Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Social Studies ! Third Grade Curriculum Map David Stephens, Superintendent June 2014 Dear Educator, This curriculum guide is an instructional tool designed to assist teachers in developing and implementing a quality Social Studies instructional program. The current standards were approved by the State Board of Education on July 26, 2013. These standards are to be implemented in the 2014-15 school year. ! The third grade social studies standards can be found at: http://www.tennessee.gov/education/standards/social_studies/ SS_Third_Grade.pdf These standards are divided into seven content areas: • Geography • North America • Europe • Africa • Australia • Asia • Antarctica ! ! Kristy Ford, Pre-K - 5 Instructional Supervisor Kizzy Barbee, Arlington Elementary 2 Third Grade World Geography and Culture Course Description: Third grade students will learn about the major components of world geography and world cultures. Students will develop skills across the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. Students will analyze the impact of physical and human geography on cultures in times past and present. They will explore the production, distribution, and consumption of goods and services on a local and global scale. Students will examine our connections to the past and the ways in which local, regional, and national governments and traditions have developed and left their marks on current societies. They will recognize the contributions of famous individuals from various ethnic, racial, religious, and socioeconomic groups to the development of civilizations around the world. Students will understand the role of rules and laws in our daily lives and the basic structure of the United States government, with opportunities to compare different government systems. They will evaluate evidence to develop comparative and causal analyses in order to interpret primary sources and informational text. Third grade students will construct sound historical arguments and perspectives on which informed decisions can be based. ! Geography 3.1 Process and report information identifying, locating, comparing, and contrasting the major continents and oceans: North America, South America, Europe, Africa, Australia, Asia, Antarctica, Arctic, Atlantic, Indian, Pacific, and Southern using maps, globes, and other technologies. 3.2 Interpret maps and globes using common terms, including country, region, mountain, hemisphere, latitude, longitude, north pole, south pole, equator, time zones, elevation, approximate distances in miles, isthmus, and strait. 3.3 Use cardinal directions, map scales, legends, titles, and longitude and latitude to locate major cities and countries in the world. 3.4 Examine major physical and political features on globes and maps, including mountains, plains, plateaus, mesas, buttes deserts, deltas, islands, peninsulas, basins, canyons, valleys, bays, streams, gulfs, straits, canals, seas, boundaries, cities, highways, roads, and railroads. 3.5 Explain the difference between relative and absolute location. 3.6 Use different types of maps (political, physical, population, resource, polar projection, and climate) and globe skills to interpret geographic information from a graph or chart. 3.7 Explain how specific images contribute to and clarify geographical information (diagrams, landforms, satellite photos, GPS system, maps, and charts). 3.8 Interpret digital sources and informational text to describe how humans interact with their environment. 3.9 Analyze primary and secondary sources, maps, photographs, texts, and artifacts for contradictions, supporting evidence, and historical details. 3 3.10 Trace the development of a product from its natural resource state to a finished product. ! Geography (continued) 3.11 Analyze how natural resources have impacted the economy of each region and their connections to global trade. 3.12 Discuss how unique weather forces impact the geography and population of a region or continent (hurricanes, earthquakes, floods, tornadoes, drought). 3.13 Summarize how people interact with their environment to satisfy basic needs and how geographic challenges are resolved, including housing, industry, transportation, communication, bridges, dams, tunnels, canals, freshwater supply, irrigation systems, and landfills. North America 3.14 Interpret different texts and primary sources to describe the major components of culture including language, clothing, food, art, beliefs, customs, and music. (C, H) 3.15 Use information gained from timelines, primary sources, media, and informational text to identify major historical events and patterns in North America. (C, G, H, P) Suggestions are as follows: Mayan Culture, Aztec Culture, Colonial America, the American Revolution, and current events. 3.16 Use timelines and historical passages to summarize the history of a region, including events, inventions/ inventors, artists, writers, and political figures. (C, G, H, P, TN) Suggestions are as follows: Christopher Columbus, Benjamin Franklin, George Washington, Daniel Boone, Nancy Ward, Thomas Jefferson, Betsy Ross, Noah Webster, Abraham Lincoln, Susan B. Anthony, Harriet Tubman, Geronimo, George Washington Carver, Georgia O’Keefe, Amelia Earhart, E.B. White, Rosa Parks, Martin Luther King Jr., Dian Fossey, and Barack Obama. 3.17 Compare and contrast a primary source and secondary source of the same event or topic. (C, H) 3.18 Identify and locate on a map: Canada, Mexico, Central America, and the 50 states of the U.S. (G) 3.19 Compare and contrast different maps to show the location of Alaska and Hawaii as outside of the contiguous United States, using a globe to refine understanding of the location of the two states. (G) 3.20 Identify on a map major cities of the continent (Charleston, Chicago, Knoxville, Los Angeles, Memphis, Mexico City, Miami, Montreal, Nashville, New York, Seattle, Washington D.C.). (G, TN) 3.21 Locate the states that comprise the regions of the United States. (G) 3.22 Identify major physical features on a map (G, TN): • Rivers – Colorado, Cumberland, Mississippi, Missouri, Ohio, Rio Grande, St. Lawrence, Tennessee • Mountains – Alaska Range, Appalachian, Cascade, Rockies • Bodies of Water – Arctic, Atlantic, Great Lakes, Great Salt Lake, Gulf of Mexico, Hudson Bay, Niagara Falls, Pacific 4 • Deserts – Death Valley, Great Basin • Landforms – Grand Canyon North America (continued) 3.23 Identify examples of scarcity in and around specific regions. (E, G) 3.24 Interpret a chart, graph, or resource map of major imports and exports. (E, G) 3.25 Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E) 3.26 Describe how goods and services are exchanged on local, regional, and international levels including transportation methods and bartering and monetary exchange. (C, E, G, TN) 3.27 Compare and contrast landforms, climates, population, natural resources, and major cities of the three Grand Divisions of Tennessee. (G, TN) 3.28 Discuss the structure and purpose of government. (P) 3.29 Compare and contrast the national governments of Canada, Mexico, and the United States. (P) 3.30 Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice. (P, TN) South America 3.31 Conduct short research projects to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) 3.32 Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. (C, G, H, P) Suggestions are as follows: Inca Culture, Amerigo Vespucci, Panama Canal, and current events. 