and economic growth.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.2.1.
Explain how different economic systems (traditional, market and
command) use different means to produce, distribute and exchange goods
and services;
SS.14.2.5.
Identify governmental activities that affect the local, state, national and
international economy;
SS.14.2.6.
Describe how, in a market system, government enforces property rights
and provides for standardized systems (e.g., weights and measures, and
money;
SS.14.2.7.
Analyze the impact of government taxing and spending decisions on
specific individuals, businesses, organizations and groups.
Content Standard 15: Economic Interdependence
Students will demonstrate how the exchange of goods and services by individuals, groups
and nations creates economic interdependence and how trade results in change.
SS.15.2.2.
Explain why trade encourages specialization.
PART II: ACTIVITIES
1. Geography of present day Europe compared to ancient Europe.
2. K-W-L activity on ancient Greece/Rome.
3. Graphic organizer comparing the U.S. government and ancient Greece/
ancientRome.
4. Concept map/web on Greece/Rome.
5. Compare “Main Street” ancient Rome/Greece to “Main Street” U.S.A.
6. “Greek/Roman God or Goddess of the Day”.
7. Classroom “Olympic” Games. (simulation Internet game)
8. The Greek Times newsletters (A Time-Life Theme Explorer) RMS.
9. Using pictures of simple inventions, identify and discuss those that came from
ancient Greece or Rome.
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PART III: RESOURCES
1. The World Past and Present (text and TRB)
2. Nystrom maps and atlases
3. Videos- Ancient Greece
Ancient Rome
other movies in MMS and RMS Media Centers
1. Links found on the MMS and RMS Internet Site
2. A Time Life Theme Explorer – “The Greek Times” & “The Roman Times”
( www.timelifeedu.com)
3. Classroom Olympics- Mr. Donn’s Simulation Unit
4. (http://members.aol.com/MrDonnUnits/GreekOlympics.html)
5. Ancient Greece – Teacher Created Materials, Inc.
6. Ancient Rome – Teacher Created Materials, Inc.
7. Ancient Civilizations – Rome – The Time Traveler Series
8. 10.Great Greek Gods and Goddesses – Good Apple Pub..
PART IV: PERFORMANCE TASKS
1. Greek Wall of Fame
(Focus Question A: What role did Greece/Rome play in the development of democratic
principles?)
(Focus Question B: How are we influenced today by the cultural and technological
achievements of the Greek/Roman civilizations?)
2. Ancient Greek Times - newspaper article
(Focus Question A: What role did Greece/Rome play in the development of democratic
principles?)
3. Myths of the Greek Gods and Goddesses
(Focus Question A: What role did Greece/Rome play in the development of democratic
principles?)
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4. HELP! I Need Advice from a Greek/Roman God or Goddess
(Focus Question A: What role did Greece/Rome play in the development of democratic
principles?)
5. Concept Web for Ancient Greece and/or Ancient Rome
(Focus Question A: What role did Greece/Rome play in the development of democratic
principles?)
6. Design a flag for an Ancient Greek city – state
(Focus Question A: What role did Greece/Rome play in the development of democratic
principles?)
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UNIT 3: THE BEGINNING OF EUROPEAN
CIVILIZATION
PART I: FOCUS QUESTIONS
Focus Question A:
What impact did wars, conquests and invasions have on European
civilization?
(EQ: 3, 6 Theme: III, V, VII)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.2.2.
Gather information from multiple sources, including archives or electronic
databases, to have experience with historical sources and to appreciate the
need for multiple perspectives.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.2.2.
Demonstrate an in-depth understanding of selected events representing
major trends of world history (e.g., emergence of new centers of agrarian
society in the 3rd and 2nd millennia BCE, the Black Death, Columbian
voyages, the French Revolution, World War 11);
SS.2.2.4.
Locate the events, peoples and places they have studied in time and place
(e.g., on a time line and map) relative to their own location;
SS.2.2.5.
Explain the relationships among the events and trends studied in local,
state, national and world history.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.2.
Explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth, and/or social position;
SS.3.2.6.
Explain reasons for conflict and the ways conflicts have been resolved;
SS.3.2.7.
Identify and analyze the various causes and effects of movements of
groups of people.
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Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.2.1.
Describe human and natural characteristics of places and how they shape
or place identity;
SS.9.2.2.
Describe the process and impact of regional change;
SS.9.2.3.
Examine ways in which regions are interconnected;
SS.9.2.4.
Identify and evaluate various perspectives associated with places and
regions.
Focus Question B:
What impact did the Christian church have on the development of European
civilization?
(EQ: 4, 6 Theme: I, V, VII)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.2.
Explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth, and/or social position;
SS.3.2.3.
Describe the emergence of select governmental systems, principles and
institutions;
SS.3.2.4.
Describe some of the more common forms of government found in the
past, giving examples of societies that have practiced them (e.g.,
monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy, republic,
democracy);
SS.3.2.6.
Explain reasons for conflict and the ways conflicts have been resolved;
SS.3.2.10.
Describe, explain and analyze the impact of the exchange of ideas on
societies, politics, religion, etc.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4.2.1.
Initiate questions and hypotheses about historic events being studied;
SS.4.2.2.
Describe and analyze, using historical data and understandings, the
options which are available to parties involved in contemporary conflicts
or decision making;
SS.4.2.3.
Be active learners at cultural institutions such as museums and historical
exhibitions;
SS.4.2.4.
Display empathy for people who have lived in the past;
SS.4.2.5.
Describe relationships between historical subject matter and other subjects
they study, current issues and personal concerns.
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Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well-being of their
community, state, and nation.
SS.8.2.7.
Describe how domestic groups and organizations seek to influence foreign
policy decisions.
Focus Question C:
Why did people find a need for more individual rights?
(EQ: 3, 4 Theme: I, III, V)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.2.
Explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth, and/or social position;
SS.3.2.3.
Describe the emergence of select governmental systems, principles and
institutions;
SS.3.2.4.
Describe some of the more common forms of government found in the
past, giving examples of societies that have practiced them (e.g.,
monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy, republic,
democracy);
SS.3.2.6.
Explain reasons for conflict and the ways conflicts have been resolved;
SS.3.2.7.
Identify and analyze the various causes and effects of movements of
groups of people;
SS.3.2.10.
Describe, explain and analyze the impact of the exchange of ideas on
societies, politics, religion, etc.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4.2.4.
Display empathy for people who have lived in the past.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.2.2.
Explain the meaning of political rights (e.g., right to vote, right to
assemble) as distinguished from personal rights (e.g., freedom of speech,
freedom of movement).
SS.6.2.3.
Evaluate situations involving conflicts between rights and propose
solutions to these conflicts;
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SS.6.2.5.
SS.6.2.6.
Research an issue of interest and be able to take and defend a position on
that issue;
Identify and apply criteria useful in selecting political leaders at the local,
state and national levels.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.2.1.
Explain how different economic systems (traditional, market and
command) use different means to produce, distribute and exchange goods
and services;
SS.14.2.2.
Explain that all countries’ economics reflect a mix of market, command
and traditional elements;
SS.14.2.3.
Describe the relationships among demand, supply and price and their roles
in a market system;
SS.14.2.4.
Identify how fundamental characteristics of a market system (e.g., private
property, profits and competition, businesses, labor, banks and
government) influence decision making;
SS.14.2.5.
Identify governmental activities that effect the local, state, national and
international economy;
SS.14.2.6.
Describe how, in a market system, government enforces property rights
and provides for standardized systems (e.g., weights and measures, and
money;
SS.14.2.7.
Analyze the impact of government taxing and spending decisions on
specific individuals, businesses, organizations and groups.
Content Standard 15: Economic Interdependence
Students will demonstrate how the exchange of goods and services by individuals, groups
and nations creates economic interdependence and how trade results in change.
SS.15.2.1.
Explain how specialization leads to more efficient use of economic
resources and economic growth;
SS.15.2.2.
Explain why trade encourages specialization; and
SS.15.2.3.
Explain how specialization increases interdependence among producers,
consumers and nations and consequently leads to a higher standard of
living.
Focus Question D:
How did greater freedom contribute to new ideas and ways of thinking
during the Renaissance?
(EQ: 3, 6 Theme: III, V, VII)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
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human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.2.5.
Describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature and music to express
their beliefs, sense of identity and philosophical ideas;
SS.3.2.8.
Explain the significance of the achievements of selected individual
scientists and inventors from around the world and from various periods.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation and the world.
SS.11.2.2.
Explain how patterns of international trade change technology,
transportation and communication, and affect economic activities and
human migration.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.2.1.
Explain how different economic systems (traditional, market and
command) use different means to produce, distribute and exchange goods
and services;
SS.14.2.2.
Explain that all countries’ economics reflect a mix of market, command
and traditional elements;
SS.14.2.3.
Describe the relationships among demand, supply and price and their roles
in a market system;
SS.14.2.4.
Identify how fundamental characteristics of a market system (e.g., private
property, profits and competition, businesses, labor, banks and
government) influence decision making.
Content Standard 15: Economic Interdependence
Students will demonstrate how the exchange of goods and services by individuals, groups
and nations creates economic interdependence and how trade results in change.
SS.15.2.1.
Explain how specialization leads to more efficient use of economic
resources and economic growth;
SS.15.2.2.
Explain why trade encourages specialization; and
SS.15.2.3.
Explain how specialization increases interdependence among producers,
consumers and nations and consequently leads to a higher standard of
living.
.
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PART II: ACTIVITIES
1. K.W.L. of the Middle Ages.
2. Concept Map/Web.
3. Brainstorm with a partner the qualities of a fair leader.
4. Venn diagram – Charlemagne & Augustus.
5. Map skills to identify the Germanic tribe kingdoms.
6. Map skills to identify the Crusade routes.
7. K.W.L. of the Vikings.
8. Organization of the feudal society and life on a manor.
9. Discussion and graphic organizer outlining the stages of knighthood.
10. Design your own medieval shield/ family crest.
11. Virtual tour – castles on the Internet.
12. Parts of a castle – class discussion and worksheet.
13. In cooperative groups, discuss and categorize (offense or defense) medieval
weaponry.
14. A lecture of the importance and role of the church during the Middle Ages.
Students will complete a web, see TM p. 191.
15. Discussion and graphic organizer outlining the stages of becoming a master
craftsman.
16. Discuss the causes and effects of the Black Plague.
17. Make a timeline to show the development from feudalism to a nation-state.
18. K.W.L. the Renaissance.
19. Map skills that identify Italian city-states during the Renaissance.
20. Discuss and complete chart of famous men and women who helped shape the
Renaissance.
21. Plan a Medieval Festival or Renaissance Fair.
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22. Reinact the painting of the Sistine Chapel.
23. Art activity – calligraphy
PART III: RESOURCES
1. Metropolitian Museum of Art
2. Virtual tour of castles – MMS Website – Sites for 6th grade – “Castle Learning
Center”
3. Links found on the MMS and RMS Internet Site.
4. Video – The Black Plague (RMS)
5. Middle Ages, Everyday Life – The Time Traveler Series
6. Middle Ages, Knights and Castles – The Time Traveler Series
7. Medieval Times – Mark Twain Media / Carson- Dellosa Pub. Company, Inc.
8. The Middle Ages – Good Apple Pub.
PART IV: PERFORMANCE TASKS
1. Middle Ages Exhibits Tour the U.S.A
(Focus Question A: What impact did wars, conquests and invasions have on European
civilization?)
(Focus Question B: What impact did the Christian church have on the development of
European civilization?)
(Focus Question C: Why did people find a need for more individual rights?)
(Focus Question D: How did greater freedom contribute to new ideas and ways of
thinking during the Renaissance?)
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REGION 15
U.S. HISTORY
Middle School
Grade 7
July 17, 2000
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UNITED STATES HISTORY I
CONTENTS
ITEM .......................................................................................................PAGE
REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12 ................................................................................................ 3
GRADE 7 & 8 ESSENTIAL QUESTIONS
FOR AMERICAN HISTORY ........................................................................ 4
Unit 1: Introduction to U.S. History,
Age of Exploration and Native Americans..................................................... 5
Unit 2: Colonial Era ........................................................................................ 7
Unit 3: Causes, Events and People of the American Revolution ................. 11
Unit 4: Government of the United States...................................................... 15
Unit 5: National Growth and the Industrial Revolution ............................... 19
Unit 6: Causes, Events and People of the
Civil War & Reconstruction ......................................................................... 24
Unit 7: Native Americans and Settlement of the West................................ 27
2
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REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address the
rights and responsibilities of individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and limited resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among geography,
history, and culture?
VII. What can we learn from analyzing major historical events?
3
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GRADE 7 & 8 ESSENTIAL QUESTIONS
FOR AMERICAN HISTORY
1.
What is an American? (I)
2.
How do the social and political institutions of the United States
address the rights and responsibilities of groups and individuals? (II)
3.
How have the people of the United States interacted with their
environment and technology? (III)
4.
How does our society deal with unlimited wants and limited
resources? (IV)
5.
How have conflict and compromise influenced the way of life of the
diverse groups and individuals who make up the United States? (V)
6.
What is the relationship among geography, culture, and American
history? (VI)
7.
How have past events and individuals influenced my life and my
world? (VII)
4
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Unit 1: Introduction to U.S. History, Age of Exploration and
Native Americans
PART I: FOCUS QUESTIONS
Focus Question A:
How have conflict and compromise influenced the way of life of the diverse
groups and individuals that make up the United States?
(Essential Question 5 Theme V)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature, researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretations; and constructing
narratives and interpretations.
SS.1: 2:6
analyze data in order to see persons and events in their historical context,
understand causal factors and appreciate change over time.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS.3:2:1
explain the origins of American religious diversity, showing knowledge of
some of the beliefs of native Americans and migrants to the new world
and give examples of ways those beliefs have changed over time.
SS.3:2:6
explain reasons for conflict and the ways conflicts have been resolved.
SS.3:2:7
identify and analyze the various causes and effects of movements of
groups of people.
Focus Question B:
What is the relationship between Geography, culture and American History?
(Essential Question 6 Theme VI)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature, researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretations; and constructing
narratives and interpretations.
SS.1:2:4
interpret data in historical maps, photographs, art works and other
artifacts.
5
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Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9:2:5
explain and assess how culture affects perception of places and regions.
SS.9:2:7
locate natural and cultural features in their own and nearby communities,
in the United States and other regions of the world, as needed to answer
geographic questions;
Content Standard 11: Human Systems
Students will use spatial patterns of human migration, economic activities and political
units in Connecticut, the nation and the world.
SS.11:2:1
explain the patterns and characteristics of human migrations at various
levels
SS.11:2:2
explain how patterns of international trade change technology,
transportation and communication and affect economic activities and
human migration.
PART II: ACTIVITIES
1. Unit organizers, time lines, reading strategies, notebook organization and preview of
studying U.S. History.
2. Text readings on First Americans, European Explorers.
3. Identification and discussion of local Native American groups (Pootatucks,
Schaticokes, Paugusetts, etc).
4. Identifying explorers and reasons for exploration and impact on New World.
5. Map work tracing routes of European Explorers.
6. Venn Diagrams comparing explorers.
7. Exploring a new mall/land activity.
8. Columbus ship simulation.
PART III: RESOURCES
Nystrom Maps
Textbook
Newspaper in Education handout on Native Americans of Connecticut, Columbus
Cemetary Field Trip (local burial grounds)
American Indian Children reading (Cobblestones)
Newspaper articles on tombstones
PART IV: PERFORMANCE TASKS
6
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Unit 2: Colonial Era
PART I: FOCUS QUESTIONS
Focus Question A:
What is an American? (What were the values & beliefs of colonial
Americans- What is an American?)
(Essential Question 1 Theme I)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS.3:2:1
explain the origins of American religious diversity, showing knowledge of
some of the beliefs of native Americans and migrants to the new world
and give examples of ways those beliefs have changed over time.
SS.3:2:3
describe the emergence of select governmental systems, principles and
institutions
SS.3:2:10
describe, explain and analyze the impact of the exchange of ideas on
societies, politics, religion, etc.
SS.3:2:5
describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature and music to express
their beliefs, sense of identity and philosophical ideas.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4:2:3
be active learners at cultural institutions such as museums and historical
exhibitions.
Focus Question B:
How do the social and political institutions of the United States address the
rights and responsibilities of groups and individuals?
(Essential Question 2 Theme II)
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS. 2:2:3
demonstrate an in-depth understanding of major events and trends in local
history.
SS.3:2:4
describe some of the more common forms of government found in the
past, giving examples of societies that have practiced them.
7
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Focus Question C:
How did the colonists interact with their environment and technology?
(Essential Question 3 Theme III)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature, researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretations; and constructing
narratives and interpretations.
SS.1:2:1
formulate historical questions based on primary and secondary sources,
including documents, eyewitness accounts, letters and diaries, artifacts,
real or simulated historical sites, charts, graphs, diagrams and written
texts.
SS. 1:2:2
gather information from multiple sources, including archives or electronic
databases, to have experience with historical sources and to appreciate the
need for multiple perspectives.
SS.1:2:8
develop written narratives and short interpretive essays, as well as other
appropriate presentations from investigations of source materials.
Focus Question D:
How have past events and individuals influenced my life and my world?
(Essential Question 7 Theme VII)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature, researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretations; and constructing
narratives and interpretations.
SS.1:2:6
analyze data in order to see persons and events in their historical context,
understand causal factors and appreciate change over time;
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4:2:4
display empathy for people have lived in the past;
SS.4:2:5
describe relationships between historical subject matter and other subjects
hey study,
current issues and personal concerns.
PART
II: ACTIVITIES
.
1. Reading assignments on first European settlements.
8
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2. Simulation “close quarters”.
3. Performance Task Pilgrim’s Diary
4. Reading from History of US on settlement of New England colonies.
5. Readings on Salem Witch Trials from Cobblestones
6. Local history activities on founding of Southbury.
7. Tombstone creations activity.
8. Cemetary Field Trip and activities “Exploring Colonial Values Through Tombstones”
9. Readings on Discussion of Colonial Punishments from Cobblestones.
10. Interdisciplinary activity: Reading Witch of Blackbird Pond in English.
11. Who were the Puritan’s activity
12. Task: Setting up a Town
PART III: RESOURCES
History of US by Joy Hakim
Curious Punishments of Old New England Cobblestones
“Voyage of the Mayflower” by Patricia M. Whalen Cobblestone Magazine (Nov. 1989)
textbook
Southbury Tricentenial Book
Southbury History (misc. newspaper articles from Voices)
handouts from National Live Stock and Meat Board on “Pilgrim’s Progress.”
internet sites on Salem, Pilgrims, Puritans
PART IV: PERFORMANCE TASKS
1. Close Quarters
(Focus Question C: How did the colonists interact with their environment and
technology)
2. Pilgrim’s Diary
(Focus Question A: What is an American?)
(Focus Question C: How did the colonists interact with their environment and
technology?)
3. Exploring Colonial Values Through Tombstones
(Focus Question A: What is an American?)
(Focus Question B: How do the social and political institutions of the United States
address the rights and responsibilities of groups and individuals?)
(Focus Question C: How did the colonists interact with their environment and
technology?)
9
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4. Setting Up A Town
(Focus Question C: How did the colonists interact with their environment and
technology?)
10
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Unit 3: Causes, Events and People of the American Revolution
PART I: FOCUS QUESTIONS
Focus Question A:
How do the social and political institutions of the United States address the
rights and responsibilities of groups and individuals?
(Essential Question 2 Theme II)
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2:2:1
demonstrate an in-depth understanding of major events and trends of
United States history, demonstrate an in-depth understanding of selected
events representing major trends of United States history.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS. 3:2:3
describe the emergence of select governmental systems, principles and
institutions.
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the U.S. Constitution, how the U.S. system of
government works and how the rule of law and the value of liberty and equality have an
impact on individual, local, state and national decisions.
SS.5:2:1
demonstrate an understanding of the historical background of the
Declaration of Independence
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need o humans for order,
leading to compromise and the establishment of authority.
SS.7:2:3
compare and evaluate forms of government found outside the United
States.
Focus Question B:
How have conflict and compromise influenced Americans?
(Essential Question 5 Theme V)
Content Standard 1: Historical Thinking
11
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Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature, researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretations; and constructing
narratives and interpretations.
SS.1:2:2
gather information from multiple sources, including archives or electronic
databases, to have experience with historical sources and to appreciate the
need for multiple perspectives.
SS.1:2:3
distinguish between primary and secondary sources.
SS.1:2:5
examine data to determine the adequacy and sufficiency of evidence, point
of view, historical context, bias, distortion and propaganda and to
distinguish fact from opinion.
SS.1:2:6
analyze data in order to see persons and events in their historical context,
understand causal factors and appreciate change over time.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.1:2:1 - formulate historical questions based on primary
and secondary sources, including documents, eyewitness accounts, letters and diaries,
artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts.
SS.3:2:6
explain reasons for conflict and the ways conflicts have been resolved.
SS.3:2:9
explain how economic factors influenced historical events in the United
States and other regions of the world.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6:2:3
evaluate situations involving conflicts between rights and propose
solutions to these conflicts.
Focus Question C:
How have past events and individuals influenced my life and my world?
(Essential Question 7 Theme VII)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS. 3:2:5
describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature and music to express
their beliefs, sense of identity and philosophical ideas.
12
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SS.3:2:10
SS.3:2:5
SS.3:2:10
describe, explain and analyze the impact of the exchange of ideas on
societies, politics, religion, etc.
describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature and music to express
their beliefs, sense of identity and philosophical ideas.
describe, explain and analyze the impact of the exchange of ideas on
societies, politics, religion, etc.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4:2:4
display empathy for people who have lived in the past.
SS.4:2:5
describe relationships between historical subject matter and other subjects
they study, current issues and personal concerns.
.
PART II: ACTIVITIES
1.
2.
3.
4.
Revolutionary War hospital
Revolutionary War newspaper
Text readings on French and Indian War
Royal Tyranny activities ( Stamp Act, manners and chores, Proclamation of 1763,
Sugar Act, Admiralty Courts, Writs of Assistance, Quartering Act, Boston Tea Party,
committees of correspondance, Tyranny newspaper).
5. Write your own Declaration of Independence
6. Interdisciplinary activity My Brother Sam is Dead by Collier
7. Meeker Inn activities (colonial dancing, Revolutionary War skits, displays, Rev. War
era food, Rev. War era clothing)
8. Boston field trip activities (Student Tour Guides- Visit to Freedom Trail)
9. Newspaper articles on Rochambeau’s march through Southbury
10. Guest speakers: Military equipment, medical treatment, clothing and dancing.
PART III: RESOURCES
1. Celebration of Excellence packets: An Evening at the Meeker Inn (1996), Your
Students are Revolting! (1998)
2. Newspaper Articles on Rochambeau’s March.
3. Internet sites on Rev. War battles
4. Book title coming on weapons and hospital
5. Text
6. Novel My Brother Sam is Dead (Collier)
7. Readings from A History of US: From Colonies to Country (Joy hakim)
13
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PART IV: PERFORMANCE TASKS
1. Write own Declaration of Independence
(Focus Question C: How have past events and individuals influenced my life and my
world?)
2. Revolutionary War Skits -Meeker Inn
(Focus Question B: How have conflict and compromise influenced Americans?
(Focus Question C: How have past events and individuals influenced my life and my
world?)
3. Student Tour Guides-Freedom Trail
(Focus Question C: How have past events and individuals influenced my life and my
world?)
14
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Unit 4: Government of the United States
PART I: FOCUS QUESTIONS
Focus Question A:
How do the social and political institutions of the United States address the
rights and responsibilities of groups and individuals?
(Essential Question 2 Theme II)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS.3:2:3
describe the emergence of select governmental systems, principles and
institutions.
SS.3:2:4
describe some of the more common forms of government found in the
past, giving examples of societies that have practiced them.
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the U.S. Constitution, how the U.S. system of
government works and how the rule of law and the value of liberty and equality have an
impact on individual, local, state and national decisions.
SS.5:2:1
demonstrate an understanding of the historical background of the
Declaration of Independence
SS.5:2:2
explain how the Constitution divides the power of government among the
executive legislative and judicial branches , and how each branch can
check the powers of another;
SS.5:2:3
explain how and why powers are distributed among the national, state and
local governments;
SS.5:2:4
identify their representatives in national and state legislatures, and the
heads of the executive branch of the national, state and local levels;
SS.5:2:5
understand the process of how a bill becomes a law;
SS.5:2:6
explain how an individual’s rights to life, liberty and property are
protected by the Constitution and criminal and civil laws;
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS. 6:2:1
describe how one becomes a citizen of the United states
SS.6:2:2
explain the meaning of political rights as distinguished from personal
rights.
15
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SS.6:2:4
SS.6:2:5
SS.6:2:6
identify significant characteristics of an effective citizen and know how to
influence public policy by participating in the government of their school.
research and issue of interest and be able to take and defend a position on
that issue.
identify and apply criteria useful in selecting political leaders at the local,
state and national levels.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need o humans for order,
leading to compromise and the establishment of authority.
SS.7:2:1
describe and compare unlimited and limited government;
SS.7:2:2
explain the meaning of civic life, politics and government;
SS.7:2:4
describe the role of the U.S. Constitution in the limitation of government
power.
Focus Question B:
How have conflict, cooperation and compromise influenced Americans?
(Essential Question 5 Theme V)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature, researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretations; and constructing
narratives and interpretations.
SS.1:2:1
formulate historical questions based on primary and secondary sources,
including documents, eyewitness accounts, letters and diaries, artifacts,
real or simulated historical sites, charts, graphs, diagrams and written
texts.
SS.1:2:2
gather information from multiple sources, including archives or electronic
databases, to have experience with historical sources and to appreciate the
need for multiple perspectives.
SS.1:2:3
distinguish between primary and secondary sources.
SS.1:2:6
analyze data in order to see persons and events in their historical context,
understand causal factors and appreciate change over time.
SS.1:2:7
examine current concepts, issues, events and themes from historical
perspectives and identify principle conflicting ideas between competing
narratives or interpretations of historical events.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2:2:5
explain the relationships among the events and trends studied in local,
state, national and world history.
16
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Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS.3:2:6
explain reasons for conflict and the ways conflicts have been resolved
SS.3:2:10
describe, explain and analyze the impact of the exchange of ideas on
societies, politics, religion, etc.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4:2:2
describe and analyze, using historical data and understandings, the options
which are available to parties involved in contemporary conflicts or
decision making
SS.4:2:5
describe relationships between historical subject matter and other subjects
they study, current issues and personal concerns.
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the U.S. Constitution, how the U.S. system of
government works and how the rule of law and the value of liberty and equality have an
impact on individual, local, state and national decisions.
SS. 5:2:1
demonstrate an understanding of the historical background of the
Declaration of Independence.
PART II: ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
Articles of Confederation /Shays’ Rebellion problem brainstorming
Preamble Scramble & brainstorm
Create A Class Constitution task
Comparison Local/State/Federal Government
Bill of Rights skit
Examine Supreme Court Cases using Bill of Rights
Outlining activity for three branches of government
Using Roberts Rules of Order to run a meeting
Interdisciplinary “Justice Unit” (With Science Forensics/Investigate, prosecute, try
criminal case)
10. Letter to a Government Official task
PART III: RESOURCES
1. textbook
17
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2. Readings from A Nation Conceived and Dedicated (Hoexter and Peck)
3. Readings from A History of US: From Colonies to Country (Joy Hakim)
4. Current Event readings from newspapers on Justice System
5. Donkeys Can’t Sleep in Bathtubs (Susan Dach) *Yes this is real these are “off the wall laws” that really
do exist!)
PART IV: PERFORMANCE TASKS
1. Class Constitution
(Focus Question A: How do the social and political institutions of the United States
address the rights and responsibilities of groups and individuals?)
(Focus Question B: How have conflict, cooperation and compromise influenced
Americans?)
2. Bill of Rights
(Focus Question A: How do the social and political institutions of the United States
address the rights and responsibilities of groups and individuals?)
3. Letter to a Government Official
4. Justice Unit (Bar Exam, Forensic Science, Trial Preparation)
(Focus Question A: How do the social and political institutions of the United States
address the rights and responsibilities of groups and individuals?)
18
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Unit 5: National Growth and the Industrial Revolution
PART I: FOCUS QUESTIONS
Focus Question A:
How have the people of the United States interacted with their environment
and technology?
(Essential Question 3 Theme III)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature, researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretations; and constructing
narratives and interpretations.
SS.1:2:1
formulate historical questions based on primary and secondary sources,
including documents, eyewitness accounts, letters and diaries, artifacts,
real or simulated historical sites, charts, graphs, diagrams and written
texts.
SS.1:2:6
analyze data in order to see persons and events in their historical context,
understand causal factors and appreciate change over time.
SS.1:2:8
develop written narratives and short interpretive essays, as well as other
appropriate presentations from investigations of source materials.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2:2:1
demonstrate an in-depth understanding of major events and trends of
United States history, demonstrate an in-depth understanding of selected
events representing major trends of United States history.
SS.2:2:3
demonstrate an in-depth understating of major events and trends in local
history.
SS.2:2:4
locate the events, peoples and places they have studied in time and place.
SS.2:2:5
explain the relationships among the events and trends studied in local,
state, national and world history.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS.3:2:8
explain the significance of the achievements of selected individual
scientists and inventors from around the world and from various periods.
19
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Focus Question B:
How does our society deal with unlimited wants and unlimited resources?
(Essential Question 4 Theme IV)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS. 3:2:2
explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth, and/or social position.
SS.3:2:7
identify and analyze the various causes and effects of movements of
groups of people.
