Download Grade 5 Social Studies Unit 1

 Grade 5 Social Studies Unit 1 Title Geography (Celebrate Freedom Week Included) Big Idea/Enduring Understanding People come together to create rules, documents, and symbols to share Suggested Dates st​
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Six Weeks 29 Days Guiding Questions What is the origin and significance of U.S. National symbols? beliefs What geographic tools help me understand and interpret geographic Regions are defined by the features they have in common. data? People settle areas in predictable ways. What makes a Region? People adapt to and modify their environments Why did the early settlers choose to live where they did? TEKS Readiness TEKS 7A 8A 9A Supporting TEKS 7BCD 8B 9B 17ABCDE Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* Social Studies TEKS Handbook CISD 2015, Updated 4/5/2016 Process Skills 6AB, 24ABCDE, 25ABCDE,26AB Sample Assessment Question Celebrate Freedom Week: Explain the reasons for the creation of The Bill of Rights and the Constitution. Explain how supply and demand works. Is __________a good representation of a good Free Enterprise system? What does theWhite House represent? Why are there rules and regulations about proper ways to handle and display the flag? Geography: What is an example of a physical characteristic of a region? How has the coastal plain in Texas been used by people for economic benefit? What are some examples of information found a political map? What is a relief on a map? What symbols might you find on a physical map key? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. Ongoing TEKS Knowledge and Skills with Student Expectations District Specificity/Examples Vocabulary Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Subtopic: Celebrate Freedom Week­ 5 Days (A)17 Supporting explain various patriotic symbols, 5.17A Bloom’s: understand Democrat Uncle Sam: ​
a character believed to be modeled after a Republican CISD 2015, Updated 4/5/2016 Interactive notebook http://www.texaslre.org/ including Uncle Sam, and political symbols such as the donkey and elephant man from New York named Samuel Wilson. By 1830s, appeared in political cartoons as a symbol of the United States. He was used on posters asking young men to enlist in the army. think/pair/share small group or partners Various types of literature Various types of literature mini research Various types of literature Political symbols​
­ Democratic Donkey and Republican Elephant (B) Supporting sing or recite "The Star­Spangled Banner" and explain its history (C) Supporting recite and explain the meaning of the Pledge of Allegiance to the United States Flag (D) Supporting describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day, 5.17B Bloom’s: Remember national anthem “The Star­Spangled Banner”​
: was written by Francis Scott Key. 5.17C Bloom’s: Understand allegiance *Discovery Education (i.e. “Celebrating America” or “This is our Country”) indivisible Pledge of Allegiance:​
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Francis Bellamy wrote the liberty original Pledge in August 1892. He hoped justice the pledge would be used by citizens from any country. 5.17D Bloom’s: Understand Memorial Day: ​
originally called Decoration Day, is a day of remembrance for those who have died in service of the United States of America Independence Day: ​
commonly known as the Fourth of July or July Fourth, is a CISD 2015, Updated 4/5/2016 national celebrations Columbus Day, and Veterans Day federal holiday in the United States commemorating the adoption of the Declaration of Independence on July 4, 1776, declaring independence from Great Britain. Constitution Day: ​
Also know as Citizenship Day, Constitution Day is an American holiday honoring the day 39 delegates to the Constitutional Convention signed the United States Constitution. This historic date was September 17, 1787. Columbus Day: ​
Also know as Citizenship Day, Constitution Day is an American holiday honoring theday 39 delegates to the Constitutional Convention signed the United StatesConstitution. This historic date was September 17, ​
1787. Veteran's Day:​
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formerly known as Armistice Day, was originally set as a U.S. legal holiday to honor the end of World War I, CISD 2015, Updated 4/5/2016 which officially took place on November 11, 1918. (E) Supporting 5.17E Bloom’s: Understand mini research and report Various types of literature analyze partner or small group The drawing of simple maps began in first grade, and maps showing geographic tools were introduced in third grade. Interpretation of student drawn maps (and other maps) was formally introduced in fourth grade. explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore Subtopic: Geography­ 24 Days (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (A) Process Standard apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps 5.6A Bloom’s: Apply Title​
: giving an appropriate intrepret label to the map being construct created. Grid system​
