1 st 9 Strand III: Civics and Government Benchmark III D Explain how individuals have rights and responsibilities as members of social groups, families, schools, communities, states, tribes, and countries. (PS 1) (on-going) 1. Understand that the nature of citizenship varies among societies Have students write a poem, song or play about citizenship. Explore and encourage citizenship with other activities listed in the website in resource column. click on rubric http://www.kellybear.com/acti vitybehavior.html print out activity 2. Establish a Social Contract for classroom Have students discuss importance of rules and guidelines for a safe environment. Students will brainstorm on actions that would be appropriate behaviors for their class environment. Work in small groups to discuss what actions are best in treating each other for the school year. Compile the list of agreements, students sign off on contract or actions. Post contract in classroom. Manual for Capturing Kids Hearts by Flip Flippen 3. Describe the significance of leadership in democratic societies and identify the qualities of leaderships. Discuss the leaders of our community, state, and national levels. Have students describe the local leaders of government and how they have helped and advanced our community. Then have students report on either a state leader or national leader and explain how they have accomplished their contributions to our state and on a national level. Assessment: Teacher Observation 1
1 st 9 Strand II: Geography Benchmark II A Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives and apply them to explain the past, present, and future in terms of patterns, events, and issues. (PS 1 & 2) 1. Identify the location of places using latitude and longitude. 2. Draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features. 2 Locate places using latitude/longitude on maps and globes. Using any map and 2 pieces of string to identify latitude and longitude. Create a map using Latitude and longitude. Draw maps from memory Have students draw a map from their homes to school, or draw a map of the classroom. http://www.teach-nology.com/cgibin/mapmaker.cgi click on a map http://www.eduplace.com/ss/ maps/index.html click on map http://fga.freac.fsu.edu/misc/m ap.htm#skill1 choose a map http://www.socialstudiesforkid s.com/articles/geography/latitu delongitude.htm choose a map Rubrics http://teachnology.com/web_tools/rubrics/ map/ click on map rubric Material Center Resources MV 4307 Map Skills: Latitude 15 MV 9356 Map Skills: Latitude 2 nd Edition 15 MV 9429 Understanding Longitude 10 MV 7054 Latitude and Longitude 20 MV 9682 Maps and Globes MV 4305 Maps 10 MV 1845 All About Globes 23 MV 3590 Using Maps and Globes 28 MV 1844 All About Maps 20 MV 3718 Basic Map Skills 15 MV 9876 Maps: Different Types, Different Use 13 MV 0729 Maps for a changing world 19 PF 3997 Map and Globe Skills I For Basic Beginners 20 duplicating masters PF 4844 Map Drawing
1 st 9 Neighborhood Map Machine (Mac) PF 4845 Neighborhood Map Machine (Mac CD) (disc) PF 5037 Map Essentials Transparency 2000 Strand I: History Benchmark I C World: Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age of Exploration. (PS 1,,3,4,5& 6) Strand IV: Economic Benchmark IV C Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today s world. (PS 1) 1. Describe and compare the characteristics of the ancient civilizations of Egypt and Mesopotamia; explain the importance of their contributions to later civilizations, to include: Significance of river valleys Early irrigation and its impact on agriculture Forms of government (e.g., the theocracies in Egypt) Effect on world economies and trade Key historical figures Religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids). Using Venn diagram students will compare Ancient civilizations. Students will mummify a chicken using sequence and following directions. Students will research on a historical event, famous person, religious traditions, or any aspect of the ancient civilizations studied. Students create a diorama along with a brief description demonstrating the use of irrigation and canals in ancient days to show how irrigation changed the methods of watering crops. http://teachers.teach-nology.com/cgibin/webquest.cgi Choose a Rubric http://www.eduplace.com/graphicorg anizer/index.html click on venn http://buhler.usd313.k12.ks.us/prosp erity/meso2.html web quest http://www.historyforkids.org/learn/eg ypt/games/index.htm click Egypt and choose http://www.mummytombs.com/mum mymaking/mummychicken1.htm click on recipe for chicken mummy http://www.seaworld.org/funzone/fun-guides/egypt/nation-ofirrigation.htm click on irrigation 3