3.33 Identify on a map major countries of the continent (Brazil, Colombia, Cuba, and Peru, Argentina). (G) 3.34 Identify major physical features of the continent (G): • Rivers - Amazon • Mountains - Andes • Bodies of Water - Straits of Magellan, Lake Titicaca • Landforms - Caribbean Islands, Galapagos Islands 3.35 Identify examples of scarcity in and around specific regions. (E, G) 3.36 Interpret a chart, graph, or resource map of major imports and exports. (E, G) 3.37 Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E) 3.38 Summarize the differences between a dictatorship and democratic forms of government. (P) ! 5 Europe 3.39 Describe the diverse but unified nature of people within a continent or region, identifying the distinct contribution made by their culture including language, clothing, food, art, beliefs, customs, and music. (C, H) 3.40 Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. (C, G, H, P) Suggestions are as follows: Olympics in Ancient Greece, Roman Empire, monarchies, European discovery of the New World, historical narratives of major European immigrant groups and their journeys to America, and current events. 3.41 Identify major countries of the continent (France, Italy, Germany, Russia, Spain, and United Kingdom). (G) 3.42 Identify major physical features of the continent (G): • Mountains – Alps, Gibraltar • Bodies of Water - Arctic Ocean, Mediterranean Sea 3.43 Identify examples of scarcity in and around specific regions. (E, G) 3.44 Interpret a chart, graph, or resource map of major imports and exports. (E, G) 3.45 Compare and contrast a monarchy and a democratic form of government. (P) ! Africa 3.46 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) 3.47 Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences using information gained from timelines, primary sources and informational text. (C, G, H, P) Suggestions are: Ancient Egypt and the pyramids, Nile River, Tutankhamen, Bartholomew Diaz lands on Cape of Good Hope, Nelson Mandela, and current events. 3.48 Identify major countries of the continent (Egypt, Kenya, Libya, and South Africa). (G) 3.49 Identify major physical features of the continent (G): • Rivers – Congo, Niger, Nile • Mountains – Kilimanjaro, Mt. Kenya, Atlas Mountains • Desert – Sahara • Bodies of Water – Indian Ocean, Lake Victoria, Southern Ocean • Landforms – Cape of Good Hope 3.50 Explain how people depend on the physical environment and its natural resources to satisfy their basic needs. (C, E, G) 3.51 Identify examples of scarcity in and around specific regions. (E, G) 3.52 Interpret a chart, graph, or resource map of major imports and exports. (E, G) ! 6 Australia 3.53 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) 3.54 Use information gained from timelines, primary sources and informational text to identify major historical people, events and patterns. (C, G, H, P) Suggestions are as follows: Indigenous cultural heritage of Aboriginal people, Captain James Cook and European Settlement, Australia’s Independence, and current events. 3.55 Identify the Great Barrier Reef, New Zealand, Ayers Rock, and Tasmania. (G) 3.56 Interpret a chart, graph, or resource map of major imports and exports. (E, G) ! Asia 3.57 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) 3.58 Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences. Use information gained from timelines, primary sources and informational text. (C, G, H, P) Suggestions are as follows: Mesopotamia including the creation of the written alphabet; important technologies of China such as bronze casting, silk manufacture, gunpowder and the invention of paper; The Great Wall of China; Marco Polo and trade along the Silk Route; 2004 Indian Ocean Tsunami, and current events. 3.59 Identify the major countries of the continent (China, India, Israel, and Japan). (G) 3.60 Identify the Himalayas, Mount Everest, and Mesopotamia. (G) 3.61 Interpret a chart, graph, or resource map of major imports and exports. (E, G) 3.62 Describe how goods and services are exchanged on local and international levels. (E, G) ! Antarctica 3.63 Create a multimedia presentation of social studies stories about explorations to Antarctica; add drawings or other visual displays to stories or accounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (C, G) 3.64 Use timelines and historical passages to summarize the history of a region including events, inventions/ inventors, artists, writers, and political figures. (C, H, P) Suggestions are: James Clark Ross, Richard E. Byrd, and South Magnetic Pole. 3.65 Conduct a short research project to examine the Antarctic Treaty. (P) 3.66 Explain why there are only temporary residents found on Antarctica and the impact the physical environment and its natural resources have on how basic needs are met. (G) 3.67 Read and interpret information about the impact of people on the environment. (G) 7 3.68 Identify McMurdo Station. (G) Social Studies Curriculum Map State Standards & Common Core State Standards (CCSS) Third Grade Unit Guiding Questions Assessment/Activities Instructional Resources First Quarter: Weeks 1-4 3.1 Process and report information identifying, locating, comparing, and contrasting the major continents and oceans: North America, South America, Europe, Africa, Australia, Asia, Antarctica, Arctic, Atlantic, Indian, Pacific, and Southern using maps, globes, and other technologies. ! 