SS.3:2:9
explain how economic factors influenced historical events in the United
States and other regions of the world.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and government must make choices.
SS.13:2:7
explain how technological change and innovation improves a society’s
productivity and economic growth.
Focus Question C:
What is the relationship among geography, culture, and American History?
(Essential Question 6 Theme VI)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS.3:2:5
describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature and music to express
their beliefs, sense of identity and philosophical ideas.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4:2:1
initiate questions and hypotheses about historic events being studied;
SS.4:2:2
describe and analyze, using historical data and understandings, the options
which are available to parties involved in contemporary conflicts or
decision making;
20
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SS. 4:2:3
SS. 4:2:4
SS. 4:2:5
be active learners at cultural institutions such as museums and historical
exhibitions.
display empathy for people who have lived in the past; and
describe relationships between historical subject matter and other subjects
they study, current issues and personal concerns.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS. 9:2:2
describe the process and impact of regional change;
SS.9:2:3
examine ways in which regions are interconnected;
SS. 9:2:4
identify and evaluate various perspectives associated with places and
regions.
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the
Earth's surface and its ecosystems.
SS.10:2:1
understand how concepts of physical geography can be applied to explain
natural processes
SS.10:2:2
understand and apply how natural processes influence the formation and
location of resources.
Content Standard 12: Human and Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12:2:7
demonstrate and explain ways that humans depend on, adapt to and alter
the physical environment.
PART II: ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Unit Organizer including Presidents, land obtained, states, timeline of events and
names of famous people of the era (1800-1850).
Venn Diagrams/comparisons to Jefferson/Hamilton, Federalists/Anti-Federalists
Newspaper in Early America
Locate and discuss impact of the Louisiana Purchase
Text questions on Lewis and Clark.
Lewis and Clark Expedition Journal task
Create a web detailing causes, events and results of the War of 1812
Foreign Affairs Discussions (Monroe Doctrine, Isolationism, Interventionism,
Tariffs)
Supreme Court Case – rulings (i.e. Marbury v Madison)
Venn Diagrams comparing reformers of the era. (i.e. Mann & Stanton)
Amistad readings and discussion
21
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12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Using maps, classify improvements in transportation (bridges, steamboats, canals,
locks etc.).
Map Work: effects of nationalism and Manifest Destiny on America, Mexico and
Native Americans.
Oregon Trail Internet Scavenger Hunt activity
Chronicles of Trip West Task
Jacksonian Democracy: Interpret political cartoons
Questions, film, photographs, readings on Gold Rush
Architectural history photo activities
Questions on the impact of the factory system and the Industrial Revolution on
American life.
Interdisplinary Unit using novel Lyddie.
Field trip to Boston and Lowell mills
Locate and describe local mills and factories in Southbury and Waterbury.
Field Trip interdisciplinary unit on Geology, Geography, History of Housatonic River
Valley
PART III: RESOURCES
1. Text
2. Lyddie by Katherine Patterson
3. Nystrom maps
4. Territorial Acquisitions map
5. Gold Rush film
6. Boston/Lowell internet sites
7. Newspaper articles from Waterbury Republican on brass mills in the city
8. Newspaper articles from Voices on mills in Southbury
9. Cobblestones articles on the Gold Rush
10. Chronicles of a Trip West Celebration of Excellence (1988)
11. A Nation Conceived and Dedicated by Corinne Hoexter and Ira Peck V. 1 (16201860)
12. Story of US: Liberty For All (Joy Hakim)
13. Everything you needed to know about U.S. history (War of 1812)
14. Diary of an American Boy (Eric Sloane)
PART IV: PERFORMANCE TASKS
1. Student Tour Guides- Boston and Lowell trip
(Focus Question A: How have the people of the United States interacted with their
environment and technology?)
(Focus Question B: How does our society deal with unlimited wants and unlimited
resources?)
22
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(Focus Question C: What is the relationship among geography, culture, and American
History?)
2. Chronicles of a Trip West
(Focus Question A: How have the people of the United States interacted with their
environment and technology?)
(Focus Question B: How does our society deal with unlimited wants and unlimited
resources?)
(Focus Question C: What is the relationship among geography, culture, and American
History?)
3. Lewis and Clark Expedition Journal
(Focus Question A: How have the people of the United States interacted with their
environment and technology?)
(Focus Question B: How does our society deal with unlimited wants and unlimited
resources?)
(Focus Question C: What is the relationship among geography, culture, and American
History?)
23
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Unit 6: Causes, Events and People of the
Civil War & Reconstruction
PART I: FOCUS QUESTIONS
Focus Question A:
How have conflict and compromise influenced the diverse groups and
individuals that make up the United States?
(Essential Question 5 Theme V)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature, researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretations; and constructing
narratives and interpretations.
SS.1:2:2
gather information from multiple sources, including archives or electronic
databases, to have experience with historical sources and to appreciate the
need for multiple perspectives.
SS.1:2:3
distinguish between primary and secondary sources.
SS.1:2:4
interpret data in historical maps, photographs, art works and other
artifacts;
SS.1:2:5
examine data to determine the adequacy and sufficiency of evidence, point
of view, historical context, bias, distortion and propaganda, and to
distinguish fact from opinion.
SS.1:2:6
analyze data in order to see persons and events in their historical context,
understand causal factors and appreciate change over time.
SS.1:2:8
develop written narratives and short interpretive essays, as well as other
appropriate presentations from investigations of source materials.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2:2:1
demonstrate an in-depth understanding of major events and trends of
United States history, demonstrate an in-depth understanding of selected
events representing major trends of United States history.
SS. 2:2:4
locate the events, peoples and places they have studied in time and place.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
24
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SS.3:2:2
SS.3:2:6
SS. 3:2:7
SS.3:2:8
SS.3:2:9
SS.3:2:10
explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth, and/or social position.
explain reasons for conflict and ways conflicts have been resolved.
identify and analyze the various causes and effects of movements of
groups of people;
explain the significance of the achievements of selected individual
scientists and inventors from around the world and from various periods.
explain how economic factors influenced historical events in the United
States and other regions of the world.
describe, explain and analyze the impact of the exchange of ideas on
societies, politics, religion, etc.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.1:2:1 - formulate
historical questions based on primary and secondary sources, including documents,
eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts,
graphs, diagrams and written texts.
SS. 4:2:1
initiate questions and hypotheses about historic events being studied.
SS. 4:2:2
describe and analyze, using historical data and understandings, the options
that are available to parties involved in contemporary conflicts or decision
making;
SS. 4:2:4
display empathy for people who have lived in the past.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14:2:7
analyze the impact of government taxing and spending decisions on
specific individuals, business organizations and groups.
PART II: ACTIVITIES
1.
2.
3.
4.
5.
6.
Advanced Organizer of events leading to the Civil War(dates, locations, important
people) include Missouri Compromise, Nullification Crisis, Nat Turner’s Rebellion,
Compromise of 1850, Kansas-Nebraska Act, “Bleeding Kansas”, Harper’s Ferry,
Dred Scott, Election of 1860.
Map work Missouri Compromise and Compromise of 1850 focusing on the growth
of sectionalism.
Text questions on Lincoln-Douglass debates.
Slave ship.
Analyze primary source diary of events in “Bleeding Kansas”.
Civil War diary using readings from The Boy’s War and The History of US.
25
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Map of slave and anti-slavery states. Map of Union states and Confederate states.
T-chart comparison of strengths/weaknesses of Union side and Confederate side.
Discussion of slavery through 19th century eyes.
Text questions on major battles of the war (Ft. Sumter, Bull Run, Vicksburg,
Gettysburg, Sherman’s march).
11. Video on the assassination of Lincoln, Reconstruction, and impeachment of Johnson.
7.
8.
9.
10.
PART III: RESOURCES
1.
2.
3.
4.
Readings from The History of US: War, Terrible War (Joy Hakim)
Readings from A Nation Conceived and Dedicated (Hoexter & Peck)
Readings from Old Hate – New Hope (Friedman & Peck)
Readings from Hardtack and Coffee: The Unwritten Story of Civil War Army Life
(Charles Reed)
5. Readings from The Civil War: Strange and Fascinating Facts (Burke Davis)
6. Readings from Civil War Handbook (William H. Price)
7. Readings from The Boys’ War (Jim Murphy)
PART IV: PERFORMANCE TASKS
1. Civil War Diary
(Focus Question A: How have conflict and compromise influenced the diverse groups
and individuals that make up the United States?)
2.
Battle Reenactment
26
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Unit 7: Native Americans and
Settlement of the West
PART I: FOCUS QUESTIONS
Focus Question A:
What is An American? (Who were the Americans of the West?)
(Essential Question 1 Theme I)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS. 3:2:1
explain the origins of American religious diversity, showing knowledge of
some of the beliefs of native Americans and migrants to the new world
and give examples of ways those beliefs have changed over time.
SS. 3:2:2
explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth, and/or social position.
Focus Question B:
How have conflict and compromise influenced the way of life of the diverse
groups and individuals that make up the United States?
(Essential Question 5 Theme V)
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS. 6:2:3
evaluate situations involving conflicts between rights and propose
solutions to these conflicts.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS. 9:2:5
explain and assess how culture affects perception of places and regions.
Focus Question C:
What is the relationship among geography, culture and American History?
(Essential Question 6 Theme VI)
Content Standard 3: Historical Themes
27
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Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction' and science and technology in order to understand how
the world came to be the way it is.
SS.3:2:7
identify and analyze the various causes and effects of movements of
groups of people.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS. 9:2:1
describe human and natural characteristics of places and how they shape
or place identity
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14:2:7
analyze the impact of government taxing and spending decisions on
specific individuals, business organizations and groups.
PART II: ACTIVITIES
1.
2.
3.
4.
Native American Museum task (create exhibits, displays, performances, essays)
Film & discussion on Chief Joseph “I will fight no more forever”
Film & discussion on frontier farmers, sod-busters, transcontinental RR, etc.
Readings on Policies toward Native Americans: Discussion on Carlisle Indian
School, Geronimo, Crazy Horse, Trail of Tears, reservations, etc.
5. Native American Games (i.e. lacrosse, hunting games, etc.)
6. Native American foods, medicines, herbs, etc.
7. Interdisciplinary Activity on Mythology
PART III: RESOURCES
1.
2.
3.
4.
Poster series on Native Americans
NEED BOOK TITLE FOR NATIVE AMERICAN CHIDREN
Old Hate – New Hope (Friedman & Peck)
History of US: Liberty For All and NEED TO ADD TITLE OF NEXT BOOK
(Joy Hakim)
5. textbook
28
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PART IV: PERFORMANCE TASKS
1. Native American Museum
(Focus Question A: What is an American?)
2. Timeline of Native American Conflict
29
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REGION 15
U.S. HISTORY
Middle School
Grade 8
July 17, 2000
1
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UNITED STATES HISTORY GRADE 8
CONTENTS
ITEM ....................................................................................... PAGE
REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12 ................................................................................. 3
GRADE 7 & 8 ESSENTIAL QUESTIONS
FOR AMERICAN HISTORY ......................................................... 4
Unit 1: The Gilded Age
{1A: Expansion of Industry} ........................................................... 5
Unit 1: The Gilded Age
{1B: Immigration and the Growth of Cities} .................................. 8
Unit 1: The Gilded Age
{1C: Conflict and Reform}............................................................11
Unit 2: Imperialism and World War I............................................13
Unit 3: The Roaring 20's ................................................................16
Unit 4: The Great Depression ........................................................18
Unit 5: World War II......................................................................21
Unit 6: America 1945 –1964
{6A: Foreign Affairs/The Cold War}............................................24
Unit 6: America 1945 –1964
{6B: Domestic Affairs} .................................................................26
Unit 7: Protest and Change (1965 -1975) ......................................28
2
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REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address the
rights and responsibilities of individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and limited resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among geography,
history, and culture?
VII. What can we learn from analyzing major historical events?
3
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GRADE 7 & 8 ESSENTIAL QUESTIONS
FOR AMERICAN HISTORY
1.
What is an American? (I)
2.
How do the social and political institutions of the United States
address the rights and responsibilities of groups and individuals? (II)
3.
How have the people of the United States interacted with their
environment and technology? (III)
4.
How does our society deal with unlimited wants and limited
resources? (IV)
5.
How have conflict and compromise influenced the way of life of the
diverse groups and individuals who make up the United States? (V)
6.
What is the relationship among geography, culture, and American
history? (VI)
7.
How have past events and individuals influenced my life and my
world? (VII)
4
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Unit 1: The Gilded Age
{1A: Expansion of Industry}
PART I: FOCUS QUESTIONS
Focus Question A:
How did the people of the United States interact with their environment and
technology during the age of industry? (3, III)
Content Standard 12: Human and Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
S.S. 12.2.7
Demonstrate ways that humans depend on, adapt to, and alter the physical
environment.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural, and capital resources are limited,
individuals, households, businesses and governments must make choices.
S.S. 13.2.4
Present historical and current controversies about the use of resources.
S.S. 13.2.7
Explain how technological change and innovation improves a society's
productivity and economic growth.
Focus Question B:
How have past individuals and events during the second half of the 19th
Century affected my life and my world? (7, VII)
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history and
Connecticut and local history.
S.S. 2.2.1
Demonstrate an in-depth understanding of major events and trends of
United States History.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.8
Explain the significance of the achievements of selected individual
scientists and inventors from around the world and from various periods
PART II: ACTIVITIES
5
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1. A geography activity revolving around natural resources and the Age of Industry.
2. A simulation surrounding monopolies called “The Railroad Game” found in Using
Games to Instruct United States History.
3. An activity involving ineventors and inventions during the Age of Industry.
4. A lecture on the topic of why America’s Industrial Revolution occurred when it did
and as well as it did.
5. A graphic organizer comparing various American Strikes during trhe Age of Industry.
6. A grapghic organizer comparing the monopolies of Rockefeller and Carnegie.
7. A Venn Diagarm comparing the Knight of Labor and the American Federation of
Labor.
PART III: RESOURCES
The American Nation (text and TRB)
American History in 100 Nutshells
Games and Strategies for Teaching United States History
Links found on the MMS Internet Site
Exploring Newport
A Guidebook to Newport Mansions
Newport – A Short History
Portrait of Newport
PART IV: PERFORMANCE TASKS
1. Location, Location, Location
(Focus Question A: How did the people of the United States interact with their
environment and technology during the age of industry?)
6
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2. You, The Inspector
(Focus Question B: How have past individuals and events during the second half of the
19th Century affected my life and my world?)
3. Who’s Who in American Invention
(Focus Question A: How did the people of the United States interact with their
environment and technology during the age of industry?)
4. Newport – Your Historical Island Getaway
(Focus Question B: How have past individuals and events during the second half of the
19th Century affected my life and my world?)
7
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Unit 1: The Gilded Age
{1B: Immigration and the Growth of Cities}
PART I: FOCUS QUESTIONS
Focus Question A:
What role did immigration and the growth of cities play in defining what is
an American? (1, I)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.7
Identify and analyze the various causes and effects of movements of
groups of people.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
S.S. 6.2.1
Describe how one becomes a citizen of the United States.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation and the world.
S.S. 11.2.3
Analyze the formation, characteristics and functions of urban, suburban
and rural settlements.
Focus Question B:
How did immigrants assimilate to life in the United States, and how was the
United States changed immigrants? (5, V)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.2
Explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth and/or social position.
Content Standard 4: Applying History
8
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Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
S.S. 4.2.4
Display empathy for people who have lived in the past.
PART II: ACTIVITIES
Political Cartoon (TRB Worksheet 93)
Historical Interview with a grandfather or grandmother
Bar Graph showing growth of cities in the second half of the nineteenth century
Map of Europe
Analysis of “The New Colossus” by Emma Lazarus
Case studies on Immigration Graphic Organizer
Yellow Journalism Analysis
Dramatic Reading of Casey at the Bat
Play on Yellow Journalism
Ellis Island simulation
Trip to Ellis Island
PART III: RESOURCES
The American Nation (Text and TRB)
20 Plays for U.S. History Classes (J. Weston Walch, Publisher)
“The New Colossus” by Emma Lazarus
Ellis Island packet of instructional materials
Immigration Case Studies
Links found on the MMS Web Site
9
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PART IV: PERFORMANCE TASKS
1. Growth Chart
(Focus Question A: What role did immigration and the growth of cities play in defining
what is an American?)
2. The Streets are Paved with What?
(Focus Question B: How did immigrants assimilate to life in the United States, and how
was the United States changed immigrants?)
3. Push/Pull Factors in Immigration
(Focus Question B: How did immigrants assimilate to life in the United States, and how
was the United States changed immigrants?)
10
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Unit 1: The Gilded Age
{1C: Conflict and Reform}
PART I: FOCUS QUESTIONS
Focus Question A:
How did political institutions address the rights and responsibilities of
individuals and groups during the Progressive Era? (2, II)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.6
Explain reasons for conflict and the ways conflicts have been resolved.
Content Standard 5: The United States Constitution and Government
Students will apply knowledge of the United States Constitution, how the U.S. system of
government works and how the rule of law and the values of liberty and equality have an
impact on individual, local, state and national decisions.
S.S. 5.2.7
Describe means of conflict management, including negotiation, mediation,
arbitration and litigation.
S.S. 5.2.8
Describe how the public agenda is shaped by political leaders and parties,
interest groups, the media, public opinion, state and federal courts, and
individual citizens.
PART II: ACTIVITIES
Political Cartoon (TRB Worksheet 97)
Jane Addams Reading (TRB Worksheet 15)
Analyzing a Cartoon (TRB Worksheet 99)
Notetaking activity based on excerpts from journalists and authors of the period (see
below)
Analysis of Documents (TRB Worksheets 98 and 100)
Graphic Organizer showing Progressive Era Amendments to the Constitution
11
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Venn Diagram comparing Booker T. Washington and W.E.B. DuBois
PART III: RESOURCES
The American Nation (text and TRB)
American Adventures (Scholastic Inc.)
The Jungle by Upton Sinclair
How the Other Half Lives by Jacob Riis
The Shame of the Cities by Lincoln Steffens
Video – The Century Volume 1
Links to MMS Web Site
PART IV: PERFORMANCE TASKS
1. Essay: What is an American at the Close of the 19th Century?
(Focus Question A: How did political institutions address the rights and
responsibilities of individuals and groups during the Progressive Era?)
2. Essay: What were the three most significant reforms of the Progressive Era?
(Focus Question A: How did political institutions address the rights and
responsibilities of individuals and groups during the Progressive Era?)
3. Reform Research and Oral Report
(Focus Question A: How did political institutions address the rights and
responsibilities of individuals and groups during the Progressive Era?)
12
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Unit 2: Imperialism and World War I
PART I: FOCUS QUESTIONS
Focus Question A:
How did the American role in world affairs change during the Age of
Imperialism and World War I? (1, I)
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well - being of their
community, state and nation.
S.S. 8.2.2
Explain what foreign policy is and give examples of United States foreign
policy.
S.S. 8.2.4
Evaluate the impact of significant international events on the United States
and on other nations.
S.S. 8.2.5
Describe the roles of the three branches of the United States government
in developing and conducting foreign policy.
Focus Question B:
What role did geography, history and culture play in America's rise in world
affairs? (6,VI)
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well - being of their
community, state and nation.
S.S. 8.2.3
Describe the influence of U.S. political, economic and cultural ideas on
other nations and the influence of other nations' ideas on the United States.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
S.S. 13.2.2
Explain that households, businesses, governments and societies face
scarcity just as individuals do.
S.S. 13.2.3
Define opportunity and cost, giving examples.
PART II: ACTIVITIES
View a PowerPoint presentation on American Expansion
Alaska: Ice Box or Treasure Chest? (TRB Worksheet 24)
13
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1898 – A simulation on the decision to go to war (Spanish American)
Political Cartoon Analysis
Write a letter assuming the role of a Panama Canal Worker
Yellow journalism activity based on the sinking of the Maine – comparing fact to report
Redrawing European Boundaries (Map Skills from TRB Worksheet 108)
An inquiry based investigation of underlying versus immediate causes of World War I
Students listen to cassette recordings of “Over There” and “The Band Played Waltzing
Matilda” and answer questions to compare and contrast the attitudes of Americans and
Australian toward World War I
Timeline of World War I
Chart of New Technologies on World War I
PART III: RESOURCES
The American Nation (Text and TRB)
Games and Strategies for Teaching U.S. History (J. Weston Walch publisher)
Recording of “Over There” (George M. Cohan)
Recording of “The Band Played Waltzing Matilda” (Dennis O’Keefe)
PART IV: PERFORMANCE TASKS
1. The Panama Canal Game
(Focus Question B: What role did geography, history and culture play in America's rise
in world affairs?)
14
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2. World War I: A Multimedia Experience
(Focus Question A: How did the American role in world affairs change during the Age of
Imperialism and World War I?)
3. A Timeline of World War I
(Focus Question A: How did the American role in world affairs change during the Age of
Imperialism and World War I?)
15
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Unit 3: The Roaring 20's
PART I: FOCUS QUESTIONS
Focus Question A:
How did economic, social and political factors contribute to the changes in
American life in the 1920's? (1, I)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.2
Explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth and/or social position.
S.S. 3.2.5
Describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature and music to express
their beliefs, sense of identity and philosophical ideas.
S.S. 3.2.9
Explain how economic factors influence historical events in the United
States and other regions of the world.
PART II: ACTIVITIES
Students take detailed notes from the textbook
Politcal Cartoon analysis (“If Grandpap Could Only Return With Some of His
Discipline” – from National Archives Documents)
Graphic Organizer – Positive vs Negative Effect of Prohibition
View Video and complete guided notetaking
Students listen to lecture and take notes on the history of the Ku Klux Klan and its
popularity in the 1920s.
Students listen to a variety of music from the 1920s
Issue Controversy – Scopes Trial
16
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Issue Controversy – Sacco and Vanzetti
PART III: RESOURCES
The American Nation (Text and TRB)
The 1920s (Resource of the National Archives and SIRS, Inc. Publishers)
Encyclopedia Britannica “Ku Klux Klan”
Links to the 20s on the MMS Website
PART IV: PERFORMANCE TASKS
1. Letters to the President
(Focus Question A: How did economic, social and political factors contribute to the
changes in American life in the 1920's?)
2. Who’s Who in the Roaring Twenties
(Focus Question A: How did economic, social and political factors contribute to the
changes in American life in the 1920's?)
3. The Roaring Twenties: Best or Worst of Times?
(Focus Question A: How did economic, social and political factors contribute to the
changes in American life in the 1920's?)
17
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Unit 4: The Great Depression
PART I: FOCUS QUESTIONS
Focus Question A:
In the Great Depression how did American society deal with unlimited
wants and limited resources? (4,IV)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.9
Explain how economic factors influence historical events in the United
States and other regions of the world.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
S.S. 4.2.4
Display empathy for people who have lived in the past.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
S.S. 13.2.2
Explain that households, businesses, governments and societies face
scarcity just as individuals do.
S.S. 13.2.6
Explain economic growth as a sustained increase in the production of
goods and services, and that Gross Domestic Product is the basic measure
of economic output.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
S.S. 14.2.3
Describe the relationships among demand, supply and price and their roles
in a market system.
S.S. 14.2.5
Identify governmental activities that affect the local, state, national and
international economy.
18
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PART II: ACTIVITIES
1. Create a K-W-L Chart
2. Listen and take notes on a lecture about the economic problems of the 1920s
3. Preview Chapter 27 by reviewing and responding to pictures
4. View Bonus Army Video and respond to advance organizer questions
5. Create supply and demand graphs
6. Then and Now price comparison
7. View and respond to primary source material concerning the Dust Bowl
8. Create an advertisement for a New Deal program
9. Create a Venn Diagram to compare Hoover and Roosevelt approaches to the
Depression
10. Write a persuasive essay on the question “Was Herbert Hoover to blame for the Great
Depression?”
11. Create a chart showing the works and significance of writers, artists, photographers of
the depression
12. Complete TRB Worksheet #27 – “Dust Bowlers on the Move”
13. Interview with a person who lived through the Great Depression
PART III: RESOURCES
The American Nation – TRB and text
Video - CPTV The Great Depression
Video – The Century
Latitudes – To Kill a Mockingbird
Local newspapers for stock quotes
The Great Depression in America – Robert McElvain
19
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PART IV: PERFORMANCE TASKS
1. Veterans March on Washington: A Bonus Army Newspaper Story
Focus Question A: In the Great Depression how did American society deal with
unlimited wants and limited resources?
2. Brother Can You Spare a Dime: A Collage on the New Deal
Focus Question A: In the Great Depression how did American society deal with
unlimited wants and limited resources?
3. Letters From Home: Economic problems during the Great Depression
Focus Question A: In the Great Depression how did American society deal with
unlimited wants and limited resources?
4. An Interview with Grandma
Focus Question A: In the Great Depression how did American society deal with
unlimited wants and limited resources?
20
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Unit 5: World War II
PART I: FOCUS QUESTIONS
Focus Question A:
How did geography, history, and culture influence the United States'
involvement in World War II and its rise to a superpower? (6,VI)
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history and
Connecticut and local history.
S.S. 2.2.4
Locate the events, peoples and places they have studied in time and place
relative to their own location.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.7
Identify and analyze the various causes and effects of movements of
groups of people.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
S.S. 13.2.5
Illustrate how resources can be used in a variety of ways.
Focus Question B:
How are the events of World War II impacting our lives today? (7,VII)
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history and
Connecticut and local history.
S.S. 2.2.1
Demonstrate an in-depth understanding of major events and trends of
United States history.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.6
Explain reasons for conflict and the ways conflicts have been resolved.
21
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PART II: ACTIVITIES
.
1. Vocabulary of War
2. Map Skills (TRB Worksheet 119)
3. Discussion and notetaking on the causes of World War II (Depression-AgressionDictatorship – Appeasement)
4. Theaters of War graphic organizer
5. Complete a chart showing the dictators, form of government, personal freedoms
allowed/prohibited, and foreign policies
6. Battle for a Pacific Island (TRB Worksheet 28)
7. Relating Cause and Effect (TRB Worksheet 121)
8. An activity relating the costs of war (both in human and in economic terms)
9. An activity about detention of Japanese Americans (TRB Worksheet 120)
10. Timeline of Events leading up to World War II
11. Create a graphic organizer showing the pros and cons of dropping the Atomic Bomb
12. Collaborate with language arts teachers to supplement (if necessary) information on
the Holocaust
PART III: RESOURCES
The American Nation (text and TRB)
Links found on the MMS Internet Site
Video – The Century
Video – D-Day
“My Decision to Drop the Bomb” – article written by Harry Truman in Memoirs: Years
of Decision – vol. 1 (Doubleday & Co., publisher , 1955)
Encyclopedia Brittanica – “Adolf Hitler”
22
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PART IV: PERFORMANCE TASKS
1. A Psychobiography of Adolf Hitler
(Focus Question A: How did geography, history, and culture influence the United States'
involvement in World War II and its rise to a superpower?)
2. Letter Exchange
(Focus Question A: How did geography, history, and culture influence the United States'
involvement in World War II and its rise to a superpower?)
3. The Right Decision? A Persuasive Letter on the Dropping of the Atomic Bomb
(Focus Question B: How are the events of World War II impacting our lives today?)
4. What Did You Do in the War, Grandpa?
(Focus Question B: How are the events of World War II impacting our lives today?)
23
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Unit 6: America 1945 –1964
{6A: Foreign Affairs/The Cold War}
PART I: FOCUS QUESTIONS
Focus Question A:
How did U.S. foreign policy decisions between 1945 and 1964 impact
American life then and now? (7, VII)
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history and
Connecticut and local history.
S.S. 2.2.2
Demonstrate an in-depth understanding of selected events representing
trends of world history.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well - being of their
community, state and nation.
S.S. 8.2.1
Describe the organization of the world into nation-states and describe
some ways that nation-states interact with one another.
S.S. 8.2.3
Describe the influence of U.S. political, economic and cultural ideas on
other nations and the influence of other nations' ideas on the United States.
S.S. 8.2.4
Evaluate the impact
PART II: ACTIVITIES
of significant international events on the United States and on other nations.
1. Read an article about the Marshall Plan and respond to questions
2. Geography activity: Hot Spots in the Cold War (Use a world map to pinpoint “hot
spots” in the Cold War)
3. Students work in small groups to create an instructional activity to teach others about
the conflict in China or the Conflict in Korea (jigsaw)
4. Listen to a lecture about Cuba and take notes
5. Listen to “We Didn’t Start the Fire” by Billy Joel and connect it to topics covered in
class
6. Analyze a cartoon (TRB Worksheet 125)
24
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PART III: RESOURCES
The American Nation (text and TRB)
Links found on the MMS Internet Site
“The Plan and the Man” from Newsweek – June 2, 1997
“Old Soldiers Never Die. They Just Fade Away” from American History in 100
Nutshells
We Didn’t Start the Fire by Billy Joel
PART IV: PERFORMANCE TASKS
1. Cold War Propaganda Poster
(Focus Question A: How did U.S. foreign policy decisions between 1945 and 1964
impact American life then and now?)
25
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Unit 6: America 1945 –1964
{6B: Domestic Affairs}
PART I: FOCUS QUESTIONS
Focus Question A:
How did conflicts and compromises of the Civil Rights Movement reshape
American society between 1945 and 1964? (5, V)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.2
Explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth and/or social position.
S.S. 3.2.6
Explain reasons for conflict and the ways conflicts have been resolved.
