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DOCUMENT RESUME

SO 017 117

Social Studies Curriculum Guide: Grade 4.Dependents Schools (DOD), Washington, D.C.DS-Manual-2110-4May 84174p.; For related documents, see SO 017 113-125.Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS *Area Studies; Behavioral Objectives; Concept

Formation; Curriculum Guides; Foreign Countries;*Geographic Regions; Geography Instruction; Grade 4;Immigrants; Intermediate Grades; Learning Activities;Map Skills; Outcomes of Education; *PhysicalDivisions (Geographic); *Political Divisions(Geographic); Research Skills; Sequential Approach;Skill Development; *Social Studies; Units of Study;World Geography

IDENTIFIERS Dependents Schools; Europe; United States

ABSTRACTAn outline of the knowledge and skills to be taught

at grade four form in order to meet the Department of DefenseDependents Schools (DoDDS) social studies objectives is provided.Material is divided into four parts. Following an introduction, a onepage description overviews the curriculum topic for grade four,regional studies, and specifies the major subject area to be coveredwithin the topic, time allotment, and other classroom specifics. Alist of acknowledgments contains names and addresses of all educatorscontributing to the curriculum guide. Holidays and special daysappropriate for classroom coverage are also outlined. The bulk of thedocument consists of a detailed outline of content and objectives tobe covered. The information, provided in matrix form, is divided bymarking period and includes suggested time frame and a list of areasof shady, each tagged to learning objectives, suggested activities,and page correlations in several widely used social studiestextbooks. For grade four, the areas of study covered are: map andglobe skills, research skills, Europe and America, immigrants,regions of the United States, and comparison of world and U.S.regions. (LP)

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Reproduc*

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**********************************************************tions supplied by EDRS are the best that can be made

from the original document.**********************************************************

0

CIAL STUDIECURRICULUM

GUIDE

%ft

f

r

INTRODUCTION

The Department of Defense Dependents Schools (DoDDS) Social Studies Guides have been developed for the purpose of providing the classroom teacherwith an outline of knowledge and skills which are to be taught at each grade level in order to meet the DoDDS social studies objectives.

As these guides are being used, it is requested that suggestions and recommendations for changes be submitted to the regional social studiescoordinators. These guides will be reviewed and revised in accoriance with the DoDDS Curriculum Development Plan.

Steve MottaDeputy Director

5

GRADE FOUR (Regional Studies)

The social studies curriculum at the forth grade level builds upon the primary grade levels' instruction in the basic social studies concepts.The concepts are expanded from the students' local environment of the school, neighborhood, and community to include regions of the United States.

Six regions of the United States have been identified for study, all involving a study of the history, people, culture, geography, economies, andthe political system of the region. Attempts have been made to emphasize the comparison of the various regions with other parts of the world,especially the host nation.

The comparisons of the cultures of the regions in the United States and the host nation should be used to emphasize how other cultures have impactedour American culture. Whenever possible, the host nation should be used for comparison or resource in the social studies curriculum. The elementaryliterature guide, Literature: A Quest for Life, has been designed so that the literary themes coordinate with the approximate social studie's focusat each grade level.

The time allocated to social studies in grade four is 190 minutes each week.

6

7

The following educators assisted

ACKNOWLEDGEMENT

in the development of the Social Studies Guides and Syllabi for the Department of Defense Dependents Schools:

Linda J. Armstrong Michael Duff Tom Lloyd Elaine E. VardakisRoyal Oaks Elementary School Illesheim Elementary School Hahn High School Iraklion Elementary/APO New York 09283 APO New York 09140 APO New York 09109 Junior High School

APO New York 09291

Ralph Blake Emma Espinoza Robert Lykins Leland WalbruchWoodbridge High School Fairford American School DoDDS-Germany Pirmasens Middle SchoolAPO New York 09405 APO New York 09125 APO New York 09633 APO New York 09189

Yvonne Bolling Larry Getz Karen Metrogen Glenda WernerDoDDS-Mediterranean Schwaebisch Hall Elementary School Schwaebisch Hall Elementary School Wuerzburg High SchoolAPO New York 09283 APO New York 09025 APO New York 09025 APO New York 09810