­ is a system of vertical and horizontal lines that are used to help locate places on a map. There are two common kinds of grid systems: ● Alpha­numeric grids ­ where columns and rows are labeled with letters and numbers; places are located by a combination of letters and numbers such as A14, which would be where column A and row 14 intersect. These systems are commonly used on highway maps CISD 2015, Updated 4/5/2016 Allow students to examine and interpret printed maps (in the text, atlas, or other sources). Help them identify the various map tools that are present and make sure they know the uses for each of these: ● Title ● Grid system ● Legend/Map key ● Map symbols ● Scale ● Compass Rose When students are proficient in map interpretation then have them construct their own maps: and show relative location. ● Latitude/Longitude grids ­ these grids are more complex and are used on many maps to help pinpoint absolute location. Common uses are in tracking hurricanes, studying time zones (longitude) and climate (latitude), and navigation. Legend​
: contains symbols to interpret the map. Map symbols​
­ a list of all the symbols and what they mean on a given map are found in the legend​
or ​
map key. ● Student maps should use either an alpha­numeric (recommended) or a latitude/longitude grid system. They may construct maps without these location systems, however, it is important that they know how to use both alpha­numeric systems and latitude/longitude systems on published maps. ● Student maps should include appropriate symbols and these should be in the ​
legend (map key). ● Student maps should have a scale correctly representing the ratio between map distance and actual distance. ● Student maps should indicate both cardinal and intermediate directions and be appropriately oriented. ● Ask students to interpret their own maps or trade with a partner to pose and answer questions to interpret maps. Have students draw a map that relates to one of the other objectives such as colonial America, westward expansion or the Civil War. CISD 2015, Updated 4/5/2016 Scale ​
is a way to represent actual distances between points and the representation of that distance on a map, drawing, or plan (blueprint). The relationship between the "map" distance and the real distance is stated as a ratio. For example 1 inch equals 50 miles (1:50). Maps (and other drawings) have to be drawn to scale to save space and fit them on the paper. It is important to always use the same scale on any one map, so that it is an accurate "picture" of a place. Different maps/drawings often have different scales because they represent different relationships between the "drawn" and the actual distances. For instance, on a world map the scale may be 1:300 miles while on a map of the school the scale might be 1:10 feet. Compass Rose​
­ the directional finder that indicates cardinal and intermediate directions on most maps. (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The 5.6 B Bloom’s: Apply Some examples of raw data are: ● Population statistics ● Census reports CISD 2015, Updated 4/5/2016 analyze interpret construct translate data create graphs This skill is introduced at fourth grade. It is also a reinforcement of graphing and data collection skills in Science and Math ●
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student is expected to: ​
(B) Process Standard translate geographic data into a variety of formats such as raw data to graphs and maps. (7) Geography. The student understands the concept of regions in the United Import/Exports data Major crops Minerals Ten largest cities Ethnic groups Creating graphs involves locating and analyzing data and choosing the correct graph to represent the data. Graphs should always include a title and appropriate labels for the x­axis and the y­axis. Some graphs (multi­line graphs) will need a legend to allow for interpretation. Graphs can be created using computers. Special Purpose maps should always include a title and a legend to explain the meaning of the symbols used on the map and to allow for interpretation. Have students use census data to create a graph representing data about the distribution of population in the US past and present (ties to 8B). Formats for recording data could include any of the following depending on the data used: ● Bar graphs ­ compare quantities or amounts ● Line graphs ­ show trends over a given time period ● Multi­line graphs ­ show multiple sets of data on the same graph ● Circle graphs ­ compares data of a given sort to a percentage of the whole ● Special purpose maps ­ indicate specialized information as indicated in the title and legend of the map: population maps, mineral resources map, land use map. 5.7A Bloom’s: Describe United States regions resulting from human activity include: CISD 2015, Updated 4/5/2016 Population statistics of various ethnic groups represented in our population is one example of a data source. Charts and other visual organizers are another way to represent raw data. regions ­ political, create a map population, economic patterns human activity The concept of physical and human activity in a region was first introduced in second grade and has been expanded to include a greater depth of understanding at each subsequent grade level. States. The student is expected to: (A) Readiness describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity Political regions​