Focus Question B:
How did American economic, social, and political life in the 1950's impact
our lives today? (7, VII)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.5
Describe examples of how societies throughout history have used various
forms of visual arts, dance, theater, myths, literature and music to express
their beliefs, sense of identity and philosophical ideas.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
S.S. 4.2.4
Display empathy for people who have lived in the past.
PART II: ACTIVITIES
1. Compare the presidents of the Cold War era
2. Venn Diagram comparing Martin Luther King, Jr. with Malcolm X
26
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3. Before and After Chart (comparing civil rights before the movement and after)
4. Read and respond to three articles related to the Civil Rights Movement (one on
Desegreation and the Southern Reaction; one on “Black Power”; and one on “I Have
a Dream”)
5. A geography activity that shows the migration to the suburbs (See TRB Worksheet
29)
6. An activity exploring the growth of technology in the fifties and sixties (including the
space race)
PART III: RESOURCES
The American Nation (text and TRB)
Links found on the MMS Internet Site
Video – 45/85
Video – The Century
“Desegregation and the Southern Reaction” from Issues in American History
“Black Power” from American History in 100 Nutshells
“I Have a Dream . . .” from American History in 100 Nutshells
PART IV: PERFORMANCE TASKS
27
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Unit 7: Protest and Change
(1965 -1975)
PART I: FOCUS QUESTIONS
Focus Question A:
How was the relationship between the United States government and
individuals and groups in the United States influenced by the events of 1965
-1975? (2,II)
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
S.S.4.2.5
Describe relationships between historical subject matter and other subjects
they study, current issues and personal concerns.
Content Standard 5: The United States Constitution and Government
Students will apply knowledge of the United States Constitution, how the U.S. system of
government works and how the rule of law and the values of liberty and equality have an
impact on individual, local, state and national decisions.
S.S. 5.2.8
Describe how the public agenda is shaped by political leaders and parties,
interest groups, the media, public opinion, state and federal courts and
individual citizens.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the needs of humans for order,
leading to compromise and the establishment of authority.
S.S. 7.2.4
Describe the role of the U.S. Constitution in the limitation of government
powers.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well - being of their
community, state and nation.
S.S. 8.2.6
Describe how foreign policy decisions may affect domestic groups and
organizations.
S.S. 8.2.7
Describe how domestic groups and organizations seek to influence foreign
policy decisions.
PART II: ACTIVITIES
1. Listen to and respond to Protest Music
28
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2. Complete a “divisive issues” chart by reading about issues that divided Americans on
the war (i.e. the draft, the Pentagon papers, Kent State, napalm, My Lai, etc)
3. Graphic organizer – Vietnam Across Six Presidents – compares the level of American
involvement in Vietnam
4. Listen to and take notes on a lecture about Watergate
5. Interview with parents about an important topic or topic of interest in the 60s and 70s
6. “U.S. Congress: Is the president of the U.S. above the law?” activity from Key
Decisions in U.S. History, Vol. 2
PART III: RESOURCES
The American Nation (text and TRB)
Links found on the MMS Internet Site
Key Decisions in U.S. History, Volume 2 (J. Weston Walch publisher)
Video – 45/85
Video – The Century
“Hair” and “War” from The Wonder Years (CD)
PART IV: PERFORMANCE TASKS
1. Letters Home: A Vietnam Soldier’s story
(Focus Question A: How was the relationship between the United States government and
individuals and groups in the United States influenced by the events of 1965 -1975?)
29
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Unit 8: The United States (1976 -Today)
PART I: FOCUS QUESTIONS
Focus Question A:
What is an American today? (1,I)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
S.S. 3.2.2
Explain how roles and status of people have differed and changed
throughout history based on gender, age, class, racial and ethnic identity,
wealth and/or social position.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
S.S. 6.2.3
Evaluate situations involving conflicts between rights and propose
solutions to those conflicts.
PART II: ACTIVITIES
1. Listen to an oral report on an issue facing Americans today
2. Take notes on a graphic organizer provided.
3. Create a chart and map showing U.S. foreign policy involvement
4. Select the four most important events in U.S. History since their birth and summarize
the events.
PART III: RESOURCES
The American Nation (text and TRB)
Links found on the MMS Internet Site
Current periodicals
30
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Video – The Century
PART IV: PERFORMANCE TASKS
1. Take a Stand: An Oral Report on Current Issues
(Focus Question A: What is an American today?)
2. The U.S. and the World: How Has the U.S. Influenced World Events?
(Focus Question A: What is an American today?)
31
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REGION 15
WORLD
HISTORY I
High School
Grade 9
July 17, 2000
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WORLD HISTORY I
CONTENTS
ITEM ......................................................................................................................... PAGE
REGION 15 SOCIAL STUDIES THEMES GRADES 1-12.............................................. 3
GRADES 9 AND 10 ESSENTIAL QUESTIONS FOR WORLD HISTORY I................. 4
UNIT 1: PREHISTORIC AND ANCIENT WORLD......................................................... 5
UNIT 2: CLASSICAL GREECE AND ROME................................................................ 11
UNIT 3: MIDDLE AGES IN EUROPE ........................................................................... 16
UNIT 4: GOLDEN AGES OUTSIDE EUROPE.............................................................. 20
UNIT 5:EARLY MODERN TIMES (RENAISSANCE, REFORMATION,
EXPLORATION).............................................................................................................. 25
UNIT 6: ENLIGHTENMENT AND REVOLUTION...................................................... 31
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REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address the
rights and responsibilities of individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and limited resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among geography,
history, and culture?
VII. What can we learn from analyzing major historical events?
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GRADES 9 AND 10 ESSENTIAL QUESTIONS
FOR WORLD HISTORY I
1. How do man’s values and beliefs evolve? What are they and what shaped
them? (I)
2. What are the tensions between the needs of the individual and the needs
of the group? How are political institutions structured to address these
tensions? (II)
3. What conflicts arise over the struggle between unlimited wants and finite
resources? How are these conflicts resolved? (III, V)
4. How is the course of history impacted by the interaction among people,
technology, and the environment? (IV)
5. How have history and physical and social environments influenced the
arts? (VI)
6. What trends can we discern from our study of history? (VII)
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UNIT 1: PREHISTORIC AND ANCIENT WORLD
PART I: FOCUS QUESTIONS
Focus Question A:
What were prehistoric and Ancient mans’ values and beliefs? What aspects
of early civilizations encouraged the evolution of these values and beliefs?
(1)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.3
Interpret oral traditions and legends as “histories”
SS.1.3.5
Describe the multiple intersecting causes of events; and
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an under-standing of major events and trends in world
history, United States and local history from all historical periods and
from all the regions of the world;
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science And technology in order to understand
how the world came to be the way it is.
SS.3.3.1
Describe basic tenets of the world religions that have acted as major forces
throughout history, including, but not limited to, Buddhism, Christianity,
Hinduism, Islam and Judaism, and indigenous popular religions;
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies;
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Focus Question B:
How was the course of history in the Ancient world impacted by unique
geographic situations, developing technology, and the peoples’
environment? (4)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.5
Describe the multiple intersecting causes of events
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.3.2
Locate the events, peoples and places they have studied in time and place
(e.g., on a time line and map) relative to their own location;
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies;
SS.3.3.8
Explain how the use and expansion of trade have connected and affected
the history of a global economy;
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.3.1
Explain and describe the natural and cultural characteristics of one place
to distinguish it from another;
SS.9.3.2
Apply the concept of region to organize the study of a complex problem;
SS.9.3.3
Explain that regions are interconnected and may also overlap;
SS.9.3.4
Explain why places and regions are important to human and cultural
identity and stand as symbols for unifying society;
Content Standard 12: Human and Environment Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
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SS.12.3.2
Create appropriate maps and other tools to solve illustrate or answer
PART
II: ACTIVITIES
geographic problems;
1.Divide the class into 5 groups
Location
Place
Human environment
Region
Movement
Define the theme
List several examples Why is your theme important to the work of archaeologists
and historians?
2. Students present information orally to the class and the class constructs a
master chart in their notes.
3. Construct a cause and effect diagram that illustrates cultural changes that
resulted from the Neolithic agricultural revolution. Be sure to cover the following
categories:
Food
Population
Communities
Tools
Work
Gender roles
Government
Personal property
Technology
4. Working in pairs the students should write a conversation between someone
who lived in Paleolithic or Neolithic times and someone living today. Discuss
what you do each day. (eat, dress, leisure time etc.)
5. Draw a three-column chart. In the first column list the 8 basic features of a
civilization. In the second column describe each feature. In the third column give
an example of each feature from modern society.
Cities
Central Government
Complex Religion
Job Specialization
Social Classes
Art and Architecture
Public Works
Writing
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6. Students will be given a variety of data on the geography of Egypt and
Mesopotamia. Students will construct maps using the information.
7. Show the video Pyramid
Do the art exercise Ipuy receives offerings they will read sections from the Book
of the Dead.
Students will write a paragraph of what they would want in their tomb. They will
also draw a diagram of what they would like for a tomb.
8. Construct a chart showing the 3 periods or kingdoms of Ancient Egypt.
Emphasize government, accomplishments and reasons for decline.
9. Write a letter home as if you were a Hyksos soldier occupying Egypt about
1700B.C.
10. Work with Hammurabi’s law code. Read sections of the code. (The Internet
has some very good interactive sites). Discuss the social, political and economic
implications of the code. Students will compare Hammurabi's laws with attitudes
about capital punishment today. Chart the achievements of the civilizations of the
Fertile Crescent.
11. Create an annotated time line of Hebrew history up to the Diaspora. Key
events to include:
Covenant with Abraham
Writing the Torah
Establishing Israel
Reigns of David and Solomon
Division into Judah and Israel
Exile in Babylon
Rebuilding of the temple in Palestine
12. Students will be given a variety of data on the geography of India and China.
Students will use the information to construct maps of India and China.
13. Students will be provided information on Rama and Sita (notes and readings).
Rama and Sita posses the qualities of the ideal man and woman in Indian society.
Make a list of the qualities that you think the ideal man and woman in today’s
society should have. How do they compare to Rama and Sita?
14. Students will analyze the chart on the Mandate of heaven in their text.
Students will try to apply that chart to situations in government in the world
today.
15. Students will be given notes and readings on Hinduism and Buddhism.
Students should construct a chart of the main characteristics of Hinduism and
Buddhism.
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16 Students will be provided information on the accomplishments of the Maurya
and Gupta empires. Students will construct a chart of the accomplishments.
17. Students will read various sections from The Indian Eyes Books on caste, the
family, and village life (emphasize marriage customs). Students will draw a
diagram of their family as if it were an extended family.
18. Students will be given notes and readings on Confucianism, Legalism, and
Daoism. They will also view the video on the Biography of Confucius. Students
will construct a chart with 3 columns
1. Founder
2. Main Beliefs
3. Effects on People
And 3 rows
1. Daoism
2. Confucianism
3. Legalism
19. Students should do worksheet page 42 guide charting the achievements and
ideas of the Shang and Zhou dynasties in the areas of:
Government
•
Social classes
•
Religion
•
Arts and Science
•
Economy
•
They should also add the Han dynasty to the chart.
PART III: RESOURCES
Videos:
Biography of Confucius
Great Religion Series: Judaism
Pyramid
Books:
Text: World History Connections to Today (chapters 1-4)
Through Indian Eyes
Web Sites on the Pomperaug Home Page
Skills sheets from the TRB
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PART IV: PERFORMANCE TASKS
1. Case Study of Confucius
(Focus question A-- What were prehistoric and Ancient mans’ values and beliefs? What
aspects of early civilizations encouraged the evolution of these values and beliefs?)
2. Quantum Leap: Sam in The Ancient World
(Focus question B-- How was the course of history in the Ancient world impacted by
unique geographic situations, developing technology, and the peoples’ environment?)
3. Unit exit portfolio project
(Focus questions A & B-- What were prehistoric and Ancient mans’ values and beliefs?
What aspects of early civilizations encouraged the evolution of these values and beliefs?
How was the course of history in the Ancient world impacted by unique geographic
situations, developing technology, and the peoples’ environment?)
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UNIT 2: CLASSICAL GREECE AND ROME
PART I: FOCUS QUESTIONS
Focus Question A:
What political institutions developed in the classical Greek and Roman
civilizations? How did these institutions balance the needs of the individual
with the needs of the state? (2)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding The concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses
SS.1.3.5
Describe the multiple intersecting causes of events; and
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; Conflict and conflict resolution;
human movement and interaction; and science And technology in order to understand
how the world came to be the way it is.
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4.3.1
Initiate questions and hypotheses about historic events they are studying;
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.2
Identify and explain characteristics needed for effective participation in
public life;
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
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SS.7.3.1
SS.7.3.2
SS.7.3.5
Evaluate the importance of developing self-government so as to restrict
arbitrary power;
Analyze and evaluate the advantages and disadvantages of limited and
unlimited government;
Explain how purposes served by government have implications for the
individual and society;
Focus Question B:
What values and beliefs did the Greeks and Romans pass on to later
civilizations? Why did these ideals not sustain these civilizations? (1)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding The concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.3
Interpret oral traditions and legends as “histories”;
SS.1.3.5
Describe the multiple intersecting causes of events;
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an understanding of major events and trends in world history,
United States and local history from all historical periods and from all the
regions of the world.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.1
Describe basic tenets of the world religions that have acted as major forces
throughout history, including, but not limited to, Buddhism, Christianity,
Hinduism, Islam and Judaism, and indigenous popular religions;
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies;
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
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PART II: ACTIVITIES
SS.4.3.1
Initiate questions and hypotheses about historic events they are studying.
1. Students will be given a variety of data on the geography of Greece. Students
will use the information to construct a map of ancient Greece.
2. Students will be given information sheets on Spartan and Athenian life. Write a
dialogue with a partner on the role of the citizen in Athens and Sparta.
3. View the video Antigone Write a role-play essay for one of the characters in
the video.
4. Students will read sections from Herodotus and Thucydides on the wars.
Students will chart the causes / important events / results / of both the Persian and
Peloponnesian wars.
5. Interactive Internet work on the early Olympic competitors.
6. Chart the accomplishments of the Greeks:
• Philosophers
-Socrates
-Plato
-Aristotle
• Architecture
-Parthenon
• Sculpture
• Poetry and Drama
• History
• Government
-Democracy
7. Show the video on the Biography of Alexander The Great. Write a resume as if
Alexander was applying for the leader of the world.
8. Chart the accomplishments of the Hellenistic Age.
9. Students will be given a variety of data on the geography of Rome. Students
will use the information to construct maps of ancient Rome and the Roman
Empire.
10. Students will be given the definitions of various terms connected with the
early Roman government. Students will draw a schematic of the structure of the
Roman government; they then will compare various parts of the Roman
government with the government of the United States today.
11. View the biography Julius Caesar. Write a resume for Caesar as if he is
applying for ruler of the world.
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12. Students will construct a chart of the main achievements of the Roman
Empire.
13. Students will use the information in the chart and information in their charts
on Greek accomplishments to evaluate which civilization had the greater impact
on our society today.
14. Show the video on The Biography of Christ. Students will design a visual
illustrating the main events in the beginning of Christianity.
15. Students will be provided information from supplemental readings and their
text on the fall of the Roman Empire.
Students will construct a chart entitled the Fall of the Roman Empire. Use the
categories Political / Economic / Social.
16. Students will do the interactive Internet exercise on the Barbarians.
PART III: RESOURCES
Videos:
Biography of Christ
Biography of Julius Caesar
Biography of Alexander The Great
Antigone
The Olympics
Books:
Text World History Connections to Today ( chapters 5&6)
Web Sites on the Pomperaug Home Page
Skills Sheets from the TRB
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PART IV: PERFORMANCE TASKS
1.
Resumes for Caesar and Alexander The Great
(Focus question A-- What political institutions developed in the classical Greek and Roman
civilizations? How did these institutions balance the needs of the individual with the needs of
the state?)
2.
Case Study for Christ
(Focus question B-- What values and beliefs did the Greeks and Romans pass on to later
civilizations? Why did these ideals not sustain these civilizations?)
3.
Quantum Leap: Sam in either Greece or Rome
(Focus questions A & B-- What political institutions developed in the classical Greek and
Roman civilizations? How did these institutions balance the needs of the individual with the
needs of the state? What values and beliefs did the Greeks and Romans pass on to later
civilizations? Why did these ideals not sustain these civilizations?)
4.
Unit Exit Project: Greece and Rome (a portfolio of different items)
(Focus questions A & B-- What political institutions developed in the classical Greek and
Roman civilizations? How did these institutions balance the needs of the individual with the
needs of the state? What values and beliefs did the Greeks and Romans pass on to later
civilizations? Why did these ideals not sustain these civilizations?)
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UNIT 3: MIDDLE AGES IN EUROPE
PART I: FOCUS QUSETIONS
Focus Question A:
How did mans’ struggle to survive during the Middle Ages lead to conflict
over unlimited wants and finite resources? (3)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.5
Describe the multiple intersecting causes of events;
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an understanding of major events and trends in world history,
United States and local history from all historical periods and from all the
regions of the world;
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.8
Explain how the use and expansion of trade have connected and affected
the history of a global economy;
Published by Kraus Organization with permission from issuing agency.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4.3.1
Initiate questions and hypotheses about historic events they are studying
Focus Question B:
How was the art and architecture of the Middle Ages in Europe a reflection
of its physical and social environment? (5)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.2
Give examples of the visual arts, dance, music, theater and architecture of
the major periods of history and explain what they indicate about the
values and beliefs of various societies.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
4.3.3
Be active learners at cultural institutions such as museums and historical
exhibitions.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.3.4
Explain why places and regions are important to human and cultural
identity and stand as symbols for unifying society.
PART II: ACTIVITIES
1. Students will do a skill sheet emphasizing generalizations about the early
Germanic kingdoms. They will also analyze two short readings about
Charlemagne. Students will write a 25-word telegram reporting on the battle of
Tours and its significance.
2. Students will be given notes on the reasons for the rise of feudalism, the
structure of feudal society, feudal governments, the castle, the self-sufficient
manor and the life of serfs. Students will be assigned a character and they will
make a short speech describing the role of their character in society.
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3. Students will be given notes on the structure of the Catholic Church, religious
activities of the church, economic activities of the church, cultural activities of the
church, and life in a monastery. They will also view the video Cathedral. Roleplay speeches will continue.
4. Students will be given information on the growth of towns and the guilds.
They will also view a short video on the guilds.Role-play speeches continue.
5. Pretend that a growing medieval city hired you to attract people to move there.
Create an advertisement that describes opportunities for merchants, artisans, and
peasants.
6. Information on various European monarchs from the text should be analyzed.
Students should construct a diagram: Draw a circle in the center of a piece of
paper. Write John in the circle. Draw three lines branching from the circle.
Write John’s main enemies on the lines. Draw a circle at the end of each line and
write the problems in the circle. Draw more circles to show the outcomes of the
problems.
7. Students will be given notes on some of the struggles between church and state;
Henry IV v Gregory VII; Henry II v Becket; etc. Students will watch part of the
movie Becket. They will role-play various people connected with the struggles
and write a series of letters justifying their actions.
8. Students will be given information on the causes and effects of the Crusades.
Students will answer questions based on readings about the crusades. They will
map the routes of the various crusades.
9. Students will be given notes on the cultural achievements of the Middle Ages.
Students will chart the accomplishments.
10. Students will create a front page of a newspaper headlining the decline of the
Middle Ages.
11.Students will do the interactive Internet activity from the Discovery Channel
on the plague
PART III: RESOURCES
Videos:
Cathedral
The guilds.
Becket.
Biography of Joan of Arc
Published by Kraus Organization with permission from issuing agency.
Books:
Text World History Connections to Today (chapters 9 &10)
Web Sites on the Pomperaug Home Page
Skills Sheets from the TRB
PART IV: PERFORMANCE TASKS
1. Unit exit portfolio project
(Focus questions A & B-- How did mans’ struggle to survive during the Middle Ages lead
to conflict over unlimited wants and finite resources?)
2. Case Study of Joan of Arc
(Focus question A-- How did mans’ struggle to survive during the Middle Ages lead to
conflict over unlimited wants and finite resources?)
3.Role-Play Speeches
(Focus question A-- How did mans’ struggle to survive during the Middle Ages lead to
conflict over unlimited wants and finite resources?)
4. Issue controversy on the Crusades
(Focus question A-- How did mans’ struggle to survive during the Middle Ages lead to
conflict over unlimited wants and finite resources?)
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UNIT 4: GOLDEN AGES OUTSIDE EUROPE
PART I: FOCUS QUESTIONS
Focus Question A:
How did events outside of Europe during the years A.D. 300 - A.D. 1650
help shape man’s values and beliefs in the modern world? (1)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.3
Interpret oral traditions and legends as “histories”;
SS.1.3.5
Describe the multiple intersecting causes of events; and
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an understanding of major events and trends in world history,
United States and local history from all historical periods and from all the
regions of the world.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.1
Describe basic tenets of the world religions that have acted as major forces
throughout history, including, but not limited to, Buddhism, Christianity,
Hinduism, Islam and Judaism, and indigenous popular religions;
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies;
Focus Question B:
How has our study of history outside Europe provided us with an insight
into the development of certain trends that impact all history? (4)
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Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an understanding of major events and trends in world history,
United States and local history from all historical periods and from all the
regions of the world;
SS.2.3.2
Locate the events, peoples and places they have studied in time and place
(e.g., on a time line and map) relative to their own location; and
SS.2.3.
Explain relationships among the events and trends studied in local,
national and world history.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4.3.14
Display empathy for people who have lived in the past;
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.3.5
Analyze ways different groups in society view places and regions
differently.
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shapes the
Earth’s surface and its ecosystems.
SS.10.3.5
Draw a freehand map of the world with continents (appropriate shape and
size) located in relation to equator, tropics, circles and prime meridian;
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation and the world.
SS.11.3.1
Describe the consequences of human population patterns and growth
trends over time;
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SS.11.3.4
SS.11.3.5
Explain and analyze the causes of change in the political, social and
economic division of the Earth’s surface at different scales;
Draw a freehand map demonstrating political, cultural or economic
relationships.
PART II: ACTIVITIES
1. Chart the accomplishments and map the Byzantine Empire.
2. Students will be given information on early Russian history. Students
should create an annotated time line covering Russian history from the
growth of Kiev to the 1600s
Include references to migrations and invasions, influence of diverse
cultures on Russian civilization, and the actions of powerful leaders. (Use
maps, illustrations, and drawings)
3. Students will chart the main features of the Islamic Religion.
4. Students will chart the main cultural achievements of the Muslim
civilization.
5. Students will be given a variety of data on the geography of the early
African kingdoms. Students will create maps using the information.
6. Students will be provided information on the achievements of the
kingdoms of West Africa and the kingdoms of East Africa. Students will
create a chart of the achievements.
7. Students will gather information on life in a typical African village.
Students will write a dialogue either between father and son or mother and
daughter explaining some of the village traditions.
8. Students should construct a chart comparing Tang and Song dynasties.
They should use the following headings:
• Government
• Size of empire
• Economy
• Society
• Arts
• Role of Women
9. Students will do the skills sheet 31 generalizations (Mongol / Ming
dynasties); they will do a reading on the Mongol invasion of Europe; they
Published by Kraus Organization with permission from issuing agency.
will view sections of the video Storm from the East. Students will play the
role-play simulation on How Shall We Rule China.
10. Students will use their text to gather information on Korean history.
Students will draw a venn diagram illustrating China’s influence on
Korea.
-Write some generalizations about Chinese traditions; some
about Korean traditions; and finally some generalizations
true of both traditions.
11. Students should create their own list of 3 dislikes written in the style of
Sei Shonagon’s Pillow Book.
Students should write their own haikus.
PART III: RESOURCES
Videos:
Storm from the East.
Mulan
Islamic Religion: Series The Great Religions
Books:
Text World History Connections To Today (Chapters 10 –13)
Web Sites on the Pomperaug Home Page
Skills sheets from the TRB
Published by Kraus Organization with permission from issuing agency.
PART IV: PERFORMANCE TASKS
1. A Caravan Journey to Somewhere
(Focus question A-- How did events outside of Europe during the years A.D. 300 - A.D.
1650 help shape man’s values and beliefs in the modern world?)
2. Unit exit portfolio project
(Focus questions A&B-- How did events outside of Europe during the years A.D. 300 A.D. 1650 help shape man’s values and beliefs in the modern world? How has our study
of history outside Europe provided us with an insight into the development of certain
trends that impact all history?)
3. Biographical case study of Ghengis Khan
(Focus question A-- How did events outside of Europe during the years A.D. 300 - A.D.
1650 help shape man’s values and beliefs in the modern world?)
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UNIT 5:EARLY MODERN TIMES
(Renaissance, Reformation, Exploration)
PART I: FOCUS QUESTIONS
Focus Question A:
How did the art of the Italian and Northern Renaissance reflect the changing
world of the 15th and 16th Centuries? (5)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.5
Describe the multiple intersecting causes of events.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an understanding of major events and trends in world history,
United States and local history from all historical periods and from all the
regions of the world.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.2
Give examples of the visual arts, dance, music, theater and architecture of
the major periods of history and explain what they indicate about the
values and beliefs of various societies;
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life.
Focus Question B:
How was the course of history changed by the technological developments
and changing attitudes that led to the age of exploration? (4)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
Published by Kraus Organization with permission from issuing agency.
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.3
Interpret oral traditions and legends as “histories”;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.5
Describe the multiple intersecting causes of events; and
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an under-standing of major events and trends in world
history, United States and local history from all historical periods and
from all the regions of the world;
SS.2.3.2
Locate the events, peoples and places they have studied in time and place
(e.g., on a time line and map) relative to their own location;
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past;
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies;
SS.3.3.8
Explain how the use and expansion of trade have connected and affected
the history of a global economy;
SS.3.3.9
Evaluate the economic and technological impact of the exchange of goods
on societies throughout history; and
SS.3.3.10
Explain the multiple forces and developments (cultural, political,
economic and scientific) that have helped to connect the peoples of the
world.
Published by Kraus Organization with permission from issuing agency.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.3.4
Explain why places and regions are important to human and cultural
identity and stand as symbols for unifying society.
Content Standard 10: Physical Systems
Students will use spatial perspective to explain the physical processes that shapes the
Earth’s surface and its ecosystems.
SS.10.3.5
Draw a freehand map of the world with continents (appropriate shape and
size) located in relation to equator, tropics, circles and prime meridian;
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation and the world.
SS.11.3.3
Explain and analyze how various populations and economic elements
interact and influence the spatial patterns of settlement;
.
PART II: ACTIVITIES
1. Students will be given notes on the beginnings and characteristics of the
Renaissance. They will create a magazine that will feature Renaissance art, the
reformers of the reformation and great explorers.
2. Students will view the video the Biography of Michelangelo. They will write a
case study.
3. Students will chart the great artists, their chief works, and key features of their
masterpieces.
4. Students will do the Internet exercise analyzing The School of Athens by
Raphael.
5. Students will continue their charts by adding the Northern Renaissance artists
and the great writers of the time
6. Students will take the Internet interactive Renaissance tour.
7. Students will do the Internet exercise on propaganda during the time of Luther.
8. Students will be given notes on the beginnings of the Reformation. Students
should create a chart to compare the teachings of the Roman Catholic Church
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with those of the new Protestant Churches. Students should set up three columns
labeled Roman Catholic, Lutheran and Calvinist. Set up three rows labeled
source of doctrine, Beliefs about salvation, church hierarchy, religious practices.
9. Students will be given notes on the impact of the reformation. Students will
map the impact of the Reformation on Europe.
10. Students will view the video Infinite Reason: The Day the Universe Changed.
Students will chart the scientific achievements of the Enlightenment. Students
will also work with the internet site on Galileo.
11. Students will use their text and notes to gather information on the early
European explorers. Students will construct a chart of the goals and
accomplishments of the early explorers. They will also construct a map showing
the routes of these explorers.
12. Students will use their text to gather information about the early kingdoms of
Southeast Asia. Students will create a map showing foreign influences in
Southeast Asia. First, draw or trace an outline map of the region. Use arrows to
show the origins and direction of influences – blue arrows for trade routes, red
arrows for invasion routes. Then show what products or ideas traveled along
these routes.
13. Students should construct a chart showing the relationship between Europe
and India, China, Korea, and Japan.
14. Students should create a map of European trade in the east about 1700.
15. Students will view sections of the video Columbus. They will write a case
study.
16. Students will construct a chart of the goals and accomplishments of the early
American explorers.
17. Students should gather information on the social and political structure in the
Spanish colonies. Students should draw a series of diagrams illustrating the
political and social structure in the colonies. They should also construct a chart
illustrating examples of cultural blending.
18. Students should gather information on the good aspects of life in the French
colonies. Students should create a brochure to attract settlers to New France. Use
pictures and maps.
19. View sections of the video Roots on the slave trade.
Write a song that captures the essence of being captured and sent on the
middle passage.
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20. Students should take notes on the global exchanges such as; people, animals,
foods, plants, technology, and disease.
Students should create an illustrated map of the world showing the movement of
items in the Colombian exchange.
Working in small groups students should construct a web that illustrates the social
and economic changes that occurred in Europe during the 1500s and 1600s. In
the center of a large sheet of paper, students should begin by writing “changes in
Europe” in large letters. They should then draw several branches leading out
from the center title. Students should designate each branch with a label such as
Diet, Prices, New Economic Systems, New Business Methods, Social changes,
and the like. Around each branch, students should then write the specific changes
that occurred in that particular area.
