Social Studies Curriculum...

Social StudiesCurriculum Guide

August 2009

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PHILOSOPHY STATEMENT

Rationale

“There is, I think, no point in the philosophy of progressive education which is sounder

than its emphasis upon the importance of the participation of the learner in the formation

of the purposes which direct his activities in the learning process, just as there is no

defect in the traditional education greater than its failure to secure the active cooperation

of the pupil in construction of the purposes involved in his studying.”

John Dewey

“The purpose of education is not just for kids to have choices, but for kids to act on their

knowledge, to create structures, and to change and transform structures so that the world

is a better place for everybody.”

A teacher at C. Wright Mills Middle School

Teaching for Social Justice editors: Ayers, Hunt, and Quinn

Children construct new understanding of a democratic society and become active

participants through their experiences. They develop a working knowledge of the

economic, social, political, geographic, and historical elements that comprise the human

eco-system in which we, as a nation and world, must live. In order for our world to

achieve balance and sustainability, we learn to evaluate our choices as members of a

global community.

We understand the responsibilities of being members of a free democratic society.

As a community of learners, we respect the cultural heritage of others within our own

community and the global society. Our students develop attitudes needed for fair play,

cooperation, and self-expression. We expect quality efforts from ourselves and others,

and develop an appreciation for individual differences. Social studies provides

opportunities for developing reflective and active democratic citizens who support a just

and humane society. Rather than being overwhelmed or apathetic, children gain insight

and courage, which empowers them to work toward meeting the changes of the future.

As we teach we remember:

• that everything cannot be taught or learned in school. We give time and resources to

study in depth.

• that complex problems require complex thinking not simple solutions.

• that as we evaluate how and what we teach, we listen to children reflect and evaluate

what they understand.

• that children learn best through “experiencing” the real world; we provide and create

situations that optimize experiential learning.

• that the classroom is a microcosm for social problem solving and change.

• that social studies is an ideal vehicle for integration with other subject matter.

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REVISED SCOPE AND SEQUENCE CHART (7/10/09)

G- Opportunity to make global connection

Grade Level

KINDERGARTEN

FIRST SECOND THIRD

FOCUS Me

Me and how I can impact

my world

Community Beyond our Community

UNIFYING

THEMES

Me and My World Roles/Belonging

Individuals have the

potential to make a

difference in their world

Individuals depend on one

another

Members of communities

have responsibilities.

Communities are alike and

different

Communities change over

time

ESSENTIAL

QUESTIONS

Who am I?

How do I belong?

How do others belong?

How are we alike and

different?

What is a community?

How are community

members responsible to

each other?

How are people who live

in a community alike and

different?

How do communities

change over time?

How are communities alike

and different?

What makes a community a

community?

UNITS/

CONTEXT

Individual, Home, and

School

• Day to day rules

and responsibilities

• Making good

decisions

• Friendship

• My Family (G)

• My School (G)

• Families and

Friends (G)

• Neighborhoods

and Schools (G)

• Taking care of our

earth (G)

• City/Farm (G)

• People and events

(past and present)

that impact our

world (G)

• Classroom

community

• School community

• Winnetka-

historical and

modern day

• Modern day

community outside

of Winnetka (G)

• Chicagoland /

Illinois (G)

• Native Americans

(G)

• Pioneers (G)

REVISED SCOPE AND SEQUENCE CHART (7/10/09)

G- Opportunity to make global connection

GRADE

LEVEL

FOURTH FIFTH SIXTH SEVENTH/EIGHTH

FOCUS Peoples of North America Exploration and

Encounters

Ancient Civilizations Identity

UNIFYING

THEMES

Diversity and

Interconnectedness

Power, Control and

Movement

Enduring Characteristics

of Civilizations

Individual and Community

Identity

ESSENTIAL

QUESTIONS

How are the regions and

people of North America

unique?

How and why do people

come to different regions

of North America?

How and why are the

regions and people of

North America

interconnected?

What motivates people to

explore, conquer and

move?

What happens to people

who are conquered?

How did the United

States become a Nation?

How do civilizations

originate and organize?

How and why do

civilizations innovate and

evolve?

How does identity affect the

decisions we make and the

communities we create?

UNITS

/CONTEXT

• States/Regional

studies-

comparative studies

• Immigration –

African American,

European, Latino,

and Asian

Experience (G)

• African American

Experience and

Forced Migration

(G)

• Explorers and the

Birth of Maps

(1490-1600) (G)

• Encounters and

Settlements

(1600-1700) (G)

• Colonial Life

(1700-1770s)

• Ancient Egypt

(G)

• Ancient Greece

and Rome (G)

• Middle Ages

(w/exposure to

Islamic

Civilization) (G)

7th

Grade

• Identity

• World Religions (G)

• Constitution

• Revolution

8th

Grade

• Identity

• Collective Identity and

Global Community (G)

• Rights

1

ME - KINDERGARTEN

Political Science Economics History Geography Social Science/Culture Established Goals:

To develop an awareness of

self in relation to others

within the school community

What are my rules and

responsibilities at school?

-Develop an awareness of

rules, safety guidelines, and

expected behavior and

conduct

How can we work together

to solve problems and make

good choices? What are the

consequences of my

choices?

-Exercise responsible choices

in a variety of situations

- Begin to develop an

understanding of the

importance of each

individual’s contribution to

the group process

- Begin to understand the role

of voting in the political

process

- Begin to exercise respect for

diversity of opinion

What makes a good leader?

Who are my leaders?

(school/home)

-Describe qualities of a

positive leader including the

ability to compromise and

negotiate

-Identify their leaders

(principals, teachers, peers)

and how they help them

How can I be a friend?

-Identify and describe

qualities of a friend

-Try to use these qualities in

their friendships with others

Established goals:

To become a resourceful,

productive and responsible

member of the classroom

community

What are my jobs at school?

-Describe and participate in

jobs at school

How do I take care /share

my classroom?

-Identify and share the

resources, show respect for

resources in my room, clean-

up, be responsible for

personal belongings (hang up

coat, backpack, check mail)

How do I trade for what I

need/want?

-Identify and demonstrate

exchanges through

negotiation and compromise

(i.e. books, markers, games,

activities, blocks)

Established goals:

To develop a sense of

belonging and connectedness

to family, heritage, school,

community, nation, and

world


relationships between people

and events in time and space

What are the important

events that affect me and

my world? When did they

happen?

-Identify personal/school

events, incidents, historical

events connected to present

day happenings

How do I celebrate and

remember important events

and people?

-Recognize and/or celebrate

holidays

Established goals:

To develop an understanding

of the relationship between

geographical factors such as

location and physical features


animal habitats in our

neighborhood

How do I identify places,

supplies in my classroom,

school building,

playground?

-Identify places and supplies

in their classroom, school

building and playground

What animal habitats are in

my neighborhood?

-Identify animal habitats

How can we represent our

surroundings?

-Observe and draw

surroundings

In what ways does the

weather and the change of

seasons affect me and my

environment?

-Describe how people dress

for various activities and

weather conditions

-Observe and describe the

weather

-Describe the four seasons of

the year

-Observe changes in the

natural vegetation of their

neighborhood during the four

seasons

What can I use to learn

about my world?

-Use models such as globes,

maps, books, photographs,

magazines, and videos to

learn about their world

Established goals:

To identify relationships

among people

To begin to form an

understanding and acceptance

of similarities and differences

of individuals

To gain an awareness of

animal communities in the

neighborhood

How are people alike and

different?

-Identify similarities and

differences

How do individuals learn

from one another?

-Describe how students learn

from one another

What are the unique

customs and traditions in

our families?

-Compare and contrast family

customs and traditions

How do we recognize and

understand the

interdependence of family

and animal communities?

-Describe how their actions

affect animals and their

surroundings

Essential Questions:

Who am I?

Unifying Themes:

Me and My World

Context:

Individual, Home and School

Teacher Note: While the

strands appear separate in

the middle of the

document, this simply

serves as a means of

developing focus questions

for discussion and inquiry.

The sample performance

tasks blend the strands

back into cohesive culminating experiences.

POSSIBLE PERFORMANCE TASKS:

Teacher observations and anecdotal records.

Group and individual projects.

Informal evaluations of daily interactions and experiences.

GLOBAL CONNECTIONS:

Global connections as provided through the school and family focuses

will be made when opportunities arise that are relevant and

meaningful to students and their experiences.

Kindergarten Social Studies Units

Strand #1: Political Science

Established goals:

-To develop an awareness of self in relation to others within the school community.


1. What are my rules and responsibilities at school?

Understandings:

-Develop an awareness of rules, safety guidelines, and expected behavior and

conduct

Learning Outcome: Students will be able to

-Identify and name the rules and responsibilities

Optional Activities:

-Developing class rules

-Job Chart

-Keep track of personal belongings

2. How can we work together to solve problems and make good choices? What are the

consequences of my choices?

Understandings:

-Students will exercise responsible choices in a variety of situations

-Students will begin to develop an understanding of the importance of each

individual’s contribution to the group process

-Students will begin to understand the role of voting in the political process

-Students will begin to exercise respect for diversity of opinion


-Help each other

-Listen to each other

-Give examples of both positive and negative consequences

-Use voting to make group decisions


-Class meetings

-Problem-solving during play

-Allowing children to experience natural consequences

3. What makes a leader? Who are my leaders?

Understandings:

-Students will begin to understand leadership qualities

-Students will begin to differentiate between positive and negative leadership


-Describe qualities of a positive leader including the ability to compromise and

negotiate

-Identify their leaders (principals, teachers, peers) and how they help them


-Mapping the classroom and playground

-Building with various materials

-Dramatic play

-Drawing

4. How can I be a friend?

Understandings:

-Students will begin to develop an awareness and respect needed for fair play,

sharing, cooperation and self-expression


-Identify and describe qualities of a friend

-Try to use these qualities in their friendships with others


-Play interactions

-Role play

-Discussions

-Stories

-Songs


Strand #2: Economics

Established goals:

-To become a resourceful, productive and responsible member of the classroom

community


1. What are my jobs at school?

Understandings:

-Students will develop a sense of what it means to be a responsible member of a

classroom community

-Students will develop an understanding of division of labor


-Describe and participate in jobs at school


-Job Chart

-Clean up

-Discussion on shared responsibility

2. How do I take care of and share my classroom?

Understandings:

-Exercise resourcefulness and responsibility for materials and equipment

-Develop an understanding of the use, sharing, and conservation of materials


-Identify and share the resources, show respect for resources in my room, clean

up, be responsible for personal belongings


-organizing and using art materials in a purposeful way

-recycling

-Block building

-Let’s Pretend Room

3. How do I trade to get what I want and need?

Understandings:

-Develop an awareness of the value of exchange in a variety of media


-Identify and demonstrate exchanges through negotiation and compromise


-Discussion of social justice

-Snack

-Play

-Food pantry contribution

-Garden Shop

-Post Office


Strand #3: History

Established goals:

-To develop a sense of belonging and connectedness to family, heritage, school,

community, nation, and world

-To develop an awareness of relationships between people and events in time and space


1. What are the important events that affect me and my world? When did they happen?

Understandings:

-Students will develop a sense of our past through conversations and projects

about family and school.

-Students will develop a sense of time


-Identify personal/school events, incidents, historical events connected to present

day happenings


-Daily calendar (days and months of the year)

-Memory wall and book

-Portfolio collections: photos, pieces of child’s work throughout the year

-Birthday celebrations

-Show and Tell/Sharing

2. How do I celebrate and remember important events and people?

Understandings:

-Students will develop awareness of holidays and special events


-Recognize and/or celebrate holidays


-Discussions of family traditions

-Reading books about holidays

-Recognize holidays such as Martin Luther King Jr.’s birthday, Thanksgiving,

Veteran’s Day, and President’s Day

-Discuss special events such as the Presidential election

-Dramatic Play

-Block Building


Strand #4: Geography

Established goals:

-To develop an understanding of the relationship between geographical factors such as

location and physical features

-To develop an awareness of animal habitats in our neighborhood


1. How do I identify places, supplies in my classroom, school building, playground?

Understandings:

-Students will build an awareness of the location of the classroom learning centers

-Students will build an awareness of the location of the playground equipment and

boundaries

-Students will build an awareness of the various locations within the school

building such as the nurse’s office, principal’s office, gymnasium, auditorium,

etc.

-Students will build an awareness of home in relation to school


-Identify places and supplies in their classroom, school building and playground


-Gingerbread Hunt

-Tour of classroom, school building and playground

2. What animal habitats are in my neighborhood?

Understandings:

-Students will build an awareness of the animal habitats in our neighborhood


-Identify animal habitats


-Monarch Butterfly

-Winter Birds

-Penguins

-Squirrels

-Insects

3. How can we represent our surroundings?

Understandings:

-Students will be aware that there are ways to visually represent a place in their

world


-Observe and draw surroundings


-Mapping the classroom and playground

-Building with various materials

-Dramatic play

-Drawing

4. In what ways does the weather and the change of seasons affect me and my

environment?