­ These regions help in governing people and creating rules and laws. Each of the fifty U.S. states is an example of this type of region. Regions for US representatives are examples of political regions. Population regions​
­ These regions center on dense population areas and are often named for the most prominent population center. Examples of these regions are: ● The Northeast ­ referring to the almost continuous urban development between Philadelphia and Boston; ● The Dallas­Fort Worth Metroplex; ● The Chicago area; ● The Houston/Galveston metropolitan area. Economic regions​
­ centers of economic activity, trade and import/export, business and industry, and markets. ● The "Sunbelt" region refers to the southern and southwestern states where businesses and people are moving because of the climate and favorable economic conditions; CISD 2015, Updated 4/5/2016 Review Vocabulary such as: ● Urban ­ referring to cities ● Rural ­ referring to agricultural areas ● Metropolitan ­ referring to cities and their surrounding suburbs. Regions vary in size, defining characteristics, and other characteristics. A state (area) can be in several regions at once. Using the US as an example, discuss all of the regions that make up the US. Some of these include: ● Political​
­ the state of Texas. ● Population​
­ one of the top nd​
population centers (2​
largest state population in the nation, th​
Houston is the 4​
largest city). ● Economic​
­ Oil and gas production, cattle ranching states, citrus growers, cotton belt, major seaports. ● The "corn belt" refers to the central region of the United States where corn and wheat are grown; ● The Houston Ship Channel ­ an inland seaport and trading center, especially for oil refining and shipping; ● The Great Lakes region ­ a network of economic and trading centers linked by the Great Lakes and the St. Lawrence Seaway; ● Economic regions also include types of economic activity such as agriculture regions, manufacturing regions, fishing regions, forestry regions and so on. (7) Geography. The student understands the concept of regions in the United States. The student is expected to: (B) Supporting describe a variety of regions in the United 5.7B Bloom’s: Describe The fifty (50) U.S. states are divided into regions. Sometimes regions are named for the relative location in the continental United States (such as the Southeast). Other regions are commonly named for a prominent physical feature (such CISD 2015, Updated 4/5/2016 regions landform characteristics mini research Using Texas as an example, discuss all of the regions Texas is a part of. Some of these include: ● Climate​
­ sub­tropical to temperate, dry/arid desert climate in far West Texas; nearness to the Gulf of Mexico impacts climate along the Gulf Coast; elevation in Texas has States such as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains; as the Rocky Mountain states). A third way of naming regions is to use a traditional name that has identified that area for a long historical period (such as the New England states or the South). Climate and Vegetation Regions Climate is affected by: ● Nearness to the equator (latitude); ● Distance from the ocean or other very large bodies of water; ● Altitude (elevation); ● The climate affects the natural vegetation. In the United States: ● Most of the NE and the northern mid­west (including the Great Lakes regions) have a Continental​
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Climate​
­ wet summers that are cool to hot and winters that are cold/very cold with some snow. ● The SE part of the U.S. has a ​
mild climate​
with rainy, mild to cool CISD 2015, Updated 4/5/2016 no measurable effect on climate. ● Location/Land/Waterform regions​
­ named for their geographic location and/or prominent land/water forms. ● Vegetation​
­ mostly grasslands and plains, the High Plains are part of the U.S. Great Plains region and are on a huge interior plateau, West Texas has grass and shrub (desert) vegetation. Fifth graders can also learn some generalizations that affect climate: ● The nearer a place is to the equator, the hotter the temperature; ● The closer a place is to the ocean, the more humid and rainy the place is; ● "Interior" lands tend to be drier; ● The higher the elevation, the cooler/colder the temperature. Climate and natural vegetation has an effect on many things such as: ● population distribution; ● growing seasons; ● land use; ● tourism. winters (very few days below freezing) and warm/hot often rainy summers. ● Most of the southwest and western U.S. has a dry climate (arid to semi­arid)​