Betsy Broyles George Grantham Marilyn Newman Gary WesthusinCurundu Elementary School DoDDS-Germany John O. Arnn Elementary School Ansbach High SchoolAPO Miami 34002 APO New York 09633 APO San Francisco 96343 APO New York 09326

Patsy Coats Dorothy Hauser Diana F.C. Palmer Sam D. WrightPatch High School Fort Gulick Elementary School Munster Elementary School Balboa High SchoolAPO New York 09131 APO Miami 34005 APO New York 09078 APO Miami 34002

Alice Craft Anastasia Kapitulik Deborah Pitts Anne YoungChelveston Elementary School Fort Gulick Elementary School Soesterberg Elementary School Munich Elementary SchoolAPO New York 09238 APO Miami 34005 APO New York 09292 APO New York 09184

Emanuel Davatelis Marvin G. Kurtz Virginia RevelleRamstein Junior High School Office of Dependents Schools Bitburg High SchoolAPO New York 09012 Alexandria, Virginia 22331 APO New York 09132

John P. Dawson William LaClair Mary P. ShortKadena High School Kaiserslautern Elementary School #2 Howard Elementary SchoolAPO San Francisco 96239 APO New York 09012 APO Miami 34001

Donald E. Denmead Robert L. Lawry Tom TobiasonLily Hill Middle School Seoul High School Gie.sen Elementary SchoolAPO San Francisco 96274 APO San Francisco 96301 APO New York 09169

9

HOLIDAYS AND SPECIAL DAYS

Holidays and special observance days are an important part of the elementary social studies program. Listed below are some of the days which might beincluded in your curriculum plans. The holidays or special days are listed by month since the specific day may change. This list is not all inclusiveand there may be other days which should be included.

SEPTEMBER

Labor DayCitizenship DayGrandparents' DayAmerican Indian Day and WeekHispanic American Week

OCTOBER

Columbus DayUnited Nations DayHalloween

NOVEMBER

Election DayVeterans DayThanksgiving Day

DECEMBER

Human Rights DayHanukkahChristmas

JANUARY

New Year's DayMartin Luther King's Birthday

FEBRUARY

Abraham Lincoln's BirthdayPresidents DayGeorge Washington's BirthdayBlack History Month

MARCH AND APRIL

PassoverEasterNational Volunteer Week

MAY

V-E DayMother' DayMemorial DayAsian/Pacific American Week

JUNE

Flag DayFather's DayChildren's Day

JULY

Independence Day

Grade Level: 4th

Marking Period: 1st

Suggested Time Frame: Weeks 1 and 2

''AREA OF STUDY/CONTENT OBJECTIVESAMERICANBOOK GINN

SCHOL- SILVERASTIC BURDETT ACTIVITIES

Map and Globe Skills 1.

A. Direction1. Cardinal Direc-

tion (N, S,W, E)

2. Half-way direc-rions NE, NW,SE, SW)

3. Latitude4. Longitude5. Parallel

6. Meridan7. Hemisphere

12

Know the compass rose(points of the compass).(GEOGRAPHY)

2. Know latitude, longitude,parallels, and meridians.(GEOGRAPHY)

3. Describe how revolutionsof the earth relate to ayear. (GEOGRAPHY)

4. Relate elevation, o;eancurrent, land mass andclimate to latitude.(GEOGRAPHY)

pp 3-27 p 137 p 12pp 12-13& 15-16

p 15 p 13p 371p 318 p 12p 363

pp 21-27 pp 364- pp 328pp 37-65 365 329

p 318 pp 294 -

p 365 295

Unit 1

pp 364- pp 294- Unit 1365 295

pp 361-363

1

1. Construct individual cardboard compasses withthe cardinal and halfway directions.

2. Use the compass to find the location of adesignated area of the school campus.

3. Make a large circle on the playground with the4 cardinal and 4 half-way directions marked onit. Have the children number by 8 and stand atthe center of the circle. As a leader callsout a number and a direction (i.e., three's -Northeast). All the students having the numberthree must run toward the northeast. Anyonewho ran in the wrong direction is out.