Understandings:

-Students will develop an awareness that there are four seasons in the year

-Students will develop an awareness that certain clothes and activities are suited

to the different seasons and weather conditions


-Describe how people dress for various activities and weather conditions

-Observe and describe the weather

-Describe the four seasons of the year

-Observe changes in the natural vegetation of their neighborhood during the four

seasons


-Discuss and/or draw pictures of changes of their environment during the four

seasons

-Getting dressed for weather conditions

-Discussing the weather at calendar time

-Sharing nature at Show and Tell

5. What can I use to learn about my world?

Understandings:

-Students will be aware that there are tools which represent and describe places in

their world


-Use models such as globes, maps, books, photographs, magazines, and videos to

learn about their world


-Look at maps and globes in relation to units of studies and vacations

-Read non-fiction books, magazines and show videos related to units of studies

and vacations

-Display tools for children’s usage


Strand #5: Social Science/Culture

Established goals:

-To identify relationships among people

-To begin to form an understanding and acceptance of similarities and differences of

individuals

-To gain an awareness of animal communities in the neighborhood


1. How are people alike and different?

Understandings:

-Students will begin to develop an awareness of similarities and differences


-Identify similarities and differences


-Self portraits

-Reading books

-Sharing stories, traditions, photos, illustrations

-Discussions

2. How do individuals learn from one another?

Understandings:

-Students will begin to develop respect needed for fair play, self-expression and

varying capabilities


-Describe how they learn from one another


-Students teach others how to make a project or play a game

-Peer interactions (discussions, helping one another, playing together)

3. What are the unique customs and traditions in our families?

Understandings:

-Students will begin to develop an awareness of celebrations, holidays and

cultural/religious differences


-Compare and contrast family customs and traditions


-Sharing customs and traditions in our family

-Art

-Play

-Birthdays

-Cooking

-Music

-Stories

4. How do we recognize and understand the interdependence of family and animal

communities?

Understandings:

-Students will begin to recognize and understand the interdependence of family

and animal communities


-Describe how their actions affect animals and their surroundings


-Native Americans

-Class pets

-Monarchs

-Winter Birds

1

ME AND HOW I CAN IMPACT MY WORLD – FIRST GRADE

Political Science Economics History Geography Social Science/Culture

How do we cooperate at

home, in school and in

our neighborhoods?

Why do we have rules at

home and at school?

What are those rules?

What roles and

responsibilities do we

have at home, school,

and in our

neighborhood?

What are the roles and

responsibilities of other

people at home, school,

and in our

neighborhood?

How do I make

decisions as a member

of a group?

What are goods and

services?

What goods and services

do families and school

members want and

need?

Where do our goods

come from?

What human, natural,

and capital resources are

involved in making a

product?

How do we use money?

What holidays and

traditions do we

celebrate at home and at

school?

How can I organize

important events?

How have/has my

family, school, and

others changed over

time?

How can we use maps

and globes to learn

about the world?

How do changes in our

environment impact our

lives?

Describe ways the

environmental changes

impact people?

Where did our families

come from?

Locate places in our

world where our

families come from.

How are families alike

and different?

How do individuals

learn from one another?

How do our actions

impact the world?

What are the basic needs

to survive?

What do we need to do

to take care of our earth

for the future?

Essential Questions: How do I belong?

How do others belong?

How are we alike and different?

Unifying Themes: Roles/Belonging

Individuals have the potential to make a difference in the world

Context/Units: Families and friends, neighborhoods and schools, Taking care of our earth, City/farm,

People and events (past and present) that impact our world.



the middle of the









Teacher observations and anecdotal records.

Group and individual projects.

Informal and formal evaluations of daily interactions with others and their

environment.

GLOBAL CONNECTIONS:

We rely on the land and earth.

Our actions have an impact on others and on the earth.

We explore the self, ideas, points of view, and the earth.

First Grade Social Studies Unit – City/Farm

STAGE 1 – DESIRED RESULTS

Established Goals:

-Students will understand that there are similarities and differences between city and farm

life.

-Students will understand how farms impact their lives as well as how their choices

impact the world around them.

Understandings:

Students will understand that:

- Differences between farm and barn

- Changes in the environment impact lives

- Farms have changed over time

- How farms impact their lives and can

have an impact on their world


- What are the roles and responsibilities of

a producer and consumer?

- What goods and services do farms

provide?

- How are we alike and different?

- How do changes in our environment

impact our lives?

Students will know:

- What are producers and consumers

- Where farms are located and why.

- What a farm needs to function.

Students will be able to:

- Explain how things (life) on a farm are

alike and different.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:

- Draw a picture of a farm at the

beginning of the study and at the

end. (What is a farm?)

- Build a farm and city using blocks

and manipulatives.

Other Evidence:

- Journal writing/ stories

- Drawings

- Book Choice

- Play

- Class Discussions/ Chart

STAGE 3 – LEARNING PLAN

Possible Learning Activities:

- Farm Book

- Planting a crop (science)

- Kernel Counting (place value/math)

- Field Trip to a Working Farm

- Seed Study

- Visit a farmer’s market

- Animal Story Problems

- Measuring a corn stalk/ ear of corn

- Weighing an ear of corn

- Show how farms have changed over time. Have children draw and build.

- Show pictures of farms and cities: Discuss

- Show pictures of barns and farms: Discuss

- Discuss where food comes from.

- Discuss buildings on farms and their use.

- Discuss the different kinds of farms, i.e. Dairy farms, wheat, soybean, etc.

- Discuss how farms have changed over time.

- Video

- Visit Whole Foods or another grocery store

STAGE 4 – RESOURCES AND MATERIALS

Books: Town and Country

All the Places to Love

Farming

Chester’s Barn

Once Upon a Farm

Eating the ABC’s

The Little House

Video: Let’s Go to the Farm

My Neighborhood/ My Community

Materials: Blocks

Barn

Farm Machinery

Growing Supplies

Ears of Corn

Stalks

RELATED VOCABULARY:

Barn vs. Farm

Silo

Farm House

Pasture

POSSIBLE FIELD TRIPS: Working Farm, Whole Foods, and Farmer’s Market

First Grade Social Studies Unit-Famous People Who Make a Difference


Established Goals:

- Students will understand that individuals in their lives have had an influence on the

world.

- Students will understand that individuals, currently and historically, have influenced the

world.

-Students will recognize and respect individual qualities within others.

Understandings:


- Individuals have the potential to

make a difference in the world.

- Students will understand that they,

as individuals, have the potential to

influence their community (family,

classroom, school).


- How can individuals make a

difference in their world?

- How can students make a difference

in their world?

Students will know:

- Several influential figures

(historical and current) who have

influenced the world.

- That children can influence their

community (family, classroom,

school).


- Identify people in their lives that

influence their world.

- Simply identify how those

individuals (people) influenced the

world.

- Brainstorm strategies that children

can use to influence their world.


Performance Tasks:

- Journal writing/stories

- Drawings

- Book Choice

- Play

- Class Discussions

- Role Play

- Timeline

Other Evidence:

- Journal writing/stories

- Drawings

- Book Choice

- Play

- Class Discussions

- Role Play

- Timeline



- Veterans Day- Research a family member

- Martin Luther King Jr. (biographies)

- Rosa Parks/Bus Boycott re-enactment

- Lunch Counter Sit-In

- Ruby Bridges

- Voting

- Relevant Current Events

- Artistic Expression of MLK’s Dream

- Martin Luther King’s Big Words/Our Big Words Vocabulary

Activity

- United Playground Video

- I Have a Dream Video

Service Project:

- School-wide project (Earth Day)


Read Alouds:

Martin’s Big Words

0-8234-0619-9 Martin Luther King Jr. Free at Last

087499165x A Picture Book of MLK Jr.

059020517x I Have a Dream

0-8239-2415-7 Martin Luther King, Jr.

If a Bus Could Talk

Rosa by Nikki Giavonni

The Story of Ruby Bridges by Robert Coles

Student Books:

0-6898-5398-x A Lesson for Martin Luther King Jr.

0-8368-4467-x Martin Luther King, Jr. (People We Should Know)


0-7614-2163-7 The Courage to Make…



0-7660-2300-1 Read About Martin Luther King Jr.


0822534770 MLK Life of Determination

0822546744 Martin Luther King Jr.

0822534789 Rosa Parks A Life of Courage

0141307102 I am Rosa Parks

0516258761 Rosa Parks

0836847555 Rosa Parks (People We Should Know)

0-7565-0792-8 Rosa Parks

0439513626 Let’s Read About Ruby Bridges

RELATED VOCABULARY:

- Boycott

- Segregation

- Discrimination

- Protest

POSSIBLE FIELD TRIPS:

- Various performing groups within the community

1

COMMUNITY- SECOND GRADE

Political Science Economics History Geography Social Science/Culture What are the rules in our

classroom, school and

community?

Explain and follow rules.

How do I make decisions

as a member of a

community?

Discuss ways in which

groups make responsible

decisions.

How do we cooperate at

home and at school?

Describe ways we

cooperate at home and at

school.

Why is it important to

have rules and laws?

Explain why it’s important

to have rules and laws.

Who are our community

leaders and how do we

choose them?

Identify community

leaders and how they are

chosen.

What does it mean to be

a responsible citizen in

my community?

Describe the

characteristics/responsibili

ties of a good citizen in a

community.

What are the goods and

services available in our

community?

Identify goods and

services available in our

community.

What are needs and

wants?

Identify the difference

between what we need and

what we want.

Would Winnetka be able

to meet its own needs and

wants?

Discuss ways in which

Winnetka depends on

other communities.

Who provides goods and

services in our

community and for our

community?

Identify people who

produce goods and

services in our community.

How have the school and

community changed over

time?

Identify key individuals,

groups and events in the

development of our

community.

What evidence do we see

in our community of past

customs and cultures?

Explore past traditions

found within the

community.

How did people in our

community make a living

in the past?

Describe how people in

our community made a

living in the past.

What are the important

events that took place in

our community?

Describe important events

in our community’s

history.

What are the physical

features of our school

and community?

Locate and describe the

physical features of our

community.

What information is

needed to make a map?

Identify basic features of a

map.

How is our community

related to the world?

(city, state, country,

continent…)

Describe the relative

location of my community

and world.

How do we have an

impact on our

environment?

Describe and perform

actions that help protect

our environment.

What important events

take place every year in

our school and

community and in other

schools and

communities?

Describe annual events in

our community.

What stories, music and

cultural experiences are

parts of our school and

community? How does

this compare to other

communities?

Explore the stories, music,

and cultural experiences in

our community.


What is a community?

How are community members responsible to each other?

How are people who live in a community alike and different?

Unifying Themes:

Individuals depend on one another.

Members of communities have responsibilities.

Context/Units:

Classroom community, School community, historical Winnetka, modern-day

Winnetka, a modern day community outside of Winnetka



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POSSIBLE PERFORMANCE TASKS: Take a scavenger hunt around your school to identify important architectural, historical, and cultural features of the building.

Actively participate as a member of the classroom community.

Build a model of Winnetka based upon the five categories of buildings (commercial, governmental, educational, recreational,

and residential).

Write and illustrate a book describing the history of Winnetka.

Write and illustrate a book describing daily life in another community.

Incorporate economic principles into the creation of a class store.

Use profits of the store, and take a field trip to a local grocery store to purchase food for the New Trier Food Pantry.

Participate in an action project to contribute to preserving our environment.

GLOBAL CONNECTIONS:

Participate in a “community exchange.”

Write to pen pals outside of Winnetka.

Participate in the Flat Stanley project.

Compare and contrast folktales from around the world.

Use resources such as Wake up World and PBS DVD series to compare the daily

routines of children of Winnetka to children in towns in other countries.

Second Grade Social Studies Unit – Looking at a Community

This framework should be used to explore Historical Winnetka, Modern-

Day Winnetka, and a Modern-Day Community Outside of Winnetka.


Established Goals:

• To have a greater understanding of the five major components of a functioning

community (recreational, educational, commercial, governmental, and residential) as

a framework for looking at community.

Understandings:


- A community is a group of people

living together in one place.

- The culture and values of the

people living within the community

help make it what it is.

- Members of a community depend

on one another.

- Different people have different

responsibilities within a

community.

- Communities usually have a place

for you to live, a place for you to

play, and a place for you to learn.

- a community has a way to provide

for what you need.


- What is a community?

- How are community members

responsible to each other?

- How are people who live in a

community alike and different?