3.2 Interpret maps and globes using common terms, including country, region, mountain, hemisphere, latitude, longitude, north pole, south pole, equator, time zones, elevation, strait, approximate distances in miles, and isthmus. Geography What are the major physical components of the world and how are they represented on a map? ! What can we learn about our world by studying and comparing formal regions? ! How can map features help us understand where we are in the world? ! Color and label a blank world map with the names of the continents, oceans, lines of latitude and longitude, hemispheres, poles, equator and prime meridian. ! ! ! Find a specific location on world map (using map tools). Read and interpret a map of a region Given a community map, students should be able to write directions from one location to another. ! Integrate content into Reading Language Art Block: read books about maps, time zones, north pole south pole, etc. (see suggestions) ! ! Interpret time zone map. 3.3 Use cardinal directions, map scales, legends, titles, and longitude and latitude to locate major cities and countries in the world. 3.4 Examine major physical and political features on globes and maps, including mountains, plains, plateaus, mesas, buttes deserts, delta valleys, bays, streams, gulfs, straits, canals, seas, boundaries, cities, highways, Research a major continent or ocean (See Books: also Research Project) World Atlas (National Geographic) Geography What are some of the the major physical and political features around the world? ! How do Earth’s physical features affect how and where people live? Using a geographic perspective, use a graphic organizer compare features of physical and political maps of the world. ! ! ! ! Are We There Yet?: Using Map Scales by Doreen Capstone Gonzales Houghton Mifflin Social Studies Many Regions, One World (2009) Printables: Map Reading Skills http://www.enchantedlearning.com/ geography/mapreading/ ! Websites: Using Maps & Globes (Video) http://app.discoveryeducation.com/ search?Ntt=maps+and+globes Brainpop.com: Geography Themes: Latitude and Longitude, Map Skills, and Time Zones ! Research Project: Option 1: Features of GeographyChoose a North American landform to research. Students should write an informative report about the chosen landform. Students can research the landform using books or the internet. Students should write a report about the chosen landform. Books: U.S. Landforms by Dana Meachen Rau ! Houghton Mifflin Social Studies Many Create a foldable which includes an Regions, One World (2009) illustration, description of how each 8 landform is depicted on a map and in real life. State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources First Quarter: Weeks 1-4 roads, and railroads. Geography What information about these features can be gained by using physical and political maps? Use both a political and physical map to choose a class trip destination. Have students create a proposal for a class trip to this destination (See also website). Websites: Class Trip education.nationalgeographic.com/ archive/xpeditions/lessons/01/g35/ gpafrica2.html?ar_a=1 3.5 Explain the difference between relative and absolute location. Geography How do absolute and relative location differ? Make a T-chart. List examples of when one would use absolute location & relative location Books: Houghton Mifflin Social Studies Many Regions, One World (2009) Find the latitude & longitude of a location. Topographic Maps, by Ian F. Mahaney Rosen ! ! What are the advantages and disadvantages of images (diagrams, satellite photos, maps, charts, etc.) when locating a place or interpreting information about a location? 3.6 Use different types of maps (political, physical, population, resource, polar projection, and climate) and globe skills to interpret geographic information from a graph or chart. ! 3.7 Explain how specific images contribute to and clarify geographical information (diagrams, landforms, satellite photos, GPS system, maps, and charts). ! ! Play a game of Amazing Race. Students must find the coordinates of locations around the world in order to finish first. ! ! Video: GPS http://www.neok12.com/video/ View satellite images, topographical maps, Geography/ and Google Earth to explore how these zX014264595550577b435502.htm images can help one interpret geographical information. Informations Text: Where on Earth Are We Read and interpret different types of maps http://www.k12reader.com/reading(political, physical, population, resource, comprehension/ polar projection, and climate). Gr4_Wk1_Where_On_Earth_Are_You.pdf ! ! ! Students will interpret graphs and charts which include geographical information, population, climates, etc. ! ! Website: Google Earth http://www.google.com/earth/ ! Geography PPT http://www.slideshare.net/mucarcam/ 5-themes-and-map-skills-power-point 3.8 Interpret digital sources and informational text to describe how humans interact with their environment. Geography How does human interaction influence the environment in which they inhabit? Read informational text about human interaction with environment. ! Use a graphic organizer to analyze a landscape, to record changes people make in a landscape, explain why they made those changes, and the consequences of those changes. Books: Houghton Mifflin Social Studies Many Regions, One World (2009) ! 9 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities What is the difference between a primary and secondary source? Which is more reliable? Give students a historical statement of fact or fiction. Read historical passages (primary & secondary), view photographs, and analyze articles from the same historical event. Students will prove or disprove the statement using these materials. Students will evaluate primary & secondary sources for contradictions, historical detail, and supporting evidence . Instructional Resources First Quarter: Weeks 1-4 3.9 Analyze primary and secondary sources, maps, photographs, texts, and artifacts for contradictions, supporting evidence, and historical details. Geography ! Is it possible for an historical event to have contradictory evidence? ! 3.10 Trace the development of a product from its natural resource state to a finished product. ! How does a product go from natural resource to finished product? ! ! 3.11 Analyze how natural resources have impacted the economy of each region and their connections to global trade. 3.12 Discuss how unique weather forces impact the geography and population of a region or continent (floods, hurricanes, drought, earthquakes, and tornadoes). ! 