4. Use a small compass and a map. The map shouldbe a flat map which is not bound in a book oratlas. It should cover some relatively smallarea. Have students find the directionsymbol on the map and place the compass on ornear the symbol. Have students carefully turnthe map so that the north symbol aligns withthe compass indication of north.

5. To help students learn the equator, prime meri-dian, hemispheres, and quadrants of the globe,southeast, northeast, southwest, and northwest,divide the room into four equal parts by usingtwo main aisles. L the east-west aisle theequator, the north-south aisle the primemeridian. Arrange seating so the students facenorth. Have students respond to roll by saying,"I'm north of the equator, east of the primemeridian." When they are sure of themselvesat this, change instructions to "I'm in thenorthern hemisphere and dastern hemisphere."

13

Grade Level: 4th

Marking Period: 1st


AMERICAN SCHOL- SILVERAREA OF STUDY/CONTENT OBJECTIVES BOOK GINN ASTIC BURDETT ACTIVITIES

14

2

Then change to "I'm in the northeastern quadrant]Change individual seats often so that studentscan respond from various locations. Sittingfacing north is advantageous because flatmaps will then lie with the directions properlylocated.

6. To demonstrate the cause of night and day, havea student hold a flashlight in a stationaryposition to represent the sun. Direct thebeam for light toward the equator. Have thechildren notice that half of the globe islighted. Explain that this part of the globeis having day. The dark side is having night.Rotate the globe slowly from west to east andexplain that this rotation causes day and night.Show where sunrise and sunset would be.In addition to the rotation, the earth alsorevolves around the sun in 365 days, 6 hours,9 minutes, and 9.54 seconds to make the year.As the earth rotates around the sun, ittilts to one side. The tilt makes the sunlightstrike the earth differently at different timesof the year causing the varous seasons. Theearth is always moving two ways at the sametime spinning on its axis and moving aroundthe sun.

7. Make paper mache mountains with a valley.Place loose sand around the tops of themountains and in the valley. Place a smallfan on the table next to the mountains andturn on the fan. This will help studentsunderstand something about the effect oftopography on climate conditions.

15

rade Level: 4th

rking Period: 1st

uggested Time Frame: Weeks 1 and 2

OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES

16 3

8. Have the students write to the Office of PublicAffairs, National Oceanic and Atmospheric Adminis-tration, U.S. Department of Commerce, Washington,DC 20230, and request information about oceancurrents, tides and weather.

9. Draw a large grid on the chalkboard. Label theequator and prime meridian in the presence ofthe students and with their help. Once thegrid has been divided into east/west andnorth/south directions, give a few examples ofdistances in each direction. Then make theclassroom into a grid by dividing the desks intoequal rows. Label rows in one direction asparallels of latitude and rrws in the otherdirection as meridians of longitude. Labelthe prime meridian and the equator, then numberoff in each direction. Next line up studentsalong the wall on either end of the room. Callout a location on the grid and ask a studentto go sit in that seat. Repeat the procedureuntil each student has had an opportunity tofind a location. The activity can be continuedby having students draw a 6, 12, 18, 24 squaregrid on unruled paper. Label the streets thatdivide east from west and north from south.Label those two streets as equator and primemeridian. Number and label the adjacentstreets. Then have students locate sites byhemispheres, directions, and degrees.

17

Grade Level: 4th

Marking Period: 1st


AREA OF STUDY/CONTENT OBJECTIVESAMERICANBOOK GINN


B. Scale 1. Know that smaller scales pp 3-27 p 1151. Purpose of map on a map represent large

scales scale in reality. (GEOGRAPHY)2. Use of map

scales 2. Compute distance between p 278two points by using ascale. (GEOGRAPHY)

p 14 Unit 1

p 151 p 15

18

4

1 Use classroom maps of the world to introducescale and have students become aware that theworld is much bigger than the actual piece ofpaper on which the world is represented.

2 Do the same activity for a continent, country,state, county, city, classroom, etc., using thescale each time.

3 Use maps with scales and have students measurethe distance from given points. Then havestudents compute the actual distance.