PART III: RESOURCES
Videos
Biography of Columbus
Movie: Columbus
Roots (part 1)
Biography of Michelangelo
Biography of Leonardo D’Vinci
Biography of Martin Luther
The Day The Universe Changed: Matter of Fact
The Day The Universe Changed: Perspective
Books
Text: World History Connections To Today
Various Internet sites on the Pomperaug home page
Skills sheets from the TRB
Published by Kraus Organization with permission from issuing agency.
PART IV: PERFORMANCE TASKS
1. Case Study of Columbus
(Focus question B-- How was the course of history changed by the technological
developments and changing attitudes that led to the age of exploration?)
2. Case Study of Martin Luther
(Focus question B-- How was the course of history changed by the technological
developments and changing attitudes that led to the age of exploration?)
3. Case Study of Michelangelo
(Focus question A-- How did the art of the Italian and Northern Renaissance reflect the
changing world of the 15th and 16th Centuries?)
4. Case study of Leonardo D’Vinci
(Focus question A-- How did the art of the Italian and Northern Renaissance reflect the
changing world of the 15th and 16th Centuries?)
5. Issue controversy on Columbus
(Focus question B-- How was the course of history changed by the technological
developments and changing attitudes that led to the age of exploration?)
6. Brochure for New France
(Focus question B-- How was the course of history changed by the technological
developments and changing attitudes that led to the age of exploration?)
7. Renaissance Magazine
(focus question A-- How did the art of the Italian and Northern Renaissance reflect the
changing world of the 15th and 16th Centuries?)
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UNIT 6: ENLIGHTENMENT AND REVOLUTION
PART I: FOCUS QUESTIONS
Focus Question A:
How did the ideas of the philosophers of the enlightenment lead to
revolution? How did governments change in order to address the situation?
(2)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.5
Describe the multiple intersecting causes of events;
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.1
Evaluate the importance of developing self-government so as to restrict
arbitrary power;
SS.7.3.2
Analyze and evaluate the advantages and disadvantages of limited and
unlimited government;
SS.7.3.3
Compare two or more constitutions and how they promote the principles
of their respective political systems and provide the basis for government;
SS.7.3.4
Describe how constitutions may limit government in order to protect
individual rights and promote the common good;
SS.7.3.5
Explain how purposes served by government have implications for the
individual and society;
SS.7.3.6
Provide examples of legitimate authority and exercise of power without
authority.
Focus Question B:
After analyzing various revolutions, what trends about history can be
discerned? (4)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
Published by Kraus Organization with permission from issuing agency.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict.
PART II: ACTIVITIES
1. Students will be given notes on absolute monarchs. These notes will
emphasize general characteristics with specific examples. – Students
will construct a chart of the absolute rulers by country. They then will
write a case study about any two of them.
2. Students will be given notes on the English Civil War. - Students will
construct an annotated time line of Stuart and Tudor England.
3. Students will construct a chart illustrating the attitudes of the
philosophers toward government, economics, human nature, etc.
4. Students should create a chart of the various reforms instituted by the
enlightened monarchs.
5. Students should role-play a university student writing a letter thanking
the ruler but also requesting more reforms.
6. Students will view the video The Enlightenment The Age and Its Art.
– Students will analyze various works of art on the Internet applying
the standards of the characteristics studied.
7. Students will view the biography of Mozart and then write a case
study.
8. Students will analyze the Declaration of Independence and underline
enlightenment ideas. – Students will write a declaration of
independence from their high school using enlightenment terms.
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9. Students will role-play a particular character from the French
Revolution. The student will write a speech expressing his character’s
attitude toward the Revolution.
10. Students will view the biography of Marie Antoinette and then write a
case study.
11. Students will map Napoleon’s empire.
12. Students will view the biography of Napoleon and then write a case
study.
13. Students will construct a chart of the goals, people, and
accomplishments at the Congress of Vienna.
PART III: RESOURCES
Videos:
Biography of Mozart: A & E series
Biography of Marie Antoinette: A & E series
Biography of Napoleon: A & E series
The Fall of the Bastille
The Reign of Terror
Tale of Two Cities
The Enlightenment: The Age and its Art
Books
World History Connections to Today (chapters 16 – 19)
Various Internet sites from the Pomperaug home page for the 9th grade
Skills sheets from the TRB.
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PART IV: PERFORMANCE TASKS
1. The case study of Napoleon
(focus question B-- After analyzing various revolutions, what trends about history can be
discerned?)
2. The case study of Marie Antoinette
(focus question A-- How did the ideas of the philosophers of the enlightenment lead to
revolution? How did governments change in order to address the situation?)
3. The case study of Mozart
(focus question A-- How did the ideas of the philosophers of the enlightenment lead to
revolution? How did governments change in order to address the situation?)
4. The game of the revolution
(focus question A-- How did the ideas of the philosophers of the enlightenment lead to
revolution? How did governments change in order to address the situation?)
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REGION 15
WORLD
HISTORY II
High School
Grade 10
July 17, 2000
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WORLD HISTORY II
CONTENTS
ITEM .......................................................................................................PAGE
REGION 15 SOCIAL STUDIES THEMES GRADES 1-12 ......................... 3
GRADES 9 AND 10 ESSENTIAL QUESTIONS FOR
WORLD HISTORY........................................................................................ 4
UNIT 1: THE INDUSTRIAL REVOLUTION .............................................. 5
UNIT 2: NATIONALISM AND THE GROWTH
OF DEMOCRACY ....................................................................................... 10
UNIT 3: IMPERIALISM .............................................................................. 14
UNIT 4: WORLD WAR ONE AND THE RUSSIAN REVOLUTION ...... 18
UNIT 5: THE SECOND WORLD WAR ..................................................... 22
UNIT 6: THE COLD WAR AND THE DEVELOPED
WORLD SINCE 1945 .................................................................................. 27
UNIT 7:ASIA AND THE MIDDLE EAST (1945-PRESENT) ................... 30
UNIT 8: AFRICA AND LATIN AMERICA ............................................... 35
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REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address the
rights and responsibilities of individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and limited resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among geography,
history, and culture?
VII. What can we learn from analyzing major historical events?
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GRADES 9 AND 10 ESSENTIAL QUESTIONS
FOR WORLD HISTORY
1. How do man’s values and beliefs evolve? What are they and
what shaped them? (I)
2. What are the tensions between the needs of the individual and
the needs of the group? How are political institutions structured
to address these tensions? (II)
3. What conflicts arise over the struggle between unlimited wants
and finite resources? How are these conflicts resolved? (III, V)
4. How is the course of history impacted by the interaction among
people, technology, and the environment? (IV)
5. How have history and physical and social environments
influenced the arts? (VI)
What trends can we discern from our study of history? (VII)
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UNIT 1: THE INDUSTRIAL REVOLUTION
PART I: FOCUS QUESTIONS
Focus Question A:
How has the Industrial Revolution shaped man’s values and beliefs? (1)
Content Standard 2: Local, United States And World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, World history, and
Connecticut and local history.
SS.2.3.1.
Demonstrate an under-standing of major events and trends in world
history, United States and local history from all historical periods and
from all the regions of the world.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.6.
Demonstrate an under-standing of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past;
SS.3.3.10.
Explain the multiple forces and developments (cultural, political,
economic and scientific) that have helped to connect the peoples of the
world.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4.3.4.
Display empathy for people who have lived in the past;
SS.4.3.4.
Describe relationships between historical subject matter and other subjects
they study, current issues and personal concerns.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation and the world.
SS.11.3.2.
Explain the characteristics, distribution and relationships of economic
systems at various levels.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
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SS.14.3.1
Evaluate economic systems by their ability to achieve broad societal goals,
such as efficiency, equity, security, employment, stability and economic
growth.
Focus Question B:
In what ways has history been changed by the Industrial Revolution’s impact
on the interaction between people, technology, and the environment? (4)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies;
SS.3.3.11
Initiate questions and hypotheses about historic events they are studying.
Content Standard 12: Human And Environment Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.3.3
Analyze how human systems interact, connect and cause changes in
physical systems.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.3.5
Analyze how technological change can affect long-range productivity.
Focus Question C:
How were the effects of the Industrial Revolution reflected in the arts of the
period? (5)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
Published by Kraus Organization with permission from issuing agency.
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.2
Give examples of the visual arts, dance, music, theater and architecture of
the major periods of history and explain what they indicate about the
values and beliefs of various societies;
SS.3.3.13
Be active learners at cultural institutions such as museums and historical
exhibitions.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4.3.3
Be active learners at cultural institutions such as museums and historical
exhibitions.
PART II: ACTIVITIES
1) Make a timeline of the various stages of the Industrial Revolution and some of the
technologies that were responsible for these changes.
2) Identify some of the key elements that combined to create the first two stages of the
Industrial Revolution. Categorize them as human, natural or capital resources, and
draw a web showing how they interacted to create increases in production.
3) Complete a chart listing and explaining the social problems of the Industrial
Revolution and identifying some of the attempts made to solve them. Include
columns for analyzing the short and long-term effects of some of the key actions and
legislation identified on the chart.
4) Make a Venn diagram comparing and contrasting the ideas of laissez-faire
economists, Utilitarians, socialists and Marxists. Find examples of policy debates
from today’s world and analyze them from each of these four points of view.
5) Consider and discuss the question, “How are we a reflection of the changes that took
place during the Industrial Revolution?” Find evidence for this and organize it into
an outline for an essay. There must be at least three body paragraphs in the outline.
6) Consider the changes in values and attitudes that took place during the Industrial
Revolution and list the major similarities and differences from the Victorian Age and
now. Illustrate this list by writing a dialogue between two 15 year-olds, one a
Victorian, the other from the class of 2003, concerning what they plan to do over the
course of the weekend.
7) List the characteristics of Romanticism and identify examples. Discuss how might
some be seen as a reaction to the realities of the Industrial Revolution.
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PART III: RESOURCES
Films:
Public Medicine (from The Day the Universe Changed by James Burke)
Credit Where Credit is Due (from The Day the Universe Changed by James Burke)
Fit to Rule (from The Day the Universe Changed by James Burke)
Great Books—Darwin’s Origin of the Species
Romanticism
Beethoven A&E Biography
Van Gogh
A&E Biography
Excerpts from Room With a View
Readings:
Text: World History: Connections to Today (ch. 20 & 22)
Primary source documents located on Fordham University’s Modern History Internet
Sourcebook (accessed through the PHS site on the Industrial Revolution):
Texts on the Physical Effects of Factory Work
Andrew Ure (1778-1857): The Philosophy of the Manufacturers
Michael Faraday: Observations on the Filth of the Thames, contained in a letter addressed
to the Editor of "The Times"Newspaper, 1855
Women Miners in the English Coal Pits
Andrew Carnegie (1835-1919): The Gospel of Wealth
Other Internet Materials:
Art sites located on the P.H.S. page on Romanticism
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PART IV: PERFORMANCE TASKS
1. Student Collection of Romantic Poetry
(focus question C-- How has the Industrial Revolution shaped man’s values and beliefs?)
2. Designing a Jackdaw on the Industrial Revolution
(focus question B-- In what ways has history been changed by the Industrial Revolution’s
impact on the interaction between people, technology, and the environment?)
3. Quantum Leap: The Industrial Revolution
(focus question A-- How has the Industrial Revolution shaped man’s values and beliefs?)
4. Researching for a Living Museum of the Industrial Age
(focus question B-- In what ways has history been changed by the Industrial Revolution’s
impact on the interaction between people, technology, and the environment?)
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UNIT 2: NATIONALISM AND THE GROWTH OF
DEMOCRACY
PART I: FOCUS QUESTIONS
Focus Question A:
How did the tension between the needs of the group and the needs of the
individual impact on the political institutions of the nineteenth century?
How was nationalism a piece of this dynamic? (2)
Content Standard 6: Rights And Responsibilities Of Citizens
Students will demonstrate knowledge of the rights and responsibilities of Citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good;
SS.6.3.4
Monitor and influence the formation and implementation of policy
through various forms of participation.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.2
Analyze and evaluate the advantages and disadvantages of limited and
unlimited government;
SS.7.3.4
Describe how constitutions may limit government in order to protect
individual rights and promote the common good.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.3.8
Explain reasons for government action in the economy, including
providing public goods and services, maintaining competition,
redistributing income, promoting employment, stabilizing prices and
sustaining reasonable rates of economic growth.
Focus Question B:
How has nationalism developed as a major trend through the nineteenth and
twentieth centuries? How are many of today’s nationalist conflicts a
reflection of those of the 1800s? (6)
Content Standard 2: Local, United States And World History
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Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, world history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an under-standing of major events and trends in world
history, United States and local history from all historical periods and
from all the regions of the world;
SS.2.3.3
Explain relationships among the events and trends studied in local,
national, and world history.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.15
Describe relationships between historical subject matter and other subjects
they study, current issues and personal concerns.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical
knowledge in their own lives and in the world in which they live.
SS.4.3.2
Describe and analyze, using historical data and understandings, the
options which are avail-able to parties involved in contemporary conflicts
or decision making.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well-being of their
community, state and nation.
SS.8.3.5
Identify and analyze the various domestic, political, economic and social
interests which play roles in the development of foreign policy; and
describe and analyze the process by which foreign policy decisions are
developed and executed.
PART II: ACTIVITIES
1) Make a Venn diagram comparing and contrasting 19th century liberalism and
conservatism. Illustrate the major differences with examples from Latin America,
Britain and France.
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2) Find three news articles from a current paper or on-line source. Craft an
interpretation of each issue from the points of view of a 19th century liberal and a 19th
century conservative. Determine whether these viewpoints are viable today and
whether they are a part of current debate.
3) Make Venn diagrams comparing and contrasting the causes, methods and problems of
unification in 19th century Germany and Italy.
4) Find evidence supporting the statement, “Nationalism and a desire for democracy led
to conflict in Russia and Eastern Europe.” Timeline the conflicts that were involved.
Make three generalizations concerning the statement.
5) Evaluate the reigns of the Czars of the nineteenth century. Create a list of criteria and
use it to create a chart ranking the performance of each Czar.
6) Consider the statement “The democratic reforms of 19th century Britain were a
response to the changes created by the Industrial Revolution.” Find evidence for this
and organize it into an outline for an essay. There must be at least three body
paragraphs in the outline.
7) Make a timeline illustrating France’s swings between democracy and monarchy. List
the reasons for these fluctuations. Make a chart that compares and contrasts these
causes with the process that took place in Britain.
8) Examine three examples of active conflicts in the world today. Look for elements of
nationalism and a desire for self-rule and/or democracy similar to what has been
studied in the unit and report back to the class. This can serve as an introduction to a
performance task.
PART III: RESOURCES
Readings:
Text: World History: Connections to Today (ch 21, 23, 24)
Primary source documents located on Fordham University’s Modern History Internet
Sourcebook (accessed through the PHS site on Nationalism):
Sir Walter Scott (1771-1832): The Patriot
Daniel O'Connell (1775-1847): Justice for Ireland
Louis Kossuth (1802-1894): Speech in Washington DC, January 7, 1852
Published by Kraus Organization with permission from issuing agency.
Current newspapers and Internet sources
PART IV: PERFORMANCE TASKS
1. Nationalism as a Cause of Conflict in the World Today
(focus question B-- How did the tension between the needs of the group and the needs of
the individual impact on the political institutions of the nineteenth century? How was
nationalism a piece of this dynamic?)
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UNIT 3: IMPERIALISM
PART I: FOCUS QUESTIONS
Focus Question A:
How was the domination of much of the world by the West an extension of
the Industrial Revolution? How was this a case of conflict being caused by
unlimited wants and limited resources? (3)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well-being of their
community, state and nation.
SS.8.3.5
Identify and analyze the various domestic, political, economic and social
interests which play roles in the development of foreign policy.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation and the world.
SS.11.3.2
Explain the characteristics, distribution and relationships of economic
systems at various levels.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.3.1
Compare the resources used by various cultures, countries and/or regions
throughout the world.
Content Standard 15: Economic Interdependence
Students will demonstrate how the exchange of goods and services by individuals, groups
and nations create economic interdependence and how trade results in change.
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SS.15.3.1
SS.15.3.3
Illustrate the international differences in resources, productivity and prices
that are a basis for international trade;
Explain that a nation has a comparative advantage when it can produce a
product at a lower opportunity cost than its trading partner can.
Focus Question B:
How has the world been shaped by the interaction between people,
technology, and the environment in regard to nineteenth century
imperialism? (4)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.6
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.8
Explain how the use and expansion of trade have connected and affected
the history of a global economy;
SS.3.3.9
Evaluate the economic and technological impact of the exchange of goods
on societies throughout history;
SS.3.3.10
Explain the multiple forces and developments (cultural, political,
economic and scientific) that have helped to connect the peoples of the
world;
SS.11.3.11
Initiate questions and hypotheses about historic events they are studying.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation and the world.
SS.11.3.2
Explain the characteristics, distribution and relationships of economic
systems at various levels;
SS.11.3.3
Explain and analyze how various populations and economic elements
inter-act and influence the spatial patterns of settlement;
SS.11.3.4
Explain and analyze the causes of change in the political, social and
economic division of the Earth’s surface at different scales.
PART II: ACTIVITIES
1) Using the information from the textbook, list the major motivations for 19th century
imperialism and the varying methods used in its organization. In discussion, evaluate
how many of these motives still exist today. Consider whether imperialism is something
that might exist today under a different system of organization.
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2) Chart the methods used by Europeans to gain control over the continent of Africa.
Where were the most brutal methods used? The least brutal? Based on this chart, write a
profile of each of the major colonial powers in Africa.
3) Make a chart evaluating the positive and negative aspects of imperialism in Africa as a
starting point for an Issue Controversy on the topic.
4) Analyze the impact of European imperialism on the Middle East by listing its positive
and negative aspects. Using this, write a three-minute response to a talk show host’s
question regarding an anti-Western protest, “What is their problem? Is there some sort
of historical baggage here that I don’t understand?”
5) Write two editorials concerning British rule in India ca.1890. One has been written by
the Times of London, while the other is by the Indian National Congress.
6) Review the basic concepts of Confucianism and Taoism. Contrast these with
mainstream Western thinking. Read primary source documents offering the points of
view of Europeans and the Chinese government concerning European imperialism in
China. In discussion, attempt to make connections between these opinions and the clash
between Western and Eastern philosophies.
7) As a class, define the term “selective borrowing”. As individuals, find five examples
from the textbook’s reading on Japan. As a class, contrast these with what took place in
China. Consider the reasons why these reactions were so dissimilar.
8) Consider the statement, “The colonial experience of Latin America continued to cause
problems for the region after independence.” Find evidence for this and organize it into
an outline for an essay. There must be at least three body paragraphs in the outline.
9) Considering both sides of the question, “Has Latin America been dominated by the
United States?”, draw two editorial cartoons, one for each side of the question.
PART III: RESOURCES
Films:
Mountains of the Moon
Gandhi
Stanley and Livingstone
A&E Biography
Readings:
Published by Kraus Organization with permission from issuing agency.
Text: World History: Connections to Today (ch 25-26)
Primary source documents located on Fordham University’s Modern History Internet
Sourcebook (accessed through the PHS site on Imperialism):
Rudyard Kipling (1865-1936): The White Man's Burden, 1899
Edward Morel: The Black Man's Burden, 1903, excerpts
The American Anti Imperialist League Platform, 1899
The Reception of the First English Ambassador to China, 1792
Emperor Qian Long [Ch'ien Lung] (b.1711-1799, r.1736-1796):
Letter to George III
Commissioner Lin: Letter to Queen Victoria, 1839
Dadabhai Naoroji: The Benefits of British Rule, 1871
Kaiser Wilhelm II (1859-1941, Emperor 1888-1918): A Place in the
Sun, 1901
Alfred Egmont Hake: The Death of General Gordon at Khartoum, 1885
PART IV: PERFORMANCE TASKS
1. Biographical Case Study of Stanley and Livingstone
(focus question A-- How was the domination of much of the world by the West an
extension of the Industrial Revolution? How was this a case of conflict being caused by
unlimited wants and limited resources?)
2. Imperialism Fable
(focus question B-- How has the world been shaped by the interaction between people,
technology, and the environment in regard to nineteenth century imperialism?)
3. Issue Controversy: Were the effects of 19th century imperialism more positive
than negative?
(focus question B-- How has the world been shaped by the interaction between people,
technology, and the environment in regard to nineteenth century imperialism?)
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UNIT 4: WORLD WAR ONE AND THE RUSSIAN
REVOLUTION
PART I: FOCUS QUESTIONS
Focus Question A:
How did the First World War and the resulting Russian Revolution impact
on the search for a balance between the needs of the group and the needs of
the individual? (2)
Content Standard 6: Rights And Responsibilities Of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good;
SS.6.3.4
Monitor and influence the formation and implementation of policy
through various forms of participation.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.2
Analyze and evaluate the advantages and disadvantages of limited and
unlimited government;
SS.7.3.4
Describe how constitutions may limit government in order to protect
individual rights and promote the common good.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.3.8
Explain reasons for government action in the economy, including
providing public goods and services, maintaining competition,
redistributing income, promoting employment, stabilizing prices and
sustaining reasonable rates of economic growth
Focus Question B:
What were the roots of the First World War? What were the roots of the
Russian Revolution? Were either of these issues resolved? If so, how? (3)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
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causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well-being of their
community, state and nation.
SS.8.3.5
Identify and analyze the various domestic, political, economic and social
interests which play roles in the development of foreign policy; describe
and analyze the process by which foreign policy decisions are developed
and executed.
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.3.4
Explain why places and regions are important to human and cultural
identity and stand as symbols for unifying society.
PART II: ACTIVITIES
1) After watching a film, identify the four major causes of the First World War. Using
news stories, identify examples of these conditions in the world today.
2) Make a timeline highlighting the events leading to the First World War. Select three
events that proved pivotal in the start of the war. Consider the question, “Was the war
inevitable?” List the arguments for each of the two sides.
3) Listen to a lecture on the effects of technology on how the war was fought.
4) After listing the characteristics of “total war” as practiced during the First World War,
analyze the methods and messages of propaganda posters of the period.
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5) Make a chart comparing and contrasting the Treaty of Versailles with the Fourteen
Points.
6) Timeline the major events leading to each of the revolutions in Russia. Consider the
question, “Was the Revolution inevitable?
7) Write two editorials, explaining how the “democratic centralism” of the Soviet Union
was and was not democratic.
8) Identify 5 key effects that totalitarianism had on day-to-day life. Illustrate these by
writing diary entries for various members of society (peasants, factory workers, Party
members, children, etc.)
PART III: RESOURCES
Films:
Filmstrip: Causes of World War I
The Great War (series by P.B.S.)
All Quiet on the Western Front
Paths of Glory
Total War (from The People’s Century by P.B.S.)
Readings:
Text: World History: Connections to Today (ch 27-28)
Primary source documents located on Fordham University’s Modern History Internet
Sourcebook (accessed through the PHS site on the Russian Revolution and World War
One):
Vladimir Illyich Lenin (1870-1924): What is to Be Done?, extracts
Vladimir Illyich Lenin (1870-1924): Excerpts from Lenin's Testament, 1922
Vladmir Illyich Lenin (1870-1924): On the Organization of and Extraordinary
Commission to Fight Counter Revolution, Letter to Dzerzhinskii, December 19, 1917
Published by Kraus Organization with permission from issuing agency.
Josef Stalin (1879-1953): Industrialization of the Country, 1928
Zimmerman Telegram
Fritz Kriesler: Four Weeks in the Trenches, 1915
John McCrae (1872-1918): In Flanders Fields, 1915
Woodrow Wilson: The Fourteen Points, Jan 8,1918, excerpts
The Versailles Treaty, 1919, excerpts
Other Internet Materials:
Propaganda analysis web site found on P.H.S. Social Studies page
Web sites offering examples of WWI propaganda posters-- found on P.H.S. Social
Studies page
PART IV: PERFORMANCE TASKS
1. The Horrors of War-- A Report on the Great War 10 Years After the Fact
(focus question A-- How did the First World War and the resulting Russian Revolution
impact on the search for a balance between the needs of the group and the needs of the
individual?)
2. Issue Controversy: World War I
(focus question B-- What were the roots of the First World War? What were the roots of
the Russian Revolution? Were either of these issues resolved? If so, how?)
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UNIT 5: THE SECOND WORLD WAR
PART I: FOCUS QUESTIONS
Focus Question A:
How was the Second World War an ideological conflict involving the
balance between the needs of the group and the rights of the individual? (2)
Content Standard 6: Rights And Responsibilities Of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life;
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good;
SS.6.3.4
Monitor and influence the formation and implementation of policy
through various forms of participation.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.2
Analyze and evaluate the advantages and disadvantages of limited and
unlimited government;
SS.7.3.4
Describe how constitutions may limit government in order to protect
individual rights and promote the common good.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation and the world.
SS.11.3.2
Explain the characteristics, distribution and relationships of economic
systems at various levels.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.3.1
Evaluate economic systems by their ability to achieve broad societal goals,
such as efficiency, equity, security, employment, stability and economic
growth;
SS.14.3.8
Explain reasons for government action in the economy, including
providing public goods and services, maintaining competition,
redistributing income, promoting employment, stabilizing prices and
sustaining reasonable rates of economic growth.
Focus Question B:
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What trends can we discern connecting the First and Second World Wars?
Was World War II an extension of World War I? (6)
Content Standard 2: Local, United States And World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, World history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an understanding of major events and trends in world history,
United States and local history from all historical periods and from all the
regions of the world;
SS.2.3.3
Explain relationships among the events and trends studied in local,
national and world history.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well-being of their
community, state and nation.
SS.8.3.3
Develop proposals regarding solutions to significant international,
political, economic, demographic or environmental issues;
SS.8.3.5
Identify and analyze the various domestic, political, economic and social
interests which play roles in the development of foreign policy; and
describe and analyze the process by which foreign policy decisions are
developed and executed.
Content Standard 9: Places And Regions
Students will use spatial perspective to identify and analyze the significance of
physical and cultural characteristics of places and world regions.
SS.9.3.4
Explain why places and regions are important to human and cultural
identity and stand as symbols for unifying society.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.3.5
Understand the causes and effects of periods of growth and recession
evident in the history of market economies..
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PART II: ACTIVITIES
1) Make a chart evaluating the effects of the First World War on each of the major
participants. Determine which nations suffered the most and least.
2) Design and complete a web showing the causes and effects of the Great Depression as
described by the textbook.
3) Consider the statement, “Economics combined with cultural baggage to create
Japanese militarism.” Find evidence for this and organize it into an outline for an
essay. There must be at least three body paragraphs in the outline.
4) What are the major characteristics of fascism? Make a Venn diagram comparing and
contrasting fascism with communism and Stalinism.
5) After viewing a film on the rise of Hitler, organize arguments considering both sides
of the question, “Was Hitler responsible for Germany becoming a right-wing
totalitarian state, or were forces far greater than one person to blame? In other words,
if Adolph Hitler had never been born, would fascism still have come to Germany?”
Try to create a synthesis of the two arguments.
6) Timeline the events leading up to the Second World War. Analyze the effect that
appeasement had on this chain of events. Annotate the timeline by identifying points
where war might have been averted had other steps been taken.
7) Make a Venn diagram comparing and contrasting the technologies of the First and
Second World Wars. Evaluate the impact that these differences would have on
civilian populations.
8) Using the textbook, timeline the major events of the war. Select four key turning
points and research and write “counterfactuals” that illustrate what might have
happened had the results of the event been reversed.
9) Make a chart evaluating the effects of the First World War on each of the major
participants. Determine which nations suffered the most and least. Contrast this with
what occurred at the end of the First World War.
10) After viewing a film on the Holocaust, write a reflection on the effects of
dehumanization on the actions of individuals. How does a society that places little or
no value on individuality create an atmosphere open to this kind of crime?
PART III: RESOURCES
Films:
The Crash of ’29 (from The American Experience)
Published by Kraus Organization with permission from issuing agency.
Stalin
A&E Biography
Mussolini A&E Biography
Hitler
Anti-Semitism (from PBS)
Genocide (from The World At War)
Night and Fog
The Bomb (ABC special)
Schindler’s List
Readings:
Text: World History: Connections to Today (ch. 29-31)
Primary source documents located on Fordham University’s Modern History Internet
Sourcebook (accessed through the PHS site on World War Two):
Neville Chamberlain: Peace in Our Time, 1938
Adolf Hitler: The Obersalzberg Speech
Winston S. Churchill, "Blood, Toil, Tears and Sweat" Speech,
1940
The Nanking Massacre, The New York Times, December 18, 1937
British Songs of World War II [At this Site][with multimedia]
Franklin D. Roosevelt (1882-1945): 'A Call for Sacrifice', 28
April, 1942
The Atlantic Charter, 1941
Albert Einstein: Letter to Roosevelt, Aug 2, 1939
PART IV: PERFORMANCE TASKS
Published by Kraus Organization with permission from issuing agency.
1) Fiction Based on Fact: Writing Historical Fiction About World War II
(focus question A-- How was the Second World War an ideological conflict involving the
balance between the needs of the group and the rights of the individual?)
2. World War II Web Museum
(focus question B-- What trends can we discern connecting the First and Second World
Wars? Was World War II an extension of World War I?
3. Issue Controversy: Was President Truman Right to Drop the Bomb?
(focus question A-- How was the Second World War an ideological conflict involving the
balance between the needs of the group and the rights of the individual?)
4. Totalitarian Censorship--How Our Newspapers Might Appear if They Were
Transplanted to theTotalitarian Societies of the 1930s
(focus question A-- How was the Second World War an ideological conflict involving the
balance between the needs of the group and the rights of the individual?)