3.13 Summarize how people interact with their environment to satisfy basic needs and how geographic challenges are resolved, including housing, industry, transportation, landfills, communication, bridges, dams, tunnels, canals, freshwater supply, and irrigation systems. How has the need for natural resources impacted the interdependence of countries throughout the world? Geography ! ! Read and interpret a product map of the world. Discuss interdependence. Chose a product and create a flow chart which traces its development from natural resource to finished product. Houghton Mifflin Social Studies Many Regions, One World (2009) ! Websites: Tracing Trash Back To Its Roots & Trash Bingo GR 3-4 http://www.google.com/url? sa=t&rct=j&q=&esrc=s&source=web&c d=6&ved=0CEAQFjAF&url=http%3A%2F %2Fwww.epa.gov%2Fosw %2Feducation%2Fquest%2Fpdfs %2Fsections %2Fu1_chap2.pdf&ei=3RDEU66gKevksA SqIDgDA&usg=AFQjCNG1i6J85XI0qGQ6v bIAe0zZ3q06g&sig2=CQCbDw8U1JdyVR vG65BAgA&bvm=bv.70810081,d.cWc ! What are the major impacts severe weather forces have had on the environment, economic and people of regions and continents? Using a geographic perspective, research how weather forces impact the economy, population, and people of a region. (See also Instructional resources) How do human interact with their environment to meet their basic needs? ! ! Books: ! Create a foldable which includes an the weather force, its impact on a region, and the regions affected by those natural disasters. Read and summarize passages which discuss how people in various regions meet their basic needs & the hardships they endure. Students will offer solutions for minimizing the effects of these geographical challenges. Books: Houghton Mifflin Social Studies Many Regions, One World (2009) !! !! !! !! !! ! Summarize the ways in which human activities can affect ecosystems. 10 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources First Quarter: Weeks 5-9 3.18 Identify and locate on a map: Canada, Mexico, Central America, and the 50 states of the U.S. (G) ! 3.19 Compare and contrast different maps to show the location of Alaska and Hawaii as outside of the contiguous United States, using a globe to refine understanding of the location of the two states. (G) ! 3.20 Identify on a map major cities of the continent (Charleston, Chicago, Knoxville, Los Angeles, Memphis, Mexico City, Miami, Montreal, Nashville, New York, Seattle, Washington D.C.). (G, TN) ! 3.21 Locate the states that comprise the regions of the United States. (G) ! 3.22 Identify major physical features on a map (G, TN): • Rivers – Colorado, Cumberland, Mississippi, Missouri, Ohio, Rio Grande, St. Lawrence, Tennessee • Mountains – Alaska Range, Appalachian, Cascade, Rockies • Bodies of Water – Arctic, Atlantic, Great Lakes, Great Salt Lake, Gulf of Mexico, Hudson Bay, Niagara Falls, Pacific North America !! !! What countries and states make up North America? ! ! What is a physical map? What can we learn about North America by comparing formal regions? ! Why is the globe a truer representation of the world, than a map? ! Evaluate different maps of America. Compare and contrast Hawaii’s and Alaska’s location on the maps compared to their location on a globe. Books: Houghton Mifflin Social Studies Many Regions, One World (2009) !! ! !! !! !! !! !! !! !! !! !! ! ! Students will label major bodies of water, deserts, mountain ranges, and landforms in North America on a map. Website: North America (lesson plans & PPT) http://continents.mrdonn.org/ northamerica.html Interactive Maps, Games, & Quizzes http://classroom.jc-schools.net/basic/ ssmaps.html ! Interactive map http:// education.nationalgeographic.com/ education/mapping/interactive-map/? lg=33&b=0&f=247&bbox=-170.55769,-67. 06743,162.72356,67.47492&ar_a=1&ls=18 00007&t=1 ! ! Printable Outline Map http://www.eduplace.com/ss/maps/ Videos: Bizzare Boarders: Part 2 https://www.youtube.com/watch? v=qMkYlIA7mgw ! Landforms: Number One http://player.discoveryeducation.com/ index.cfm? guidAssetId=94AACA27-9A40-4A62-9F67FCE38976E&b1nFromSearch=1&productcode =US !! !! 11 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources First Quarter: Weeks 5-9 • Deserts – Death Valley, Great Basin • Landforms – Grand Canyon North America Create a foldable that compares and contrast the three Grand Divisions of Tennessee. •Side 1- draw an outline map of TN, label the 3 grand divisions, major cities, and major landforms in each division. •Side 2-create 3 tab chart label them West, Middle, East. For each region list the major city, its population, and natural resources found in that region. ! 3.27 Compare and contrast landforms, climates, population, natural resources, and major cities of the three Grand Divisions of Tennessee. (G, TN) 3.14 Interpret different texts and primary sources to describe the major components of culture including language, clothing, food, art, beliefs, customs, and music. ! 3.15 Use information gained from timelines, primary sources, media, and informational text to identify major historical events and patterns in North America. (C, G, H, P) Suggestions are as follows: Mayan Culture, Aztec Culture, Colonial America, the American Revolution, and current events. ! North America How does the culture of a Make a venn diagram to compare and region influence its people? contrast the components of two groups’ culture. Why are primary and secondary sources Use primary source material important components to (pictures, artifacts, maps, articles, timelines) history? to study American people and events from the past. What historical figures and events have shaped the Read current events from newspaper and continent of North summarize articles. America? Read and interpret informational text and How did key historical timelines which document historical and events shape North current events. America? ! ! ! ! ! ! ! Books: Houghton Mifflin Social Studies Many Regions, One World (2009) ! ! Videos: Websites: North America (lesson plans & PPT) http://continents.mrdonn.org/ northamerica.html ! Books: Houghton Mifflin Social Studies Many Regions, One World (2009) !! Websites: North America (lesson plans & PPT) http://continents.mrdonn.org/ northamerica.html ! !! Videos: Research: Have students research their culture (language, clothing, food, art, beliefs, customs, and music.) Use research to create a culture doll which reflects the clothing of that culture. Students will write an essay to summarize present an oral presentation about their findings. 