Students will know:

- There are five major components of

a community and how to recognize

them.

- How to compare and contrast the

various roles within a community.

- We are dependent on one another.


- Provide examples of each of the

major components of a community.

- Explain how community members

depend on one another.


Performance Tasks:

- Write and/or speak about their

understanding of community.

- Select and describe several

important community roles (child

selects method for demonstrating).

- Create a new community (choice of

construction, painting, drawing,

paragraphs).

Other Evidence:

- Anecdotal observations

- Classroom discussion

- Journal entries

Second Grade Social Studies Unit – Looking at a Community

This framework should be used to explore Historical Winnetka, Modern-

Day Winnetka, and a Modern-Day Community Outside of Winnetka.



- Exposure to, and practice with, a variety of maps (schoolhouse, community, state,

country, world)

- Reading and classroom discussion

- Review and construction of community timeline

- Interviews with community leaders

- Construct a model of our community


Books

Me on the Map

Where Do I Live?

Mapping Penny’s World

Somewhere in the World Right Now

What is a Community from A to Z?

Community Helpers from A to Z

Technology

Neighborhood Map Machine

Other

Historical slides and prints

“Families of the World” video series

Winnetka Historical Society

RELATED VOCABULARY:

commerce

community

education

government

location

neighbor

neighborhood

partnership

recreation

residence

responsibility

role

service


Trolley Tour

Walking tour of downtown

Visit to post office, fire department, or local businesses

1

BEYOND OUR COMMUNITY– THIRD GRADE


How did the organization of

past and present communities

affect the relationships among

these different communities?

Identify the organization and

relationships of past and present

communities.

How are the roles and

responsibilities of community

leaders alike and different?

Compare and contrast the roles

and responsibilities of leaders in

communities.

How can/did individuals make

a difference in Chicago and in

our State? Describe ways that individuals

can make a difference through

their roles and responsibilities.

What are the human and

natural resources? How are

they unique?

Compare and contrast human,

natural and capital resources.

How do/did goods and services

differ from one area to

another?

Compare and contrast goods and

services.

How did the differing

communities interact with one

another?

Define past and present

communities and describe the

interactions between them.

How did the Trade industry

effect growth, population and

the economics of the Chicago

and Illinois?

Investigate the history of

Chicago’s growth and it’s

development through the Trade

period.

How have individuals and

ideas shaped different

communities throughout our

history?

Identify individuals and ideas

that have shaped Chicago and

the State of Illinois.

(biographies, legends, folklore)

What factors cause

communities to change over

time? How are individuals in

communities impacted by these

changes?

Describe changes in Illinois and

identify factors that contributed

to these changes.

Who are the peoples who have

been involved in the

community changes within our

region?

Recognize the different cultures

and peoples of Illinois history.

How has location affected past

and present communities?

Compare and contrast the

locations of past and present

communities.

How can we use maps and

other geographical tools to

learn about different

communities?

Use maps and other geographical

tools.

Where is our extended

community, Chicago, Illinois

and our country located in the

world?

Locate our extended community

including Chicago, Illinois in

relationship to the rest of our

country and the world.

How do we interact with and

impact our environment?

Investigate human interactions

and impact on the environment

in different communities

throughout the State.

How have traditions and

customs changed over time in

various communities?

Compare and contrast past and

present traditions and customs in

various communities.

What makes past and present

communities unique?

Describe the uniqueness of past

and present communities.

How are problems within

different communities

addressed by social

institutions?

Describe the role of social

institutions within communities.


How do communities change over time?

How are communities alike and different?

What makes a community a community?

Unifying Themes:

Communities are alike and different.

Communities change over time.

Context/Units:

Chicagoland/Illinois

Native Americans

Pioneers



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Describe the societal changes of Illinois’ history.

Recognize and describe historical cultures and communities.

Simulation of Native cultures.

Dramatization of Pioneer life.

GLOBAL CONNECTIONS:

Trade industry connections through the building of Chicago.

European influence to the Native cultures.

European migration and its connection to Westward Expansion.

Current events.

Third Grade Social Studies Unit - Chicagoland / Illinois


Established Goals:

• Describe the history and growth of Chicago and its influence on Illinois.

• Explain the changes of Chicago over time.

• Build awareness of Chicago’s rich diversity.

Understandings:


• Chicago’s resources and location

attracted people of diverse groups

throughout history.

• Chicago’s growth as a city

influenced the expansion of the

United States.


• What was already established

before the city?

• What were some of the reasons

people settled in Chicago?

• Who settled Chicago?/When?

• Who had important roles in the

development of the city?

• How did the trade industry impact

the change and development of

Chicago?

• How did people make a living in

Chicago Land?

• What are the geographical benefits

of Chicago?

Students will know:

• Basic geography (i.e., lakes and

waterways)

• Key people in developing Chicago

• Key events that changed Chicago

over time

• Chicago vocabulary terms


• Recognize, define and use Chicago

vocabulary terms

• Use research skills to find out about

early life in Chicago

• Use map skills to identify important

geography in Chicago

• Express findings orally and in

writing


Possible Performance Tasks:

• Comparing and contrasting the job

industry of old Chicago to modern-

day Chicago

• Creating a detailed map,

highlighting important

transportation routes, use of

waterways, and distribution of

goods along these routes

• Creating a display of the World’s

Fair grounds; a key person in

Other Evidence:

• Oral and written responses to

Essential Questions

• Use of Chicago vocabulary in

context

• Articulation of facts about

Chicago’s history and geography

• Artwork related to the

Understandings and Essential

Questions

Chicago’s history; etc.

• Journal/letter writing documenting

an individual’s move to Chicago


Possible Learning Activities: • Use K-W-L to assess students’ prior knowledge and identify learning goals for the

unit

• Include fictional readings linked to the identified content standards or

understandings

• Create a timeline map of the development of Chicago during the late 1800s

• Add nonfiction sources to accommodate various reading levels

• Include websites to explore and research historical facts

• Field Trips (Chicago Historical Society/History Museum, DuSable Museum,

Trolley Tour)

Third Grade Social Studies Unit – Native Americans


Established Goals:

• Understand the Native Americans’ relationship with their environment.

• Appreciate the structures of the Native American communities, with a focus on

Plains and Woodlands tribes.

• Realize the significance and impact of the interactions among Native Americans,

Europeans, and Pioneer cultures.

Understandings:

Students will understand:

• The settlement of the United States

threatened the lifestyles and culture

of Native Americans

• That Native Americans depended

on their environment for their way

of life

• The historical connections of

Native Americans to Illinois


• How and why did Native

Americans come to settle in North

America?

• How did environmental regions

influence Native Americans’

groupings and ways of living?

• What happens when cultures

collide?

• What were the roles of individuals

in Native American communities?

• What Native American cultures

were indigenous to Illinois?

Students will know:

• Key facts about Plains and

Woodlands Indians and their

interactions with settlers

• The roles within a Native American

community

• That Native American groups were

diverse

• Key facts about the environments in

which the Plains and Woodlands

Indians lived


• Consider multiple perspectives of

the different peoples

• Identify differences among tribes

and cultural groupings (i.e.,

Woodlands vs. Plains)

• Identifying words and vocabulary

that are rooted in Native American

languages

• Use mapping skills

• Express their findings orally and in

writing



• Engage in a Pow Wow

• Create a map of Native American

regions highlighting tribal names

within regions

• Create a piece of writing from the

Other Evidence:


Essential Questions

• Artwork related to Understandings

and Essential Questions

• Articulation of facts about the

perspective of a Native American,

describing his or her views on the

settlers

• Debate the reasons for and against

settlers moving into the Native

Americans’ territory

environments and cultural attributes

of Plains and Woodlands Indians

• Participation in class discussions

• Use of Native American vocabulary

in context


Possible Learning Activities: • Mapping • Cooking • Crafts and artifacts • Literature • Simulations • Field Trips (The Field Museum, The Grove, The Mitchell Museum) • Discussion: “What should we do when threatened with relocation – flight, flee, or

agree to move (to a reservation)? What effect would each course of action have

on our lives?”

Third Grade Social Studies Unit - Pioneers


Established Goals:

• Understand the impact of Western Expansion on Illinois and the United States.

• Demonstrate the establishment of community during Pioneer times.

• Realize the significance and impact of the interactions between the Native

American and Pioneer cultures.

Understandings:


• People move for many reasons

• Pioneers relied on collaboration,

courage, and ingenuity to

successfully overcome hardships

and challenges

• Many considerations and decision-

making went into planning a

journey west

• Pioneers and Native Americans

experienced different interactions

with one another, based on personal

view points

• Westward movement was essential

for the country’s expansion


• What is a pioneer?

• Why did people leave their homes

and head west?

• How did geography influence their

travels and destinations?

• What was daily life for a pioneer

like?

• What was the relationship between

pioneers and Native Americans?

• How did westward expansion shape

the country and its people?

Students will know:

• Key facts about westward

movement, pioneer life on the

prairie, and interactions with Native

Americans

• Pioneer vocabulary and terms

• Basic geography


• Recognize, define, and use pioneer

vocabulary in context

• Use research skills to learn about

life while traveling on a prairie

• Express findings orally, in writing,

and through role-playing



• Participate in role-playing the daily

life of a pioneer while at the

Pioneer Room

• Create a realistic fiction pioneer

family with peers

• Create a Pioneer Journal,

documenting daily life on the trail

Other Evidence:


Essential Questions

• Use of pioneer vocabulary in

context

• Articulation of facts about

westward expansion, life on the

prairie, and related geography

• Artwork related to the

Understandings and Essential

Questions

• Explanation of the possible

performance tasks

• Collaborative interactions while

role-playing within families


Possible Learning Activities: • Pioneer Crafts (i.e., Candle dipping, weaving, applesauce/jam, horn books)

• Literature

• Maps

• Packing wagon

• Family tree

• Situations along the trail

• Computer programs/websites (Oregon Trail)

• Jenny Armstrong workshops

• Field Trips (i.e., Graue Mill, The Grove, The Bog)

• Science integrated activities

Vocabulary:

• Butter Churn

• Cards/Wool

• Conestoga Wagon

• Frontier

• Hearth

• Homestead

• Hornbook

• Loom

• Pioneer

• Prairie

• Primer

• Settle

• Spinning Wheel

• Wagon Train

• Whittle

1


How and why do people come to different regions of North America?

How are the regions and people of North America unique?

How and why are the regions of our North America interconnected?

Unifying Themes:

Diversity and Interconnectedness

Context:

States/Regional Studies-comparative studies

Immigration- African American, European, Latino, and Asian Experience

African American History and Forced Migration

PEOPLES OF NORTH AMERICA– FOURTH GRADE

Political Science Economics History Geography Social Science/Culture Compare and contrast

governments and explain

why the government and

leadership role of the US

was a draw to international

immigrants.

Identify consistencies and

insistencies between

expressed US political

traditions and ideas and

actual practices.

(Civil Rights)

Look at how individuals

and groups influence and

change public policy.

Analyze and explore how

economic structures in a

government affect the

movement of people to

meet their needs.

How do the resources

within geographic

regions of North America

define the economic

opportunities?

How did slavery and

indentured servitude

influence the early

economy of the US?

Look at the contributions

of immigrants to our

economic and business

development.

Learn from primary

documents about the

nature of our government

and the stories of our

nation’s people.

Identify the stories of

significant people who

influenced communities

and the course of history.

How do those stories

change over time?

Identify turning points in

history and place them on

the timeline.

Studies stories of current

people and events that are

shaping the stories of the

present and will influence

the future

Use maps to learn more

about the world and

develop geographic

literacy.

Identify environmental

factors that drew

immigrants and settlers to

a region.

Describe how people in

early cultures adapted to

their respective

environment and contrast

that to current society.

Using maps and other

geographic representations

compare and contrast the

physical features of

regions.

Study the interaction of

human endeavors and

physical forces shape the

physical nature of our

earth.

Exploration of a culturally

diverse US.

Study the elements of

culture in diverse groups.

Do regions express

cultural differences?

Study the expressions of

culture through the arts of

individual groups.

Observe or study how

diverse cultures have

adapted to change.

How have they maintained

or lost cultural traditions

and practices.

How has technology

influenced the course of

history and culture

today?



the middle of the









Develop and role-play the life story of an immigrant.

Describe how an immigrant group affects a region.

Compare/Contrast the difference between physical, political, population, natural

vegetation, landform, and climate maps.

Compose a written piece, such as poetry, from a slave’s point of view.

GLOBAL CONNECTIONS:

Study students’ family origins.

Look at the cultural contributions various groups have made to the different regions of

North America.

Look at forced immigration past and present.

Bring in relevant current events.

Fourth Grade Social Studies Unit - States and North American Regional

Studies


Established Goals: Understand how and why regions/peoples of North America are unique and how they are

connected.

