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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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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: 8 Published by Kraus Organization with permission from issuing agency. 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 9 Published by Kraus Organization with permission from issuing agency. 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?) 10 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 Published by Kraus Organization with permission from issuing agency. 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 13 Published by Kraus Organization with permission from issuing agency. 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. 14 Published by Kraus Organization with permission from issuing agency. 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?) 15 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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. 18 Published by Kraus Organization with permission from issuing agency. 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 19 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 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 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. (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 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 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. *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 Published by Kraus Organization with permission from issuing agency. *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 11 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. *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 Published by Kraus Organization with permission from issuing agency. 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 14 Published by Kraus Organization with permission from issuing agency. 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 15 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 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 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 24 Published by Kraus Organization with permission from issuing agency. • 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 28 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. REGION 15 GEOGRAPHY Elementary School Grade 5 August 9, 2000 1 Published by Kraus Organization with permission from issuing agency. 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 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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. 6 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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. 9 Published by Kraus Organization with permission from issuing agency. 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) 10 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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) 13 Published by Kraus Organization with permission from issuing agency. 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 14 Published by Kraus Organization with permission from issuing agency. (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 Published by Kraus Organization with permission from issuing agency. 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. 16 Published by Kraus Organization with permission from issuing agency. 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 17 Published by Kraus Organization with permission from issuing agency. 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) 18 Published by Kraus Organization with permission from issuing agency. 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) 19 Published by Kraus Organization with permission from issuing agency. 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. 20 Published by Kraus Organization with permission from issuing agency. 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?) 21 Published by Kraus Organization with permission from issuing agency. 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: 22 Published by Kraus Organization with permission from issuing agency. 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: 23 Published by Kraus Organization with permission from issuing agency. 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) 24 Published by Kraus Organization with permission from issuing agency. 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) 25 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 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 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) Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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); Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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) Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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; Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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. 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.9.2.1. 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. Published by Kraus Organization with permission from issuing agency. 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; Published by Kraus Organization with permission from issuing agency. 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; 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.3.2.5. 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. . Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. REGION 15 U.S. HISTORY Middle School Grade 7 July 17, 2000 Published by Kraus Organization with permission from issuing agency. 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 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 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.9:2:5 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 4. Setting Up A Town (Focus Question C: How did the colonists interact with their environment and technology?) 10 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 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 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. (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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. PART IV: PERFORMANCE TASKS 1. Native American Museum (Focus Question A: What is an American?) 2. Timeline of Native American Conflict 29 Published by Kraus Organization with permission from issuing agency. REGION 15 U.S. HISTORY Middle School Grade 8 July 17, 2000 1 Published by Kraus Organization with permission from issuing agency. 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 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. REGION 15 WORLD HISTORY I High School Grade 9 July 17, 2000 Published by Kraus Organization with permission from issuing agency. 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 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 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) Published by Kraus Organization with permission from issuing agency. 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; Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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) Published by Kraus Organization with permission from issuing agency. 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; Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. REGION 15 WORLD HISTORY II High School Grade 10 July 17, 2000 Published by Kraus Organization with permission from issuing agency. 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 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: 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. Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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: Published by Kraus Organization with permission from issuing agency. 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.. Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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; Published by Kraus Organization with permission from issuing agency. 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? Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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; Published by Kraus Organization with permission from issuing agency. 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; Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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: Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. 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; 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.3.3.3 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 Published by Kraus Organization with permission from issuing agency. 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 Published by Kraus Organization with permission from issuing agency. 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?) Published by Kraus Organization with permission from issuing agency. Region 15 Practical Law High School Social Studies Elective Program July 3, 2001 Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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. 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: 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. Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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? Published by Kraus Organization with permission from issuing agency. 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. Published by Kraus Organization with permission from issuing agency. 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.