12 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Second Quarter: Weeks 5-9 3.16 Use timelines and North historical passages to America summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. Suggestions are as follows: Christopher Columbus, Benjamin Franklin, George Washington, Daniel Boone, Nancy Ward, Thomas Jefferson, Betsy Ross, Noah Webster, Abraham Lincoln, Susan B. Anthony, Harriet Tubman, Geronimo, George Washington Carver, Georgia O’Keefe, Amelia Earhart, E.B. White, Rosa Parks, Martin Luther King Jr., Dian Fossey, and Barack Obama. What key historical events Use informational text to help describe the influenced the formation of importance of North American inventors, the United States? artists, writers, and political figures. ! ! Can one person change the history of a nation? Why are primary and secondary sources important components to history and learning? !! ! ! Daniel Boone http://www.enchantedlearning.com/ explorers/page/b/boone.shtml 3.17 Compare and contrast a primary source and secondary source of the same event or topic. (C, H) ! 3.24 Interpret a chart, graph, or resource map of major imports and exports. (E, G) ! 3.25 Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E) ! Videos: Summarize major historical events by using a Brainpop.com timeline. (Using informational text, create a Historical Figures: Abraham Lincoln, George Washington, timeline documenting Daniel Boone’s and Amelia Earhart exploration) Informational Text Use graphic organizer to compare and contrast primary sources of the same event. Lewis & Clark Journal Entries http://lewisandclarkjournals.unl.edu/ read/? _xmlsrc=1803-08-30.xml&_xslsrc=LCstyles .xsl Historical text http://www.let.rug.nl/usa/ ! 3.23 Identify examples of scarcity in and around specific regions. (E, G) Books: Houghton Mifflin Social Studies Many Regions, One World (2009) ! Websites: North America (lesson plans & PPT) http://continents.mrdonn.org/ northamerica.html North America What is scarcity? ! How do imports and exports affect our economy? Create scenarios in which students experience supply and demand and its changes on economy based on the scarcity of a product. ! ! ! ! Create a cause and effect chart to show How does supply & how supply and demand affects price. demand affect a product’s Create a comic strip to show supply and price? demand for a popular product. Read and interpret a Import and export charts, map, or graph. Explain how this affects interdependence. ! Books: Houghton Mifflin Social Studies Many Regions, One World (2009) ! Websites: Supply & Demand/Scarcity Scenarios https://utah.agclassroom.org/files/ uploads/fieldguide2/supply.pdf ! Supply & Demand Auction www.darke.k12.oh.us/curriculum/ SocialStudies/SupplyDemandlesson.pdf ! Videos: Brainpop.com Supply & Demand 13 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources 3.26 Describe how goods North and services are exchanged America on local, regional, and international levels including transportation methods and bartering and monetary exchange. (C, E, G, TN) How do people earn an income? Have each student bring in an item to barter with a classmate. How do they use their money? Students categorize pictures or scenarios as barter of money economy. Websites: North America (lesson plans & PPT) http://continents.mrdonn.org/ northamerica.html Second Quarter: Weeks 5-9 3.28 Discuss the structure and purpose of government. (P) 3.29 Compare and contrast the national governments of Canada, Mexico, and the United States. (P) ! 3.30 Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice. (P, TN) !! North America ! ! How are goods and services exchanged on a local, regional, and international scale? ! What is the purpose of our Create a poster or 3 tab foldable that government and how does describes the duties & members of the it work? three branches of government. ! How are world communities similar and different in how they form and operate governments, identify leaders and resolve conflicts? ! How are people in world communities similar and different in how they exercise their rights and responsibilities? ! What is the purpose of the Constitution? How does it influence governmental decisions made today? ! Use a graphic organizer to compare and contrast the governments in Canada, Mexico, and Unites States. ! Preamble: Students will represent what the Preamble truly means. Place students into 7 small groups, give one piece of the preamble to each group. The group discusses what their part means, why it is important and how it affects their personal rights. After they have discussed their part, the students work within their group to: a) create a skit to present to the class. (Their skit outlines their portion of the preamble) b) or, create a Preamble quilt. They will create quilt squares representing phrases of the Preamble. The phrases will be: •We the People of the United States •In order to form a more perfect union •Establish Justice •Insure domestic Tranquility •Provide for the common defense •Promote the general Welfare •Secure the Blessings of Liberty to ourselves and our posterity. (See Activities) Books: Houghton Mifflin Social Studies Many Regions, One World (2009) ! Books: We the Kids, by David Catrow ! ! Houghton Mifflin Social Studies Many Regions, One World (2009) Websites: North America (lesson plans & PPT) http://continents.mrdonn.org/ northamerica.html ! Activities: Preamble http://www.lawanddemocracy.org/ pdffiles/Preamble.pdf 14 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Second Quarter: Weeks 1-4 3.31 Conduct short research South projects to describe the America major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) What are the characteristics of South American culture? Research-South America. Write an informative newspaper article which summarize its history and culture. Create a graphic organizer comparing and contrasting elements of South American culture to that of North America. 3.32 Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. (C, G, H, P) Suggestions are as follows: Inca Culture, Amerigo Vespucci, Panama Canal, and current events. What similarities and differences are there between North American culture and South American culture? ! ! !! ! ! ! 3.33 Identify on a map major countries of the continent (Brazil, Colombia, Cuba, and Peru, Argentina). (G) ! 