Understandings:


• The five themes of geography:

location, place, region,

environment, human interaction and

movement.

• Various environmental factors drew

immigrants and settlers to a

particular region.

• People in early cultures adapted to

their respective environment.

• Maps of various kinds and other

geographic representations can

compare and contrast the physical

features of a region.


• How do the stories of individuals

and groups lead to the

understanding of

interconnectedness.

• How and why do people come to

different regions of North America?

• How are the regions of North

America unique?

• How and why are the regions of

North

• America connected?

Students will know:

• Names of regions and cultures.

• Factors that affect the human

environment and interaction.

• Geographical vocabulary.


• Interpret maps and globes for

information.

• Compare and contrast the regions

and people who lived there.

• Express their findings artistically,

creatively, orally and in writing.


Performance Tasks:

• Make a Venn diagram comparing

and contrasting the regions.

• Create a display of a 2 or 3

dimensional nature which

demonstrates understanding of

people and cultures of various

regions.

Other Evidence:

• Able to use geographical

vocabulary in context.

• Create a 3-D representation of

North America or specific parts of a

region and its landforms.

• Oral or written response to the

essential questions.

• Create a mural.



• Use K.W.L. and Venn diagrams

• Make a map or a state book

• Study landform flashcards

• Use Our Country curriculum

• Read Time For Kids or other current news sources

• Use fiction and nonfiction books to enhance students’ understandings

Fourth Grade Social Studies Unit – Immigration


Established Goals:

• Students will understand how immigrants have shaped North America over time.

Understandings:


• Environmental, political, religious,

and economic factors drew

immigrants to North America.

• Immigrants made substantial

contributions to North America.


• How do the stories of individuals and

groups lead to the understanding of

interconnectedness?


different regions of North America?


America unique?


North America connected?

Students will know:

• How laws and attitudes have changed

over time.

• The time periods of various

immigrant waves.

• How immigrants entered the U.S.

legally and illegally and how that has

changed over time.


• Identify push and pull factors of

immigration.

• Compare and contrast immigrant

stories.

• Research and share their own

family immigration stories.


Performance Tasks:

• Research family history.

• Simulate an immigration experience

including post-arrival.

• Connect own experience to general

immigration history.

Other Evidence:

• Oral/written response

• Narrative journals

• Drawings

• Identify vocabulary, location, and

time periods significant to history



• Chart pushes and pulls from the countries of origin from family

• Use fiction, non fiction, readers theaters, and news media to enhance students’

understanding

• Huddled-masses cafe

• Trip to the National Museum of Mexican Art

• Bring in an immigrant guest speaker

Fourth Grade Social Studies Unit - African American History and

Forced Migration


Established Goals:

Understand the forced migration of Africans and the effects on North American society

and culture.

Understandings:

• Students will understand three

themes of slavery; rebellion(1),

liberation(2) and empowerment(3).

• Africans were brought against their

will, by the millions, for the

economic benefit of others

including North Americans,

Europeans, and Africans.

• African Americans in our country

sought ways to empower their

community through, the arts and

economic opportunities.

• African Americans continually

contributed to and influenced

American society and culture.


• How do the stories of individuals

and groups lead to the

understanding of

interconnectedness.


different regions of North

America?


America unique?


North America connected?

• How does history shape the

present?

Students will know:

• What a slave is.

• Vocabulary/terminology of the

slavery movement.

• How the Underground Railroad

operated.

• How the North American society

changed drastically after the slavery

movement ended.

• How slavery destroyed the African

family unit.

• How slavery affected the lives of

slaves/slave owners.


• Identify the different forms of

slavery throughout time, such as

indentured servitude.

• Interpret/analyze art, music,

poetry, and the writings of slaves.

• Identify important figures of the

Underground Railroad and

abolitionist movement.


Performance Tasks:

• Use multiple media to understand

the slave experience from capture in

Africa to life in the U.S.

• Research famous African American

Other Evidence:

• Journal writing

• Research paper

• Interpret images through poetry

writing

and be able to identify contributions

to society

• Publish an Underground Railroad

newspaper

• Oral discussion/debate

• Create quilts

• Write a letter to Lincoln


Possible Learning Activities: • Read slave ship narratives

• Watch and discuss edited version of "Roots"

• Watch "Escape to Freedom"

• Read: African Folk Tales

• Night John -Gary Paulsen

• Jumpship to Freedom- Collier

• Amos Freeman

• Jacob Lawrence's Biography and Art (various books)

• *Readers Theaters (Publications)

Books and Stories on Rebellion

• Story of Toussaint L'Overture

• The Underground Railroad

• National Geographic Booklets

• Study spirituals and songs.

Books on Civil Rights Movement

• Watsons go to Birmingham -Christopher Paul Curtis

• Mississippi Bridge- Mildred Taylor

• The Friendship- Mildred Taylor

• Mayfield Crossing-Vaunda Nelson

Fieldtrips

• The Du Sable Museum (make sure it is age appropriate)

• Color of Justice Center East

• Freedom Train - Copernicus Theater

1

EXPLORATION AND ENCOUNTERS- FIFTH GRADE


• What were the

motivations for

exploration?

• How did

governments and

leaders influence

exploration?

• What were the

benefits of

exploration on a

world stage?

• What was the

political climate in

Europe at the time of

exploration?

• What did leadership

look like in the new

settlements? How

were decisions

made?

• What were the

political gains/losses

for the people in the

lands explored?

• What were the roles

and responsibilities

of the leaders of the

settlements and

indigenous nations?

• What were the

different ways that

individuals made a

difference through

their roles and

responsibilities?

• What were the

motivations for

exploration?

• Who funded

exploration and what

were their reasons?

• What were the

economic

gains/losses for the

originating

countries?

• What were the

economic

gains/losses for the

people in the lands

explored?

• How did exploration

affect trade?

• What were the

benefits and perils of

migrating to a new

location as a result

of exploration?

• What were the

peoples’ wants and

needs?

• What were the

human, natural and

capital resources

throughout the

colonies?

• What were the

trading practices of

the colonies?

• How did taxes

finance government

operation and

provide public goods

and services, as well

as cause conflict?

• What were the

motivations for

exploration?

• How did the

exploration affect

the originating

country’s history?

• What historical

events precipitated

exploration?

• What were the

benefits and perils of

migrating to a new

location as a result

of exploration?

• What historical

events transpired as

a result of

establishing

settlements?

• What conflicts

emerged between the

settlers and the

indigenous people?

• What conflicts

emerged between

settlements,

homelands,

indigenous people,

and within the

colonies and

settlements?

• What are the reasons

various settlements

formed?

• What were the

views, lives and

contributions of

significant people

and groups like?

• What were the

motivations for

exploration?

• What were the

geographical

obstacles affecting

exploration?

• What knowledge of

physical geography

was gained from

exploration?

• What gains in

cartography were

gained from

exploration?

• What were the

geographical

obstacles of the new

lands?

• How was land

shared or controlled

amongst the settlers

and the indigenous

people?

• What were the

characteristics of

settlement locations

as compared to their

homelands (i.e.

physical geography,

climates, natural

resources?)

• What were the

characteristics of

different settlements

and how did it affect

their way of life?

• What were the

motivations for

exploration?

• What cultural

changes occurred in

the originating

countries as a result

of exploration?

• What cultural

changes occurred

within indigenous

cultures as a result of

exploration?

• What were the

cultural aspects of

the new settlements

and how did it

compare to the

originating

countries?

• What cultural

aspects were adopted

by either the settlers

or the indigenous

people?

• What were the

challenges of daily

life in the colonies?


What motivates people to explore, conquer, and migrate?

What happens to people who are conquered?

How did the United States become a nation?

Unifying Themes:

Power, Control, and Movement

Context:

Exploration, Encounters, Settlements and Colonization



the middle of the








PERFORMANCE TASKS:

Student presentations using a variety of media

Student participation in simulations

Creation of maps

Student participation in debates and role-plays

GLOBAL CONNECTIONS:

Swaziland, South Africa, Antarctica, Hong Kong – modern day colonization

examples

World Geography and European influence

Study of Current events

Fifth Grade Social Studies Unit- Explorers and the Birth of Maps (1490-

1600)


Established Goals:

• Understand that maps were created for different purposes and from different

perspectives

• Recognize motivation for exploring and conquering

• Acknowledge multiple viewpoints and perspectives

• Understand link between environment and lifestyle

Understandings:


• People explore for a variety of reasons.

• Individual maps were based on that

individual’s experiences and

perspectives.

• Peoples’ perspectives of the world were

very different in the 1490s.

• Environment affect peoples’ actions


• What motivates people to explore and

conquer (from a variety of viewpoints)?

• What happens to the indigenous people

being conquered?

• How was cartography affected by

exploration?

• How does the environment and

geography motivate people to explore?

Students will know:

• How to use, read and analyze maps.

• Explorers explored for a variety of

reasons (including geography,

economical, myth, and religion).

• What areas were explored during this

time frame.


• Compare and contrast historical maps

• Analyze the cause and effects of

exploration from multiple viewpoints

• Recount/share knowledge of explorers,

indigenous people and their impact on

each other from various perspectives

• Compare and contrast the world in

1492 and the world now


Performance Tasks:

• Share/present knowledge of a particular

exploration and/or explorer

(construction, debate, PowerPoint,

dramatization, newspapter, etc.)

• Create a map from multiple

perspectives

• Begin a cumulative piece of work that

will flow between the historical time

periods

• Create a large map where explorer’s

routes can be traced.

Other Evidence:

• Oral/written response while using

vocabulary in context to one of the

essential questions (double entry

journal, personal journal, pen-pals,

letters, etc.)

• Artistic response to an essential

question (poster, travel brochure, comic

book etc.)

• Self-reflection and student-selected

piece for the portfolio


Possible Learning Activities: • Elicit background knowledge (KWL, Venn Diagram, etc.)

• The History of US: Volume 1-

o Chapter 8-Reviews regions/areas of the New World in the 15th

century. Have

students locate all places mentioned in the chapter on a blank map (label, draw

in, describe, etc as a group or individual activity)

o Chapter 15 Use it as an introduction to maps and longitude and latitude.

o Chapter 27 Use it to introduce and give background knowledge for the

Galleon simulation.

• Galleon simulation (By Lester Tillema)

• Make an “Explorer’s Notebook” (see http://score.rims.k12.ca.us/activity/newworld/

for ideas) with an accompanying calendar.

• Research an explorer of their choice.

• Inquiry Project

• Simulations

• Make a reference book of maps.

• Explorer advertisements

STAGE 4- RESOURCES AND MATERIALS

• www.mnh.si.edu/vikings/

• http://library.thinkquest.org/J002678F/why.htm (Why Explorer’s Explored the World

Website)

• Galleon simulation By Lester Tillema (*3 sets in kit)

• Aronson, Mark and Glenn, John W. The World Made New: Why the Age of

Exploration Happened & How it Changed the World. 2007. (*25 copies in kit)

• DK Eye Wonder-Explorer (*25 copies in kit)

• Betsy and Giulio Maestro, Exploration and Conquest: The Americas After Columbus:

1500-1620 (*15 copies in kit)

• Arnold, Nick. Voyages of Exploration. (*15 copies in kit)

• Stefoff, Rebecca. Accidental Explorers. Surprises and the Side Trips in the History of

Discovery. (*15 copies in kit)

• Michael Johnstone, The History News: Explorers (*15 copies in kit)

• Kids Discover- “America 1492” (*25 copies in kit)

• Easy Simulations-Explorers, by Barley (*3 copies in kit)

• The Explorers and Settlers: A Source Book on Colonial America (*3 copies in kit)

• Life and Times: Columbus and Age of Exploration, Ross (*3 copies in kit)

• Jill Lepore, Encounters in the New World: A History in Documents

• Joy Hakim, The History of US: Volume 1

• Russell Freedman, Who Was First?: Discovering the Americas

• Stefoff, Rebecca. Accidental Explorers. Surprises and the Side Trips in the History of

Discovery.

• Wirkner, Linda. Learning about America’s Colonial Period through Graphic

Organizers

• Ross, Stewart. Life in Times: Columbus and the Age of Exploration

• McGovern, Ann …If YOU SAILED ON The Mayflower in 1620

• The Explorers and Settlers: A Sourcebook on Colonial America

• Smith, Carter. A Sourcebook on Colonial America. Battles in a New Land.

Debatable Issues in US History: From Colonies to a Country 1635- 1790: Vol. 1

• Kathryn Lasky Dear America:A Journey to the New World:The Diary of Remember

Patience Whipple, Mayflower, 1620

Fifth Grade Social Studies Unit - Encounters and Settlements (1600-

1700)


Established Goals:

• Understand that there were different types of encounters

• Recognize motivation for migrating and settling



Understandings:


• Different people encountered

indigenous peoples in different ways

• People settled for a variety of reasons

• Cultural beliefs and practices were

affected by both sides of the encounter

• Historical events that transpired as a

result of establishing settlements


• What happens as a result of these new

settlements (from a variety of

viewpoints)?