1 st 9 Continue Benchmark from page 3 Continue Performance Standard from page 3 Create a slide show using research that students have compiled about Egypt. Assessment: Slide show http://www.lessonplanspage.com/sscia ncientegyptslideshow6.htm lesson on slide show http://oi.uchicago.edu/oi/mus/ed/trc/ MESO/lessonsmeso.html pick and choose Students choose a key figure to write about in report form. Write about daily life in ancient civilizations. http://members.aol.com/donnclass/indexl ife.html pick and choose http://www.socialstudiesforkids.com/subj ects/ancientcivilizations.htm pick and choose http://www.eduplace.com/ss/hmss/6/laag /6.1.html lesson plan Material Center Resources MV 1723 Ancient Mesopotamia 23 min Students design a hieroglyphics quilt using construction paper and incorporate other art media. Encourage volunteers to explain how one thing led to another: the irrigation system produced surplus food and needed managers, the surplus grain needed storage in places built of materials gotten through trade, trade required record-keeping, etc. http://www.teach-nology.com/cgibin/oralex.cgi MV 1719 Ancient Egypt 23 MV 0227 Pyramid (animated version) 60 MV 9493 Bastet 15 MV 1766 Dragons 30 min MV 4618 Egypt 17 min MV 9204 Egypt 26 MV 1482 Egypt: From the African in Focus Series 20 MV 1297 Egypt: Secrets of Pharaohs 60 PB 0754 The Egypt Game Paperback Books 20 copies RL 6.4 4
2 nd 9 Strand I: History Benchmark I C World: Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age of Exploration. (PS 1,3,4,5& 6) Strand IV: Economics Benchmark IV C Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today s world. (PS 1) 4. Describe major religions of the world to include Hinduism, Buddhism, Judaism, Christianity and Islam e.g., founding leaders, traditions, customs, and beliefs. 5. Compare and contrast the geographic, political, economic, and social characteristics of the Ancient Greek, Ancient Roman, and Middle Eastern civilizations and their enduring impacts on later civilizations, to include: Influence of Mediterranean geography on the development and expansion of the civilizations Development of concepts of government and citizenship (e.g., democracy, republics, codification of laws, Code of Hammurabi) Scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy) Using graphic organizer students will show similarities and differences of religion. Assessment: Teacher Observation Students will create a timeline of early Christianity. http://teachers.teach-nology.com/cgibin/timeline.cgi pick rubric Students will write an essay on any aspect of ancient civilizations. Students will construct and illustrate a timeline of the ancient civilizations time period. http://teachers.teach-nology.com/cgibin/timeline.cgi pick rubric Students will pretend that they are in charge of law making in the classroom. Make a list of five situations, which you think should be covered by law. Then create laws that you think are fair and equitable for their classmates. Students will write and create a cast of the rules of their classroom. http://projects.edtech.sandi.ne t/kroc/worldreligions/ pick and choose http://www.mnus.edu/emuseu m/cultural/religion/ pick and choose http://www.historyforkids.org/l earn/islam/art/pottery.htm pick and choose http://www.historyforkids.org/l earn/islam/art/pottery.htm pick and choose http://oi.uchicago.edu/oi/mus/ed/trc/ MESO/law.html pick and choose Material Center Resources MV 1936 The Middle East: History 20 min MV 1935 Middle East: Land and People 20 min MV Ancient Aegean 23 MV 1720 Ancient Greece 23 MV 1720 Ancient Rome 23 MV 9506 The Roman Empire. Growth and Development 15 Houghton Mifflin Social Studies Text Book Social Studies Made Simple: Frank Schaffer Publications 5
2 nd 9 Contributions and roles of key figures, (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus). Students choose a key figure to write about in report form. Strand I: History Benchmark I C World: Compare and contrast major historical eras, events, and figures from ancient civilizations. (PS 1,,3,4,5& 6) 3. Describe and analyze the geographic, politics, economic, religious, and social structures of the early civilizations in China, to include: Location and description of the origins of Chinese civilization in the Huang- He Valley, Shang dynasty Geographical features of China that made government and movement of ideas and goods difficult and served to isolate the country Life of Confucius and the fundamental teachings of Confucianism and Taoism Rule by dynasties (e.g., Shang, Qin, Han, Tang, and Ming) Historical influence of China on other parts of the world (e.g., tea, paper, wood block printing, compass, gunpowder). Construct a poster or ad interpreting the teachings of Confucius: (moral character, responsibilities, etc ) Students will write their own Chinese Proverb. Imagine you are next in line in your dynasty. Evaluate and put in writing how your dynasty would shape the country and the people. Students choose a ruler from the dynasties to write a report. Material Center Resources MV 1716 Ancient China 23 MV 0980 Chinese Farm Family: Changes in the Countryside Today 25 min MV 1576 Hong Kong 20 PB 0589 Growing Up in Ancient China 20 Paperback Books PF 2411 Asian Man: China Media Kit 1977 http://www.eduplace.com/grap hicorganizer/index.html click on T-Chart http://www.brainyquote.com/q uotes/authors/c/confucius.html Read quotes 6