3.34 Identify major physical features of the continent (G): • Rivers - Amazon • Mountains - Andes • Bodies of Water - Straits of Magellan, Lake Titicaca • Landforms - Caribbean Islands, Galapagos Islands ! !! Review the geography of South America . Why are Christopher (see instructional resources geography links) Columbus and Amerigo Vespucci important people Label a map with key South American in South American history? physical features and countries How did the opening of the Panama Canal affect trade and travel? ! ! What countries comprise South America? How do environments and regions differ around the world? Websites: South American Lesson Plans and PPT http://continents.mrdonn.org/ southamerica.html ! Maps http:// education.nationalgeographic.com/ education/mapping/interactivemap/? lg=33&b=0&f=247&bbox=-170.55769,-6 7.06743,162.72356,67.47492&ar_a=1&ls =1800007&t=1 ! ! Printable Outline Map http://www.eduplace.com/ss/maps/ Geography http://www.mapsofworld.com/southamerica/ ! ! http://www.sheppardsoftware.com/ South_America_Geography.htm http:// education.nationalgeographic.com/ education/encyclopedia/southamerica-physical-geography/?ar_a=1 ! Video: Brainpop.com Christopher Columbus Inca ! Informational Texts: Vespucci & Columbus http://www.readworks.org/sites/ default/files/passages/ 830_vikings_and_european_explorer_a merigo_vespucci_0.pdf ! 15 http://www.biography.com/people/ amerigo-vespucci-9517978 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Second Quarter: Weeks 1-4 3.35 Identify examples of scarcity in and around specific regions. (E, G) ! 3.36 Interpret a chart, graph, or resource map of major imports and exports. (E, G) 3.37 Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E) ! 3.38 Summarize the differences between a dictatorship and democratic forms of government. (P) South America How does the climate of a region affect the supply of natural resources? Create scenarios in which students Book: experience supply and demand and its South America (True Books), by Libby changes on economy based on the scarcity Koponen of a product. (see websites) How can the scarcity of South America, by Myra Weatherly resources influence the Read and interpret a import/export map population of a region? and chart. Websites: Imports and Exports (charts & Map) Why are select items found Mock election of students in the class http:// at certain stores in South running for different positions. pierstransportation.wordpress.com/ America? 2013/08/01/top-u-s-imports-exportsCompare and contrast how a democratic with-south-america/ Why do the people of this government functions versus a dictatorship. continent have to travel to http://www.econedlink.org/ several stores to get what Dictator for a Day: Experience and analyze interactives/EconEdLink-interactivethey specifically need? the pros and cons of a dictatorship. Students tool-player.php? will experience firsthand the pros and cons lid=400&filename=em400_mappingexp Why is the government of living with a dictator right in their own orts.swf increasing the prices of classroom by having one of their classmates certain food items? play the role of a dictator for a day. Congress for Kids http://www.congressforkids.net/ What are the pros and cons Elections_index.htm of a dictatorship? Election Day What are the pros and cons http://www.busyteacherscafe.com/ of a democracy? themes/election.html ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Videos: Brainpop.com Supply & Demand ! Activities: Dictator for a Day http://www.discoveryeducation.com/ teachers/free-lesson-plans/dictator-fora-day.cfm ! Research Project: South America: History of the region, major countries, physical features, scarcity in the region, or differences between dictatorship and democratic 16 governments. State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Second Quarter: Weeks 5-9 3.39 Describe the diverse but unified nature of people within a continent or region, identifying the distinct contribution made by their culture including language, clothing, food, art, beliefs, customs, and music. (C, H) ! 3.40 Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. (C, G, H, P) Suggestions are as follows: Olympics in Ancient Greece, Roman Empire, monarchies, European discovery of the New World, historical narratives of major European immigrant groups and their journeys to America, and current events. ! Europe What are the contributions of European cultures ? Discuss the contributions of different cultures Europe. How do cultures change over time and how do they spread? Research the different governments in the major countries of Europe. ! ! ! ! ! Research the formation of the first How do culture differ across democracy (Roman Empire). this region? Read and analyze historical journals. How has the Olympics influenced sports Interpret a timeline. throughout the world? Have students research holiday (ex. Christmas, New Years, etc.) traditions of the What key people and major countries of Europe and identify events helped shape the traditions that were brought to The New history of this region? World by these cultures. ! Books: Olympic Games in Ancient Greece by Shirley Glubok and Alfred Tamarin ! ! ! Dreaming Of America: An Ellis Island Story by Eve Bunting and Ben Stahl At Ellis Island: A History in Many Voices by Louise Peacock Activities: Writing historical narrative http://www.phschool.com/atschool/ ahon09/pdfs/AHON_WW_unit_9.pdf ! Informational text: Letters from European Explorers http://www.let.rug.nl/usa/documents/ before-1600/ ! Journal entries: Christopher Columbus http://history-world.org/ christopherdocs.htm ! Websites: Europe (Lesson plans and PPT) http://continents.mrdonn.org/ europe.html ! Informational Text: Elllis Island (Seymour’s Story) http://www.scholastic.com/teachers/ article/relive-boys-journey 17 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Second Quarter: Weeks 5-9 3.41 Identify major countries of the continent (France, Italy, Germany, Russia, Spain, and United Kingdom). (G) ! 3.42 Identify major physical features of the continent (G): • Mountains – Alps, Gibraltar • Bodies of Water - Arctic Ocean, Mediterranean Sea ! 3.43 Identify examples of scarcity in and around specific regions. (E, G) ! 3.44 Interpret a chart, graph, or resource map of major imports and exports. (E, G) 3.45 Compare and contrast a monarchy and a democratic form of government. (P) ! Europe What can we learn about Students will identify specific countries, Europe by comparing formal bodies of water, and mountain ranges in regions? Europe on an outline map. ! ! ! What is scarcity? ! ! ! ! Research the different types of government that are present in Europe. How does scarcity affect the countries within this region? Choose two European countries and compare and contrast their governments. How does a monarchy and democratic government Identify major imports and exports of differ? European countries. Discuss examples of scarcity within this region and solutions for this problem (oral, create foldable, etc.) ! Compare and contrast a monarchy and a democratic form of government. Websites: Lesson Plans & PPT http://continents.mrdonn.org/ europe.html ! http://exchange.smarttech.com/ details.html? id=3e5f5266-3b48-4c88-9dae-7bfb8757 4cc0 ! Maps http://www.worldatlas.com/ webimage/countrys/eumaps.htm http://www.mapsofworld.com/ europe/ ! Interactive map http:// education.nationalgeographic.com/ education/mapping/interactivemap/? lg=33&b=0&f=247&bbox=-170.55769,-6 7.06743,162.72356,67.47492&ar_a=1&ls =1800007&t=1 ! Printable Outline Map http://www.eduplace.com/ss/maps/ Books: An Online Visit to Europe by Erin M. Hovanec ! Monarchy by Richard Tames 18 Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Third Quarter: Weeks 1-3 3.46 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) ! 