• How did the environment and

geography motivate people to settle and

affect their lifestyle?

Students will know:

• Explorers settled for a variety of

reasons (including geography, wants

and needs, communal similarities)

• What areas were settled during this

time frame?

• Historical events transpired as a result

of the new settlements


• Create and analyze maps

• Analyze the cause and effects of

encounters and settlements

• Recount/share knowledge of settlers,

indigenous people and their impact on

each other from various perspectives

• Compare and contrast the world in

1600 and the world now


Performance Tasks:

• Share/present knowledge of a particular

settlement (construction, debate,

PowerPoint, dramatization, etc.)

• Create a map from multiple

perspectives

• Cumulative piece of work that flows

between the two historical time periods

with emphasis on greater independence

Other Evidence:

• Oral/written response while using

vocabulary in context to one of the

essential questions (double entry

journal, personal journal, pen-pals,

letters, etc.)


question (poster, travel brochure, comic

book etc.)

• Self-reflection and student-selected

piece for the portfolio


Possible Learning Activities: • Elicit background knowledge

• KWL

• Venn Diagram

• Diorama of forts

• 3D maps of settlements

• First person journal of a settler or a native

• Calendar of first year in new land

• Inquiry project

• Dramatic presentations

• Little Books


Novels: (* indicates favorites)

• The Mayflower and the Pilgrims’ New World, Philbrick (difficult)

• Sign of the Beaver, Speare (Massachusetts)

• Morning Girl, Dorris (Carribean)

• *Sees Behind Trees, Dorris (Jamestown) (25 copies in book closet)

• Double Life of Pocahontas, Fritz (Challenging, but wealth of information)

• *Pocahontas and the Strangers, Bulla (easy) (25 copies in book closet)

• *Blood on the River, Carbone

• *Pocahontas, Sullivan (biography)

• *Childhood of Famous Americans-Pocahantas, Peacemaker (easy)

• A Lion to Guard Us, Bulla (easy

• *Pocahontas, Holler (high, non-fiction)

• Encounter Jane Yolen (25 copies in book closet)

Box Contents:

• Jamestown- Hands on Projects About One of America’s First Communities, Quasha

(3 copies in box)

• Don’t Know Much About the Pilgrims, Davis (15 copies)

• Cobblestone Pilgrims to a New World (15 copies)

• The Very First Thanksgiving Day, Greene (3 copies)

• Samual Eaton’s Day, Waters (25 copies)

• Sarah Morton’s Day, Waters (25 copies)

• Giving Thanks- The 1621 Harvest and Feast, Waters (15 copies)

• Tapenum’s Day, Waters (25 copies)

• P is for Pilgrim, Crane (3 copies)

• Three Young Pilgrims Harness (15 copies)

• Who’s That Stepping on Plymouth Rock? Fritz (1 copy)

• 1621-A New Look at Thanksgiving, Grace and Bruchae (15 copies)

• Life in 1627 Plymouth-Plimoth Plantation (2 copies)

• Investigating “The 1st Thanksgiving”, Plimoth (2 copies)

• Journey to the New World Plimoth (2 copies)

• If you Sailed on the Mayflower in 1620 McGovern (3 copies)

• Disks-Powerpoint of Plimoth pictures from Louisa (3 copies)

• Louisa’s toys, DVDs, and reproductions (2 sets)

Fifth Grade Social Studies Unit – Colonial Life (1700-1770s)


Established Goals:

• Understand that there are different types of colonies

• Recognize motivation for establishing a colony



Understandings:

Students will understand:

• The difference between a settlement

and a colony and the process of

establishing a colony

• Different colonies interacted with

Native Americans in different ways

• Cultural practices evolved in

relation to their place of origin

• Historical events that transpired as a

result of colonization

• The economic impact of

establishing a colony


• What happens as a result of

colonization (from a variety of

viewpoints)?

• How did the United States take the

first steps to becoming a nation?

• What events led up to the

Revolutionary War?

• What happened to Native

Americans as a result of

colonization?

Students will know:

• The reasons why people came to

the colonies

• Historical events transpired as a

result of colonization

• How leadership and decision

making looked different in each

colony

• The political gains and losses for

colonists, the British, and other

nations

• The roles and responsibilities of

colony members, Native

Americans, and slaves


• Analyze the causes and effects of

colonization

• Compare and contrast the different

colonies

• Recount/share knowledge of the

impact of colonists, Native

Americans, and slaves on each

other

• Understand the impact of the

European governments on the

colonies

• Identify why the colonies came

together to establish a single

government


Performance Tasks:

• Present knowledge of colonization

(daily schedule, reenactments,

models, dramatization, debate,

Powerpoint, etc.)

Other Evidence:

• Oral and written responses to one of

the essential questions using

vocabulary in context (Double entry

journal, diary entry, pen pal letters,

• Cumulative piece of work that

flows between the three historical

time periods with an emphasis on

greater independence

etc.)


question (travel brochure, poster,

comics, etc.)

• Tests or quizzes on key concepts

• Self-reflection and student selected

materials for portfolio



• Compare and contrast the colonies in the 1770’s and the world now (include

modern day colonization of Swaziland, S. Africa, Antarctica, Hong Kong, etc.)

• Build an awareness of colonies in other parts of the world at the same time.

• Research roles and responsibilities of colonial community members

• Salem witch trial

• Debate debatable issues of the time

• Map of the 13colonies

• First-person journal

• Inquiry project

• Simulation

• Graphic organizer

• Colonial life fair (simulation)

• Colonial Times newspaper


Hermes, Patricia. My Side of the Story Salem Witch. Excellent historical fiction that uses

dialog from the time period to show two different points of view on the same events in

Salem. One story told from an educated Quaker girl’s point of view. The other is from a

well-educated Puritan boy’s point of view. The boy’s father is one of the judges.

Phillis Wheatley: Young Revolutionary Poet by Borland & Speicher (novel)

A Voice of her Own: The Story of Phillis Wheatley, Slave Poet by Lasky (picture book)

Dear American Series (NOVEL)

Debatable Issues in US History: From Colonies to a Country 1635- 1790: Vol. 1

Age appropriate: well written: Roger Williams and the Puritans, King Philip’s

War, Bacon’s Rebellion. The Salem Witch Trials,

McGovern, Ann …If you Lived in Colonial Times

Smith, Carter. A Sourcebook on Colonial America. Battles in a New Land. (1991).

Emma’s Journal by Moss (NOVEL)

Learning about America’s Colonial Period with Graphic Organizers by Wirkner

MOUNT VERNON Hands-on History (teacher activities)

Cobblestone: Colonial Craftsman

Colonial Times (Chronicle of America): by Masoff

Voices from America: Massachusetts 1620 – 1776 by Burgan (National Geographic)

Kids Discover: Colonial America

The Woodworkers by Kalman

Historic Communities: Colonial Home by Kalman & Crossingham

The Blacksmith by Kalman

Colonial Life by Kalman

Your Travel Guide to Colonial America by Day

Hands-on America Vol. II by Merrill

Settlement Bin (Main/Community)

Books

My Side of the Story: Salem Witch 1 copy

1621: A New Look at Thanksgiving 1 copy

Giving Thanks: The 1621 Harvest Feast 1 copy

Tapenum’s Day: A Wampanoag Indian Boy in Pilgrim Times 1 copy

America in the Time of Columbus 1 copy

America in the Time of Pocahontas 1 copy

James Towne: Struggle for Survival 1 copy

New Beginnings: Jamestown and the Virginia Colony 1 copy

1607: A New Look at Jamestown 1 copy

Teacher Resources

Investigating “The First Thanksgiving” 1 copy

The History Magazine for Young People: Cobblestone 1 copy

PP Educational Materials: Journey to the New World 1 copy

The Trial of Anne Hutchinson 1 copy

My Name is America: The Journal of Jasper Jonathan Pierce 1 copy

Historic Communities: Home Crafts 1 copy

Historic Communities: Visiting a Village 1 copy

Toys

Plimoth Plantation Poppet 1 bag

Quoits (Ring Toss) 1 bag

Whipping Top 1 bag

Button and String Puzzle 1 bag

Peg Top 1 bag

Toys and Games from Times Past booklet 1 copy

Historical Replica Coins 1 bag

Old Documents and Maps: Authentic Reproductions 1 bag

Feather Pen 1 bag

The Voyage of the Mayflower Game 1 copy

Movies

America the Living Dream: The History of our Nation A.’s Beg. 1 copy

Other

Settlement Bin 1

See Main/Community Bin for other materials that are not in bins 1, 2 or 3

Books

National Geographic 1621: A New Look at Thanksgiving 1 copy

If you Sailed on The Mayflower in 1620 1 copy

Sarah Morton’s Day 5 copies

Kids Discover: America 1492 5 copies

Three Young Pilgrims 1 copy

The Very First Thanksgiving Day 1 copy

Who’s that Stepping on Plymouth Rock? 1 copy

Samuel Eaton’s Day 5 copies

P is for Pilgrim: A Thanksgiving Alphabet 1 copy

Don’t Know Much About The Pilgrims 5 copies

Teacher Resources

Sail America Teacher Guide 1 copy

Sail America Student Guide 25 copies

PP: Journey to the New World (Blue Book) 1 copy

PP: Life in 1627 Plymouth 1 copy

The History Magazine for Young People Cobblestone 1 copy

Toys

Movies

PP: 1621: Beyond the Myth of the First Thanksgiving DVD 1 copy

PP: Two Peoples, One Story DVD 1 copy

Other

Exploration Bin (Main/Community)

Books

Calliope 1 copy

You Wouldn’t Want to Sail With Christopher Columbus! 1 copy

The Great Ships 1 copy

Who Was First? Discovering the Americas 1 copy

Great Explorers Discovering the World 1 copy

Teacher Resources

Toys

Movies

16th

& 17th

Century Turning Points in U.S. History Volume 1 1 copy

16th

& 17th

Century Turning Points in U.S. Histiry Volume 2 1 copy

Schlessinger: Explorers of the World A History of Exploration 1 copy

Schlessinger: Explorers of the World Spanish Explorers 1 copy

Schlessinger: Explorers of the World English Explorers 1 copy

Other

Exploration Bin 1


Books

Encounter 1 copy

Encounters in the New World: A History in Documents 1 copy

The World Made New 5 copies

Scholastic Easy Simulations Explorers 1 copy

Exploration and Conquest: The Americas After Columbus: 1500-1620 5 copies

Teacher Resources

Galleon Teacher Guide 1 copy

Galleon Student Simulation 25 copies

Explorers Teacher Guide 1 copy

Explorers Student Guide 25 copies

Toys

Movies

Other

Colonial Times (Main/Community)