6.Quantum Leap: The Holocaust
(foucs question A-- How was the Second World War an ideological conflict involving the
balance between the needs of the group and the rights of the individual?)
7. Adolf Hitler: A Psychobiography
(focus question B-- What trends can we discern connecting the First and Second World
Wars? Was World War II an extension of World War I?)
Published by Kraus Organization with permission from issuing agency.
UNIT 6: THE COLD WAR AND THE DEVELOPED
WORLD SINCE 1945
PART I: FOCUS QUESTIONS
Focus Question A:
How did the Cold War create tension between the needs of the individual
and the needs of the group? What impact did the competition between the
Cold War superpowers have on the political institutions of the post-war
years? (2)
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, World history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an understanding of major events and trends in world history,
United States and local history from all historical periods and from all the
regions of the world;
SS.2.3.2
Locate the events, peoples and places they have studied in time and place
(e.g., on a time line and map) relative to their own location;
SS.2.3.3
Explain relationships among the events and trends studied in local,
national and world history.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well being of their
community, state and nation.
SS.8.3.1
Describe how the United States influences other governments and
international organizations and how they influence the United States, in
turn;
SS.8.3.2
Analyze and evaluate the significance of major U. S. foreign policies and
major international events and conditions over time;
SS.8.3.3
Develop proposals regarding solutions to significant international,
political, economic, demographic or environmental issues;
SS.8.3.5
Identify and analyze the various domestic, political, economic and social
interests which play roles in the development of foreign policy;
SS.8.3.6
Describe and analyze the process by which foreign policy decisions are
developed and executed.
Published by Kraus Organization with permission from issuing agency.
PART II: ACTIVITIES
1) After finishing the reading in the textbook and viewing a film, make a timeline of the
events surrounding the beginning of the Cold War. Based on the timeline and readings,
make a list of the points made by each side blaming the other for the start of tensions.
Evaluate each argument in order to come to an answer to the question, “Who was
responsible for the start of the Cold War?”.
2) Make a chart showing the structure of the United Nations.
3) Consider the statement “Western European nations self-destructed with the Second
World War. They never really recovered”. Find evidence supporting and opposing this
idea. Choose a side that you agree with and organize your position into an outline for an
essay. There must be at least three body paragraphs in the outline.
4) Make lists showing the successes and failures of the Soviet Union in the years
following the death of Stalin. Based on this information, speculate on whether the Soviet
Union was doomed to fail. Select a position and support it with three main ideas, each
with supporting facts.
5) Make a Venn diagram comparing and contrasting the policies of Khruschev and
Gorbachev.
6) Make a timeline of the key events of the Cold War. Annotate it by labeling the 5 most
threatening events of the period, the 3 biggest defeats for the Soviet Union, and the 3
greatest defeats for the United States. Using this information, research and write 2
counter-factuals.
7) After reading the text and viewing a film of the reforms made by Gorbachev, organize
arguments considering both sides of the question, “Was Gorbachev responsible for the
reforms taken by the Soviet Union, or were forces far greater than one person involved-if Mikhail Gorbachev had never been born, would the Soviet Union still exist?”. Try to
create a synthesis of the two arguments.
8) List the possible effects of the new European Union. Consider/ discuss and list the
merits of free trade verses protectionism.
PART III: RESOURCES
Films:
Guerrilla War (from A People’s Century)
People Power (from A People’s Century)
Published by Kraus Organization with permission from issuing agency.
Great Leap (from A People’s Century)
Atomic Café
Stalin
A&E Biography
Tito A&E Biography
Readings:
Text: World History: Connections to Today (ch 31-33)
Primary source documents located on Fordham University’s Modern History Internet
Sourcebook (accessed through the PHS site on the Cold War):
Universal Declaration of Human Rights, 1948
Winston S. Churchill (1874-1965): "Iron Curtain" Speech, 1946, Excerpts
Joseph Stalin: Response to Churchill's Iron Curtain Speech, 1946
United Nations: Cuban Missile Crisis Debate, 1962
Nikita Krushchev: Address to the UN General Assembly, Sept. 23 1960
PART IV: PERFORMANCE TASKS
1. Voices From the Not-So-Distant Past: Conducting Oral Histories of the Cold War
(focus question A-- How did the Cold War create tension between the needs of the
individual and the needs of the group? What impact did the competition between the
Cold War superpowers have on the political institutions of the post-war years?)
2. Issue Controversy on the Vietnam War
(focus question A-- How did the Cold War create tension between the needs of the
individual and the needs of the group? What impact did the competition between the
Cold War superpowers have on the political institutions of the post-war years?)
Published by Kraus Organization with permission from issuing agency.
UNIT 7:ASIA AND THE MIDDLE EAST (1945-PRESENT)
PART I: FOCUS QUESTIONS
Focus Question A:
How did the Cold War create tension between the needs of the individual
and the needs of the group in regions of Asia and the Middle East? How did
post-war nationalism add to the tension? What impact did this have on the
political institutions of the regions? (2)
Content Standard 2: Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major
historical periods, issues and trends in United States history, World history, and
Connecticut and local history.
SS.2.3.1
Demonstrate an understanding of major events and trends in world history,
United States and local history from all historical periods and from all the
regions of the world.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.1
Evaluate the importance of developing self-government so as to restrict
arbitrary power;
SS.7.3.5
Explain how purposes served by government have implications for the
individual and society;
SS.7.3.6
Provide examples of legitimate authority and exercise of power without
authority.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well being of their
community, state and nation.
SS.8.3.2
Analyze and evaluate the significance of major U. S. foreign policies and
major international events and conditions over time;
SS.8.3.6
Describe and analyze the process by which foreign policy decisions are
developed and executed.
Focus Question B:
How has the course of history in the post-war Middle East been impacted by
the interaction among people, technology and the environment? (4)
Content Standard 8: International Relations
Published by Kraus Organization with permission from issuing agency.
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well being of their
community, state and nation.
SS.8.3.2
Analyze and evaluate the significance of major U. S. foreign policies and
major international events and conditions over time;
SS.8.3.5
Identify and analyze the various domestic, political, economic and social
interests which play roles in the development of foreign policy.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical
and cultural characteristics of places and world regions.
SS.9.3.3
Explain that regions are interconnected and may also overlap;
SS.9.3.4
Explain why places and regions are important to human and cultural
identity and stand as symbols for unifying society;
SS.9.3.5
Analyze ways different groups in society view places and regions
differently.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.3.1
Compare the resources used by various cultures, countries and/or regions
throughout the world;
SS.13.3.2
Analyze the impact of economic choices on the allocation of scarce
resources;
SS.13.3.5
Analyze how technological change can affect long-range productivity
SS.13.3.6
Analyze how government regulation impacts the use of resources.
PART II: ACTIVITIES
1) Evaluate the statement, “Japan’s post-war success has been a result of its cultural
baggage.” How is this true? How is this a simplification of Japan’s
accomplishments? Prepare main ideas and supporting facts for each side of the
question.
2) List the goals for China set by Chairman Mao. Timeline the major events of post-war
Chinese history as they are presented by the textbook. Make a Venn diagram
comparing and contrasting China during Mao’s rule with China today. Consider the
question, “Was Mao a failure?”.
3) List the major reasons for the economic success of each of the “Four Tigers”. What
generalizations can be made, if any? Write a letter to the Economic and Social
Council of the United Nations describing to what degree an “economic model” for
developing nations might be derived from a study of the “Four Tigers”.
Published by Kraus Organization with permission from issuing agency.
4) Who were the various parties involved in the Vietnam War? After viewing a film and
reading the text, prepare a chart identifying the various parties, their interests and
goals, and whether these goals were met in the end.
5) Make a timeline of the major events of the post-war history of India as they are
presented in the textbook. Annotate the timeline to show the recent impact of
religious conflict and separatism on India.
6) Examine the challenges facing India in the next 50 years. Make a rank-ordered “top
10” list of these challenges and match these to possible solutions.
7) Examine the impact of the following on the Middle East: oil, water, the history of
colonialism, the impact of the new “global culture”, and the rise of Islamic
fundamentalism. Find specific nations where these have had a significant impact and
explain. How might some of these have a regional impact? Explain.
8) After reading the text and viewing a film, make a timeline illustrating the major
events of the Arab-Israeli conflict. Identify the major groups involved in the conflict,
identify the main ideas of their arguments and find supporting facts for these main
ideas. Use this information to write an analysis of three news articles on the current
state of the conflict.
PART III: RESOURCES
Films:
Great Leap from A People’s Century
Guerilla War from A People’s Century
Selections from To Live
Selections from Gandhi
Arab vs. Jew
Khomeini A&E Biography
Mao A&E Biography
Saddam Hussein
A&E Biography
Religious Fundamentalism from A People’s Century
Published by Kraus Organization with permission from issuing agency.
China Rising (series from PBS)
Readings:
Text: World History: Connections to Today (ch 34-35)
Primary source documents located on Fordham University’s Modern History Internet
Sourcebook (accessed through the PHS site on modern Asia):
Mohandas K. Gandhi : Indian Home Rule, 1909
British Government Statement: Policy in India, 1946
Conor Cruise O'Brien: Holy War Against India, The Atlantic Monthly, August 1988, [At
The Atlantic]
On Sikh Nationalism.
Editorial of the Liberation Army Daily (Jiefangjun Bao): Mao Tse-Tung’s Thought is the
Telescope and Microscope of Our Revolutionary Cause, June 7, 1966
Mao Zedong (1893-1976): Quotations of Chairman Mao, annotated excerpts
Chinese Communist Party: The Leaders of the CPSU are the Greatest Splitters of Our
Times, February 4, 1964
Pravda: Editorial: The Anti-Soviet Policy of Communist China, February 16,1967
Orville Schell: Once Again, Long Live Chairman Mao, The Atlantic Monthly, December,
1992
WEB Vietnam War Documents and Links
Primary source documents located on Fordham University’s Modern History Internet
Sourcebook (accessed through the PHS site on the modern Middle East):
Theodor Herzl (1860-1904): On the Jewish State, 1896, excerpts
The Balfour Declaration, 1917
Sir Henry McMahon: ,Letter to Ali ibn Husain, 1915 (British promises to Arab leaders
during World War I)
The Palestinian National Charter, 1968
Published by Kraus Organization with permission from issuing agency.
Jonathan Mahler: Uprooting the Past: Israel’s New Historians Take a Hard Look at Their
Nation’s Birth, August 1997 [Modern Account][At Lingua Franca]
Ayatollah Khomeini: The uprising of Khurdad , 1979
V.S. Naipaul: Among the Believers, The Atlantic Monthly, July 1981 Shia Islam in
Revolutionary Iran.
PART IV: PERFORMANCE TASKS
1. Issue Controversy on the Vietnam War
(focus question A-- How did the Cold War create tension between the needs of the
individual and the needs of the group in regions of Asia and the Middle East? How did
post-war nationalism add to the tension? What impact did this have on the political
institutions of the regions?)
2. Writing E-Journals
(focus questions A & B-- How did the Cold War create tension between the needs of the
individual and the needs of the group in regions of Asia and the Middle East? How did
post-war nationalism add to the tension? What impact did this have on the political
institutions of the regions? How has the course of history in the post-war Middle East
been impacted by the interaction among people, technology and the environment?)
Published by Kraus Organization with permission from issuing agency.
UNIT 8: AFRICA AND LATIN AMERICA
PART I: FOCUS QUESTIONS
Focus Question A:
How has the course of history in post-war Africa and Latin America been
impacted by the interaction among people, technology and the environment?
(4)
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well being of their
community, state and nation.
SS.8.3.2
Analyze and evaluate the significance of major U. S. foreign policies and
major international events and conditions over time;
SS.8.3.5
Identify and analyze the various domestic, political, economic and social
interests which play roles in the development of foreign policy.
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of
physical and cultural characteristics of places and world regions.
SS.9.3.3
Explain that regions are interconnected and may also overlap;
SS.9.3.4
Explain why places and regions are important to human and cultural
identity and stand as symbols for unifying society;
SS.9.3.5
Analyze ways different groups in society view places and regions
differently.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.3.1
Compare the resources used by various cultures, countries and/or regions
throughout the world;
SS.13.3.2
Analyze the impact of economic choices on the allocation of scarce
resources;
SS.13.3.5
Analyze how technological change can affect long-range productivity, and
how government regulation impacts the use of resources.
Focus Question B:
What trends can we discern from our study of history? (6)
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities
and political units in Connecticut, the nation and the world.
SS.11.3.1
Describe the consequences of human population patterns and growth
trends over time;
Published by Kraus Organization with permission from issuing agency.
SS.11.3.3
SS.11.3.4
Explain and analyze how various populations and economic elements
inter-act and influence the spatial patterns of settlement;
Explain and analyze the causes of change in the political, social and
economic division of the Earth’s surface;
Content Standard 12: Human and Environment Interaction
Students will use geographic tools and technology to explain the interactions of humans
and the larger environment, and the evolving consequences of those interactions.
SS.12.3.3
Analyze how human systems interact, connect and cause changes in
physical systems;
SS.12.3.5
Apply concepts of ecosystems to understand and solve environmental
problems.
PART II: ACTIVITIES
1) List the reasons for the end of colonialism in Africa. After reading the textbook,
consider its legacy. How were the final effects of African colonialism negative?
How were they positive?
2) Using the text, list the major problems facing sub-Saharan Africa. Make a web
showing how these problems connect to one another. List and evaluate the solutions
described in the reading and connect these solutions to the web. Identify key points
in the web and illustrate with specific examples from nations covered in the text
readings.
3) After viewing a film on the life of Nelson Mandela, organize arguments considering
both sides of the question, “Was Mandela responsible for the end of apartheid, or
were forces far greater than one person involved-- if Nelson Mandela had never been
born, would apartheid still exist?”. Try to create a synthesis of the two arguments.
4) Make a Venn diagram comparing and contrasting conditions in sub-Saharan Africa
today with the region in 1950.
5) Using the text, list the major problems facing Latin America. Make a web showing
how these problems connect to one another. List and evaluate the solutions described
in the reading and connect these solutions to the web. Identify key points in the web
and illustrate with specific examples from nations covered in the text readings.
Compare this chart with the one done on sub-Saharan Africa.
6) After reading materials concerning free trade as promoted by the World Trade
Organization, make outlines supporting and opposing the actions of the W.T.O. in
preparation for completing an Issue Controversy.
Published by Kraus Organization with permission from issuing agency.
7) Evaluate the statement, “Latin America is a very diverse region. Generalizations are
of questionable value.” Build outlines supporting and opposing this statement. Try
to build a synthesis of the two sides.
PART III: RESOURCES
Films:
Mandela A&E Biography
Castro A&E Biography
Guerilla War from A People’s Century
Cry Freedom
A Dry White Season
Readings:
Text: World History: Connections to Today (ch 36-37)
Primary source documents located on Fordham University’s Modern History Internet
Sourcebook (accessed through the PHS site on the modern Africa):
A.L. Geyer: The Case for Apartheid, 1953, excerpts
Umkhonto we Sizwe (Military wing of the African National Congress): We Are at War!,
December 16, 1961
Nelson Mandela : Speech on Release From Jail, 1990
Kwame Nkrumah (1909-1972): I Speak of Freedom, 1961, excerpts
Violence and Unrest in Central Africa, The Atlantic Monthly, November 1996
Primary source documents located on Fordham University’s Modern History Internet
Sourcebook (accessed through the PHS site on the modern Latin America):
Brian Loveman: When You Wish Upon The Stars: Why The Generals Say ‘Yes” to Latin
American “Transitions” to Civilian Government
Published by Kraus Organization with permission from issuing agency.
Eva Duarte de Perón:, History of Peronism, excerpts, 1951
Fidel Castro: On The Export of Revolution
Rigoberta Menchú Tum: Interview: Five Hundred Years of Sacrifice Before Alien Gods,
1992
PART IV: PERFORMANCE TASKS
1. Biographical Case Study of Nelson Mandela
(focus question B-- What trends can we discern from our study of history?)
2. Issue Controversy: Is the WTO Helpful or Harmful?
(focus questions A & B-- How has the course of history in post-war Africa and Latin
America been impacted by the interaction among people, technology and the
environment?)
3. Writing E-Journals
(focus question A-- How has the course of history in post-war Africa and Latin America
been impacted by the interaction among people, technology and the environment?)
Published by Kraus Organization with permission from issuing agency.
REGION 15
U.S. HISTORY
High School
Grade 11
July 17, 2000
Published by Kraus Organization with permission from issuing agency.
UNITED STATES HISTORY
CONTENTS
ITEM .......................................................................................................PAGE
REGION 15 SOCIAL STUDIES THEMES GRADES 1-12 ......................... 3
GRADES 9 AND 10 ESSENTIAL QUESTIONS
FOR WORLD HISTORY............................................................................... 4
UNIT 1: ORIGINS OF A NEW SOCIETY, TO 1783 ................................... 5
UNIT 2: BALANCING LIBERTY AND ORDER, 1781-1830................... 10
UNIT 3: AN EMERGING NEW NATION, 1800-1860 .............................. 18
UNIT 4: DIVISION AND UNEASY REUNION, 1848-1877..................... 25
UNIT 5: EXPANSION: REWARDS AND COSTS, 1860-1920................. 33
UNIT 6:THE UNITED STATES ON THE BRINK
OF CHANGE, 1890-1920............................................................................. 42
UNIT 7: BOOM TIMES TO HARD TIMES, 1919-1938............................ 49
UNIT 8: HOT AND COLD WAR, 1939-1960 ............................................ 56
UNIT 9: THE UPHEAVAL OF THE SIXTIES
TO THE PRESENT, FROM 1960................................................................ 62
Published by Kraus Organization with permission from issuing agency.
REGION 15 SOCIAL STUDIES THEMES
GRADES 1-12
I.
How and why do people define their values and beliefs?
II.
How are social and political institutions structured to address the
rights and responsibilities of individuals and groups of people?
III.
How does the interaction among people, technology, and the
environment influence history?
IV.
How does society deal with unlimited wants and limited resources?
V.
How do cooperation and conflict influence civilization?
VI.
What is the relationship (patterns of interaction) among geography,
history, and culture?
VII. What can we learn from analyzing major historical events?
Published by Kraus Organization with permission from issuing agency.
GRADES 9 AND 10 ESSENTIAL QUESTIONS
FOR WORLD HISTORY
1. How do man’s values and beliefs evolve? What are they and
what shaped them? (I)
2. What are the tensions between the needs of the individual and
the needs of the group? How are political institutions structured
to address these tensions? (II)
3. What conflicts arise over the struggle between unlimited wants
and finite resources? How are these conflicts resolved? (III, V)
4. How is the course of history impacted by the interaction among
people, technology, and the environment? (IV)
5. How have history and physical and social environments
influenced the arts? (VI)
What trends can we discern from our study of history? (VII)
Published by Kraus Organization with permission from issuing agency.
UNIT 1: ORIGINS OF A NEW SOCIETY, TO 1783
PART I: FOCUS QUESTIONS
Focus Question A:
How did the concept of the "American Character" evolve? What was the
origin of "American" values and beliefs? (1)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past.
Focus Question B:
What were the tensions between the needs of the individual and the needs of
the group during the colonial era? How were early colonial political
institutions structured to address this tension? (2)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
Published by Kraus Organization with permission from issuing agency.
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past.
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the U. S. Constitution, how the U. S. system of
government works and how the rule of law and the values of liberty and equality have an
impact on individual, local, state and national decisions.
SS.5.3.4
Analyze, using historical and contemporary examples, the meaning and
significance of the ideal of equal protection under the law for all persons.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good;
SS.6.3.2
Identify and explain characteristics needed for effective participation in
public life.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.1
Evaluate the importance of developing self-government so as to restrict
arbitrary power;
SS.7.3.2
Analyze and evaluate the advantages and disadvantages of limited and
unlimited government;
SS.7.3.5
Explain how purposes served by government have implications for the
individual and society.
PART II: ACTIVITIES
U1: Origins of a New Society, to 1783
C3: The Maturing of Colonial Societies, 1689-1754
3.1
Map - Colonial Geography
Students will construct a map of the American Colonies that illustrates resources,
major settlement areas, and ethnic concentrations in an effort to recognize the
development of regional differences and effect of geography on the development
of colonial life.
Report - Status of the Colonies
Published by Kraus Organization with permission from issuing agency.
Students will imagine they are advisors to the King of England in 1700. They
must write a report detailing the economic condition of the colonies and comment
on the increasingly strained relations between the Colonists and English.
3.2
Diagram - Colonial Social Structure
Students will create and diagram a chart that illustrates the hierarchical structure
of colonial society in an effort to recognize the fundamental inequalities of the
social system. Students will then work in small groups to determine if our present
society reflects the constitutional ideal of equality. Focusing on economic and
social status (as reflected in homes, cars, clothing, manners, and behavior)
students will list descriptions of these areas and explain what status they represent
in today's society.
3.4
Primary Source - Great Awakening
Students will read and analyze a primary source on Jonathan Edwards and
respond to accompanying focus questions.
C4: The American Revolution, 1754-1783
4.1
Letter - French and Indian War
Students will imagine they are American colonists during the French and Indian
War. They will write a letter to a family member back in England expressing how
they feel about the war, revealing the independent mindset that was slowly
developing.
List - French & Indian War
Students will list important events of the French and Indian War and the ways in
which the war brought to light the fundamental differences between the British
and the colonists.
4.2
Debate - Taxation Policies
Students will develop a list of items that the state and/or federal government
singles out for taxes and debate the fairness v. unfairness of these taxes. Students
will then list their most cherished privileges at home (using the phone, driving the
family car, and watching TV…). Students will be instructed that they will now be
taxed for such privileges. The class will be divided into two groups - parents
(Tories) and students (colonists) and a debate over this new taxation policy will
ensue.
4.3
Point of View - Declaration of Independence
Published by Kraus Organization with permission from issuing agency.
Students will read the Declaration of Independence and write an editorial in an
English newspaper and a Colonial newspaper responding to the ideas presented in
the document.
4.4
Chart - American Revolution
Students will construct a chart that illustrates the key people, battles, and events
of the Revolutionary War. Students will then evaluate why the colonists, despite
their underdog status, were able to defeat the British Empire.
PART III: RESOURCES
U1: Origins of a New Society, to 1783
C3: The Maturing of Colonial Societies, 1689-1754
Films:
America Rock: No More Kings
American Revolution: I. The Conflict Ignites, Colonists Oppose British Rule (tq)
Ben Franklin & Independence (tq)
Declaration of Independence (tq)
Ships of Slaves: The Middle Passage (tq)
Slave Ship - Amistad
The Shadow of Hate: A History of Intolerance in America. The Silencing of
Mary Dyer 1660: A Quaker woman in colonial Massachusetts risks her
life for religious liberty.
Readings:
Us and Them: A History of Intolerance in America. The Silencing of Mary Dyer
1660: A Quaker woman in colonial Massachusetts risks her life for
religious liberty.
C4: The American Revolution, 1754-1783
Films:
America Rock: Fireworks
America Rock: The Shot Heard 'Round The World
American Revolution: II. The American Spirit, Hessian Mercenaries (tq)
American Revolution: III. Birth of the Republic, Capture of Major Andre (tq)
Thomas Jefferson: Architect of Democracy
Readings:
Published by Kraus Organization with permission from issuing agency.
What Are Human Rights? Connecticut State Board of Education - 1998
PART IV: PERFORMANCE TASKS
U1: Origins of a New Society, to 1783
1. Group Project - The American Revolution - "Today in History"
(Focus Questions A & B-- How did the concept of the "American Character" evolve?
What was the origin of "American" values and beliefs? What were the tensions between
the needs of the individual and the needs of the group during the colonial era? How
were early colonial political institutions structured to address this tension?)
Students are to imagine they are producers of a popular television show entitled
“Today in History.” Each week the show focuses on a significant aspect of the
American Revolution with dramatic recreations of key events and interviews with
famous people of the period.
2. Issue Controversy--Who was more important to the American Revolution, Sam
Adams and Thomas Paine or Thomas Jefferson and George Washington?
(Focus Question A-- How did the concept of the "American Character" evolve? What
was the origin of "American" values and beliefs?)
3. Issue Controversy --Should the US have adopted the Constitution?
(Focus Question B--What were the tensions between the needs of the individual and the
needs of the group during the colonial era? How were early political institutions
structured to address this tension?)
Published by Kraus Organization with permission from issuing agency.
UNIT 2: BALANCING LIBERTY AND ORDER, 1781-1830
PART I: FOCUS QUESTIONS
Focus Question A:
How did the founding principles evolve during this era? What were they
and how were they implemented? (1)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias.
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the U. S. Constitution, how the U. S. system of
government works and how the rule of law and the values of liberty and equality have an
impact on individual, local, state and national decisions.
SS.5.3.1
Apply an understanding of historical and contemporary conflicts over
Constitutional principles;
SS.5.3.3
Explain how the design of the U.S. Constitution is intended to balance and
check the powers of the branches of government;
SS.5.3.4
Analyze, using historical and contemporary examples, the meaning and
significance of the ideal of equal protection under the law for all persons.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good;
SS.6.3.2
Identify and explain characteristics needed for effective participation in
public life.
Focus Question B:
How did the two political and economic philosophies of this era address the
tension between the needs of the individual and the needs of the group? (2)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
Published by Kraus Organization with permission from issuing agency.
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.2
Analyze and evaluate the advantages and disadvantages of limited and
unlimited government;
SS.7.3.4
Describe how constitutions may limit government in order to protect
individual rights and promote the common good.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.3.1
Evaluate economic systems by their ability to achieve broad societal goals,
such as efficiency, equity, security, employment, stability and economic
growth.
Focus Question C:
Published by Kraus Organization with permission from issuing agency.
How has the course of American history been impacted by the interaction
among people, technology, and the environment? (4)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past;
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies;
SS.3.3.9
Evaluate the economic and technological impact of the exchange of goods
on societies throughout history.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good;
SS.6.3.2
Identify and explain characteristics needed for effective participation in
public life;
SS.6.3.4
Monitor and influence the formation and implementation of policy
through various forms of participation.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation and the world.
SS.11.3.1
Describe the consequences of human population patterns and growth
trends over time;
SS.11.3.4
Explain and analyze the causes of change in the political, social and
economic division of the Earth’s surface at different scales.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.3.1
Compare the resources used by various cultures, countries and/or regions
throughout the world;
SS.13.3.2
Analyze the impact of economic choices on the allocation of scarce
resources.
PART II: ACTIVITIES
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U2: Balancing Liberty and Order 1781-1830
C5: The Constitution of the United States, 1781-1789
5.1
Role - Play of First Continental Congress
Students will divide into groups of the 13 "states" and each group will write its
own constitution of three shared laws. Each group will then send a representative
to the "First Continental Congress" to establish ten federal laws that do not
conflict with their state constitutions. Debate and discussion will ensue.
5.2
Constitution Activity
Students will review the Constitution of the United States and using it as a model,
students will
work in groups to develop a constitution for a particular school club.
5.3
Federalist V. Anti-Federalist Debate
Students will debate in groups the Federalist V. Anti-Federalist arguments
regarding government structure. Particular attention will focus on the ratification
of the Constitution.
5.4
Group Work - Designing an Anti-Federalist Capital
In groups of 4, students will design a capital that reflects the Anti-Federalist view
of government. Roles will include building architects, landscape architects,
artists, and contractors.
C6: The Origins of American Politics, 1789-1820
6.1
Federalist v Anti-Federalist Debate
Students will construct a T-Chart that illustrates the political ideas of the
Jeffersonians v Hamiltonians. Students will then reconvene in groups formed
during debate for 5.3 and continue arguing the merits of the Federalist and AntiFederalist positions. Students will then research the policy introduced by Richard
Nixon in 1969 titled the "New Federalism" and write a one page response
analyzing what this new policy might have entailed using the information learned
from the debates - followed by a brief agree or disagree and why.
6.2
Editorial Cartoon - Election of 1800
Published by Kraus Organization with permission from issuing agency.
Students will construct an editorial cartoon satirizing one of the prominent issues
of the election of 1800.
6.3
Case Study of Thomas Jefferson
Students will view the A&E Biography of Thomas Jefferson in preparation for a 2
page written case study which details the life of the President, focusing on the
man himself in an effort to penetrate the inner dimensions of the man rather than
the political image which typically serves as a focus of study.
6.4
Chart - Native American
Students will construct a graphic organizer that illustrates Native American
reactions to westward expansion of the United States following the Revolution.
Students will chart the major leaders (Little Turtle, Handsome Lake,
Tenskwatawa, Tecumseh) in terms of goal, method, course of action, and results.
Of the methods proposed, students will analyze which one would have offered the
most viable solution and determine why it failed.
6.5
Map Activity - Missouri Compromise of 1820
Students will construct a map that illustrates the states and regions of the U.S.
following the Missouri Compromise of 1820. The map will reflect the ideas of
the Compromise and shading/coloring will be used to signify slave states, free
states, and states formed by the Compromise. Students will write a response to
Jefferson's statement regarding the existence of slavery in a democratic republic:
"I tremble for my country when I reflect that God is just: that his justice cannot
sleep forever."
C7: Life in the New Nation, 1783-1830
7.2
Chart - Industrial Revolution
Students will chart the inventors and inventions of the Industrial Revolution in
America. Students will then analyze the positive and negative impact of the
Industrial Revolution on the society and economy of the nation.
7.4
Pamphlet - Second Great Awakening
Students will create pamphlets advertising an upcoming revival meeting of the
period. Students will also develop a chart that compares and contrasts the First
and Second Great Awakenings.
Published by Kraus Organization with permission from issuing agency.