. There are a few desert areas. ● Natural Vegetation regions include forests, grasslands, savannas (grassland with scattered trees) and scrubland (semi­arid land with short trees and shrubs, very little grass). CISD 2015, Updated 4/5/2016 Climate and vegetation affects land use. Some typical uses of land are: ● Manufacturing and trade; ● Ranching and grazing (for commercial sale); ● Agricultural crops and livestock (for commercial sale); ● Forest products. Note: In many parts of the world (not the U.S.) people use the land for subsistence farming and nomadic herding. In these areas they produce just enough to "get by", without any excess to sell for profit. Have students interpret special purpose maps to describe the types of regions that Houston or some other location is in. Have them write at least three sentences describing Houston in terms of these regions. Provide students with a variety of special purpose maps and pose questions such as: ● Why is the climate of Denver different from Washington, D.C.? ● What states have large amounts of commercial agriculture? Why? ● Which states would be in the Rocky Mountain region? ● Which states are in the Gulf Coast region? ● Why is the Northeast part of the United States so urbanized? Children's Literature Puzzle Maps U.S.A.​
by Nancy Clouse. Henry Holt, 1990. (7) Geography. The student understands the concept of regions in the United States. The student is expected to: (C) Supporting locate on a map important political features such as the ten largest urban areas in the United States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest 5.7C Bloom’s: Remember regions The fifty (50) U.S. states are divided into regions. Sometimes regions are named for the relative location in the continental United States (such as the Southeast). Other regions are commonly named for a prominent physical feature (such as the Rocky Mountain states). A third way of naming regions is to use a traditional name that has identified that area for a long historical period (such as the New England states or the South). One common classification system is listed below: Northeast ● ​
New England states​
: Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont; CISD 2015, Updated 4/5/2016 classify Locating and identifying states by name shape and region is new content for fifth grade. Review the concept of ​
region​
: areas that have human and/or physical characteristics in common which make them distinct from other areas. There are many ways to classify the United States into regions. One of the most common is in the Content Specifications. Another common classification is based totally on relative location. That classification is: ● Northeast:​
Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont. ● Mid­Atlantic:​
Delaware, Maryland, New Jersey; Pennsylvania, West Virginia. ● Southeast​
: Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee, Virginia. ● ​
Middle Atlantic states (Mid­Atlantic)​
: ● Delaware, Maryland, New Jersey, Pennsylvania, West Virginia, and the national capital ­ Washington, D.C. Southeast​
(which includes the South Atlantic and Gulf Coast states ­ this area is sometimes just called "The South") Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia. Midwest Illinois, Iowa, Indiana, Michigan, Minnesota, Missouri, Ohio, Wisconsin, and the Great Plains states of Kansas, Nebraska, North Dakota, and South Dakota. Southwest Arizona, Oklahoma, New Mexico, Texas. Rocky Mountain States Colorado, Idaho, Montana, Nevada, Utah, Wyoming. CISD 2015, Updated 4/5/2016 ● South Central:​
Arkansas, Louisiana, Oklahoma, Texas. ● Central:​
Illinois, Iowa, Indiana, Kansas; Missouri, Nebraska, Ohio. ● North Central:​
Michigan, Minnesota, North Dakota, South Dakota, Wisconsin. ● Southwest:​
Arizona, California, Colorado, New Mexico, Nevada, Utah. ● Northwest:​
Idaho, Montana, Oregon, Washington, and Wyoming. Alaska and Hawaii are not part of any region in this classification system. Help students understand the "flexibility" of the term region. A state can be classified in more than one region based on the defining characteristics. Also, regions change from one historical period to the next. For instance: Today, Texas is generally considered part of the southwest, however, it is also a Gulf Coast state; was part of the South in the Civil War; is in the South Central part of the U.S. geographically; and was once in the "Wild West". Given a list of the regions and a list of the states, have students classify the states according to region. Provide a political Pacific States California, the Pacific Northwest states of Oregon and Washington and also Alaska and Hawaii. Regions defined by physical characteristics include: ​
Geographic/Land/Waterform regions​