Books

Hang a Thousand Trees with Ribbons 1 copy

Diary of Anna Green Winslow: A Boston School Girl of 1771 1 copy

Phillis Wheatley 1 copy

Young Americans Colonial Williamsburg: Ann’s Story 1747 1 copy

Young Americans Colonial Williamsburg: Nancy’s Story 1765 1 copy

Young Americans Colonial Williamsburg: Caesar’s Story 1759 1 copy

Children’s Manners and Morals booklet 1 copy

Easy to Make Early American Folk Dolls booklet 1 copy

Sons of Liberty Comic Book 1 copy

Paul Revere’s Ride 1 copy

American Community Early American Villages 1 copy

Holidays and Celebrations in Colonial America 1 copy

What’s the Big Idea, Ben Franklin? 1 copy

Why don’t you get a horse, Sam Adams? 1 copy

Can’t You Make Them Behave, King George? 1 copy

If You Lived in Colonial Times 1 copy

Outrageous Women of Colonial America 1 copy

A Visual Dictionary of a Colonial Community 1 copy

A Coloring Book of the 13 Colonies 1 copy

Easy Make and Learn Projects Colonial America 1 copy

Primary Sources Teaching Kit Colonial America 1 copy

A Voice of Her Own 1 copy

The African American Experience 1 copy

Boston Tea Party 1 copy

You Wouldn’t Want to be at the Boston Tea Party! 1 copy

The Boston Tea Party 1 copy

The Midnight Ride of Paul Revere 1 copy

The Many Rides of Paul Revere 1 copy

National Geographic Voices from Colonial America Massachusetts 1 copy

Kids Discover: Colonial America 25 copies

Great Colonial America Projects 2 copies

Colonial Voices Hear Them Speak 1 copy

Teacher Resources

American Kids in History Colonial Days 1 copy

Colonial Kids: An Activity Guide to Life in the New World 1 copy

Slave to Poet: Phillis Wheatley – A Guide for Teachers 1 copy

Tea is Brewing – A Guide for Teachers 1 copy

Toys

Jaw Harp 1 bag

Light Infantry Signal Whistle 1 bag

Made for Trade Game 1 copy

Movies

Schlessinger Colonial Life: Jamestown 1 copy

Schlessinger Colonial Life: The Spanish & Colonial Santa Fe 1 copy

Schlessinger Colonial Life: Roger Williams & Rhode Island 1 copy

Schlessinger Colonial Life: Plimoth Plantation 1 copy

Schlessinger Colonial Life: The Dutch & New Amsterdam 1 copy

Schlessinger Colonial Life: The French & Colonial Quebec 1 copy

Schlessinger Colonial Life: William Penn & Pennsylvania 1 copy

Schlessinger Colonial Life: St. Augustine 1 copy

Schlessinger Colonial Life: Settling the New World 1 copy

Schlessinger U.S. History: The Era of Colonization 1585-1763 1 copy

PBS Home Video: Colonial House 1 copy

Other

Music from the 18th

Century Theatre: Encore 1 CD

A Colonial Williamsburg Musical Sampler 1 CD

Colonial Williamsburg: Mapping Colonial America CD-ROM 1 copy

Colonial Times Bin 1


Books

History from the Hearth: A Colonial Michilimackinac Cookbook 1 copy

If You Lived in Colonial Times 1 copy

Your Travel Guide to Colonial America 1 copy

The History Magazine for Young People Cobblestone Colonial Craftsmen 1 copy

National Geographic Voices from Colonial America Massachusetts 1 copy

Colonial People: The Wood Workers 1 copy

Colonial People: The Blacksmith 1 copy

Historic Communities: Colonial Life 1 copy

Historic Communities: Colonial Home 1 copy

Hands-on America Volume 2 Art Activities 1 copy

Mount Vernon Hands-on History 1 copy

Emma’s Journal 1 copy

Teacher Resources

Discovery Teacher Guide 1 copy

Discovery Student Guide 35 copies

Toys

Bilbo Catcher 1 box

Feather Pens 3 pens

Folkwear Kinsale Cloak 1 bag

Embroidered Linen Pocket Kit 1 bag

Soap 1 block

Hardy Card Maker 1 box

Wood Dice 1 bag

Girl’s Pockets 2 bags

Leather bag 1 bag

British Coin Bag 1 bag

Powdered Ink 1 bag

Makin Candles 1 block

Ink Bottle 1 dish

Movies

Other

Tea Brick 1 block

Historical Documents: Battle of Bunker Hill 1775 1 env.

Historical Documents: Midnight Ride of Paul Revere 1775 1 env.

Historical Documents: Boston Tea Party 1773 1 env.

1

ANCIENT CIVILIZATIONS – SIXTH GRADE


Why do people form

governments?

How are governments of

ancient civilizations

similar and different?

How does type of

leadership affect how a

civilizations evolves?

What kinds of roles and

rights did individuals

have in ancient

civilizations?

How do ancient

civilizations provide for

the wants and needs of

their people?

What is the impact of

specialization on an

economy?

Why did ancient

civilizations trade with

one another?

How are the needs of the

society at large balanced

with the desires of

governments or leaders?

How do civilizations

pay for the needs of the

society?

How do we know with

accuracy the history of

ancient civilizations?

What events tend to be

turning points in

history?

What has brought

civilizations into conflict

with each other?

What are some

significant

accomplishments of

ancient civilizations?

How does geography

affect the growth and

development of a

civilization?

How do civilizations use

and/or control their

environment?

How do societies’ belief

systems originate?

How are a civilization’s

beliefs and culture

reflected in its art,

music, literature and

architecture?

What aspects of ancient

civilizations’ cultures

are still reflected in

societies today?

What within a culture

allows for creativity and

innovation?


How do civilizations originate and organize?

How and why do civilizations innovate and evolve?

Unifying Theme:

Enduring characteristics civilizations

Context:

Ancient Egypt, Ancient Greece/Rome, Middle Ages (with exposure to Islamic

Civilization)



the middle of the








PERFORMANCE TASKS:

Research Projects

Map activities

Drama/Simulation/Role-playing activities

GLOBAL CONNECTIONS:

Comparison of ancient and contemporary political maps

Introduction to Islam

Study of Current Events

Sixth Grade Social Studies Unit – Ancient Egypt


Established Goals:

• Realize the importance of how a civilization organizes around natural resources

and geographical areas.

• Understand the way a civilization originates and how the people of the civilization

attempt to explain the origination.

• Demonstrate the importance of innovation with regards to the longevity of a

civilization.

• Understand that a civilization evolves over time.


• The annual flooding of the Nile

River provided the foundation

needed for any civilization -- a

surplus of food, which allowed for

labor specialization and permanent

settlements.

• Egypt invested all power into the

hands of a single pharaoh, which

limited the rights and power of all

other members of society.

• The Nile provided economic

stability to Egypt and conquest and

exploration led to further economic

resources and wealth.

• Egyptian advancements in

architecture, science, mathematics,

and writing influenced other

civilizations’ innovations in these

areas.

• Egyptians believed their lives were

largely a preparation for their

eternal afterlife.


• How did the Nile River impact the

development of Egyptian

civilization?

• How did Egypt being a monarchy

effect its development?

• What factors influenced the

evolution of Egypt’s economy?

• What aspects of Egyptian history

have influenced world history?

• How were Egyptian beliefs

reflected in their lives and

development of their culture?

Students will know:

• The chronology of Egyptian history

(Old, Middle, and New Kingdom)

• The geography of the Nile

• Basic Egyptian mythology and

religious practices

• Achievements in architecture (i.e

pyramids, tombs, temples, etc.)


• Select appropriate and credible

research materials for a topic of

inquiry

• Evaluate Internet resources

critically

• Plan for an inquiry project

• Research efficiently by critically

• The importance of the development

of writing

• The legacy of some famous

Egyptians (i.e. Tuthankhamen,

Hatshepsut, Ramses II, etc.)

reading for important information

• Create useful and organized notes

• Cite sources used in research

• Utilize and interpret maps to create

understandings within and between

civilizations

• Synthesize research into their own

words in written and oral

communication

• Collaborate with peers to

accomplish a common goal for a

social studies project


Performance Tasks:

• Reflect: What innovations from

Egyptian society influence the way

we live today?

• Create a museum exhibit that

includes an interactive, visual and

written component related to an

inquiry about Egypt.

• Conduct and present research in the

form of a news show that depicts

the important historical events that

shaped ancient Egypt.

• Read The Golden Goblet to make

connections to ancient Egypt;

develop a picture book from the

perspective of an ancient Egyptian.

• Create an ancient Egyptian tomb

that contains student-made artifacts

representative of what would be in

a pharaoh’s tomb; give a tour of the

tomb to parents and students

detailing the importance of the

artifacts.

• Discuss the role the afterlife played

in ancient Egyptian’s lives.

Other Evidence:

Explain

• The benefits the Egyptians gained

from the flooding of the Nile

Interpret

• The writing and pictographs found

on artifacts

• The representative items found in a

pharaoh’s tomb

Apply, by

• Planning for the afterlife

See from the points of view of

• A pharaoh and people from other

classes within Egyptian society

Empathize with

• The people who depended on the

Nile River

Reflect on

• Egyptian advancements in

architecture, science, mathematics

and writing

• The effect that the Nile’s flooding

had on their economic structure



Ancient Egyptian Learning Activities

Individual Paired Small Group Whole Class

Knowledge

1. List knowledge

of ancient Egypt

in a KWL chart

2. Define Egyptian

vocabulary

(flashcards, quiz,

etc.)

Label the important

geographical

locations of ancient

Egypt

Watch the

David McCally

videos while

modeling

notetaking

skills.

Comprehension

Paraphrase

research findings

Retell the story of

going to the

afterlife

Summarize the life

of a famous

Egyptian by

writing a script

from that person's

perspective

Application

1. Research

information on the

British Museum

website and

answer questions

about important

information. 2.

Construct and

translate the

writing on a

Cartouche 3.

Write a journal

entry from the

perspective of

Hatshepsut after

watching a video

about her

Interpret a map of

ancient Egypt to

determine how the

geography effected

the civilization

Dramatize the

process of reaching

the afterlife

Analysis Compare a map of

ancient Egypt to a

map of Egypt

today

Differentiate

between the three

kingdoms of

ancient Egypt by

making a

chart/timeline/Venn

diagram

Deduce what the

mummification

process would be

for a human from

the

"mummification"

of an apple

Evaluation

Determine

arguments for or

against moving

from the Nile River

valley

Estimate the

time and man-

power required

to build a

pyramid by

marking actual

measurements

outside

Synthesis

Formulate

discussion

questions from

National

Geographic

readings

Create meaning for

artifacts of today to

represent our

civilization to

future ones

Develop a

campaign and a

marketing

strategy for a

Pharaoh


National Geographic Book (small paperback): The First Civilizations

Facts on File Book (blue hardbound): Ancient Egypt

Human Heritage Book (tan hardbound): A World History

British Museum Website: Ancient Egypt

David McCauley Video (available in RC): “Pyramid”

DVD (available in RC): “Mysteries of Egypt”

DVD (available in RC): “The Lost Queen” (Hatshepsut)

RELATED VOCABULARY:

Nile embalming Upper Egypt Osiris Rosetta Stone

Book of the Dead mummy Lower Egypt Isis Cataracts

Delta hieroglyphs Tutankhamen Journey to the Afterlife

Kingdoms papyrus Khufu Old, Middle, New Kingdom

Ka scribe Natural Resource Shadoof

Pharaoh Hatshepsut Mastabas Hyksos

Pyramids Ramses Step Pyramids Canopic jars


Field Museum Exhibit of Ancient Egypt

Sixth Grade Social Studies Unit- Ancient Greece


Established Goals:






civilization.



• Greek government evolved from

kings to oligarchies to tyrants to the

birth of democracy (in Athens).

• Many geographic factors

contributed to Greek economic

success, such use of the sea for

trade, mining of silver (?), and the

exportation of olive oil.

• Victory in the Persian Wars allowed

for the flowering of Greece’s

Golden Age, just as the

Peloponnesian Wars destroyed

Greece from within.

• Unlike Egypt, Greece had a seasonal

climate and mountainous land.

• The influence of Greek architecture,

athletics, theater, art, education,

philosophy, science & mathematics,

and language is seen throughout the

modern world.

• Elements of Greek mythology such

as its language, heroic stories,

themes, and characterization are still

visible in our oral and written

culture today.


• How did democracy originate?

• How did the Greeks use their

natural resources to improve their

economic standing?

• What events were the turning

points in the history of Greece and

why?

• How did the specifics of Greece’s

geography and climate impact its

development compared to Egypt’s?

• How do aspects of Greek culture

live on in the world?

• What elements of Greek mythology

have persisted over time?

Students will know:

• The evolution and practice of

democracy

• How to compare and contrast




inquiry

Athens and Sparta

• The geography & trading history of

the Mediterranean region

• Some background on the Minoan

and Mycenaean civilizations

• The reasons for the Persian and

Peloponnesian Wars and their

effects

• Alexander’s conquests left a Greek

legacy across much of the known

world.

• The three orders of Greek columns

(Doric, Ionic, Corinthian)

• The history of the ancient Olympic

Games

• The invention of theater (tragedy

and comedy)

• Greek use of realism in sculpture

• The Greeks invented the concept of

philosophical inquiry

• Greek contributions to science and

math

• Some famous Greek myths and

representative example of its legacy

in our language and culture


critically








civilizations



communication





Performance Tasks:

• Write an article or brochure about a

student-selected topic that

incorporates factual information and

creativity. Compile articles into a

newspaper.

• Develop a webpage about a student-

selected topic. Compile pages into a

website.

• Assess students using a test with

multiple choice, short answer, essay

questions, etc.

• Develop a script for a commercial

about why one should move to

Sparta or Athens.

• Prepare for and participate in a

debate between Spartans and

Athenians.

• Develop a lesson on a student-

selected topic that presents

Other Evidence:

information and incorporates and an

interactive learning activity.



Ancient Grecian Learning Activities


Knowledge Completing an Internet

exploration guide of the

British Museum website

(to assess advanced

research skills using the

Internet).

Label the

important ancient

Greece

geographical

locations and/or

trade routes

and/or Alexander

the Great's

conquests.

1. Participate in a

Jeopardy game

made up of key

facts from ancient

Greece (students

write the

questions!). 2.

Read a Greek-

themed novel

aloud.

Comprehension Paraphrase research

findings.

Summarize the

life of a famous

Grecian.