PART III: RESOURCES
U2: Balancing Liberty and Order, 1781-1830
C5: The Constitution of the United States, 1781-1789
Films:
America Rock: I'm Just A Bill
America Rock: The Preamble
America Rock: Three-Ring Government
Readings:
C6: The Origins of American Politics, 1789-1820
Films:
A&E Biography of Thomas Jefferson
Readings:
C7: Life in the New Nation, 1783-1830
Films:
Readings:
PART IV: PERFORMANCE TASKS
U2: Balancing Liberty and Order, 1781-1830
1. Group Project - The Constitution of the United States (1781-1789) - "Decade in
Review"
(Focus Questions A & B-- How did the founding principles evolve during this era? What
were they and how were they implemented? How did the two political and economic
philosophies of this era address the tension between the needs of the individual and the
needs of the group?)
Students will work in groups to create a popular news program entitled, “Decade
in Review.” They will plan a show highlighting key events, issues, and
Published by Kraus Organization with permission from issuing agency.
personalities of the Critical Period as they work cooperatively to create a segment
that focuses on one of these years: 1781, 1786, 1787, 1788, or 1789.
2. Group Project - Origin of American Politics - Political Convention – 1808
(Focus Question B-- How did the two political and economic philosophies of this era
address the tension between the needs of the individual and the needs of the group?)
Students will plan a political convention to nominate candidates for the election of
1808.
3. Individual Written - Fundamental Principles and Current Events
(Focus Question A-- How did the founding principles evolve during this era? What were
they and how were they implemented?)
Students will locate information regarding a current event that relates to one of
the founding principles of the United States (from the Declaration of
Independence or the Bill of Rights).
4. Group Project - Imaginary Candidate
(Focus Question B-- How did the two political and economic philosophies of this era
address the tension between the needs of the individual and the needs of the group?)
Students will develop a political platform for a fictitious presidential candidate.
5. Group Activity - Founding Principles
(Focus Question A-- How did the founding principles evolve during this era? What were
they and how were they implemented?)
Students will work in groups to produce a PowerPoint presentation regarding one
of the three following topics: Principles of the Declaration of Independence, Bill
of Rights, If We Had the Alien and Sedition Acts Today.
6. Group Presentation - Selling The Constitution
(Focus Questions A & B-- How did the founding principles evolve during this era? What
were they and how were they implemented? How did the two political and economic
philosophies of this era address the tension between the needs of the individual and the
needs of the group)?
Students will imagine they are employed by a marketing firm that has been hired
to promote the Constitution to each of the 13 states. Their job will be to get the
Constitution ratified in their particular state.
7. Issue Controversy-- Did Washington's administration increase democracy?
(Focus Questions A & B-- How did the founding principles evolve during this era? What
were they and how were they implemented? How did the two political and economic
philosophies of this era address the tension between the needs of the individual and the
needs of the group?)
8. Issue Controversy-- To what degree was Jefferson's election a revolution?
(Focus Question B--How did the two political and economic philosophies of this era
address the tension between the needs of the individual and the needs of the group?)
Published by Kraus Organization with permission from issuing agency.
UNIT 3: AN EMERGING NEW NATION, 1800-1860
PART I: FOCUS QUESTIONS
Focus Question A:
How did the concept of the "American Character" continue to evolve in this
era? (1)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.5
Describe the multiple intersecting causes of events.
Focus Question B:
What is the tension between the needs of the individual and the needs of the
group? How were political, social, and economic institutions of this era
structured to address this tension? (2)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past.
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the U. S. Constitution, how the U. S. system of
government works and how the rule of law and the values of liberty and equality have an
impact on individual, local, state and national decisions.
SS.5.3.4
Analyze, using historical and contemporary examples, the meaning and
significance of the ideal of equal protection under the law for all persons.
Published by Kraus Organization with permission from issuing agency.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good.
Focus Question C:
How has the course of American history been impacted by the interaction
among people, technology, and the environment? (4)
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past;
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies;
SS.3.3.9
Evaluate the economic and technological impact of the exchange of goods
on societies throughout history.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good;
SS.6.3.2
Identify and explain characteristics needed for effective participation in
public life;
SS.6.3.4
Monitor and influence the formation and implementation of policy
through various forms of participation.
Content Standard 11: Human Systems
Students will interpret spatial patterns of human migration, economic activities and
political units in Connecticut, the nation and the world.
SS.11.3.1
Describe the consequences of human population patterns and growth
trends over time;
SS.11.3.4
Explain and analyze the causes of change in the political, social and
economic division of the Earth’s surface at different scales.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
Published by Kraus Organization with permission from issuing agency.
SS.13.3.1
SS.13.3.2
Compare the resources used by various cultures, countries and/or regions
throughout the world;
Analyze the impact of economic choices on the allocation of scarce
resources.
PART II: ACTIVITIES
U3: An Emerging New Nation, 1800-1860
C8: The Market Revolution, 1815-1845
8.1
Advertising Campaign - 1800s Market Revolution
Students will work in cooperative groups to develop and market a household
product from the early 1800s, devising a scheme to persuade American's to
purchase it. Finished product must include an illustration of the product as well
as a copy of the advertising campaign.
8.2 & 8.3
Charts & Diary Entries - Pre-Civil War North & South
Students will construct a T-Chart labeling one side "North" and the other "South".
They will list as many distinctive features as possible for each region,
categorizing according to each area of life - education, industry, way of life,
etc…Students will then highlight the differences.
2 diary entries - one as a Northerner and one as a Southerner.
1. Imagine you are living in a Northern city during the early 1800s. Detail a
typical day in the life of "………………..".
2. Imagine you are a slave living in the early 1800s on a Southern plantation.
Plan either a revolt or an escape. Include as many details as possible.
8.4
Campaign Slogan - Election of 1828
Students will work in cooperative groups to develop a campaign slogan for the
election of 1828. Half of the class will produce a slogan for John Quincy Adams,
the other half for Andrew Jackson - slogans must reflect the candidate's view of
the role of government in the economy. Each group will write their slogan on the
board and the class will vote which slogan will be used for Jackson's campaign,
and which one will be used for Adam's.
8.5
Political Cartoon - Jackson Presidency
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Students will construct a political cartoon focusing on one of the major issues of
Jackson's presidency. An explanation of the cartoon must be attached.
Journal Entry - Trail of Tears
Students will prepare a journal entry - Imagine you are a survivor of the Cherokee
Removal. Describe your experiences on the Trail of Tears.
C9: Religion and Reform, 1815-1860
9.1
Political Platform - Progressive Reform
Students will create a political platform in cooperative groups of three. Students
will imagine they are starting a new political party for the early 21st Century
called the Reform Party. They must draft a document stating the key positions
and goals of their party. Roles will include Transcendentalist, prohibitionist, and
education reformer. Final product includes - position statements, written
evaluation of position statements, statements ranked in order of importance, all of
which will be combined into a party platform.
9.2
Editorial - The Liberator or North Star
Students will write an editorial for the abolitionist newspaper of either William
Lloyd Garrison or Frederick Douglass. Students must consider the likely
audience for the newspaper and tailor their arguments accordingly. The editorials
should attempt to stir readers to specific actions.
9.3
Obituary - Early Feminist Reformers
Students will write an obituary for one of the early feminist reformers - Catharine
Beecher, Elizabeth Cady Stanton, Sojourner Truth, Lucretia Mott. The obituary
must detail significant accomplishments of the individual profiled. A research
day will be provided.
9.4
Group Pyramids - Middle-Class Reform (1800s - Present)
Students will work in groups to create one pyramid reflecting the needs and
priorities of the working-class of the early 1800s, and another reflecting the needs
and priorities of middle-class reformers at this time. Pyramids should have six to
eight layers - students will brainstorm ideas and then coordinate responses for
each layer.
C10: Beyond the Mississippi, 1800-1860
10.1
Published by Kraus Organization with permission from issuing agency.
Map - Westward Expansion
Students will construct a map that details westward expansion and includes either
the major Native American Plains tribes or major pioneer trails.
Character Analysis - Sacajawea
Students will research information about Sacajawea and hypothesize why her
likeness was selected to be etched on the newly issued gold dollar.
10.2
Group Activity - Westward Settlement
Students will work in groups of 3 to complete the following exercise:
You have been granted a large tract of land in either Texas, Oregon, or California,
and are responsible for settling it.
A.
you.
B.
C.
D.
Create a newspaper advertisement to persuade prospective settlers join
Include a map outlining the route you will follow to reach your
destination, with information about the potential hazards along the way.
Include plans for your journey, such as a description of how the wagon
train will be organized and a list of supplies needed.
Design a flag for your territory.
10.3
Journal Activities - Westward Expansion
Students will complete a one page journal entry of a pioneer traveling along the
Oregon Trail - reflecting the hardships experienced, risks encountered, etc…
Epitaph - Pioneer
Students will construct an epitaph for a pioneer who died on the Oregon Trail.
10.4
Expository Essay - Manifest Destiny
Students will complete an expository essay addressing the following topic:
"Manifest Destiny - divine mission or unlawful conquest?"
Headlines - Gold Rush
Students will write a series of 4 newspaper headlines announcing the gold rush.
PART III: RESOURCES
U3: An Emerging New Nation, 1800-1860
Published by Kraus Organization with permission from issuing agency.
C8: The Market Revolution, 1815-1845
Films:
500 Nations: Removal, Trail of Tears
A&E Biography of Andrew Jackson (tq)
The Trail of Tears
Readings:
C9: Religion and Reform, 1815-1860
Films:
A&E Biography of Frederick Douglass
Readings:
C10: Beyond the Mississippi, 1800-1860
Films:
A&E Biography of Brigham Young
America Rock: Elbow Room
West to Oregon
Readings:
PART IV: PERFORMANCE TASKS
U3: An Emerging New Nation, 1800-1860
1. Group Activity - Brief on Current Reform Movement
(Focus Questions A, B, & C-- How did the concept of the "American Character" continue
to evolve in this era? What is the tension between the needs of the individual and the
needs of the group? How were political, social, and economic institutions of this era
structured to address this tension? How has the course of American history been
impacted by the interaction among people, technology, and the environment?)
During the mid-1800s there was increased interest and activism intended to
correct some of the developing problems in the United States. Reformers focused
on education, health care, and the role of government, among other issues. Many
of the issues remain the same for modern-day reformers.
Published by Kraus Organization with permission from issuing agency.
2. Issue Controversy--Trail of Tears Should the Cherokee be removed from their
land?
(Focus Questions A, B, & C-- How did the concept of the "American Character" continue
to evolve in this era? What is the tension between the needs of the individual and the
needs of the group? How were political, social, and economic institutions of this era
structured to address this tension? How has the course of American history been
impacted by the interaction among people, technology, and the environment?)
3. Issue Controversy--Did the concept of democracy expand in this era?
(Focus Question B-- What is the tension between the needs of the individual and the
needs of the group? How were political, social, and economic institutions of this era
structured to address this tension?)
4. Issue Controversy--Did Jackson's presidency encourage nationalism or
sectionalism?
(Focus Questions A & B -- How did the concept of the "American Character" continue to
evolve in this era? What is the tension between the needs of the individual and the needs
of the group? How were political, social, and economic institutions of this era structured
to address this tension?)
Published by Kraus Organization with permission from issuing agency.
UNIT 4: DIVISION AND UNEASY REUNION, 1848-1877
PART I: FOCUS QUESTIONS
Focus Question A:
What were the origins of the divisions within the Union? What were the
issues and were the differences resolved by the Civil War? What were these
issues and were they resolved by the Civil War? (3)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.5
Describe the multiple intersecting causes of events.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.1
Evaluate the importance of developing self-government so as to restrict
arbitrary power;
SS.7.3.2
Analyze and evaluate the advantages and disadvantages of limited and
unlimited government;
Published by Kraus Organization with permission from issuing agency.
SS.7.3.3
SS.7.3.4
SS.7.3.5
SS.7.3.6
Compare two or more constitutions and how they promote the principles
of their respective political systems and provide the basis for government;
Describe how constitutions may limit government in order to protect
individual rights and promote the common good;
Explain how purposes served by government have implications for the
individual and society;
Provide examples of legitimate authority and exercise of power without
authority.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.1
Evaluate economic systems by their ability to achieve broad societal goals,
such as efficiency, equity, security, employment, stability and economic
growth.
Focus Question B:
What was the tension between the needs of the individual and the needs of
the group during the Civil War era? How have political, social, and
economic institutions been structured to address this tension? (2)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict.
Published by Kraus Organization with permission from issuing agency.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.2
Analyze and evaluate the advantages and disadvantages of limited and
unlimited government;
SS.7.3.4
Describe how constitutions may limit government in order to protect
individual rights and promote the common good.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.3.1
Evaluate economic systems by their ability to achieve broad societal goals,
such as efficiency, equity, security, employment, stability and economic
growth.
Focus Question C:
What conflicts have arisen over the struggle between unlimited wants and
finite resources? How were these conflicts resolved during the Civil War
era? (3)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.5
Describe the multiple intersecting causes of events;
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
Published by Kraus Organization with permission from issuing agency.
SS.3.3.5
SS.3.3.6
SS.3.3.7
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past;
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.3.1
Compare the resources used by various cultures, countries and/or regions
throughout the world;
SS.13.3.2
Analyze the impact of economic choices on the allocation of scarce
resources;
SS.13.3.4
Define, defend and predict how the use of specific resources may impact
the future.
PART II: ACTIVITIES
U4: Division and Uneasy Reunion, 1848-1877
C11: The Coming of the Civil War, 1848-1861
11.1
Group Storybook - Pre-Civil War
In groups of 3 students will use Uncle Tom's Cabin as a model to develop a theme
for a book, creating 2 main characters who evoke the readers' sympathies toward
the South.
11.2
Campaign Slogan - 1856 Election
Students will summarize the political position of the American Party (KnowNothings) and write a campaign slogan for Millard Fillmore, the party's candidate
in the 1856 Presidential election.
11.3
Timeline - Events Leading to Civil War
Students will construct an annotated timeline of events leading to the Civil War.
Comic Book - Civil War Event
Students will create a historical comic book (series of sketches accompanied by
annotated captions) of one of the time-lined events.
Published by Kraus Organization with permission from issuing agency.
11.4
Written Summary - Causes of the Civil War
Students will summarize the immediate causes of the Civil War.
Group Activity - Handbill for Army Recruitment
Students will design a handbill recruiting soldiers for either the Confederate or the
Union army.
C12: The Civil War, 1861-1865
12.1
Map & Interviews - the Early Stages of War
Students will construct a map that illustrates significant battles of the first two
years of war, color-coding each theatre and indicating the outcome of each battle
in terms of the victor.
Interview - Civil War Figure
Students will assume the role of a newspaper reporter and make an audiotape of at
least 3 simulated interviews with notable figures from the war (Stonewall
Jackson, Abraham Lincoln, Robert E. Lee…….)
12.2
Map & Report - Civil War
Students will continue to add battles to the map as indicated above (12.1).
Journal - Soldier
Students will write a one page report on the life of a soldier (North or South) focusing on camp life, medical treatment, weapons, etc…
12.3
Report - Key Battle of the Civil War
Students will conduct an in-depth study of a battle of their choice (Gettysburg,
Antietam, Vicksburg…). Finished product will include a detailed map of the
battle, and a synopsis of the causes, course of action, key figures, statistics,
outcome, and significance.
In groups of 3 or 4, students will use their reports in order to plan a tour of a series
of these battle fields. They must identify the significance of specific sites, routes,
and battles of the war. Roles will include travel agents, tour planners, and guides.
12.4
Primary Source Readings - Lincoln
Students will read the Gettysburg Address and in their own words summarize the
main points of Lincoln's speech.
Published by Kraus Organization with permission from issuing agency.
Students will read Walt Whitman's poem regarding the death of Lincoln: "O
Captain! My Captain!" and identify the underlying of the poem.
Editorial - Influence of Documents
Students will use these 2 documents as they prepare an editorial that assesses
Lincoln as a Commander - in- Chief, evaluating to what extent he influenced the
outcome of the Civil War and the ways in which he shaped our nation as a whole.
C13: Reconstruction, 1863-1877
13.1
Journal - Freed Slave
Students will imagine that they are a newly freed slave following the Civil War.
They will write a diary entry which expresses what they are feeling, thinking,
planning to do, etc…., as they celebrate their free status. This should include
where they would go, how they would provide for their food, shelter, and so on.
13.2
Group Activity - Reconstruction Plan
In groups of 4, students will create a plan for Reconstruction. Students will
decide on what terms to readmit the Confederate states and how to reshape the
South's economic, political, and social structure so as to protect the freedom of
African Americans. Roles will include: members of the federal government such
as the President and senators and representatives from various states. Students
will pay particular attention to the various political interests, emotions, and lines
of reasoning that shaped plans for Reconstruction.
13.4
Slogan & Report - Reconstruction
In groups of three, students will work to write a slogan in the style of a modern
bumper sticker to reflect the feelings of abandonment and betrayal African
Americans might have felt toward the Republican Party at the end of
Reconstruction.
Students will write a one-page report analyzing Reconstruction and evaluating
why it is considered to be a failure.
PART III: RESOURCES
U4: Division and Uneasy Reunion, 1848-1877
Published by Kraus Organization with permission from issuing agency.
C11: The Coming of the Civil War, 1848-1861
Films:
A&E Biography of Abraham Lincoln
Readings:
C12: The Civil War, 1861-1865
Films:
54th Massachusetts (tq)
A&E Biography of Frederick Douglass (tq)
A&E Biography of Abraham Lincoln
Civil War Journal: Gettysburg
Civil War Journal: KKK
Glory
Readings:
C13: Reconstruction, 1863-1877
Films:
Civil War Journal: Reconstruction
Readings:
PART IV: PERFORMANCE TASKS
U4: Division and Uneasy Reunion, 1848-1877
1. Group Activity - Civil War Magazine
(Focus Questions A, B, & C-- What were the origins of the divisions within the Union?
What were the issues and were the differences resolved by the Civil War? What were
these issues and were they resolved by the Civil War? What was the tension between the
needs of the individual and the needs of the group during the Civil War era? How have
political, social, and economic institutions been structured to address this tension? What
conflicts have arisen over the struggle between unlimited wants and finite resources?
How were these conflicts resolved during the Civil War era?)
Published by Kraus Organization with permission from issuing agency.
Students will work in groups of four to create a Civil War magazine that includes
ads, illustrations, editorials, etc.. Providing a social, political, and economic
overview of the period. 2. Issue Controversy--Was the South defeated before it started fighting the Civil
War?
(Focus Questions A, B, & C-- What were the origins of the divisions within the Union?
What were the issues and were the differences resolved by the Civil War? What were
these issues and were they resolved by the Civil War? What was the tension between the
needs of the individual and the needs of the group during the Civil War era? How have
political, social, and economic institutions been structured to address this tension? What
conflicts have arisen over the struggle between unlimited wants and finite resources?
How were these conflicts resolved during the Civil War era?)
3. Issue Controversy--Was Reconstruction a success?
(Focus Questions A & B-- What were the origins of the divisions within the Union? What
were the issues and were the differences resolved by the Civil War? What were these
issues and were they resolved by the Civil War? What was the tension between the needs
of the individual and the needs of the group during the Civil War era? How have
political, social, and economic institutions been structured to address this tension?)
Published by Kraus Organization with permission from issuing agency.
UNIT 5: EXPANSION: REWARDS AND COSTS, 1860-1920
PART I: FOCUS QUESTIONS
Focus Question A:
What was the changing tension between the needs of the individual and the
needs of the group during industrialization? How were political, social, and
economic institutions structured to address this tension? (2)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.2
Analyze and evaluate the advantages and disadvantages of limited and
unlimited government;
Published by Kraus Organization with permission from issuing agency.
SS.7.3.4
Describe how constitutions may limit government in order to protect
individual rights and promote the common good.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.3.1
Evaluate economic systems by their ability to achieve broad societal goals,
such as efficiency, equity, security, employment, stability and economic
growth.
Focus Question B:
What was the relationship between social classes and the struggle between
unlimited wants and finite resources? How were these relationships
impacted by American industrialization? (3)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.4
SS.1.3.5
SS.1.3.6
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
Describe the multiple intersecting causes of events;
Use primary source documents to analyze multiple perspectives.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past;
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
Published by Kraus Organization with permission from issuing agency.
SS.13.3.1
SS.13.3.2
SS.13.3.4
Compare the resources used by various cultures, countries and/or regions
throughout the world;
Analyze the impact of economic choices on the allocation of scarce
resources;
Define, defend and predict how the use of specific resources may impact
the future.
Focus Question C:
How has the American Character been affected by the interaction among
people, technology, and the environment? (4)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past;
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good;
SS.6.3.2
Identify and explain characteristics needed for effective participation in
public life;
SS.6.3.4
Monitor and influence the formation and implementation of policy
through various forms of participation.
Published by Kraus Organization with permission from issuing agency.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.3.2
Analyze the impact of economic choices on the allocation of scarce
resources;
SS.13.3.5
Analyze how technological change can affect long-range productivity.
.
PART II: ACTIVITIES
U5: Expansion: Rewards and Costs, 1860-1920
C14: The Expansion of American Industry, 1865-1900
14.1
Chart - Effect of Railroads
Examine the relationship between the railroads, the development of new markets,
dispersion of the population throughout the west.
14.2
Cartoon - Industrialists
Create a cartoon that compares the perception of industrialists as a “Captain of
Industry” and one showing the industrialist as a “Robber Baron”. Also write an
explanation for each, reflecting appropriate point of view.
14.4
Point of View - Labor Dispute
Assume the roles of all those parties involved in a labor dispute. Either act out, or
write about your position and how you would like to see the situation resolved.
Chart – Labor Unions
Create a cause/effect chart on the development of labor unions in the 1800s.
C15: Looking to the West, 1860-1900
15.1
Political Cartoon - Corruption in the Gilded Age
Students will create a political cartoon that reflects political corruption as it
existed in the Gilded Age and as it continues to exist today.
15.2
Recognizing Bias - Native Americans
Published by Kraus Organization with permission from issuing agency.
Does the reformers’ desire to "civilize" Native Americans reveal a bias? Students
will construct a chart identifying the relationship between the desire of the
reformers to "civilize" the Native Americans and their continued role in American
society.
15.4
Chart - Political Platforms
Create a chart that lists the complaints/problems that farmers had in the late 1800s
and the solutions proposed by the Populist Party.
15.5
Analyze - Turner’s Frontier Thesis
What was the impact of Turner’s Frontier Thesis on those who viewed the frontier
as crucial to the continued evolution of the American character?
C16: Politics, Immigration, and Urban Life, 1877-1920
16.2
Chart - Immigration
Create a chart that describes immigration during the late 1800s. Where did they
come from? Why did they leave? Were there any restrictions placed on certain
groups of immigrants by the government? Where did they settle in the United
States?
Journal - Discrimination
Write a passage in a journal detailing the experiences of different groups of
immigrants in the United States. Some of the experiences should describe the
racism and discrimination that existed throughout the country.
Group Activity – Immigrant Entrance Exams
In groups create a series of tests for immigrants to gain entry into this country.
Tests centered on, physical condition, intelligence, knowledge of United States
history, financial situation, etc. The tests could be modeled after the experiences
of immigrants in the Ellis Island film and the textbook.
16.3
Designing a City
Ask students to assume the role of a city planner. They should design a city
including these types of functions, business, retail, industrial districts as well as
housing, recreation, transportation systems and design a city. Early American
cities could be studied and the patterns of development can be discovered.
Speculate on why cities tended to be designed in a similar fashion and look at the
growth of the city over time. What has happened to the city? Why?
Create an Image - Melting Pot
Published by Kraus Organization with permission from issuing agency.
Analyze the idea that the United States was/is a melting pot. How did reality and
theory interact? Use America Rock, Far & Away and the textbook as evidence.
This information should be used to create an image, cartoon or poster, reflecting
this relationship.
16.4
Solving an Urban Problem – Methods of Reformers
Reformers of the late 1800s tried to address problems in the cities. Assign groups
of students to be part of one of the reformer groups of the era and ask them to
propose a solution to some urban problem based on their appropriate philosophy.
C17: Cultural and Social Transformation, 1870-1915
17.1
Conflict of Leadership Styles - Booker T. Washington v W. E. B. DuBois
Divide the class into two groups – one supporting Booker T. Washington and the
other supporting W. E. B. DuBois. Each group should outline their respective
beliefs regarding education and describe how an ideal school would look
according to their point of view. Also relate the differences in leadership to other
leaders and speculate on the relative effectiveness of their different approaches to
addressing the same problem.
Chart – Impact of Education
How did various societal groups benefit from the increased educational
opportunities of the era?
17.2
Editorial – City Life
Write an editorial from the point of view of either a factory worker or an upperclass citizen regarding the new opportunities for entertainment in the city.
17.3
Slogan/Logo - African American Organizations
Create a slogan or a logo for one of the various African American organizations
of the era.
PART III: RESOURCES
U5: Expansion: Rewards and Costs, 1860-1920
C14: The Expansion of American Industry, 1865-1900
Published by Kraus Organization with permission from issuing agency.
Films:
48 Hours: Is Your Food Safe? (2/9/94 part I)
48 Hours: Is Your Food Safe? (5/18/94 part II)
A&E Biography of Andrew Carnegie
A&E Biography of J.C. Penney, Golden Rule
A&E Biography of John Rockefeller
A&E Biography of Milton Hershey
A&E Biography of Sam Walton
America Rock: Mother Necessity
Modern Marvels: Transcontinental Railroad (tq)
Modern Marvels: Railroads That Tamed the West (tq)
Railroads as a Business
Railroads Impact on Travel
The Lions of Capitalism
Transcontinental Railroad: Railroads Growth
Readings:
C15: Looking to the West, 1860-1900
Films:
500 Nations: Attack on Culture, Reservations
500 Nations: Bison Herd Massacre
A&E Biography of Crazy Horse
America Rock: Elbow Room
American Experience: The War for the Black Hills
Buffalo Soldiers
Dances With Wolves
Sitting Bull
The Final Clash: Wounded Knee
The Shadow of Hate: A History of Intolerance in America. Ghost Dance at
Wounded Knee
1890: The government's campaign to subdue Native Americans
culminates in a massacre on the plains.
Readings:
Us and Them: A History of Intolerance in America. Ghost Dance at Wounded
Knee
1890: The government's campaign to subdue Native Americans
culminates in a massacre on the plains.
C16: Politics, Immigration, and Urban Life, 1877-1920
Films:
Published by Kraus Organization with permission from issuing agency.
America Rock: The Great American Melting Pot
Ellis Island: Famous Immigrants (tq)
Ellis Island: Immigrant Experience (tq)
Ellis Island: Immigrants Recall Adventure (tq)
Far & Away
The Shadow of Hate: A History of Intolerance in America. In the City of
Brotherly Love
1844: A Philadelphia school controversy brings Protestant nativists and
Catholic immigrants to blows.
The Shadow of Hate: A History of Intolerance in America. A Rumbling in the
Mines
1885: Chinese laborers face deadly racial hatred in Wyoming.
We All Came to America
Readings:
Us and Them: A History of Intolerance in America. In the City of Brotherly Love
1844: A Philadelphia school controversy brings Protestant nativists and
Catholic immigrants to blows.
Us and Them: A History of Intolerance in America. A Rumbling in the Mines
1885: Chinese laborers face deadly racial hatred in Wyoming.
PART IV: PERFORMANCE TASKS
U5: Expansion: Rewards and Costs, 1860-1920
1. Group Presentation - "Mr. American Dream"
(Focus Questions A, B, & C-- What was the changing tension between the needs of the
individual and the needs of the group during industrialization? How were political,
social, and economic institutions structured to address this tension? What was the
relationship between social classes and the struggle between unlimited wants and finite
resources? How were these relationships impacted by American industrialization? How
has the American Character been affected by the interaction among people, technology,
and the environment?)
In groups of 3 students will present information to the class on two major
industrialists from each era following the guidelines provided.
2. Individual Written Report - "Mr. American Dream"
(Focus Questions A, B, & C-- What was the changing tension between the needs of the
individual and the needs of the group during industrialization? How were political,
social, and economic institutions structured to address this tension? What was the
relationship between social classes and the struggle between unlimited wants and finite
resources? How were these relationships impacted by American industrialization? How
Published by Kraus Organization with permission from issuing agency.
has the American Character been affected by the interaction among people, technology,
and the environment?)
Students will research and write a paper comparing an industrialist from each era
according to key questions provided.
3. Group Presentation - "Hey, Motivate Me"
(Focus Question C-- How has the American Character been affected by the interaction
among people, technology, and the environment?)
Students will research two American success stories' (Henry Ford, Oprah, etc.)
and prepare a class presentation that provides background on each individual and
encapsulates their formulas for success in the form of a motivational poster,
plaque, or self-help video.
4. Issue Controversy--Haymarket Square Riot
(Focus Question B-- What was the relationship between social classes and the struggle
between unlimited wants and finite resources? How were these relationships impacted
by American industrialization?)
Published by Kraus Organization with permission from issuing agency.
UNIT 6:THE UNITED STATES ON THE BRINK OF
CHANGE, 1890-1920
PART I: FOCUS QUESTIONS
Focus Question A:
What conflicts were caused by American industrialization over the struggle
between unlimited wants and limited resources? Were the reformers of the
era successful in resolving these conflicts? (3)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.5
Describe the multiple intersecting causes of events.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.7
Analyze the causes and consequences of major technological turning
points in history, e.g., their effects on people, societies and economies.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.2
Identify and explain characteristics needed for effective participation in
public life;
SS.6.3.4
Monitor and influence the formation and implementation of policy
through various forms of participation.