4 Create a classroom map including a key withstudent-created symbols. Students could displaytheir maps unlabeled to see if other studentscould recognize the particular room of theschool.

19

Grade Level: 4th

Harking Period: 1st

;Suggested Time Frame: Weeks 1 and 2

(AIREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES

C. Location 1.

1. Seven continents2. Oceans3. United States

4. Host Nation

20

Know the continents and be p 27able to distinguish themfrom countries.(GEOGRAPHY)

pp 12-13

p 340 P 7

5

PP 3, 53,59, 63,

349, 360-361

Unit 1 1. Use seven different colors to color a flat mapto distinguish the seven continents.

2. Use continent maps with country boundary linesand color each country with a different color.

3. Identify the seven continents on an unmarked map.4. Label the major oceans on an unmarked map.5. Create a flour, water, amd salt map of the

world with continents one color, oceans labeled,United States and host nation in two differentcolors. A key and a compass rose should alsobe included.

6. Draw a map of the host nation, including majorcities, rivers, and a key. This map couldpreclude a flour, salt, and water map of thehost nation.

21

Grade Level: 4th

Marking Period: 1st


AMERICAN SCHOL- SILVER

AREA OF STUDY/CONTENT OBJECTIVES BOOK GINN ASTIC BURDETT

D. Symbols (map key)1. National

2. Recognize and use nationaland state boundary lines.

p 27 p 12 Unit 1

boundary

2. State boundary

(GEOGRAPHY) p 3-17

p 340

pp 266-267

pp 364-365pp 368-

p 50,

p 361

369

3. Major cities4. Capital cities p 370

22

6

ACTIVITIES

1. Use professional map of United States to demon-state how professional map makers expressnational and state boundaries. Also distinguishthe difference between major and capital cities.

2. Have students draw a land mass shaped like this:

a. Label it Fish Island.b. Use the national boundary symbol on the

exterior lines of the fish.c. Label "A" and "B" as 2 separate states

and show a state boundary between thestates.

d. Mark major cities in each state using thecorrect symbol.

e. Designate a capital city in each state.f. Students may also want to include railroads

rivers, and other symbols on their map.g. More advanced students may want to create

a travel brochure to entice travelers toFish Island.

h. Students may create reports on theirimaginary cities including location,population, major products, historicalsights, etc.

23

Grade Level: 4th

.!larking Period: 1st

,Suggested Time Frame: Weeks 1 and 2



E. Types of Maps 1.

1. Resource maps2. Climate maps3. Political maps4. Relief maps5. Population maps 2.

6. Road maps7. Compare maps and

globes

3.

4.

5.

6.

7.

Recognize special maps p 100,(political, graphic pp 164-165,relief, products and 194, 213resources). (GEOGRAPHY)

Locate and use referencematerial and media.(GEOGRAPHY)

pp 19, 47,63, 75

Recognize and use national p 19,and state boundary lines. p 340(GEOGRAPHY) p 19,

p 372,

p 367-369

Reconstruct a trip on a p 19,map based on an itinerary. p 294(GEOGRAPHY) p 372

Know that small scale onon a map represents largescale in reality.(GEOGRAPHY)

Relate elevation, oceancurrents, land mass, andlatitude to climate.(GEOGRAPHY)

Describe how the revolutionof the earth relates to ayear. (GEOGRAPHY)

p 59, Unit 1p 173

p 63

pp 364- pp 74, 166365, 208, 252,

296, 311

p 13p 366

pp 121, 167175, 209,296, 308311

pp 169, 202

p 294 pp 169, Unit 1202

pp 12, 20pp 55-63

pp 328-329

1. Try to have various types of maps displayed inthe classroom. Explain the differences. Havestudents study the map key and symbols todetermine the type of information they can gainfrom each type of map. Select a state orcountry and have students assemble all theinformation they can about that state or countryusing only the maps available. This can bedone as individual reports or as a groupactivity.