Simulate the

Olympic games.

Application

Interpret a map of

ancient Greece to

determine how the

geography effected the

civilization.

Develop a visual

interpretation of

a Greek myth.

Examples: Comic

strip, poster,

etc.)

1. Develop a

dramatic

interpretation of

a Greek myth.

(Examples:

Puppet show,

play, etc.). 2.

Create a photo

album of Grecian

influenced

architecture.

Host a talk show in

which characters

are guests.

Students role play

guests and ask

questions as

audience

members.

Analysis

Then and now: ancient

Grecian

inventions/contributions

effect on ancient

Greece and today’s

society.

Synthesis

1. Writing a research

paper and creating an

artifact related to a

selected topic. 2. Write

a news article as if a

myth was a news

event.

Re-write a Greek

myth set in

today's society.


D’Aulierres Myths Book (yellow hardbound)

Pink Myth Books

British Museum Website: Ancient Greece

National Geographic Book (paperback): Ancient Greece

Human Heritage Book (tan hardbound)

Allyn and Bacon Book (white paperback): Roman & Greek Civilization

Video (available in the RC): “The Gods & Goddesses of Mt. Olympus”

RELATED VOCABULARY:

Democracy Architecture marathon oracle Aristotle pediment

City-states Corinthian soliloquy Hippocrates Acropolis Socratic

Sparta Doric tragedy Trojan War tyrant Method

Athens Ionic comedy Odysseus Persian Wars oligarchy

Habris Pericles Parthenon Socrates frieze philosophy

Olympics constitution Pythia Plato capital colonnade


Architecture trip/tour bus

Restaurant in Greek Town

Architecture walk around Winnetka

Performance related to mythology

Sixth Grade Social Studies Unit – Ancient Rome


Established Goals:






civilization.



• The U.S. system of representative

government and checks and

balances originated in the Roman

Republic.

• The Roman use of a vast road

system was of major benefit to their

economic success.

• Caesar’s rule was born from the

changes in Roman society after the

Punic Wars.

• Rome fell for a variety of reasons,

including economic collapse,

political upheaval, and foreign

invasion.

• The Roman Empire stretched over

multiple continents and absorbed

many different cultures.

• Rome built upon many of the ideas

of the Greeks.


• What aspects of the Roman

Republic are seen in U.S.

government?

• How did the Romans coordinate

and organize their economic

system?

• Why did Rome change from a

republic to an empire?

• What can we learn from the Fall of

Rome?

• How did the diverse geography of

the Roman Empire effect its

development?

• What aspects of Roman culture

were absorbed versus self-created?

Students will know:

• The organization of the Roman

Republic and its class structure

• The extent of the Roman empire

from a geographical standpoint

• The importance of the Punic Wars

to Roman history

• The rise of the army and the story

of Julius Caesar

• Reasons for the birth and fall of the




inquiry


critically





Roman Empire

• Roman contributions to art,

entertainment, science and

engineering, city planning, math,

etc.




civilizations



communication





Performance Tasks:

• Develop a script for and perform a

TV talk show about ancient Rome.

• Write a research paper about a self-

selected topic.

• Create a character from ancient

Rome based on research and attend

a Roman banquet.

• Assess students using a test/series

of quizzes with multiple choice,

short answer, essay questions, etc.

• Write a persuasive essay that

defends the student’s perception of

the Romans.

• Create a group PowerPoint that

responds to questions. Use

presentation to teach the rest of the

class about a topic.

Other Evidence:



Ancient Roman Learning Activities


Knowledge

Various mapping

activities, including

identifying the

Roman Empire's

expanses on a

modern day map.

1. Watch the

David McCally

videos while

modeling

notetaking skills.

2. Watch the

chariot scene

from Ben Hur

and/or Spartacus

and/or Under the

Shadow of

Vesuvius and

discuss as a

class.

Comprehension

1. Reading quizzes

using note cards.

Students organize

note cards based

on their

understanding of

the concepts they

read about. 2.

Reading and

follow-up quiz on

Christianity in

Rome and the Dark

Ages.

Create reading

stations containing

different materials.

At each station,

students will

answer questions

and have

discussions

regarding the

reading.

Application

Create an activity

box that

incorporates

objects, writing,

and activities

related to ancient

Rome.

Analysis Write a paper

comparing Roman

roads to the

Internet.

Compare/contrast

the Roman

Republic and the

United State's

government and

culture.

Evaluation

Write a paper/

have a debate/

visually represent

what you think is

the most important

contribution

Romans made to

society.

Synthesis

Write a postcard

from the

perspective of an

ancient Roman

from something

you witnessed in

Rome. STAGE 4 – RESOURCES AND MATERIALS

National Geographic Book (small paperback): Ancient Rome

Human Heritage (tan hardbound)

Allyn and Bacon: Greek & Roman Civilization

http://rome.mrdonn.org/games.html

http://www.bbc.co.uk/schools/romans/

Facts on File Book (blue hardbound): Ancient Rome

David McCauley Video (available in the RC): “Roman City”

Arizona Smith Video (available in the RC): “Ancient Civilization: Rome”

Laser Disk (available in the RC): “In the Shadow of Vesuvius”

Video: “Ben Hur”

Video: “Spartacus”

RELATED VOCABULARY:

Arch Pompeii vault Latins Carthage

Aqueduct Coliseum senate Paletine Romulus

Auxiliary gladiator canal triumph Remus

Century Octavian Zama Hannibal Ides of March

Checks and balances Constantine missionary triumvirate Vesuvius

Cohort barbarian Apian Way veto Aeneus

Dictator province Patricicus Punic Wars

Forum republic Plebians consuls

Legion empire Tribunes Julius Caesar


Art Institute

Sixth Grade Social Studies Unit - Middle Ages


Established Goals:






civilization.



• Rome was not united and was now

vulnerable to invasion, allowing the

barbarians to take over control.

• This chaotic time eventually leads to

the desire for order and organized

society, which led to more stable and

safe times and, eventually, feudalism.

• The church influenced every person’s

daily life and was a dominant force in

medieval society.

• As western Europe began to stabilize,

they formed their own independent

kingdoms, eventually leading to the

formation of nations

• .

• Monasteries played an integral role in

preserving the history of classical

civilization, allowing future

civilizations to thrive off of notable

historical thinking.

• The Crusades allowed for exchange

of cultural ideas between the Islamic

and European peoples.


• How did the split of the Roman

Empire impact the development

of the Middle Ages?

• What acts as the bond that holds

the people of Europe together

during the Middle Ages?

• How did the Crusades impact the

development of nations?

• How did the feudal system move

people of the Middle Ages to

fight for and eventually gain

freedom and rights?

• How was the foundation of

western civilization preserved

through these tumultuous times?

Why is this important?

• What were the major

contributions that were made by

the Islamic people during the

Middle Ages? How do those

contributions continue to impact

us today?

Students will know:

• The organization of the feudal

system.

• The importance of the Magna Carta in

England.

• The importance of the Crusades.

• The importance of the rise of the




inquiry


critically


town.

• The architecture of castles and

cathedrals.

• The creation of chivalry.

• The basics of the birth of Islam

(including the similarities and

differences between Islam and

Christianity).

• Islam’s contributions to modern

society.





• Utilize and interpret maps to

create understandings within and

between civilizations

• Synthesize research into their

own words in written and oral

communication





Performance Tasks:

• Develop a script for and perform a

TV talk show about the Middle Ages.

• Write a research paper about a self-

selected topic.

• Create a character from the Middle

Ages based on research and attend a

medieval fair.

• Assess students using a test/series of

quizzes with multiple choice, short

answer, essay questions, etc.

• Write a persuasive essay that defends

the student’s perception of the

Europeans.

• Create a group PowerPoint that

responds to questions. Use

presentation to teach the rest of the

class about a topic.

• Organize a medieval fair.

Other Evidence:



Middle Ages/Islam Learning Activities

Individual Paired Small

Group Whole Class

Knowledge

Go to National Geographic website and

travel through a castle

(www.nationalgeographic.com/castles/enter

castle.html).

Look at Middle

Ages picture

(purple book)

and make

observations/pre

dictions about

the time period.

1) Mr.

Faught

(Dean of

Loyola Law

School) to

speak to the

grade about

the history

of the

Magna Carta

and its

influence on

today's

laws. 2)

Watch David

McCaully

videos

("Castle"

and

"Cathedral")

3. Invite

Musa Al-

Basit come

speak to the

class. 3)

Visit a

mosque and

cathedral.

Comprehe

nsion Role play a medieval job.

Applicatio

n

1) Write a ballad. 2) Write a story

incorporating yourself as a character based

on what you observed at Medieval Times.

Create a coat-of-

arms, stained

glass, or

candles.

Create

a town

and

include

roles

(knight

s,

clergy,

peasant

,

mercha

nt).

1) Prepare

for a

medieval

fair. 2)

Write a class

"Code of

Chivalry." 3)

Compare/co

ntrast a

mosque, a

cathedral,

and the

Bahai

Temple.

Analysis Choose a journey of a knight, merchant,

nun, or peasant and compare/contrast each

group's daily life

(www.mnsu.edu/emuseum/history/middleag

es/contents.html).

Evaluation

Evaluate role chivalry played in medieval

daily lives.

Use Middle Ages

vocabulary to

identify different

items on the

picture from the

purple book.

Synthesis

1) Re-create

a simulation

of the Black

Plague. 2)

Create a

medieval

newspaper. STAGE 4 – RESOURCES AND MATERIALS

Allyn and Bacon Book (white paperback): Medieval Civilization

Facts on File Book (blue hardbound): The Middle Ages

Viking Book (white hardbound): Medieval Knights

National Geographic Book (paperback): The Middle Ages

Human Heritage Book (tan hardbound)

David McCauley Videos (available in the RC): “Castle” and “Cathedral”

Schlessinger DVDs (available in the RC): “Life in the Middle Ages” and “The Knight”

RELATED VOCABULARY:

Peasants chivalry plague Huns lords

Serfs coat-of-arms Byzantine Vandals serfs

Feudalism cathedral pope clans minstrels

Fief castle siege blood feuds Charlemagne

Manor buttress jihad Arab

Monarchy monastery Islam Muslim

Clergy crusade Magna Carta

Vassal guild Goths counts


Trip to a mosque and a cathedral

Medieval Times (if price ever lowers)

Renaissance Festival

1

IDENTITY- SEVENTH/EIGHTH GRADE


How do people address

conflicting beliefs and

identities?

What is the proper

balance between local

and national

sovereignty?

How is the US

Constitution a

revolutionary

document?

How does the

Constitution affect civic

participation?

How does government

balance diverse

identities?

How does the

Constitution adapt to the

needs of a changing

society?

In what ways were

rights expanded to be

more inclusive?

How do the actions of

your country impact

who you are?

How has the US tried to

remake the world in its

own image?

What is the political

spectrum?

How do individuals

create their own political

identity?

How have Americans

used the court system to

acquire more rights?

In what ways do non-

state actors play a role in

world affairs?

What should the role of

government be in

distributing resources?

In what ways has

America used human

labor to meet its needs?

How does

socioeconomic status

influence one’s identity?

How is wealth

accumulated and

distributed?

How does the

contemporary world

influence ones identity?

How does a planned

economy differ from a

capitalist economy?

How do economies

affect the political

system?

How are individual

economic rights

balanced within the

larger economy?

How doe economic

conditions cause conflict

between nations?

How do economic

factors influence a

nation’s universe of

obligations?

What role can revolution

play in political change?

Under what conditions

do individuals choose

revolution instead of

compromise?

How do religious

differences affect the

development of

America?

How do diverse

identities impact

governance?

In what ways have

American rights been

exclusive?

In what ways were

rights expanded to be

more inclusive?

In what ways has

immigration changed

America’s identity?

How have political

beliefs impacted

individuals,

communities and the

world?

In what ways have the

ideals of the Declaration

of Independence been

realized for different

groups?

What factors create the

conditions that lead to

genocide?

How has America’s role

in the world changed

throughout history?

How did slavery create

sectional divisions in

America?

How did expansion

affect American self -

perception?

How does geography

influence personal/group

identity?

How do natural

resources influence

national identity?

How does government

inform human

movement?

How have different

regions been affected by

immigration?

How does religion

impact individuals,

communities and the

world?

How did revolution

forge new American

identity?

How does religion affect

a sense of inclusion

and/or exclusion in a

community?

How has our collective

image changed as new

arrivals have become a

part of our culture?

Do different forms of

government shape

culture or vice versa?

How do different

cultures define human

rights?

In what ways have race

and ethnicity defined

who is an American?

In what ways do groups

or nations determine

who is in their universe

of obligation?

As an individual, how

do you choose to

participate?


How does identity affect the decisions we make and the communities we create?