­ defined by the basic geographic location using cardinal and intermediate directions and/or land or water form names. The most commonly accepted region names include (from east to west): ● The Northeast (which includes the New England and Middle Atlantic states); ● The Southeast (which includes the South Atlantic and Gulf Coast states ­ this area is also sometimes referred to as "The South"; ● The Midwest (which includes the Great Lakes and some of the Great Plains states); ● The Southwest (which includes Texas and the Gulf Coast states); CISD 2015, Updated 4/5/2016 map of the United States for students to use as a reference. Play "50 State Bingo" in which students fill in the names of 25 of the states (whichever ones they choose) in a five by five Bingo grid. Then using an unlabeled map of the United States on the overhead or the wall, point to a state and call it #1. If the student recognizes that state and has it written on their grid, they identify it by filling in the space on their Bingo sheet. The first student to get a "State Bingo" wins. This game has multiple variations ­ it could be used to reinforce states within regions or review of the thirteen colonies. Children's Literature Old Home Day​
by Donald Hall. Harcourt/Brace Browndeer, 1996. Traces the evolution of Blackwater Pond from the Ice Age to the present. Scrambled States of America ● The Rocky Mountain states; and ● The Pacific states (which includes the Pacific Northwest). (7) Geography. The student understands the concept of regions in the United States. The student is expected to: 5.7D Bloom’s: Remember locate ​
5.8A Bloom’s: Describe Geographic factors that might influence the settlement and development of a place are: Landforms including natural barriers such as mountains and deserts; ● Bodies and sources of fresh water (for transportation, drinking, and farming); ● Climate and weather patterns; ● Natural vegetation; identify describe types settlement land use The concept of settlement patterns was introduced in fourth grade. This objective is part of the movement theme in geography and relates to the characteristics, distribution and migration of people. This theme of movement was introduced in second grade. Review vocabulary such as: Urban ­ referring to larger cities and the area around these cities. Rural ­ referring to the "country" ­ areas sparsely populated with only small towns. (D) Supporting locate on a map important physical features such as the Rocky Mountains, Mississippi River, and Great Plains. (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) Readiness identify and describe the types of settlement and patterns of land use in the United States; CISD 2015, Updated 4/5/2016 ● Wildlife (animals, birds, and so on); ● Rainfall and precipitation; ● Arable soil. Patterns of settlement are defined as: The relationships between where people establish settlements and physical features that encourage and/or discourage settlement. Some examples are: ● Earliest settlements are often along seacoasts and safe harbors or in fertile valleys; ● Natural protection from invasion is always a plus ­ lots of space, protective mountains or deserts; ● People usually look for fertile soil and flat land (plains) near rivers or other major water sources for personal, agricultural, or transportation uses; ● As the "good" land becomes more populated, people move to other areas, CISD 2015, Updated 4/5/2016 Suburban ­ the highly populated areas around cities. Sparse population ­ few people per square mile. Dense population ­ a lot of people per square mile. The teacher may have to review the skill of reading a population distribution map or looking for specific information on maps. In teaching this objective encourage students to apply geographic skills such as: Asking Geographic Questions …about why cities, people, and settlements are where they are…about how and why people chose those places…and the consequences of living in that place for those who were already there and for the future. Analyzing Geographic Information …from population distribution and historical maps…looking for patterns, and connections between population distribution and other factors…examining and explaining trends and making predictions. Answering Geographic Questions …reaching generalizations and conclusions about settlement patterns and population distribution…making inferences…posing new questions. still relying on natural waterways and other transportation centers (in later years railroad and highway corridors and crossroads); ● The last land to be settled is the land that is least desirable for farming, ranching, or other forms of industry. Usually it has other negative physical features such as high mountains, deserts, hostile native inhabitants, lack of resources, lack of transportation corridors (rivers, oceans/seas/roads). In the United States there are distinct settlement patterns, past and present. In general, settlement moved from east to west, skipping over the Great Plains, and clustering in California after 1849 (gold rush). CISD 2015, Updated 4/5/2016 In teaching about patterns of settlement, encourage students to ask such geographic questions as: ● Where did people originally settle? ● Are there any "patterns" that are apparent? ● Why did people choose this place to settle instead of some other place? ● Do you observe "clusters" of settlements? ● Where do most people live now? ● Have their settlement patterns changed over time? ● Are there any areas where there are few or no settlements? ● How might you account for those sparsely settled areas? (i.e., What factors have causes people to "avoid" those areas?) (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (B) Supporting explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present; and 5.8 B Bloom’s: Understand migration Geographic factors that might influence the settlement and development of a place are: ● Landforms; ● Bodies and sources of fresh water (for transportation, drinking, and farming); ● Climate and weather patterns; ● Natural vegetation; ● Wildlife (animals, birds, and so on); ● Rainfall and precipitation; ● Arable soil; ● Natural barriers (mountains, deserts). urban Patterns of settlement are defined as: The relationships between where people establish settlements and physical features that encourage and/or discourage settlement. Some examples are: ● Earliest settlements are often along seacoasts and safe harbors or in fertile valleys; CISD 2015, Updated 4/5/2016 rural suburban sparse/dense population settlement The concept of settlement patterns was introduced in fourth grade. This objective is part of the ​
movement theme in geography and relates to the characteristics, distribution and migration of people. This theme of movement was introduced in second grade. Review vocabulary such as: Urban ­ referring to larger cities and the area around these cities. Rural ­ referring to the "country" ­ areas sparsely populated with only small towns. Suburban ­ the highly populated areas around cities. Sparse population ­ few people per square mile. Dense population ­ a lot of people per square mile. The teacher may have to review the skill of reading a population distribution map or looking for specific information on maps. In teaching this objective encourage students to apply geographic skills such as: Asking Geographic Questions …about why cities, people, and settlements are where they are…about ● Natural protection from invasion is always a plus ­ lots of space, protective mountains or deserts; ● People usually look for fertile soil and flat land (plains) near rivers or other major water sources for personal, agricultural, or transportation uses; ● As the "good" land becomes more populated, people move to other areas, still relying on natural waterways and other transportation centers (in later years railroad and highway corridors and crossroads); ● The last land to be settled is the land that is least desirable for farming, ranching, or other forms of industry. Usually it has other negative physical features such as high mountains, deserts, hostile native CISD 2015, Updated 4/5/2016 how and why people chose those places…and the consequences of living in that place for those who were already there and for the future. Analyzing Geographic Information …from population distribution and historical maps…looking for patterns, and connections between population distribution and other factors…examining and explaining trends and making predictions. Answering Geographic Questions …reaching generalizations and conclusions about settlement patterns and population distribution…making inferences…posing new questions. In teaching about patterns of settlement, encourage students to ask such geographic questions as: ● Where did people originally settle? ● Are there any "patterns" that are apparent? ● Why did people choose this place to settle instead of some other place? ● Do you observe "clusters" of settlements? ● Where do most people live now? ● Have their settlement patterns changed over time? inhabitants, lack of resources, lack of transportation corridors (rivers, oceans/seas/roads). In the United States there are distinct settlement patterns, past and present. In general, settlement moved from east to west, skipping over the Great Plains, and clustering in California after 1849 (gold rush). A summary of these settlement patterns might include: ● In the 1500's, the Spanish began exploring Florida and Texas, but did not establish any permanent settlements there until the 1600 and 1700's. ● Beginning in 1607, with the Jamestown settlement in Virginia, and 1620, with Plymouth Plantation, in the Massachusetts Bay Colony, the English began to settle the original 13 colonies along the Atlantic seacoast. They moved inland only when the CISD 2015, Updated 4/5/2016 ● Are there any areas where there are few or no settlements? ● How might you account for those sparsely settled areas? (i.e., What factors have causes people to "avoid" those areas?) Provide students with a variety of special purpose maps and ask them to draw conclusions and interpret the maps based on such considerations as: ● What are conclusions about the population distribution in the Untied States? ● By comparing population maps with special purpose (physical, land use, climate) maps determine reasons why certain areas are more sparsely or more densely populated. ● Compare maps from two different time periods to draw conclusions about settlement patterns. ● In other activities, gather statistical data about state populations or large cities and ask students to reach conclusions about population distribution. Generalization: Settlement patterns proceed from coastal areas inland, progressing along natural waterways (rivers) and avoiding natural barriers. ●