2. Store 1 School

RRStation

I YourHouseN

W( .11E

Have students use the map above to answer thefollowing questions.1. If you walked straight north from your

house, you would reach the2. West from there is the3. If you walked south from #2, you would come

to the

Grade Level: 4th

Marking Period: 1st



26

4. To get back home you must walk in whichdirection?

5. In what direction does the RR trackrun?

6. If you walked from your house to the store,in what direction would you walk?

3. Plan a walking tour of your local community.Use a commercially-produced map of the communitywhich clearly identifies streets and prominentbuildings or sights and have students plan the ;

safest and most scenic route for the tour.Students can be asked to draw a map for thewalking tour which can be used in their tourof the community.

4. a. Make or get and reproduce maps of the areato be studied.

b. Record a trip through the area on a tapemaking noises typical of certain locations.

c. Students must identify sounds and followthe sequence presented. Sounds might incluila railway station, a church bell, a busystreet crossing, a factory, a cafe, ariver, etc.

d. Students should listen to the tape and markan X of each location on the map that theycan identify.

e. Students should connect Lae X's at thecompletion of the tape to establish thetrip itinerary.

27

:z

Grade Level: 4th

harking Period: 1st


liKA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES

28

5. Take an orange or an old rubber kickball andmake six longitude lines on it with a markingpen. Take a knife and cut along these longi-tude lines to near the center (equator) fromeach end (poles), cut through the equator ononly one longitude so that the orange peelcan be removed in one piece. Spread theorange or ball out on a flat table.This should help demonstrate to students theproblems of making a flat map and the possibledistortions which can occur.If continents are drawn on the orange or ballbefore cutting, it may be possible to showwhy on some maps Asia appears on both theeast and west edges.

6. Have students locate their host nation countryon a map and on a globe. Have them explainthe type of information they gain from each.What kind of information can they obtain froma map which they cannot obtain from a globe?What kind of information can they obtain from aglobe which cannot be obtained from a map?

7. Have students construct their own globe usinga round balloon and paper machg strips of paper.Mache is placed on the balloon in layersto provide the surface of the globe. Oceansand continents can then be painted on thesurface with tempera.

29

Grade Level: 4th

Marking Period: 1st


AMERICAN SCHOL- SILVERAREA OF STUDY /CONTENT OBJECTIVES BOOK GINN ASTIC BURDETT ACTIVITIES

II. Research SkillsA. Encyclopedia

30

1. Know how a basic outline p 114 pp 56, pp 89, X 1. Explain to students the need to outline andformation is drafted. 83, 93 106 show them how to make a topical outline.(SKILLS) 115, 124, The following format may be used:

139, 183 I.

2. Recognize information 247, 264 II.

enough to require note- A.

taking. (SKILL) B.

3. Develop and present areport. (SKILL)

1.

p 221 2.

a.

b.

C.

Use a section of the social studies lesson asthe sourca for the information to be used.The entire class can be involved while theoutline format is explained on the chalkboard.

2. Have students look up "automobile" in thedictionary and in the encyclopedia. Have themdiscuss the differences in the informationgiven in each of these references. Discusswith the students the factors or considerations,which help decide which reference to use.

3. Have students select a topic such as a state,a city, a host nation holiday or custom onwhich to make an oral or written report.Discuss with the students the need to giveserious thought to the scope of the report sothat it does not involve too much or too littleinformation.

4. a. Have students silently read a paragraphin the social studies book and have themwrite what they think is the main idea.

3110

;-Grade Level: 4th

i-Mirking Period: 1st

11Suggested Time Frame: Weeks 3 and 4

L,AREA OF STUDY/CONTENT?:-

OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES

B. Card Catalog 1. Know the terms bibliography Xand glossary. (SKILL)

32

pp 56, p 221 X115, 124,247, 264

11

b. Have students read orally or list onthe board their main ideas.

c. Conduct a class discussion concerningthe characteristics of a main idea, theneed for note-taking, and the similaritiesof the two.

d. Have students read and/or listen to a

story and practice the skill of note-taking.

1. a. Have students look up an author in thethe card catalog and copy all theinformation from the card.

b. Hold a class discussion to determinewhat information is needed for a listingin a bibliography.

c. Have students select a topic, look upthe books in the card catalog which arelisted under that subject, and write a

bibliography for the chosen topic.d. Have students write a report on a

topic. The report should include acorrect bibliography.