Unifying Themes:

Individual and community identity

Context:

Identity, World Religions, Constitution, Revolution (7th Grade)

Identity, Collective Identity and Global Comunity, Rights (8th Grade)



the middle of the








2

PERFORMANCE TASKS:

Research Projects

Map activities

Drama/Simulation/Role-playing activities

GLOBAL CONNECTIONS:

World Religions and Cultures

International Current Events Magazines

Global Community Identities

Seventh/Eighth Grade Social Studies Unit – Identity


Established Goals:

Students will explore the relationship between the individual and the group in terms of

how people are defined, who makes the determination, and for what purpose.

Students will explore their personal identity, what constitutes it, and how that identity

frames their approach to daily life.

Understandings:


Membership in groups is a major

component of one’s identity.

A person’s identity is composed of

elements including race, gender, class,

religion, etc.

People define themselves and others define

them in different ways (Stereotypes)


How does socioeconomic status influence

one’s identity?

How does geography influence

personal/group identity?

How does identity affect the decisions we

made and the communities we create?

How do I define myself, and how is that

influenced by others?

What constitutes one’s personal identity?

Students will know:

The factors that constitute one’s identity.

The fundamental relationships between

individuals and groups in communities.

The ways in which individuals, family,

friends, and strangers define each other.


Express how they view themselves and

how they believe they are viewed by others

Explain how individuals and groups are

identified and defined in society.

Discuss how multiple factors affect their

identities including stereotyping.


Performance Tasks:

Readings and discussions

Homework assignments

Reflective writing and projects

Other Evidence:

Journal writing


Learning Activities:

The Bear That Wasn’t

The Story of Your Name- What’s in a name?

Biopoem

Identity Chart – House on Mango Street

Identity Boxes


Stories of Identity

The Bear That Wasn’t

House on Mango Street

What’s in a name?

Facing History and Ourselves Resource Guide

Facing History and Ourselves Website

RELATED VOCABULARY:

Power Socioeconomic Status

Definition Religion

Membership Perspective

Stereotyping Bias

Family Groups

Identity Names

Community Internal

Race External

Class

Gender


Seventh Grade Social Studies Unit – World Religions


Established Goals:

• Gain a basic understanding of the world’s five major religions: Hinduism, Buddhism,

Judaism, Christianity, and Islam.

• Gain a basic understanding of the ways in which religions affect the creation and

development of cultures.

• Gain a basic understanding of the ways in which religions affect individuals,

communities and the world.

• Gain respect for the religious beliefs of people around the world.

• Gain a basic understanding of some current issues in India, Pakistan, China, Tibet,

and the Middle East.

Understandings:


• Almost all religions share some basic

features: clergy, place of worship,

sacred texts, rituals, etc.

• The five major religions were all

created and developed in different

ways.

• There is a range of how strictly or

flexibly people choose to adhere to the

basic “rules” of their religion.

• Each of the five major religions has

experienced sectarian conflicts;

sometimes the divisions have resulted

in violence.

• Religious, economic, and cultural

differences have caused conflict in

some parts of the world.


• How does religion affect individuals,

communities, and the world?

Students will know:

• Children will know the biographies of

Buddha, Abraham, Moses, Jesus, and

Muhammad.



Performance Tasks:

• After studying each religion, children

will write a report explaining the main

features and beliefs of the religion.

• Children will create a zen garden.

• Children will take notes on the key

features of each religion, create a study

guide from their notes, and then take an

objective test on the information.

Other Evidence:

• Read and annotate the book The

Homeless Bird.

• Write an essay responding to the book

The Homeless Bird.



• Create a zen garden.

• Watch several movies: The City of Joy, Abraham, The Ten

Commandments (just the last 45 minutes), The Kings of Kings (just the

last 45 minutes), Arabs, Muslims, and Islam.

• Read the book The Homeless Bird


• Religion “textbooks”.

• Several movies (those listed above) and several others on current issues

in the Middle East.

RELATED VOCABULARY:

• Clergy, sacred text, sectarian, rituals, caste system, hierarchy.


• Islamic Cultural Center in Northbrook, IL

Seventh Grade Social Studies Unit - Constitution


Established Goals:

• Students will understand the fundamentals of the United States Constitution.

• Students will learn the basic structure of the three branches of government.

Understandings:


• The United States is based on a

Federalist system of shared power.

• The United States Constitution

contains control mechanisms

including checks and balances and

procedures for revision.

• The United States government is

charged with protecting the rights

of individuals, communities, and

organizations.


• What is the proper balance between

local and national sovereignty?

• How is the US Constitution a

revolutionary document?

• How does the Constitution affect

civic participation?

• How does government balance

diverse identities?

• How does the Constitution adapt to

the needs of a changing society?

Students will know:

• The powers and structure of the

Legislative, Executive, and Judicial

Branches of government

• The relationships the three branches

have with each other.


• Explain the powers and structure of

the Federal Government as laid out

in the Constitution.

• Explain the balance between

government and individual citizens.


Performance Tasks:

• Objective tests and quizzes

• Research Projects

• Papers

• Homework readings

Other Evidence:

• Class Discussions

• Skits and Performances

• Group work


Learning Activities: • Class simulations

• Analysis of primary documents

• Discussions of essential questions and key issues

• Historical and civic videos

• Homework readings

• Research projects


• Civics in America Textbook

• History Alive: The United States

• Schoolhouse Rock Video

• Nazis in Skokie Video

• 12 Angry Men Video

• The Story of a Trial Video

• The Presidents Video Series

RELATED VOCABULARY:

Legislative Branch Executive Branch Judicial Branch

Congress President Supreme Court

House of Representatives Vice President Appeals Courts

Senate Cabinet District Courts

Bills Veto Majority Opinion

Committee Pardon Minority Opinion

Filibuster Commander in Chief Dissenting Opinion

Electoral College Checks and Balances Elastic Clause

Supremacy Clause Redistricting Census


Courts visit

Seventh Grade Social Studies - Revolution


Established Goals:


• Create maps of Colonial America, Sectional America

• Identify reasons that Americans started to identify as a distinct community

apart from Britain

• List causes of the American Revolution, Civil War

• Analyze primary source documents

• Debate the merits of the Declaration of Independence, Secession, Civil War

Understandings:


• Essential Questions: • How does identity affect the

decisions we make and the

communities we create?

• How did revolution forge new

American identity?

• How do people address conflicting

beliefs and identities?

• What is the proper balance between

local and national sovereignty?

• What role can revolution play in

political change?

• Under what conditions do

individuals choose revolution

instead of compromise?

Students will know:

• The origin of the American

Revolution

• The origin of the Civil War


-


Performance Tasks:

• tests

• projects

• papers

• homework

Other Evidence:

• discussion

• group-work

• concept checks


Learning Activities: • Students will read historical novels.

• Students will examine relevant primary source documents.

• Students will examine relevant secondary source documents (texts).

• Students will view historical documentaries, dramas.

• Students will participate in historical simulations.

• Students will debate the merits of historical choices.


• The Keeping Room, Johnny Tremain, My Brother Sam is Dead, April Morning,

Uncle Tom’s Cabin, Soldier’s Heart, An Island Far from Home,

• The Declaration of Independence, The Crisis, The Emancipation Proclamation

• History Alive – the United States, America – The People and the Dream

• 1776, John Adams, The Crossing, Glory, Slavery and the Making of America,

Shenandoah

• The King’s M+Ms Simulation, Revolutionary War Capture the Flag,

Constitutional Convention Simulation, Civil War Songs and Marching, Civil War

Day

RELATED VOCABULARY:

Independence, Sectionalism, Slavery,


Civil War Day

Eighth Grade Social Studies Unit - Collective Identity and Global

Community


Established Goals:

• Students will gain an understanding of international relations in the 20th

Century.

• Students will gain an understanding of how America’s role in the world has

changed over the course of the 20th

Century.

Understandings:

• Students will gain an understanding

of international relations in the 20th

Century.

• Students will gain an understanding

of how America’s role in the world

has changed over the course of the

20th

Century.


How do the actions of your country impact

who you are?

How has the US tried to remake the world

in its own image?

How do political beliefs impact

individuals, communities and the world?

How has America’s role in the world

changed throughout history?

In what ways do groups or nations

determine who is in their universe of

obligation?

Students will know:

• The origins, course, and

consequences of World War I.


consequences of World War II.


consequences of the Cold War

including the conflicts in Korea and

Vietnam.

• The causes and effects of current

global conflicts.


• Identify the location of the conflicts

of 20th

century and the current

global hotspots.

• Explain the evolving technological

nature of warfare.

• Research


Performance Tasks:

• Projects

• Papers

• Homework Readings

Other Evidence:

• Group Work

• Discussion

• Concept Check

• Historical Novels

• Tests and Quizes

• Multi-genre Research Paper



• Students will read historical novels and books about the 20th

global conflicts.

• Students will read assigned texts about the material.

• Students will study primary source documents that are relevant

to the unit.

• Students will view historical videos.

• Students will debate the merits of historical choices made by

figures in positions of power.

• Students will participate in historical simulations.

• Students will hear from guest speakers.


• All Quiet on the Western Front, Night, The Things They Carried, The

Crisis of Islam

• History Alive Supplemental Materials

• History Alive, America, The People and the Dream

• ABC: The Century, The War, Days That Shook the World, WWI in

Colour, The Forgotton War, Why Vietnam?, Saving Private Ryan

• Mrs. JoAnn King, Mr. Chuck Meyers, Holocaust Survivors, World

War II veterans, Vietnam War veterans

RELATED VOCABULARY:

Imperialism, nationalism, militarism, alliances, propaganda, armistice, treaty, trench

warfare, scapegoats, fascism, dictator, totalitarianism, communism, weapons of mass

destruction, concentration camps, Holocaust, mutual assured destruction, containment,

doctrine, domino theory, subversive, mccarthyism, international organizations, jihad,

supply side economics, détente, perestroika, glasnost, gulag, proxy war

POSSIBLE FIELD TRIPS: Cantigny, Skokie Holocaust Museum, Hanoi

Eighth Grade Social Studies Unit - Rights


Established Goals:

• Understand that there are different types of rights, including legal and moral.

• Understand the rights guaranteed to citizens in the US Constitution.

• Understand that the rights of individuals extend beyond national and legal rights

to encompass moral rights.

Understandings:


Nationally:

• The Bill of Rights was created to

ensure certain rights to all

Americans.

• Certain groups within American

society have fought and continue to

fight to have equal rights in

America.

• Rights guaranteed to Americans

continue to expand to encompass all

groups within America.

Internationally:

• The rights of individuals differ from

country to country.

• The UDHR was established to

extend Human Rights to all

individuals in all countries.


In what ways were rights expanded to be

more inclusive?

In what ways have American rights been

exclusive?

How have Americans used the court

system to acquire more rights?

In what ways have race and ethnicity

defined who is an American?

How do different cultures define human

rights?

Students will know:

• The specific rights granted to

Americans in the Bill of Rights.

• The struggle for civil rights

throughout American history as

applied to Native Americans,

African-Americans, Asian-

Americans.

• The methods used to secure civil

rights throughout American history.


• Identify American rights being

exercised in daily life and media.

• Compare and contrast American

rights to the rights granted to

citizens of foreign nations.

• Explain the tools and methods used

to deny rights to groups using de

facto and de jure policies.

• Current civil rights struggles within

the US and abroad.

• The reasons the UDHR was

established.

• The purpose and enforceability of

the UDHR.

• Assess human rights in various

countries.

• Debate and discuss current event

issues concerning civil and human

rights in America and

internationally.

• Assess the impact of various court

rulings on the expansion of civil

rights in America.

• Explain the impact of court rulings

on civil rights in America.

• Identify how rights have been

expanded by Constitutional

Amendments.


Performance Tasks:

• Projects

• Essays

• Quizzes/Tests

• Debates

Other Evidence:

• Class discussions

• Concept checks



• Read and analyze Bill of Rights and its modern interpretation.

• Read and discuss UDHR.


Videos:

• Eyes on the Prize

• Race: The House We Live In

• Voices of the Civil Rights

Supplemental Readings:

• FHAO Choices in Little Rock

• Race and Membership Resource Book

• Holocaust and Human Behavior Resource Book

• UDHR

• Bill of Rights

Textbooks:

• Civics in America

• Facing History Civil Rights Movement

RELATED VOCABULARY:

Civil

Right

De jure

De facto

Discriminate

Refugee

Rule of Law

Human

Declaration

Ethics

Resolution

Universality

Jim Crow

Civil Disobedience

Nonviolent resistance

Boycott

Sit-in

Teach-in

Freedom Riders

Integration

Black Codes

Redlining

Amendment


Holocaust Museum

Federal Courts

Social Studies Curriculum...

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