3.48 Identify major countries of the continent (Egypt, Kenya, Libya, and South Africa). (G) 3.49 Identify major physical features of the continent (G): • Rivers – Congo, Niger, Nile • Mountains – Kilimanjaro, Mt. Kenya, Atlas Mountains • Desert – Sahara • Bodies of Water – Indian Ocean, Lake Victoria, Southern Ocean • Landforms – Cape of Good Hope !! ! Africa How does migration play a key role in the cultural geography of Africa? ! ! Look at pictures of components of African culture and identify them as language, food, clothing, art, and music. What is cultural celebration? Use a graphic organizer to compare and contrasting American culture to African Why are physical culture. characteristics of a place a liability for settlement? Students will identify specific countries, bodies of water, deserts, landforms, and What can we learn about mountain ranges in Europe on an outline Africa by comparing formal map. regions? ! ! What are the major physical components of the world, and how are they represented on a map? ! !! Books: Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) ! Websites: Lesson Plans &PPT http://geography.pppst.com/ continents.html ! Interactive map http:// education.nationalgeographic.com/ education/mapping/interactivemap/? lg=33&b=0&f=247&bbox=-170.55769,-6 7.06743,162.72356,67.47492&ar_a=1&ls =1800007&t=1 ! ! Printable Outline Map http://www.eduplace.com/ss/maps/ Flipchart http:// www.teacherspayteachers.com/ Product/Explore-South-Africa-withyour-Five-Senses-PrometheanFlipchart-670145 ! Videos: Geography and Culture Of Africa:Vol. 1, Vol. 2, Vol.3, & Vol. 4 http://app.discoveryeducation.com/ search?Ntt=culture ! Informational Text: Standing on the Roof of Africa http://www.readworks.org/passages/ standing-roof-africa 19 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Third Quarter: Week 1-3 3.50 Explain how people Africa depend on the physical environment and its natural resources to satisfy their basic needs. (C, E, G) ! 3.51 Identify examples of scarcity in and around specific regions. (E, G) What resources are scarcity this region? What are some solutions. ! What can you do to help with the scarcity of the natural resources in this region? (see research & service project) 3.52 Interpret a chart, graph, or resource map of major imports and exports. (E, G) 3.47 Tell a historic story with Africa appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences using information gained from timelines, primary sources and informational text. (C, G, H, P) Suggestions are: Ancient Egypt and the pyramids, Nile River, Tutankhamen, Bartholomew Diaz lands on Cape of Good Hope, Nelson Mandela, and current events. How have the influences of people and events, both past and present, shaped Africa? Have students identify major countries and landforms on an outline map of Africa. ! ! ! Make a list human basic needs and how they are met in TN, Africa, and the world. Research water crisis in Africa. Create public service announcement describing crisis and possible solutions (building wells, Lifestraw, etc.) Websites: Informational Text: Desertification http://www.readworks.org/passages/ west-africa-desertification-west-africa ! Ryan’s Well http://www.readworks.org/passages/ ryans-well-1 ! Research & Service Project: http://www.celfeducation.org/ lifestrawdonation.html Research Nelson Mandela’s Nobel Peace Prize in 1993. Websites Ancient Egypt PPT http:// Research and report on historical people or www.teacherspayteachers.com/ events from Africa. Product/Ancient-EgyptIntroduction-1109931 ! !! ! Videos: http://www.brainpop.com/ socialstudies/worldhistory/ Cleopatra, Egyptian Pharaohs, 7 Wonders of the World ! ! http://Brainpopjr.com Ancient Egypt Infromational Text: Ancient Egypt http:// www.teacherspayteachers.com/ Product/Ancient-Egypt-LeveledReader-1083963 ! Nelson Mandela 20 http://www.timeforkids.com/news/ nelson-mandela-1918-2013/97361 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Third Quarter: Weeks 4-6 3.53 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) ! 3.54 Use information gained from timelines, primary sources and informational text to identify major historical people, events and patterns. (C, G, H, P) Suggestions are as follows: Indigenous cultural heritage of Aboriginal people, Captain James Cook and European Settlement, Australia’s Independence, and current events. ! 3.55 Identify the Great Barrier Reef, New Zealand, Ayers Rock, and Tasmania. (G) ! 3.56 Interpret a chart, graph, or resource map of major imports and exports. (E, G) Australia Who were the first people of Australia? Research and discuss the origins of Aboriginal people in Australia. What happened when the English landed on the Australian continent? Discuss James Cook and his exploration in 1770, landing in Botany Bay aboard the ship named HM Bark Endeavour. How does the settlement of Australia compare with the settlement of the United States of America? Compare the gold rushes in Ballarat, and Bendigo to the California gold rush. ! ! What can we learn about Europe by comparing formal regions? ! What are Australia’s leading exports? ! ! Research the creation of The Commonwealth of Australia-1901. Create a timeline depicting the history of Australia (http://www.tiki-toki.com/) Websites: Landforms http:// www.australianlandmarks.com.au/lists/ australian-landforms-top-10-list ! Timelines http://www.aushistorytimeline.com/ Lesson Plan & PPT http://australia.mrdonn.org/ powerpoints.html ! Maps http://www.worldatlas.com/ webimage/countrys/oceania/ australia/auland.htm ! ! ! ! Research Australian customs and holidays. How do they compare to those in the United States? Compare the Australian and American culture. Books Discover Australia by Chris Ward The Aboriginal Peoples of Australia by Anne Bartlett James Cook by Zachary Kent !! ! 