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CISD 2015, Updated 4/5/2016 available coastal land became too crowded. The Appalachian Mountains (and hostile Native American and French groups) stopped much further settlement west until the late 1700's. Although the Louisiana Purchase in 1803 nearly doubled the size of the United States, difficult living conditions and hostile Native Americans slowed settlement of much of this area. In the 1840's Texas was annexed and the Mexican was fought to get control of land all the way to the Pacific (California) and in 1849, when gold was discovered in California, people quickly moved to the west coast. The last areas of the United States to be settled were the interior areas of the Great Plains . In the 1700's ­ early 1900's most people in the United States lived in rural areas. By the 1990's, over 75% of the Population distribution reflects land use patterns. For example, agricultural areas have sparse population and fewer cities than manufacturing (industrialized) areas. Given a population distribution map, a physical map and a climate map, ask students to draw conclusions about the settlement patterns and the geographic factors by writing at least five sentences that explain the population distribution patterns. Give them an example to get them started such as: Most of the people and big cities in Texas are nearer coast because it is warm there and the land is flat​
. Another example: ​
Not many people live in Alaska because it is too cold there and the land is rugged. Give students electoral vote maps from an election in the early 1900's, one in the mid 1900's, and 2000. Have them compare the changing distribution of population based on these maps and form at least three statements that are true. Then have them look at other special purpose maps to try and determine what geographic factors (landforms, climate, vegetation and so on) might support their statements about population. people in the U.S. lived in urban areas. (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) Readiness describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs; and 5.9 A Bloom’s: Describe Historical examples adaptations​
are: In the 13 colonies, 1. settlers used available building materials (logs) to build houses and forts for protection; 2. they learned to grow crops from the Native Americans and use natural fertilizers (dead fish); 3. they ate available wild game; 4. they adapted their lifestyle to fit the climate and the landscape; 5. in New England they became fishermen and ship­builders; 6. in Southern colonies, they adapted farming styles to the large amounts of relatively flat, fertile land and began large plantations. As people moved west, 1. they used sod and other available materials for houses; 2. adapted farming methods to fit the climate and crops CISD 2015, Updated 4/5/2016 environment adapt to modify past present human resources basic needs compare and contrast The concept of people adapting to or modifying the physical environment was introduced in second grade and has been expanded at each subsequent grade. Review vocabulary: Environment ­ your surroundings including the landscape and things built by humans. Adapt to ­ change one's behavior to "fit" the surroundings. Modify ­ change the surroundings to suit personal or group needs. Help students understand that: • When people move to a new area, they usually first change their ways of doing things to fit the new environment in order to survive (adapting to the environment)…and then they modify the environment to suit their particular needs. In order to modify the environment, people must have a certain amount of time, money, expertise, and technology. Without these factors, modifications are very limited. • Help students personalize this content by thinking about a time when they moved to a new place, went to a new school, traveled in a foreign country …. Ask them to that would grow well in the area; 3. learned to graze cattle and ranch on dry grasslands; 4. traveling in wagon trains for protection and used available resources to get across the Great Plains . Some historical examples modifications​
are: 1. Importing building materials for houses and clearing trees for farming and towns; 2. Building a road system, a canal system (i.e., the Erie Canal) and later a railroad system throughout the United States ­ including the completion of the Transcontinental Railroad in the late 1860's; 3. Mining, particularly gold mining in the west and coal mining in Appalachia; (early panning for gold was actually an adaptation to the environment) 4. Irrigation projects for farming in drier areas; 5. Slaughtering the buffalo herds changed migration patterns affecting the vegetation in grasslands and CISD 2015, Updated 4/5/2016 think about ways they first adapted to the new environment and then to think of ways they began to modify the environment to suit their own needs and wants. This part of this objective asks students to analyze and draw conclusions about actions taken by humans. They are also examining the cause and effect chain to summarize the impact of particular actions. Any current or past modification of the environment can be analyzed using this model. This objective can be taught throughout the year in combination with each historical period and current event topic studied. Some specific examples might include: 1. Building Jamestown or Plymouth settlements. 2. Plantation system. 3. Settlers moving to the west and setting up farms and towns. 4. 18th century inventions such as cotton gin, steam engine, textile mill equipment (looms); th