2. Students should maintain a glossary allyear of social studies terms learned duringthe year.

33

Grade Level: 4th

Marking Period: 1st


AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES

C. Interview

34

1. Ask appropriate questionsto clarify points, issues,and tasks. (SKILLS)

2. Know the differencebetween fact and opinion.(DECISIONMAKING)

3. Identify individual talents,skills, and interests.(PSYCHOLOGY)

X p 23

12

pp 89, X152, 182264, 236

1 Explain to students that interviewingpeople is another method of obtaininginformation. Discuss interviews which havebeen observed on television or in person.Ask students to watch news programs toobserve interviews.Have students make arrangements to interviewsomeone in the school: the principal, mediacenter personnel, other teachers or hostnation personnel. Have them form groups todevelop questions which will provide themwith the information they are seeking. Theinterview questions should be reviewed toavoid duplicate questions and questionswhich do not address the subject. A memberof the group should decide who is responsiblefor conducting the interview and who is to beresponsible for taking notes. After theinterview techniques have been practiced inthe school, students might use interviewingas a method of gathering information on studytrips in the military or host nation communityor from classroom guests.

35

Grade Level: 4th

Marking Period: 1st


AREA OF STUDY/CONTENT OBJECTIVES

D. Reference Material 1. Locate and use referencematerial and media.(SKILL)

E. Observations

2. Know and use an index.(SKILL)

3. Interpret various charts,tables, and graphs. (SKILL)

1. Know the meaning ofhypothesis. (DECISON-MAKING)

2. Form generalizations.(DECISIONMAKING)

3. Evaluate conclusions basedon data and make recommen-dations. (DECISIONMAKING)

AMERICANBOOK GINN

SCHOL- SILVERASTIC BURDETT

pp 28,72, 125,255, 288,

pp 23,

37, 47,83, 148

pp 21-23, pp 326-32933-34136, 151,

294, 331 164-165 222

pp 81, pp 234, p 43 X131-133, 333, 350157, 221,289, 350

ACTIVITIES

1. Introduce an unfamiliar text by askingstudents questions about the book. Studentsmay only use the index of the book to findthe answers.

2. Have students compare the index and table ofcontents of a book through examination andclass discussion.

3. Have students use various charts, tables, andgraphs to answer questions regarding thematerial.

4. Have students write a paragraph about atopic. Students may only use a chart,table, or graph to write their paragraph.

5. Hold a class discussion on the variousmaterials used in the reference section.

6. Have students draw a map of the libraryindicating where the reference section islocated.

1 a. Place students at strategic locations ofthe school or community to tabulatedesignated activities (i.e., boys vs.girls getting a drink of water at thewater fountain, cars going through ared light, men vs. women drivers, etc.)

b. Students chart their results.c. Students should evaluate their results

and place these results into similarcharacteristics.

Grade Level: 4th

Marking Period: 1st


AMERICAN SCHOL- SILVERARYA OF STUDY/CONTENT 013.1ECTIVES BOOK GINN ASTIC BURDETT ACTIVITIES

38

4. Demonstrate the ability tobudget his or her individualtime. (ECONOMICS)

d. Students should form generalizationsfrom the data they tabulated.

e. From the generalizations, students shouldbe able to "guess" or hypothesizereasons for the results tabulated.

2. a. Have students place their back towardanother student and write the color ofthe partner's hair, eyes, clothes, etc.

b. Then have students compare how observantthey were by checking the list of colors.

39

4:

Grade Level: 4th

'eMarking Period: 1st

*Suggested Time Frame: Weeks 5 - 8

t


III. Europe and AmericaA. European Explorers

of America1. Pre-Columbian

Explorers2. Columbus and

other Europeanexplorers

1. Identify the impact of Chap 10 Chap 3 Chap 2 Chap 3geography on a nation'shistory. (HISTORY)

2. Identify primary andsecondary sources ofhistorical information.(HISTORY)

3. Identify the economicfactors in the developmentof a country. (HISTORY)

4015

1. Have students find reasons why they might beliving in the host nation. Is geography afactor on why they are now living in aforeign country?