2 nd 9 Strand II: Geography Benchmark II F Understand the effects of interactions between human and natural systems in terms of changes in meaning, use, distribution, and relative importance of resources. (PS 1) (on-going) 1. Describe how human modifications to physical environments and use of resources in one place often lead to changes in other places. Students will create a T chart comparing China and Egypt. http://www.crystalinks.com/chi nadynasties.html Info on dynasties http://www.mnsu.edu/emuseu m/prehistory/china/timeline.ht ml Timeline of Dynasties http://www.historyforkids.org/l earn/china/art/index.htm pick and choose Strand IV: Economics Benchmark IV C Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today s world. (PS 1) 1. Compare and contrast the trade patterns of early civilizations. Students will design a map of the silk trade. Tell the importance of the influence and impact it made on other parts of the world. http://www.teach-nology.com/cgibin/mapmaker.cgi click on rubric http://www.newton.mec.edu/a ngier/dimsum/silk%20road% 20Lesson.html click on maps 7
3 rd 9 Strand I: History Benchmark I C World: Compare and contrast major historical eras, events, and figures from ancient civilizations. (PS 1,3,4,5& 6) 6. Compare and contrast the political and economic events and the social and geographic characteristics of Medieval European life and its enduring impacts on later civilizations, to include: Reasons for the fall of the Roman Empire Creation and expansion of the Byzantine empire New forms of government, feudalism, and the beginning of limited government with the Magna Carta Role of the Roman Catholic Church and its monasteries; causes, course, and effects of the Crusades Impact of the Black Plague Contributions and roles of key figures (e.g., Charlemagne, Joan of Arc, Marco Polo Students will compare the Roman Empire and the Byzantine Empire using a Venn Diagram. Students will write the causes that led to the fall of the Roman Empire. Choose rubric Students will construct a poster warning about the Bubonic Plague, by researching the causes, symptoms, and treatments. Posters should be made authentically medieval. http://teachers.teach-nology.com/cgibin/webquest.cgi click on your choosing http://www.eduplace.com/grap hicorganizer/index.html Click on Venn Diagram Material Center Resources: MV 2062 Medieval Crusades 30 MV 2066 Medieval Knights 22 MV 2058 Medieval Manor 21 min MV 9865 The Magna Carta 22 min http://www.historyforkids.org/l earn/medieval/people/monks. htm Read and Choose http://geography.about.com/cs /marcopolo/a/marcopolo.htm Read history of Marco Polo 8
3 rd 9 Strand III: Civics and Government Benchmark III A Understand the structure, functions, and powers of government (local, state, tribal and national). (PS 1 & 2) 1. Describe the concept of democracy as developed by the Greeks, and compare the evolution of democracies throughout the world. Using a three column chart students will compare the three governments of the Greeks, Romans, and U.S. 2. Describe the concept of republic as developed by the Romans and compare to other republican governments. Students will research and write about how the Roman government evolved into what it is today. Choose Rubrics http://www.historyforkids.org/l earn/government/democracy. htm Choose Material Center Resources: MV 9598 Athens: Democracy for a Few 30 MV 8456 Democracy in America 25 Strand II: Geography Benchmark II C Understand how human behavior impacts man-made and natural environments, recognizes past and present results, and predicts potential changes. (PS 1) 1. Compare and contrast the influences of man-made and natural environments upon ancient civilizations. Students will choose an early invention to research and write about. Writing should include the impacts made by the invention. Choose Rubric Material Center Resources: MV 4327 Galieo: The Solar System MV 4365 Bill Nye the Science Guy: Inventions 26 9