electricity, telephone.5. 19​
century improvements such as formation of buffalo wallows; th​
6. 20​
century examples are interstate highways, air­conditioning, flood control projects. automobiles, TV, airplanes, computers, and so on. th​
5. 19​
c entury improvements such as automobiles, air conditioning, etc. In this objective students are using important geographic skills such as: Analyzing Geographic Information …looking for relationships and connections between a decision to alter the physical environment and the effects of that decision… Answering Geographic Questions …reaching generalizations and conclusions about human modifications of the environment…drawing inferences…analyzing cause and effect relationships…asking new questions such as: 1. How can we use this information to plan for the future? 2. Do new rules or regulations need to be in place to control the results of this modification? Have students list at least five examples of ways in which people have either adapted to or modified the environment, detail the reasons why CISD 2015, Updated 4/5/2016 they took that action, and describe any consequences of their actions (This can be done in chart or narrative form) Have students draw or locate pictures that illustrate adaptations to or modifications of the environment. Then have them categorize the pictures based on the two categories. Next to each picture, have the students draw or describe at least one consequence of that adaptation or modification. Have students look in the newspaper or a current news publication for an article describing either an adaptation to or a modification of the environment. Ask them to summarize the article and describe any long or short­term consequences detailed in the article. Children's Literature Arctic Hunter​
by Diane Hoyt­Goldsmith. Holiday House, 1992. The Block​
by Langston Hughes. The Metropolitan Museum of Art, 1995. Building an Igloo​
by Ulli Steltzer. Henry Holt, 1995. Everglades​
by Jean Craighead George. Harper Collins, 1995. CISD 2015, Updated 4/5/2016 ​
(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (B) Supporting analyze the positive and negative consequences of human modification of the environment in the United States, past and present 5.9 B Bloom’s: Analyze analyze To analyze the consequences of modifications people make to their physical environment, examine one modification at a time following a model such as: consequences: positive and negative Modification​
­ state the modification. Why? (Need)​
­ Why do (did) people need (or think they need) to make this change? Things needed to make the modification​
­ What technology or other resources are (were) needed to make this modification? CISD 2015, Updated 4/5/2016 Everglades: Buffalo Tiger and the River of Grass​
by Peter Lourie. Boyds Mills Press, 1994. Houses of Adobe: The Southwest​
and Houses of Bark: Tipi, Wigwam, and Longhouse​
by Bonnie Shermie. Tundra, 1995; 1990. Street Music: City Poems​
by Arnold Adoff. Harper Collins, 1995. Window​
by Jeannie Baker. Greenwillow Books, 1991. Shows the modifications to the environment from the perspective of one window. An example from U.S. history that fits the model is: Modification​
­ Transcontinental Railroad Why? (Need)​
­ 1. to get from the eastern parts of the U.S. to the western parts more quickly and easily; in California there was gold (!) and throughout the west there was lots of space for settlement. 2. to provide a quicker way to get products from the west (beef cattle/meat for instance) to markets in the East. 3. to do away with the need for wagon trains (dangerous/long trip) and ships that had to sail all the way around South America. Positive consequences​
­ What good came about for many (most/all) people because of this modification? Negative consequences​
­ What and/or who was hurt by this modification?… In the short term?…In the long term or in the future? CISD 2015, Updated 4/5/2016 Things needed to make the modification ­ Steam engines, steel for tracks, workers (mostly immigrant labor: Chinese in the west and Irish­Americans, African­Americans and other immigrant groups in the east; dynamite, land. Positive consequences​
­ faster travel, safer travel, and new towns could be on railroads and did not have to be on rivers or coastlines, new products were available, new markets, new immigrants, jobs. Negative consequences​
­ destroyed the Native American lifestyle and lands by bringing settlers much faster than the wagons, noise, industrialization which led to other problems in cities. Other examples of modification could include strip mining and dams.