Published by Kraus Organization with permission from issuing agency.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.3.2
Analyze the impact of economic choices on the allocation of scarce
resources;
SS.13.3.5
Analyze how technological change can affect long-range productivity.
Focus Question B:
What trends can be discerned from the political, social, and economic impact
of this era’s American foreign policy? (6)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.6
Use primary source documents to analyze multiple perspectives.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well-being of their
community, state and nation.
SS.8.3.1
Describe how the United States influences other governments and
international organizations and how the United States, in turn, is
influenced by them;
SS.8.3.2
Analyze and evaluate the significance of major U. S. foreign policies and
major international events and conditions over time;
SS.8.3.4
Analyze the respective roles of the executive and legislative branches in
developing and implementing foreign policy;
SS.8.3.5
Identify and analyze the various domestic, political, economic and social
interests which play roles in the development of foreign policy;
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SS.8.3.6
Describe and analyze the process by which foreign policy decisions are
developed and executed.
PART II: ACTIVITIES
U6: The United States on the Brink of Change, 1890-1920
C18: Becoming a World Power, 1890-1913
C18.1
Chart-For and Against Imperialism
Use the drawing of Albert Beveridge to initiate a discussion identifying the
opinions for and against United States imperialism at the turn of the century.
Additionally identify the various positions and discuss the rationale for each
position.
Debate - Expansionist Policy
Students will work in cooperative groups to analyze information for and against
United States imperialism. These various arguments will be compared and
contrasted in either a written or oral format. Also, the role of public opinion will
be analyzed from the perspective of appropriate historical content and
contemporary issues.
18.2
Debate-Political Campaign of 1900
Individuals or groups will gather information relevant to a political debate
between candidates McKinley and Bryan. What are the respective positions and
how would they respond to their opponent’s strongest arguments?
18.3
Editorial Cartoon - Theodore Roosevelt
An examination of TR, his background and his leadership style. Cartoons should
reflect both the supporters and critics of TR and how TR personified the
“American Character”.
18.4
Chart-Imperialist v Anti-imperialist Arguments
Create a chart that compares the anti-imperialist arguments and the appeal of
imperialism. What role did racism play in the debate?
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Letter to the Editor - Imperialism
In cooperative groups, students will research and write a Letter to the Editor
supporting one side of the issue regarding the imperialistic policies of the United
States government.
C19: The Era of Progressive Reform, 1890-1920
19.1
List-Alternative Methods of Initiating Reforms
Create a list of factors that could be used to create a White List for today’s
reformers. This would reflect the ability of reformers to enact change without
legislative support. How do reformers use economic means to achieve their
goals?
19.2
Arbitration Simulation–Coal Miners Strike
Groups of students will assume the role of those parties involved in the 1902 coal
miners strike. Focus should be placed on the points of view of each group and on
the role of government in this type of strike.
19.3
Campaign Material for Political Candidates 1912
Students will work in small groups to create campaign posters, slogans, etc. for
the candidates in the election of 1912. What was the main selling point of each
candidate and what was the basis of support? What was the result of the election?
Why?
19.4
Timeline-People and Events in Women’s Suffrage Movement
Students will create a timeline of the major people and events in the campaign for
women’s suffrage, 1848-1920. Identify the major arguments used by those for
and against women’s suffrage during this period of time.
C20: The World War I Era, 1914-1920
20.1
Group Activity-Presidential Briefing
Groups of students will prepare a briefing book on the countries of Europe for
President Wilson at the beginning of the war in Europe. What should the
President know about those countries that were involved in the War? Prioritize
those factors that prompted the United States to become directly involved in the
War.
20.2
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Editorial - Making the World Safe for Democracy
Students will assume the role of editor of a newspaper in early March 1917. As
editor, they should write an editorial either urging the US into the war or
cautioning the nation against further involvement in the conflict. Additional
considerations such as where in the country their newspaper is located and what is
the point of view of the paper's readership with respect to the war.
20.4
Debate-Suppression of Civil Liberties During Wartime
How would President Wilson (1917) react to President Hoover’s (1929) statement
that “Absolute freedom of the press is a foundation stone of American Liberty”?
Which point of view is supported throughout United States history? What is
current opinion on the matter?
20.5
Debate-Membership in the League of Nations
Groups of students will present the various arguments for and against membership
in the League of Nations. Which position won the debate in the short-term? How
did the decision rate over time?
PART III: RESOURCES
U6: The United States on the Brink of Change, 1890-1920
C18: Becoming a World Power, 1890-1913
Films:
A&E Biography of Joseph Pulitzer
A&E Biography of Theodore Roosevelt (tq)
Modern Marvels: Panama Canal
Readings:
Drawing of Senator Albert Beveridge (whom I resemble) from 1902. Initiate a
discussion of arguments for and against United States Imperialistic policies.
C19: The Era of Progressive Reform, 1890-1920
Films:
48 Hours: IsYour Food Safe? (2/9/94 part I)
48 Hours: IsYour Food Safe? (5/18/94 part II)
A&E Biography of Susan B. Anthony
America Rock Sufferin' Till Suffrage
Published by Kraus Organization with permission from issuing agency.
Prohibition: 13 Years That Changed America
Suffragists
Readings:
C20: The World War I Era, 1914-1920
Films:
A&E Biography of Charles Lindburgh
Eye on History: America Enters WWI
Eye on History: Lusitania, Woodrow Wilson
Eye on History: WWI Battles
Eye on History: WWI
Prohibition: 13 Years That Changed America
The Century: America's Time - vol. 1. The 20s (tq)
Readings:
PART IV: PERFORMANCE TASKS
U6: The United States on the Brink of Change, 1890-1920
1. Group Activity - Effect of the Media – Yellow Journalism
(Focus Question B-- What trends can be discerned from the political, social, and
economic impact of this era’s American foreign policy?)
One of the major issues of the Imperialist Era is the role of the media in
influencing public opinion and in turn political policy. “Yellow Newspaper” is a
performance activity intended to focus on the ability of the media to manipulate
news coverage to achieve a particular end.
2. Group Activity - Initiating Reforms through Legislation
(Focus Question A-- What conflicts were caused by American industrialization over the
struggle between unlimited wants and limited resources? Were the reformers of the era
successful in resolving these conflicts?)
Compare and contrast 1900s era reform issues with those of today. Cooperative
activity that is designed to identify and speculate on the similarities and
underlying caused of contemporary reform issues.
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3. Group Activity - A Political Brief on Current Reform Movement
(Focus Question A-- What conflicts were caused by American industrialization over the
struggle between unlimited wants and limited resources? Were the reformers of the era
successful in resolving these conflicts?)
This cooperative task involved producing a brief for an aspiring political
candidate’s campaign. The candidate has requested enough specific information
to present a thorough explanation of the chosen issue to his constituency.
4. Issue Controversy--Was the Spanish-American War a success for the United
States?
(Focus Question B-- What trends can be discerned from the political, social, and
economic impact of this era’s American foreign policy?)
5. Issue Controversy--Whose foreign policy was more successful, Theodore
Roosevelt's or Woodrow Wilson's?
(Focus Question B-- What trends can be discerned from the political, social, and
economic impact of this era’s American foreign policy?)
6. Issue Controversy--Were Progressive reforms a grassroots or national
movement?
(Focus Question A-- What conflicts were caused by American industrialization over the
struggle between unlimited wants and limited resources? Were the reformers of the era
successful in resolving these conflicts?)
7. Issue Controversy--Should the United States have taken the Philippines?
(Focus Question B-- What trends can be discerned from the political, social, and
economic impact of this era’s American foreign policy?)
8. Issue Controversy--Who was responsible for the start of WWI?
(Focus Question A-- What conflicts were caused by American industrialization over the
struggle between unlimited wants and limited resources? Were the reformers of the era
successful in resolving these conflicts?)
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UNIT 7: BOOM TIMES TO HARD TIMES, 1919-1938
PART I: FOCUS QUESTIONS
Focus Question A:
How did the concept of the American Character continue to evolve during
this era? What were these beliefs and what continued to shape them during
this era? (1)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past.
Focus Question B:
What is the tension between the needs of the individual and the needs of the
group as a result of this era? How did political, social, and economic
institutions react to the Depression? (2)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
Published by Kraus Organization with permission from issuing agency.
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.5
Describe the multiple intersecting causes of events.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.3.1
SS.14.3.2
SS.14.3.5
SS.14.3.6
Evaluate economic systems by their ability to achieve broad societal goals,
such as efficiency, equity, security, employment, stability and economic
growth;
Identify and explain the factors that determine and cause changes in
demand, supply and the market-clearing (equilibrium) price;
Understand the causes and effects of periods of growth and recession
evident in the history of market economies;
Analyze the impact of government taxing and spending actions and
changes in the money supply and interest rates on the national economy;
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SS.14.3.8
SS.14.3.9
Explain reasons for government action in the economy, including
providing public goods and services, maintaining competition,
redistributing income, promoting employment, stabilizing prices and
sustaining reasonable rates of economic growth;
Analyze the impact of specific government actions in the economy on
different groups, including consumers, employees and businesses.
Focus Question C:
What conflicts have arisen over the struggle between unlimited wants and
finite resources during the 1920s and 1930s? Did New Deal programs
resolve these conflicts? (3)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.5
Describe the multiple intersecting causes of events.
Content Standard 13: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited,
individuals, households, businesses and governments must make choices.
SS.13.3.2
Analyze the impact of economic choices on the allocation of scarce
resources;
SS.13.3.6
Analyze how market forces and government regulation impact the use of
resources.
Content Standard 14: Economic Systems
Students will demonstrate that various economic systems coexist, and that economic
decisions are made by individuals and/or governments, influenced by markets, cultural
traditions, individuals and governments in the allocation of goods and services.
SS.14.3.1
Evaluate economic systems by their ability to achieve broad societal goals,
such as efficiency, equity, security, employment, stability and economic
growth;
SS.14.3.5
Understand the causes and effects of periods of growth and recession
evident in the history of market economies;
SS.14.3.6
Analyze the impact of government taxing and spending actions and
changes in the money supply and interest rates on the national economy;
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SS.14.3.9
Analyze the impact of specific government actions in the economy on
PART
II: ACTIVITIES
different groups, including consumers, employees and businesses.
.
U7: Boom Times to Hard Times, 1919-1938
C21: A Stormy Era, 1919-1929
21.1
Point of View - Red Scare
Students will assume one of the following roles: factory owner, factory worker,
investor, government official, and consumer. Describe their experience under
both capitalist and communist systems. Which do they prefer and why?
C21.2
Role Play - Election of 1928
Students will assume the role of various interest groups and explain their
preference for the 1928 election.
21.3
Chart - Role of Youth in Society
Identify various characteristics of the youth during the Jazz Age and of today.
Compare and contrast these characteristics between the two eras.
21.4
List - Affect on National Culture of Advertising
Students will list characteristics of effective advertising from the 1920s and today.
What was the impact of advertising on the culture of the 1920s? What impact
does advertising have on today’s culture?
21.5
Censorship - Regulation of Behavior
Students will choose an industry to censor. They should identify one criterion on
which to censor the industry and list the related regulations that should now be
followed by people involved in that media. Additionally, students could be
members of the industry that is being censored. How do these opposing
viewpoints relate to one another? Examine instances of censorship and its effect
on society.
C22: Crash and Depression , 1929-1933
C22.1
Campaign Slogan - Herbert Hoover
Students will create a campaign slogan or jingle for President Hoover in the
election of 1928. The poster/jingle should focus on the Republican Party’s
platform of safeguarding the nation’s prosperity.
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C22.2
Chart - Effect of Stock Market Crash on Society
Students will select a given segment of the population and create a symbol to
represent it. They should create a flow chart showing the effect of the stock
market on each segment and how each segment was interdependent.
C22.3
Poster - Effects of the Depression
Create a poster that illustrates the effect of the Depression on various segments of
the population.
C22.4
Editorial Cartoon - Pro/Con Depression Era Issues
Create an editorial cartoon that captures the issues of the era over which people
disagreed. For example, were Hoovervilles a fair or unfair characterization of
President Hoover? Describe the opposing points of view and their respective
justifications.
C22.5
Campaign Poster - Election of 1932
Students will create a campaign poster for either candidate in the 1932 election,
Hoover or Roosevelt. The poster should focus on the candidates respective ideas
about solving the country’s problems related to the Depression.
C23: The New Deal, 1933-1938
C23.1
New Deal Programs - Affect on the School Community
Similar to the work programs of the New Deal Era, the school is in a situation
where “public works” type programs are being introduced to the student body.
Each student group should identify the goal of the program, which students would
qualify to work on it, and how it would affect the school community.
C23.2
Political Advertisement - Opponent for FDR
Create an advertisement for an opponent of FDR. Using specific criticisms of
New Deal programs: What would this candidate do differently?
23.3
Chart - Major Programs of the New Deal
Create a chart that describes the origin of the program, accomplishments, and
legacy. What original New Deal programs have survived to today and have there
been any similar programs introduced by the national government since that time?
Published by Kraus Organization with permission from issuing agency.
PART III: RESOURCES
U7: Boom Times to Hard Times, 1919-1938
C21: A Stormy Era, 1919-1929
Films:
A&E Biography of Henry Ford (tq)
America on Wheels: Driving Force. Evolution of the Assembly Line - New Era of
Mass Consumerism
American Wheels: Consuming Passions, American Autos
Automobiles: Model T (tq)
Henry Ford: Tin Lizzie Tycoon
Golden Age of the Automobile
The Shadow of Hate: A History of Intolerance in America. The Ballad of Leo
Frank
1913: A Northern Jew becomes a scapegoat for Southerners' fears.
The Shadow of Hate: A History of Intolerance in America. Untamed Border
1917: Mexican Americans endure a reign of terror by the Texas Rangers.
The Shadow of Hate: A History of Intolerance in America. A Town Called
Rosewood
1923: White Floridians wipe an African American community off the
map.
Warring & Roaring
Readings:
Us and Them: A History of Intolerance in America. The Ballad of Leo Frank
1913: A Northern Jew becomes a scapegoat for Southerners' fears.
Us and Them: A History of Intolerance in America. Untamed Border
1917: Mexican Americans endure a reign of terror by the Texas Rangers.
Us and Them: A History of Intolerance in America. A Town Called Rosewood
1923: White Floridians wipe an African American community off the
map.
C22: Crash and Depression , 1929-1933
Films:
The Century: America's Time - vol. 2. The 30s (tq)
Year By Year: Prohibition Repealed
Year By Year: Stock Market Crash
Readings:
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C23: The New Deal, 1933-1938
Films:
Life in the 1930s
Stock Market Crash
The Century: America's Time - vol. 2. The 30s (tq)
Readings:
PART IV: PERFORMANCE TASKS
U7: Boom Times to Hard Times, 1919-1938
1. Issue Controversy--Was the United States truly democratic before 1932?
(Focus Question A-- How did the concept of the American Character continue to evolve
during this era? What were these beliefs and what continued to shape them during this
era?)
2. Issue Controversy--Was the New Deal a success?
(Focus Questions B & C-- What is the tension between the needs of the individual and the
needs of the group as a result of this era? How did political, social, and economic
institutions react to the Depression? What conflicts have arisen over the struggle between
unlimited wants and finite resources during the 1920s and 1930s? Did New Deal
programs resolve these conflicts?)
Published by Kraus Organization with permission from issuing agency.
UNIT 8: HOT AND COLD WAR, 1939-1960
PART I: FOCUS QUESTIONS
Focus Question A:
How did the idea of the American Dream evolve? What was the American
Dream and to what degree did various groups achieve it after WWII? (1)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past.
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the U. S. Constitution, how the U. S. system of
government works and how the rule of law and the values of liberty and equality have an
impact on individual, local, state and national decisions.
SS.5.3.2
Analyze, using historical and contemporary examples, the meaning and
significance of the ideal of equal protection under the law for all persons.
Focus Question B:
What is the tension between the needs of the individual and the needs of the
group in this era? How were post war institutions structured to address this
tension? (2)
Content Standard 1: Historical Thinking
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Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS 3.3.3
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good;
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order,
leading to compromise and the establishment of authority.
SS.7.3.4
Describe how constitutions may limit government in order to protect
individual rights and promote the common good.
PART II: ACTIVITIES
U8: Hot and Cold War, 1939-1960
C24: World War II, 1939-1945
24.1
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Debate - US Involvement in WWII
In groups students will simulate a debate between isolationists and
interventionists in the US in 1939. Each group is responsible for locating and
organizing the relevant arguments of their respective position and presenting it to
the class. Students will speculate as to which side had the most convincing
argument and why.
C25: World War II At Home, 1941-1945
25.2
List - Wartime Rationing
Students will compile a list of everything that they consume in a typical day and
write a response to the following: How would their behavior be effected by a
rationing system similar the one employed during WWII? What would be the
effect on the general population?
25.3
Analyze - Role of Women during Wartime
Students will analyze the role of women in the US during WWII. How did
women in general react to the War and what was their reaction to the War's end.
Did the WWII era have any effect on women's role in society? Students will
write a letter to the editor expressing their feelings at the conclusion of the war.
25.4
Journal - Relocation of a Certain Group
Students will create a journal entry detailing their thoughts when they receive a
Proclamation requiring them to vacate their home immediately. In addition to a
list of what items they will take and why, students will also discuss their feelings
about their changing situation.
C26: The Cold War and American Society, 1945-1960
26.1
Chart - Communism & Capitalism
Students will produce a chart that details the differences between a communist
and a capitalist economy. Students will speculate on what might have happened if
the USSR and the US became allies instead of enemies after WWII and record
their responses.
26.4
Analyze - McCarthyism
Students will analyze why McCarthy was able to gain so much power and ruin the
lives of so many people. What would people today view as un-American? And
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what might be done about it? Could such a situation occur today? Class
discussion regarding this phenomenon.
C27: The Postwar Years at Home, 1945-1960
27.3
Analyze - Leadership Characteristics
Students will create a list of ideal qualities of leadership. And assess in writing
how Eisenhower represented the leadership ideal for many Americans?
27.4
Group Project - Separate But Equal
Students will prepare for and conduct a panel discussion which presents the issues
from the points of view of the interested parties in the Sheff v O'Neill case with a
goal of rectifying the problems of segregation in Connecticut's public schools.
PART III: RESOURCES
U8: Hot and Cold War, 1939-1960
C24: World War II, 1939-1945
Films:
A&E Biography of Robert Oppenheimer
A&E Biography of Walter Winchell
The Century: America's Time - vol. 3. The 40s (tq)
This Century: VE, VJ Day
Readings:
C25: World War II At Home, 1941-1945
Films:
A&E Biography of Walter Winchell
Cartoons Go To War (tq)
The Century: America's Time - vol. 3. The 40s (tq)
The Shadow of Hate: A History of Intolerance in America. Home Was a Horse
Stall
1942: A young Japanese American woman ponders the meaning of
freedom behind barbed wire.
Published by Kraus Organization with permission from issuing agency.
Readings:
Us and Them: A History of Intolerance in America. Home Was a Horse Stall
1942: A young Japanese American woman ponders the meaning of
freedom behind barbed wire.
C26: The Cold War and American Society, 1945-1960
Films:
20th Century: Fear of Communism
A&E Biography of J. Edgar Hoover
A&E Biography of Joseph McCarthy
Eisenhower Fights the Cold War
Forest Gump
The Century: America's Time - vol. 4. The 50s & 60s (tq)
Readings:
C27: The Postwar Years at Home, 1945-1960
Films:
A&E Biography of Norman Rockwell
Big Dream/Small Screen - TV
Divided Highways: The Interstate System
Forest Gump
Ku Klux Klan: A Secret History (tq)
Modern Marvels: Paving of America
The Ernest Green Story
The Fifties: Baby Boom & Suburban Flight 9tq)
The Fifties: Rosa Parks (tq)
The Fifties: Sputnik & Fast Food (tq)
The Fifties: TV (tq)
Readings:
PART IV: PERFORMANCE TASKS
U8: Hot and Cold War, 1939-1960
1. Group Presentation - DEFINING AN ERA (1950s – 1990s)
(Focus Questions A & B-- How did the idea of the American Dream evolve? What was
the American Dream and to what degree did various groups achieve it after WWII? What
Published by Kraus Organization with permission from issuing agency.
is the tension between the needs of the individual and the needs of the group in this era?
How were post war institutions structured to address this tension?)
The final product will consist of a full period presentation, during which each
group member will present and explain some of the decade’s unique
characteristics.
2. Individual Written - DEFINING AN ERA (1950s – 1990s)
(Focus Questions A & B-- How did the idea of the American Dream evolve? What was
the American Dream and to what degree did various groups achieve it after WWII? What
is the tension between the needs of the individual and the needs of the group in this era?
How were post war institutions structured to address this tension?)
Also, each individual will include two (2) personal interviews relating to a
specific aspect of two different decades.
3. Issue Controversy--Was the United States neutral until Pearl Harbor?
(Focus Question B-- What is the tension between the needs of the individual and the
needs of the group in this era? How were post war institutions structured to address this
tension?)
4. Issue Controversy--Was President Truman's decision to drop the bombs on
Hiroshima and Nagasaki correct?
(Focus Question B-- What is the tension between the needs of the individual and the
needs of the group in this era? How were post war institutions structured to address this
tension?)
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UNIT 9: THE UPHEAVAL OF THE SIXTIES TO THE
PRESENT, FROM 1960
PART I: FOCUS QUESTIONS
Focus Question A:
What is the current American character and how has is evolved from
previous eras? (1)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.5
Describe the multiple intersecting causes of events.
Focus Question B:
What is the tension between the needs of the individual and the needs of the
group? How have political, social, and economic institutions been
structured to address this tension? (2)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
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human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.3
Demonstrate an understanding of the ways that cultural encounters and the
interaction of people of different cultures in pre-modern as well as modern
times have shaped new identities and ways of life;
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict.
Content Standard 5: United States Constitution And Government
Students will apply knowledge of the U. S. Constitution, how the U. S. system of
government works and how the rule of law and the values of liberty and equality have an
impact on individual, local, state and national decisions.
SS.5.3.4
Analyze, using historical and contemporary examples, the meaning and
significance of the ideal of equal protection under the law for all persons.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to
participate in and shape public policy, and contribute to the maintenance of our
democratic way of life.
SS.6.3.1
Evaluate whether or when their obligations as citizens require that their
personal desires, beliefs and interests be subordinated to the public good.
Focus Question C:
To what degree were the domestic and foreign policies of this era a
continuation of previous eras? What trends can we discern from our study
of the United States and its foreign policy? (6)
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and
recognizing change over time; contextualizing, comprehending and analyzing historical
literature; researching historical sources; understanding the concept of historical
causation; understanding competing narratives and interpretation; and constructing
narratives and interpretation.
SS.1.3.1
Formulate historical questions and hypotheses from multiple perspectives,
using multiple sources;
SS.1.3.2
Gather, analyze and reconcile historical information, including
contradictory data, from primary and secondary sources to support or
reject hypotheses;
SS.1.3.4
Evaluate data within the historical, social, political and economic context
in which it was created, testing its credibility and evaluating its bias;
SS.1.3.5
Describe the multiple intersecting causes of events.
Content Standard 3: Historical Themes
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Students will apply their understanding of historical periods, issues and trends to examine
such historical themes as ideals, beliefs and institutions; conflict and conflict resolution;
human movement and interaction; and science and technology in order to understand how
the world came to be the way it is.
SS.3.3.4
Identify various parties and analyze their interest in conflicts from selected
historical periods;
SS.3.3.5
Describe, explain and analyze political, economic and social consequences
that came about as the resolution of a conflict;
SS.3.3.6
Demonstrate an understanding of the ways race, gender, ethnicity and
class issues have affected individuals and societies in the past.
Content Standard 8: International Relations
Students will demonstrate an understanding of how the major elements of international
relations and world affairs affect their lives and the security and well-being of their
community, state and nation.
SS.8.3.1
Describe how the United States influences other governments and
international organizations and how the United States, in turn, is
influenced by them;
SS.8.3.2
Analyze and evaluate the significance of major U. S. foreign policies and
major international events and conditions over time;
SS.8.3.4
Analyze the respective roles of the executive and legislative branches in
developing and implementing foreign policy;
SS.8.3.5
Identify and analyze the various domestic, political, economic and social
interests which play roles in the development of foreign policy;
SS.8.3.6
Describe and analyze the process by which foreign policy decisions are
developed and executed.
.
PART II: ACTIVITIES
U9: The Upheaval of the Sixties, 1960-1975
C28:
C29:
C30:
C31:
The Kennedy and Johnson Years, 1960-1968
The Civil Rights Movement, 1960-1968
Continuing Social Revolution, 1960-1975
The Vietnam War and American Society, 1960-1975
U10: Continuity and Change, 1968-Present
C32:
C33:
C34:
C35:
The Nixon Years, 1968-1974
The Post-Watergate Period, 1974-1980
The Conservative Revolution, 1980-1992
Entering a New Era, 1992-Present
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U11: Pathways to the Future
C36:
C37:
C38:
C39:
C40:
C41:
C42:
Immigration and the Golden Door
Gun Control and Crime
Minimum Wage and the Role of Government
Entitlements: Rethinking Government Guarantees
The United States in the Western Hemisphere
Foreign Policy After the Cold War
Technology and You in the Next Century
PART III: RESOURCES
Unit 9: The Upheaval of the Sixties to the Present, From 1960
Films:
20th Century: Vietnam War
A&E Biography of Malcolm X (tq)
A&E Biography of Martin Luther King (tq)
A&E Biography of Rosa Parks (tq)
A&E Biography of Jimmy Carter
A&E Biography of Colin Powell (tq)
A&E Biography of Ronald Reagan
Forest Gump
The Century: America's Time - vol. 5. The 70s (tq)
The Century: America's Time - vol. 6. The 80s & 90s (tq)
The Shadow of Hate: A History of Intolerance in America. Nightriding with the
Klan
1981: A troubled Alabama teenager enters the brotherhood of hate.
The Shadow of Hate: A History of Intolerance in America. A Rose for Charlie
1984: A gay man's lifetime of harassment ends on a bridge in Maine.
The Shadow of Hate: A History of Intolerance in America. Street Justice
1991: In the Crown Heights section of Brooklyn, two worlds collide.
Year By Year: 1965 - Civil Rights in the South
Readings:
Us and Them: A History of Intolerance in America. Nightriding with the Klan
1981: A troubled Alabama teenager enters the brotherhood of hate.
Us and Them: A History of Intolerance in America. A Rose for Charlie
1984: A gay man's lifetime of harassment ends on a bridge in Maine.
Us and Them: A History of Intolerance in America. Street Justice
1991: In the Crown Heights section of Brooklyn, two worlds collide.
Published by Kraus Organization with permission from issuing agency.
PART IV: PERFORMANCE TASKS
Unit 9: The Upheaval of the Sixties to the Present, From 1960
1. Group Presentation - DEFINING AN ERA (1950s – 1990s)
(Focus Questions A, B, & C-- What is the current American character and how has is
evolved from previous eras? What is the tension between the needs of the individual and
the needs of the group? How have political, social, and economic institutions been
structured to address this tension? To what degree were the domestic and foreign
policies of this era a continuation of previous eras? What trends can we discern from
our study of the United States and its foreign policy?)
The final product will consist of a full period presentation, during which each
group member will present and explain some of the decade’s unique
characteristics.
2. Individual Written - DEFINING AN ERA (1950s – 1990s)
(Focus Questions A, B, & C-- What is the current American character and how has is
evolved from previous eras? What is the tension between the needs of the individual and
the needs of the group? How have political, social, and economic institutions been
structured to address this tension? To what degree were the domestic and foreign
policies of this era a continuation of previous eras? What trends can we discern from
our study of the United States and its foreign policy?)
Also, each individual will include two (2) personal interviews relating to a
specific aspect of two different decades.
3. Issue Controversy--Was the war in Vietnam a Cold War containment issue, or an
issue of Imperialism?
(Focus Question C-- To what degree were the domestic and foreign policies of this era a
continuation of previous eras? What trends can we discern from our study of the United
States and its foreign policy?)
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Region 15
Practical Law
High School
Social Studies Elective Program
July 3, 2001
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Practical Law
Purpose of the Curriculum
The elective course practical law was originally developed to fulfill the following
goals, which are also noted in the text Street Law from the National Street Law Institute
and West Publishing Company.
1. To provide a practical understanding of law and the legal system
which will be of use to students in their everyday lives.
2. To improve understanding of the fundamental principles and values
underlying our Constitution, laws and legal systems.
3. To promote awareness of current issues and controversies relating to
law and the legal system.
4. To encourage effective citizen participation in our legal system.
5. To bring about a greater sense of justice , tolerance, and fairness.
6. To develop a willingness and an ability to resolve disputes through
informal and, where necessary, formal resolution mechanisms.
7. To improve basic skills including critic al thinking and reasoning,
communication, observation, and problem solving.
8. To provide an opportunity to consider and clarify attitudes toward the
role that law, lawyers, law enforcement officers, and the legal system
play in our society.
9. To provide an opportunity for exposure to the many vocational
opportunities which exist within the legal system.
The curriculum also fulfills critical components of the Connecticut State
Social Studies Curriculum framework and develops the Region 15 Social Studies
Themes. This document will demonstrate how the content of the curriculum is in
accord with the State of Connecticut's Social Studies framework.
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Unit I: Introduction to Law and the Legal system
Focus Question 1: What is "Law" and why is it necessary?
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the United States Constitution,
how the United States system of government works and how the rule of
law and the values of liberty and equality have an impact on individual,
local, state and national decisions.