4 th 9 Strand I: History Benchmark I B Analyze and interpret major eras, events, and individuals from ancient civilizations to the Age of Exploration. (PS 1) Students will choose an early invention and write about how it has been improved. Choose Rubric 1. Explain and describe the origins, obstacles, and impact of the Age of Exploration, to include: Improvements in technology (e.g., the clock, sextant, work of Prince Henry the Navigator) Voyages of Columbus to the New World and the later searches for the Northwest passage Introduction of disease and the resulting population decline, especially among indigenous peoples Exchanges of technology, ideas, agricultural products and practices. Students pretend they are Columbus and must write a letter to Queen Isabella talking her into financing his voyage. http://teachers.teach-nology.com/cgibin/persuade.cgi Click on Rubric Create an illustrated chart that identifies the people, animals, plants, diseases, and ideas that moved between Europe and the Americas in the Columbian Exchange. http://geography.about.com/o d/historyofgeography/a/prince henry.htm Read history of Prince Henry Material Center Resources: MV 0124 The Age of Exploration: How did it change the World? 16 min MV 0628 Discovery of America 15 min MV 1273 Marco Polo 30 min Houghton Mifflin Social Studies Text Book Strand II: Geography Benchmark II E Understand how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict. (PS 1.2) 1. Explain how human migration impacted places, societies, and civilizations. 2. Describe, locate, and compare different settlement patterns throughout the world. Explain how cultures create a cultural landscape, locally and throughout the world, and how these landscapes change over time. In small groups have students create their own culture; explain the landscape and how it would change over time. Students will work in groups. They will be given blank world maps of different migration routes and will show how they expanded into what they are today. http://www.nationalgeographic.com/xpeditions/atlas/index.ht ml?parent=europe Click and choose map Houghton Mifflin Social Studies Text Book 10
4 th 9 Benchmark II B Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change (PS 1,2 & 3) 1. Explain how places change due to human activity. 2. Explain how places and regions serve as cultural symbols and explore the influences and effects of regional symbols. Have students describe how human activity has changed Roswell, New Mexico. Students will be able to identify cultural symbols from around the world and give an explanation of how these symbols have influenced other cultures. 3. Identify a region by its formal, functional, or perceived characteristics. Strand III: Civics and Government Benchmark III A Understand the structure, functions, and powers of government (local, state, tribal and national). (PS 1 & 2) 1. Describe the concept of democracy as developed by the Greeks, and compare the evolution of democracies throughout the world. 2. Describe the concept of republic as developed by the Romans and compare to other republican. Compare and contrast by charting the similarities and differences of Greek and Roman democracies using graphic organizers (Venn diagram, Flow Chart, T Chart, etc ) Have students explain their viewpoints on both governments. Ask what the consensus of the entire class is. http://www.eduplace.com/grap hicorganizer/index.html Click on Flow Chart and T- Chart Social Studies Made Simple: Frank Schaffer Publications 11
4 th 9 Strand IV: Economics Benchmarks IV A Explain and describe how individuals, households, businesses, governments, and societies make decisions, are influenced by incentives (economic as well as intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating. (PS 1) 1. Explain and predict how people respond to economic and intrinsic incentives. Have a class discussion on what intrinsic and extrinsic incentives are. Divide the class and have a debate on intrinsic and extrinsic incentives. What is more motivational? http://www.moneyinstructor.co m/elementary.asp Choose an activity Material Center Resources: How Economic Activities Define a Culture MV-8132 Benchmark IV B Explain how economic systems impact the way individuals, households, businesses, governments and societies make decisions about resources and the production and distribution of goods and services. (PA 1,2 & 3) 1. Describe the characteristics of traditional, command, market, and mixed economic systems. 2. Explain how different economic systems affect the allocation of resources. 3. Understand the role that factors of production play in a society s economy natural resources, labor, capital, entrepreneurs Select three businesses they believe can be successful in making money for them and support their ideas with reasons why. Students will invent their own product and/ or make a poster selling their product or make a commercial using propaganda to sell their product. www.socialstudiesforkids.com /subjects/economics.htm Pick an activity http://library.thinkquest.org/c0 05121/ Pick and choose http://school.discovery.com/le ssonplans/programs/kidsandc ash/ Lesson on Economics 12