21 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Third Quarter: Weeks 8-9 3.16 Use timelines and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. (C, G, H, P, TN) Suggestions are as follows: Christopher Columbus, Benjamin Franklin, George Washington, Daniel Boone, Nancy Ward, Thomas Jefferson, Betsy Ross, Noah Webster, Abraham Lincoln, Susan B. Anthony, Harriett Tubman, Geronimo, George Washington Carver, Georgia O’Keefe, Amelia Earhart, E.B. White, Rosa Parks, Martin Luther King Jr., Dian Fossey, and Barack Obama History How is it possible for different people to interpret an event differently? How can the story of another American, past or present, influence your life? Research a historical figure and create a timeline of important events in the life of that person. Websites: TN History for Kids www.tnhistoryforkids.org Conduct a debate about an issue that a chosen historical figure faced during their lifetime. George Washington: https://www.youtube.com/watch? v=nnAnwpe9dGY Read accounts of the same events and analyze them for contradictions. http://www.ducksters.com/ biography/uspresidents/ georgewashington.php ! ! ! Nancy Ward: http://www.tnhistoryforkids.org/ people/nancy_ward Abraham Lincoln: http://www.ducksters.com/ biography/uspresidents/ abrahamlincoln.php Harriet Tubman: http://www.ducksters.com/ biography/women_leaders/ harriet_tubman.php http://kids.nationalgeographic.com/ kids/stories/peopleplaces/ harriettubman/ Barack Obama: http://www.timeforkids.com/news/ meet-barack-obama/44386 ! Books: Who was Harriet Tubman by Yona Zeldis McDonough ! ! Who was Amelia Earhart by Kate Boehm Jerome *The entire “Who was....” series are22 excellent resources. State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Fourth Quarter: Weeks 1-4 3.57 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) ! 3.58 Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences. Use information gained from timelines, primary sources and informational text. (C, G, H, P) Suggestions are as follows: Mesopotamia including the creation of the written alphabet; important technologies of China such as bronze casting, silk manufacture, gunpowder and the invention of paper; The Great Wall of China; Marco Polo and trade along the Silk Route; 2004 Indian Ocean Tsunami, and current events. Asia How has exploration shaped this region and the world? ! ! What is the significance of the Great Wall of China? How has events in Asia’s history helped shape this region? ! What major products are imported and exported from China? ! How are goods & services transported on a global scale? Compare and Contrast American culture to Asian Culture (ex. American New Year & Chinese NewYear) ! Explore Asian culture through writing of haiku poems, language, music, customs, etc.. ! ! !! Research historic event in Asian history. Identify countries, bodies of water, and landforms in Asia. Websites: Lesson Plans &PPT http://geography.pppst.com/ continents.html ! Interactive map http:// education.nationalgeographic.com /education/mapping/interactivemap/? lg=33&b=0&f=247&bbox=-170.55769 ,-67.06743,162.72356,67.47492&ar_a =1&ls=1800007&t=1 ! Printable Outline Map http://www.eduplace.com/ss/ maps/ ! Videos http://www.brainpopjr.com/ socialstudies/ancienthistory/ Ancient China ! Books: Explore Asia by Bobbie Kalman and Rebecca Sjonger ! 3.59 Identify the major countries of the continent (China, India, Israel, and Japan). (G) ! 23 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Fourth Quarter: Weeks 1-4 3.60 Identify the Himalayas, Mount Everest, and Mesopotamia. (G) Asia ! 3.61 Interpret a chart, graph, or resource map of major imports and exports. (E, G) ! 3.62 Describe how goods and services are exchanged on local and international levels. (E, G) 24 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Fourth Quarter: Weeks 5-7 3.63 Create a Antarctica multimedia presentation of social studies stories about explorations to Antarctica; add drawings or other visual displays to stories or accounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (C, G) ! 3.64 Use timelines and historical passages to summarize the history of a region including events, inventions/ inventors, artists, writers, and political figures. (C, H, P) Suggestions are: James Clark Ross, Richard E. Byrd, and South Magnetic Pole. How can geographic information systems and other geographic technologies impact the development of an area? ! Why do extreme environmental conditions minimize the settlement of an area? Research the history of the Antarctic. Present Websites: research through a multimedia presentation. Maps: http://continents.mrdonn.org/ Create a timeline of people who have antarctica.html explored this continent. Informational text: Research the Treaty of Antarctica. http://faculty.umf.maine.edu/ gretchen.legler/public.www/ Read informational text about the antarcticawebsite/coolf.htm exploration and environment of this continent. http://factsforkids.net/antarcticafacts-for-kids/ ! ! ! Timelines: http://www.timeforkids.com/ minisite/antarctica Explorers: http:// www.enchantedlearning.com/ explorers/antarctica.shtml ! http://www.coolantarctica.com/ Community/mcmurdo/ mcmurdo_base_antarctica.htm ! http:// newswatch.nationalgeographic.co m/2013/02/11/landing-on-thin-icearriving-in-mcmurdo-stationantarctica/ 3.65 Conduct a short research project to examine the Antarctic Treaty. (P) 3.66 Explain why there are only temporary residents found on Antarctica and the impact the physical environment and its natural resources have on how basic needs are met. (G) ! ! Antarctic Treaty: http://www.usap.gov/usapgov/ theAntarcticTreaty/index.cfm?m=2 http:// 2525 classroom.antarctica.gov.au/ international/antarctic-treaty State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Fourth Quarter: Weeks 8-9 3.67 Read and interpret information about the impact of people on the environment. (G) ! 3.68 Identify McMurdo Station. (G) Antarctica What have researchers discovered in Antarctica? Research McMurdo space station. Websites McMurdo Station: http://www.timeforkids.com/news/ life-mcmurdo/140131 ! Books: Black Whiteness: Admiral Byrd Alone in the Antarctic by Robert Burleigh The Antarctic by Lynn M. Stone North Pole, South Pole by Nancy Smiler Levinson ! ! Greetings from Antarctica text and photographs by Sara Wheeler 26 State Standards & Common Core State Standards (CCSS) Unit Guiding Questions Assessment/Activities Instructional Resources Fourth Quarter: Weeks 8-9 Culture How is the honored Memphis in May Curriculum Guide Geography country similar/different to History Memphis? ! www.memphisinmay.org ! Which products/services do we import or exported from our honored country? ! How do people from the honored country express their culture? 27