Students are able to:
1.apply an understanding of historical and contemporary conflicts
over Constitutional principles;
2.analyze historical and contemporary conflicts through the
respective roles of local, state and national governments;
3.explain how the design of the U.S. Constitution is intended to
balance and check the powers of the branches of government;
4. analyze, using historical and contemporary examples, the meaning
and significance of the ideal of equal protection under the law for
all persons;
5. explain why state and federal court powers of judicial review
reflect the United States idea of constitutional government.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and
responsibilities of citizens to participate in and shape policy, and
contribute to the maintenance of our democratic way of life.
Students are able to:
1. evaluate whether or when their obligations as citizens require that
their personal desires, beliefs and interests be subordinated to the
public good;
2. monitor and influence the formation of policy through various
forms of participation.
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Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of
humans for order, leading to compromise and the establishment of
authority.
Students are able to:
1. evaluate the importance of developing self- government so as to
restrict arbitrary power;
2. analyze and evaluate the advantages and disadvantages of limited
and unlimited government;
3. describe how constitutions may limit government in order to
protect individual rights and promote the common good;
4. explain how purposes served by government have implications for
the individual and society.
Focus Question 2 : How is law in the United States and
Connecticut designed and implemented ?
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the United States Constitution,
how the United States system of government works and how the rule of
law and the values of liberty and equality have an impact on individual,
local, state and national decisions.
Students are able to:
1. apply an understanding of historical and contemporary conflicts
over Constitutional principles;
2. analyze historical and contemporary conflicts through the
respective roles of local, state and national governments;
3. explain how the design of the U.S. Constitution is intended to
balance and check the powers of the branches of government;
4. analyze, using historical and contemporary examples, the meaning
and significance of the ideal of equal protection under the law for
all persons;
5. explain why state and federal court powers of judicial review
reflect the United States idea of constitutional government.
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Unit 2: Definition of Criminal Law
Focus Question 1: What is the nature and cause of criminal
activity?
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the United States Constitution,
how the United States system of government works and how the rule of
law and the values of liberty and equality have an impact on individual,
local, state and national decisions.
Students are able to:
1. apply an understanding of historical and contemporary conflicts
over Constitutional principles;
2. analyze historical and contemporary conflicts through the
respective roles of local, state and national governments;
4. analyze, using historical and contemporary examples, the meaning
and significance of the ideal of equal protection under the law for
all persons;
5. explain why state and federal court powers of judicial review
reflect the United States idea of constitutional government.
Focus Question 2: How are crimes defined, classified and
categorized?
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and
responsibilities of citizens to participate in and shape policy, and
contribute to the maintenance of our democratic way of life.
Students are able to:
3. establish, explain and apply criteria to evaluate rules and laws;
4. monitor and influence the formation of policy through various
forms of participation.
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Unit 3: Criminal Law: The Legal Process
Focus Question #1: What are the steps of "due process" in the
criminal justice system?
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the United States Constitution,
how the United States system of government works and ho w the rule of
law and the values of liberty and equality have an impact on individual,
local, state and national decisions.
Students are able to:
1. apply an understanding of historical and contemporary conflicts
over Constitutional principles;
2. analyze historical and contemporary conflicts through the
respective roles of local, state and national governments;
4. analyze, using historical and contemporary examples, the meaning
and significance of the ideal of equal protection under the law for
all persons;
5. explain why state and federal court powers of judicial review
reflect the United States idea of constitutional government.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and
responsib ilities of citizens to participate in and shape policy, and
contribute to the maintenance of our democratic way of life.
Students are able to:
3. establish, explain and apply criteria to evaluate rules and laws;
4. monitor and influence the formation and implementation of policy
through various forms of participation.
Published by Kraus Organization with permission from issuing agency.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of
humans for order, leading to compromise and the establishment of
authority.
Students are able to:
2. analyze and evaluate the advantages and disadvantages of limited
and unlimited government;
3. describe how constitutions may limit government in order to
protect individual rights and promote the common good;
4. explain how purposes served by government have implications for
the individual and society.
Focus Question 2: What rights and protections are intrinsic in
the criminal justice process and a "fair trial"?
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the United States Constitution,
how the United States system of government works and how the rule of
law and the values of liberty and equality have an impact on individual,
local, state and national decisions.
Students are able to:
1. apply an understanding of historical and contemporary conflicts
over Constitutional principles;
2. analyze historical and contemporary conflicts through the
respective roles of local, state and national governments;
4. analyze, using historical and contemporary examples, the meaning
and significance of the ideal of equal protection under the law for
all persons;
5. explain why state and federal court powers of judicial review
reflect the United States idea of constitutional government.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and
responsibilities of citizens to participate in and shape policy, and
contribute to the maintenance of our democratic way of life.
Published by Kraus Organization with permission from issuing agency.
Students are able to:
3. establish, explain and apply criteria to evaluate rules and laws;
4. monitor and influence the formation and implementation of policy
through various forms of participation.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of
humans for order, leading to compromise and the establishment of
authority.
Students are able to:
2. analyze and evaluate the advantages and disadvantages of limited
and unlimited government;
3. describe how constitutions may limit government in order to
protect individual rights and promote the common good;
4. explain how purposes served by government have implications for
the individual and society.
Unit 4: Individual Rights and Liberties in the First
Amendment
Focus Question 1: What are the rights involved in the first Amendment and
why are they so critical?
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the United States Constitution,
how the United States system of government works and how the rule of
law and the values of liberty and equality have an impact on individual,
local, state and national decisions.
Students are able to:
1. apply an understanding of historical and contemporary conflicts
over Constitutional principles;
4. analyze, using historical and contemporary examples, the meaning
and significance of the ideal of equal protection under the law for
all persons;
Published by Kraus Organization with permission from issuing agency.
5. explain why state and federal court powers of judicial review
reflect the US idea of cons titutional government;
6. evaluate the contemporary models of political parties,
associations, media groups, and public opinion in local, state and
national politics.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and
responsibilities of citizens to participate in and shape policy, and
contribute to the maintenance of our democratic way of life.
Students are able to:
1. evaluate whether or when their obligations as citizens require that
their personal desires, beliefs and interests be subordinated to the
public good;
2. identify and explain characteristics needed for effective
participation in public life;
3. monitor and influence the formation of policy through various
forms of participation.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of
humans for order, leading to compromise and the establishment of
authority.
Students are able to:
2. analyze and evaluate the advantages and disadvantages of limited
and unlimited government;
3. describe how constitutions may limit government in order to
protect individual rights and promote the common good;
4. explain how purposes served by government have implications for
the individual and society.
Focus Question 2: What are the issues and limitations involved in the First
Amendment rights?
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Content Standard 5: United States Constitution and Government
Students will apply knowledge of the United States Constitution,
how the United States system of government works and how the rule of
law and the values of liberty and equality have an impact on individual,
local, state and national decisions.
Students are able to:
1. apply an understanding of historical and contemporary conflicts
over Constitutional principles;
4. analyze, using historical and contemporary examples, the meaning
and significance of the ideal of equal protection under the law for
all persons;
5. explain why state and federal court powers of judicial review
reflect the US idea of constitutional government;
6. evaluate the contemporary models of political parties,
associations, media groups, and public opinion in local, state and
national politics.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and
responsibilities of citizens to participate in and shape policy, and
contribute to the maintenance of our democratic way of life.
Students are able to:
1. evaluate whether or when their obligations as citizens require that
their personal desires, beliefs and interests be subordinated to the
public good;
2. identify and explain characteristics needed for effective
participation in public life;
3. monitor and influence the formation of policy through various
forms of participation.
Published by Kraus Organization with permission from issuing agency.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of
humans for order, leading to compromise and the establishment of
authority.
Students are able to:
2. analyze and evaluate the advantages and disadvantages of limited
and unlimited government;
3. describe how constitutions may limit government in order to
protect individual rights and promote the common good;
4. explain how purposes served by government have implications for
the individual and society.
Unit 5: Individual Rights, Liberties and Responsibilities
involved in Equal Protection of the Laws
Focus Question 1: How does the law reinforce the principle of
equality?
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the United States Constitution,
how the United States system of government works and how the rule of
law and the values of liberty and equality have an impact on individual,
local, state and national decisions.
Students are able to:
1. apply an understanding of historical and contemporary conflicts
over Constitutional principles;
4. analyze, using historical and contemporary examples, the meaning
and significance of the ideal of equal protection under the law for
all persons;
5. explain why state and federal court powers of judicial review
reflect the US idea of constitutional government;
Published by Kraus Organization with permission from issuing agency.
6. evaluate the contemporary models of political parties,
associations, media groups, and public opinion in local, state and
national politics.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and
responsibilities of citizens to participate in and shape policy, and
contribute to the maintenance of our democratic way of life.
Students are able to:
1. evaluate whether or when their obligations as citizens require that
their personal desires, beliefs and interests be subordinated to the
public good;
2. identify and explain characteristics needed for effective
participation in public life;
3. monitor and influence the formation of policy through various
forms of participation.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of
humans for order, leading to compromise and the establishment of
authority.
Students are able to:
2. analyze and evaluate the advantages and disadvantages of limited
and unlimited government;
3. describe how constitutions may limit government in order to
protect individual rights and promote the common good;
4. explain how purposes served by government have implications for
the individual and society.
Published by Kraus Organization with permission from issuing agency.
Focus Question 2: What are the legal rights and responsibilities
in the workplace?
Content Standard 5: United States Constitution and Government
Students will apply knowledge of the United States Constitution,
how the United States system of government works and how the rule of
law and the values of liberty and equality have an impact on individual,
local, state and national decisions.
Students are able to:
1. apply an understanding of historical and contemporary conflicts
over Constitutional principles;
4. analyze, using historical and contemporary examples, the meaning
and significance of the ideal of equal protection under the law for
all persons;
5. explain why state and federal court powers of judicial review
reflect the US idea of constitutional government;
6. evaluate the contemporary models of political parties,
associations, media groups, and public opinion in local, state and
national politics.
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and
responsibilities of citizens to participate in and shape policy, and
contribute to the maintenance of our democratic way of life.
Students are able to:
1. evaluate whether or when their obligations as citizens require that
their personal desires, beliefs and interests be subordinated to the
public good;
2. identify and explain characteristics needed for effective
participation in public life;
3. monitor and influence the formation of policy through various
forms of participation.
Published by Kraus Organization with permission from issuing agency.
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of
humans for order, leading to compromise and the establishment of
authority.
Students are able to:
2. analyze and evaluate the advantages and disadvantages of limited
and unlimited government;
3. describe how constitutions may limit government in order to
protect individual rights and promote the common good;
4. explain how purposes served by government have implications for
the individual and society.
Published by Kraus Organization with permission from issuing agency.
THE USE OF FILMS AND
HISTORICAL NOVELS TO
MOTIVATE AND EDUCATE THE
CORE STUDENTS IN HISTORY
CLASS
Summer 2001
Published by Kraus Organization with permission from issuing agency.
This guide for core instructors consists of:
1. A statement explaining the rationale for the use of novels and videos in the
core curriculum.
2. The topics covered in World History I and the films and novels that could be
used in class
3. The topics covered in World History II and the films and novels that could be
used in class.
4. The topics covered in United States History and the films and nove ls that
could be used.
5. Sample book reviews
6. Sample viewing guides
It should be noted that this is a work in progress. This project was started last year
(2000-2001) in United States History and because of its success it will be implemented
this year (2001-2001) in the World History classes. Many new books will be added to
the World History list throughout the year.
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Given the apparent weaknesses of the core level history students in motivation,
skill development and over all apathy to traditional methods of instruction will the
incorporation of full feature films and historical novels increase their desire to learn?
It is the consensus of the core instructors that the units of study be the same for
core students as other students. That is, they should fo llow the Region 15 themes and
essential questions. However, the emphasis for the core level student will be on skill
development and application such as: increasing reading comprehension, the writing of
expository and persuasive essays, etc.
Students in dealing with a film will be provided viewing guides that will help
them focus on the essential question and give them direction toward the culminating
activity. (See sample viewing guides and models)
After reading the historical novel, (one each marking period is suggested) students
will write a book review that illustrates their understanding of the book and its historical
ties to the essential question. (See sample and model)
It is also the suggestion of the core instructors that consideration be given to team
teaching core history and core English. The flexibility of time and the “connecting” of
skills and subject matter should provide the students with a better opportunity for success.
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: Earliest People
Films: Suggested List of available films to select from:
1. Clan of the Cave Bear
2. Quest For Fire
Books: List of books available for students to read and write reviews.
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: Early Civilizations
Films: Suggested List of available films to select from:
1. Mulan
2. Biography of Confucius
Books: List of books available for students to read and write reviews.
1. Golden Goblet - McGraw
2. King Solomons Mines - Puffin Classic
3. Ancient Egypt - Puffin Classic
4. Boy and the Samurai - Haugaard
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: Classical Greece
Films: Suggested List of available films to select from:
1. Biography of Alexander The Great
Books: List of books available for students to read and write reviews.
1. Troy - Geras
2. Tale of Troy - Puffin Classic
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: Classical Rome
Films: Suggested List of available films to select from:
1. Spartacus
2. Biography of Julius Caesar
Books: List of books available for students to read and write reviews.
1. Bronze Bow - Speare
2. Anna of Byzantium - Barrett
3. Song of the Magdalene - Napoli
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: Middle Ages in Europe
Films: Suggested List of available films to select from:
1. Becket
2. Robin Hood
3. Search for the Holy Grail
4. Lion in Winter
Books: List of books available for students to read and write reviews.
1. King Arthur - Puffin Classic
2. Robin Hood - Puffin Classic
3. Protector of the Small, Page - Pierce
4. Protector of the small, Squire - Pierce
5. Protector of the Small, first test - Pierce
6. Road to Damietta - Odell
7. The Runaway Scallop - Temple
8. Knights Castle - Eager
9. Young Joan - Dana
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: The Renaissance
Films: Suggested List of available films to select from:
1. Biography of DaVinci
2. Biography of Michelangelo
3. Agony and the Ecstasy
Books: List of books available for students to read and write reviews.
1.
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: Reformation
Films: Suggested List of available films to select from:
1. A&E Biography of Biography Millennium Top Ten (many people are from
this time period)
Books: List of books available for students to read and write reviews.
1.
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: Scientific Revolution
Films: Suggested List of available films to select from:
1. Biography of Galileo
Books: List of books available for students to read and write reviews.
1.
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: Age of Exploration
Films: Suggested List of available films to select from:
1. Columbus
Books: List of books available for students to read and write reviews.
1. Magical Adventures of Pretty Pearl - Hamilton
2. Kidnapped Prince Equiano (Cameron)
3. Dark Frigate - Hawes
4. Roanoke Lost Colony - Levithin
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: Absolutism
Films: Suggested List of available films to select from:
1. Biography: Peter The Great
2. Biography: Suleiman
3. Biography Elizabeth
4. Biography: Cromwell
Books: List of books available for students to read and write reviews.
1. Beware Princess Elizabeth - Meyer
Published by Kraus Organization with permission from issuing agency.
World History I
Topic Covered: French Revolution
Films: Suggested List of available films to select from:
1. Tale of Two Cities
2. Biography: Napoleon
Books: List of books available for students to read and write reviews.
1. Tale of Two Cities - Dickens
Published by Kraus Organization with permission from issuing agency.
World History II
Topic Covered: The Industrial Revolution
Films: Suggested List of Available films to select from:
1. Molly McGuires
2. Biography: Beethoven
Books: List of books available for students to read and write
reviews.
1. A Christmas Carol
Charles Dickens
2. Hard Times
3. The Jungle
Charles Dickens
Upton Sinclair
Published by Kraus Organization with permission from issuing agency.
World History II
Topic Covered: Nationalism Triumphs in Europe
Films: Suggested List of Available films to select from:
1. Prisoner of Honor
Books: List of books available for students to read and write
reviews.
1. The Ruby and the Smoke
Phillip Pullman
2. The Shadow in the North
Phillip Pullman
3. Les Miserables
Victor Hugo
Published by Kraus Organization with permission from issuing agency.
World History II
Topic Covered: Imperialism
Films: Suggested List of Available films to select from:
1. Zulu
2. Biography: Stanley and Livingstone
3. Mountains of the Moon
4. Gandhi
Books: List of books available for students to read and write
reviews.
1. Kim
2. Gunga Din
Rudyard Kipling
Rudyard Kipling
3. Rebels of the Heavenly Kingdom
Katherine Paterson
Published by Kraus Organization with permission from issuing agency.
World History II
Topic Covered: The Great War
Films: Suggested List of Available films to select from:
1. Galipoli
2. All Quiet on the Western Front
3. Paths of Glory
Books: List of books available for students to read and write
reviews.
1. Titanic
Diane Hoe
2. SOS Titanic
Eve Bunting
3. The Machine Gunner
Robert Westall
4. Arms and the Man
5. All Quiet on the Western Front
George Benard Shaw
Erich Remarque
Published by Kraus Organization with permission from issuing agency.
World History II
Topic Covered: Between the Wars
Films: Suggested List of Available films to select from:
1. Gandhi
2. Michael Collins
3. Biography: Lenin
Books: List of books available for students to read and write
reviews.
1. The Fixer
Bernard Malamud
2. Young Fu of the Upper Yangtze
Elizabeth Forman Lewis
Published by Kraus Organization with permission from issuing agency.
World History II
Topic Covered: World War II
Films: Suggested List of Available films to select from:
1. Shindler’s List
2. Biography: Mussolini
3. Biography: Hitler
4. Biography: Stalin
5. Saving Private Ryan
Books: List of books available for students to read and write
reviews.
1. Night
Elie Wiesel
2. The Cay
Theodore Taylor
3. Obasan
Joy Kogqwa
4. Red Sky at Morning
Richards Bradford
5. So Far from the Bamboo Grove
Yoko Kawashima Watkins
6. Summer of My German Soldier
Bette Greene
7. Years of Impossible Goodbyes
Sook Nyul Choi
8. The Upstairs Room
Johanna Reiss
9. Pearl Harbor
Nancy Holder
10. After the War
Carol Matas
11. In My Enemy’s House
Carol Matas
12. The Last Mission
Harry Mazer
13. The Devil in Vienna
Doris Orgel
14. Freidrich
Hans Peter Richter
15. Morning is a Long Time Coming
16. The Invisible Thread
Yoshiko Ucida
17. Journey to Topaz
Yoshiko Ucida
Don Wulffson
18. Soldier X
19. Maus: A Survivor’s Tale
20. The Gadget
Bette Greene
Art Spiegelman
Paul Zindell
Published by Kraus Organization with permission from issuing agency.
World History II
Topic Covered: Cold War Rivalry
Films: Suggested List of Available films to select from:
1. Day in the Life of Ivan Denisovich
2. Fail Safe
3. Atomic Cafe
Books: List of books available for students to read and write
reviews.
1. Day in the Life of Ivan Denisovich
2. Darkness at Noon
3. Farenheit 451
Alexander Solzhenitsyn
Arthur Koestler
Ray Bradbury
Published by Kraus Organization with permission from issuing agency.
World History II
Topic Covered: The World Since 1945
Films: Suggested List of Available films to select from:
1. Gandhi
2. To Live
3. Cry Freedom
4. Dry White Season
5. Brokedown Palace
6. Romero
7. Heaven and Earth
8. Biography: Mandela
9. Biography: Castro
Books: List of books available for students to read and write
reviews.
1. China’s Son
Da Chen
2. Broken Bridge
Lynne Reid Banks
3. Forbidden City
William Bell
4. Lost in the War
Nancy Antle
5. The Things They Carried
Tim O’Brien
6. The Honorable Prison
Lyll Becerrade Jenkins
7. Journey of the Sparrows
Fran Leper Buss
8. Nectar in a Seive
9. No Longer at Ease
Kamala Markandaya
Chinua Achebe
10. Shabanu: Daughter of the Wind
11. Zlata’s Diary
Suzanne Fisher Staples
Zlata Filipovic
Published by Kraus Organization with permission from issuing agency.
United States History
Topics Covered: Exploration, colonization, revolution, new government, civil war
Films: Suggested List of available films to select from.
Columbus
1776
Patriot
Biographies of Washington and Jefferson
Glory
Gettysburg
Books: List of books available for students to read and write reviews.
1. A Young Patriot-The American Revolution Experienced by One Boy - Jim Murphy
2. The Journal of Wm Thomas Emerson - A Revolutionary War Patriot - Barry
Deneneberg
3. Ben Franklin of Old Philadelphia - Margaret Cousins
4. The Fifth of March - Story of the Boston Massacre - Ann Rinaldi
5. Johnny Tremain - Ester Forbes
6. Wolf by the Ears - Ann Rinaldi
7. Roanoke - A novel of the Lost Colony - Sonja Levitin
8. Cast Two Shadows - The American Revolution in the South - Ann Rinaldi
9. Freedom's Fire - J.P. Trent
10. Early Thunder - Jean Fritz
11. My Name is Not Angelica - Scott O'Dell
12. Titulia of Salem Village - Ann Petry
13. Lincoln: A Photobiography - Russell Freedman
Published by Kraus Organization with permission from issuing agency.
14. Rifles for Watie - Harold Keith
15. Behind Rebel Lines - Seymour Reit
16. An Acquaintance with Darkness - Ann Rinaldi
17. Across the Lines - Carolyn Reeder
18. A Voice from the Border - Pamela Smith Hill
19. Shades of Glory - Carolyn Reeder
20. Gentle Annie - Mary Shura
21. The Drummer Boy of Vicksburg - G. Clifton Wisler
22. Mr. Lincoln's Drummer - G. Clifton Wisler
23. Brady - Jean Fritz
24. With Every Drop of Blood - James, Christopher Collier
25. Red Cap - G. Clifton Wisler
26. Freedom Train - Story of Harriet Tubman - Dorothy Sterling
27. No Man's Land - Susan Bartoletti
28. Undying Glory - Story of MASS 54th Reg. - Clinton Cox
29. April Morning - Howard First
The Slave Dancer - Paula Fox
30. Across Five Aprils - Irene Hunt
31. Roll of Thunder, Here My Cry - Mildred Taylor
32. The True Confessions of Charlotte Doyle - ??
33. The Amistad Slave Revolt - Karen Zeinert
34. Get on Board - Story of the Underground Railroad - Jim Haskins
Published by Kraus Organization with permission from issuing agency.
United States History
Topics Covered: Westward movement, Native Americans, Development of the West,
Immigration
Films: Suggested List of available films to select from.
1. Dances With Wolves
2. Centennial: Massacre
3. Centennial: Longhorns
Books: List of books available for students to read and write reviews
Streams to the River, River to the Sea - Scott O'Dell
The Light in the Forest - Conrad Richter
Plainsong for Caitlin - Elizabeth M. Rees
My Side of the Mountain - Craighead George
The Second Bend in the River - Ann Rinaldi
Sing Down the Moon - Scott O'Dell
Beyond the Divide - Kathryn Lasky
Sarah Bishop - Scott O'Dell
A Family Apart - John Nixon
Indian Capture - Story of Mary Jamison - Lois Lenski
The Flight of the Red Bird - Dareen Rappaport
I am Regina - Sally Keehn
Trouble's Daughter - Katherine Kirkpatrick
When the Legends Die - Hal Bourland
Where the Lilies Bloom - Vera & Bill Cleaver
Dragonwingo - Laurence Yep
Published by Kraus Organization with permission from issuing agency.
Across the Wide Lonesome Prairie - 1847 The Oregon Trail - Diary of Hattie Campbell Kristiana Gregory
A Coal Miner's Bride - The Diary of Anetka Kaminski - Susan Bartoletti
Dreams in the Golden Country - The Diary of Zipporah Feldman, A Jewish Immigrant
Girl NYC 1903 - Kathryn Lasky
The Journal of Wong, Ming, Chung - A Chinese Miner - Laurence Yep
The Journal of Otto Peltonen - a Finnish Immigrant - William Durbin
The Great Railroad Race - The Diary of Libby West - Kristiana Gregory
One Eye Laughing, The Other Weeping - The Diary of Julie Weiss (Vienna to NY 1938)
- Barry Denenberg
West to a Land of Plenty - The Diary of Teresa Angelino - Jim Murphy
Rifka - Letters From - Karen Herse
Lousiana Hurricane - Kathleen Dusy
Alice Rose & Sam - Kathryn Lasky
Immigrant Kids - Russell Freedman
Published by Kraus Organization with permission from issuing agency.
United States History
Topic Covered: Immigration, Industrialization, Depression, and the Wars
Films: Suggested List of available films to select from.
1. Biography: Kroc
2. Biography: Hersey
3. Far and Away
4. Bernice bobs her Hair
Books: List of books available for students to read and write reviews.
The Blue Door - Ann Rinaldi
Lyddie - Katherine Paterson
Jim the Boy - Tony Earley
No Promises in the Wind - Irene hunt
A Long Way From Chicago - Riochard Peck
Grasshopper Summer - Ann Turner
Children of the Dustbowl - True Story of Weldpath School - Jerry Stanley
The Grapes of Wrath - John Steinbeck
Assignment Rescue - An Autobiography - Vivian Fry
Hiroshima - John Hersey
Children of the Paper Crane - Masamoto Nasu
The Story of D-Day - Bruce Bliven, Jr.
Lily's Crossing - Patricia R. Giff
The Journal of Scott Pendleton Collins - Walter Dean Meyers
Morning is a Long Time Coming - Bette Green
Summer of My German Soldier - Bette Green
Published by Kraus Organization with permission from issuing agency.
My Secret War - WWII Diary of Madeline Bech - Mary Pope Osborne
Foster's War - Carloyn Reeder
Heroes - Robert Cormier
Farewell to Manzanar - Jeanne Wakasuki - James Houston
Journey Home - Yoshiko Uchida
Journey to Topaz - Yoshiko Uchida
The Bomb - Theodore Taylor
Journey of Ben Uchida - Citizen 13559 Mirror Lake Internment Camp, CA 1942 - Barry
Denenberg
Jar of Dreams - Yoshiko Uchida
The Terrible Hours - Peter Mass
Children of the River - Linda Crew
Song of the Buffalo Boy - Sherry Garland
Thief of Hearts - Laurence Yep
Pork Chop Hill - S.L.A. Marshall
Diary of an Airborne Ranger - Frank Johnson
Very Crazy G.I. - Kregg P. Jorgenson
Lost in the War - Nancy Antle
Why Didn't You Get Me Out? - Frank Anton
Seals at War - Edwin P. Hoyt
Three Years to Freedom - True Story of a VN POW - James Rowe
I Have Seen Castles - Cynthia Rylan
Return with Honor - Capt. Scott O'Grady
Basher Fire-Two - True Story of F16 Fighter Pilot - Scott O'Grady
Published by Kraus Organization with permission from issuing agency.
United States History
Topic Covered: Independent decade studies, various biographies
Films: Suggested List of available films to select from.
1. Norma Rae
2. Ernest Green Story
Books: List of books available for students to read and write reviews.
Brian's Winter - Gary Paulson
Jason's Gold - Will Hobbs
Canyon's - Gary Paulson
Hatchet - Gary Paulson
Tisha - Robert Specht
My Everest Story - Mark Pfetzer - Jack Galvin
Facing the Extreme - Ruth Anne Koover, Michael Hodgson
The River - Gary Paulson
Lost in the Barrens - Earley Mowat
The Big Wander - Will Hobbs
Antarctica - Journey to the Pole - Peter Leracgis
Far North - Will Hobbs
San Francisco Earthquake 1906 - Kathleen Duey
Durango Street - Frank Bonham
To Sir with Love - E.R. Braithwaite
Published by Kraus Organization with permission from issuing agency.
The Watsons go to Birmingham 1963 - Christopher Curtis
The Road to Memphis - Michael Taylor
When Zachary Beaver Came to Town - Kimberly Holt
Going Where I'm Coming From - Anne Mazer
Postcards From France - Megan Libby
Rules of the Road - Joan Baker
Black Like Me - John Griffin
Something for Joey - Richard Peck
Blue Star Rapture - James Bennett
Ryan White - My Own Story
Slam - Walter Dean Meyers
Motown and Didi - Walter Dean Meyers
Somewhere in the Darkness - Walter Dean Meyers
Hero - S.L. Rottman
Scorpions - Walter Dean Meyers
The Brane - Robert Lipsyte
Flight #116 is Down - Carolyn Cooney
Homesick - My Own Story - Jean Fritz
America Street - Anne Mazer
Warriors Don't Cry - Melba Pattillo Beals
She Said Yes - Misty Bernall
Oprah Winfrey - A Voice For the People - Philip Brooks
Steven Speilberg - From Reels to Riches - Ted Gottfied
Rosa Parks Story - My Story - Rosa Parks
Rosie O'Donnell Biography - Katherine Krohn
Published by Kraus Organization with permission from issuing agency.
This is a sample book review assessment followed by a model of a book review
given to the students before starting work. The last two items in this section are book
reviews written by core level students for United States History class.
Published by Kraus Organization with permission from issuing agency.
This is a sample viewing guide for the Movie Norma Rae. It includes the viewing
guide, a student generated pre-viewing / writing activity, a list of character traits that can
be applied to the characters in any movie, the topic of the paper that will be written after
viewing the video, and a student paper that has been graded by the instructor.
Published by Kraus Organization with permission from issuing agency.
A good series of videos that can be effectively used are the A & E biographies.
There are many activities that can be generated after watching a biography. Included is
one such activity called an audio biography. Other activities could be case studies,
obituaries, turning point essays, resumes, etc. (See the PBLAs on the Pomperaug
database for more information on these activities).
Published by Kraus Organization with permission from issuing agency.