2. Discuss with students the subject of history.History is a study of the past includingevents in their own lives. The studentsare a part of history. Have students writea history about themselves. They couldwrite what they remember about themselves,or get information from members of theirfamily. Explain that if they write aboutthings they actually remember or if someonetells them about something they actuallysaw or experienced that is a primary ororiginal source. If someone heard aboutsomething from someone else and then toldthem and they wrote about it, it is a

secondary or second hand source.3. In a class discussion ask students to

identify reasons why explorers went insearch of new lands or in search of new andshorter routes to the new lands, and whyrulers financed these explorations. Whatkinds of things did the people want fromthe new lands?

4. Check with the media specialist to determineif there is any information available aboutpre-Columbus explorers of America. Somematerial might be available about the Vikings.National Geographic has published articlesabout explorers from Chin'and from Ireland.

41_

ITT

Grade Level: 4th

Marking Period: 1st

Suggested Time Frame: Weeks 5 - 8


B. Native Americans1. History2. Culture3. Influence4. Current status

42

1. Describe the relationship pp 95-96 Chap 2 Chap 1between geographical 129-130, pp 108 -environment and historical 188, 265- 111, 272 -development of a nation. 269, 284 273, 282(HISTORY) 287, 332,

3362. Identify contributions of

national and cultural heroes.(HISTORY)

16

pp 41-42 1. Have students create time lines of Native191, 201-202, Americans and the host nation during the same208, 248 period of time and then compare the historical

events.2. Have students prepare reports on Native

American and host nation heroes and heroinesduring the same time span and compare heroicqualities.

3. a. Have students research the festivals andbeliefs of Native Americans and the hostnation.

b. Tabulate how many ceremonies are stillpracticed today. Discuss why thesepractices have lasted so long and otherpractices have not.

c. Have students participate in a classroomIndian ceremony.

4. Have students research the following Indiangroups to discover the contributions, andcharacteristics of each Indian group:a. Eastern Woodlandsb. Plainsc. Northwest Coastd. Plateaue. Great Basinf. Californiag. Southwest

43

Grade Level: 4th

Marking Period: 1st



4417

5. Have students write to the United StatesDepartment of Interior, Bureau of IndianAffairs, Washington, DC 20245, to receivecurrent information on the American Indian.

6. Have students write an essay on theirfeelings if they were an Indian and wereforced to live on an Indian reservation.

7. Try to acquire fourth grade pen pals wholive on an Indian reservation for yourstudents. A list of schools with pen palarrangements can be obtained from theBureau of Indian Affairs.

45

Grade Level: 4th

Marking Period: 2nd



IV. ImmigrantsA. Origins

B. Cultures

C. Influences

D. Current status

46

1. Identify contributions of pp 272- Chap 3national and cultural 287, 318 -heroes and heroines. 321, 325 -(HISTORY) 328

2. Identify polictical,religious, and economicfactors which influencedsettlements of specificgeographical locations.(HISTORY)

18

Chap 1 pp 195,201-202

1. a. Have students research the life stylesof "average" citizens from such countriesas Germany, Spain, England, etc. duringthe 16th, 17th, 18th, 19th, and 20thcenturies.

b. Then have students list reasons whythese "average" citizens would want toleave their rotherland and begin a newlife in America.

2. a. Have students research a host nationcountry to find customs which theimmigrants brought with them andpracticed in America.

b. Find out which customs are still beingpracticed. Discuss why these practicescontinue.

3. Have students write to travel bureaus forinformation on European countries wheregreat numbers of immigrants originated.The students can set up travel booths ata travel fair to entice American studentsto travel to Europe.

4. Hold a Food Fair where students bring intraaitional foods from mother countries madefrom recipes which were brought to Americaby immigrants.

5. a. Color code a map of the United Statesindicating areas of the country wherecertain ethnic and cultural groups arerepresented (i.e., Pennsylvania -Germany, California - Spain, etc.).

47

Grade Level: 4th

Marking Period: 2nd



b. Discuss why the original immigrantssettled in the particular area of theUnited States in which they did.

c. Discuss why people from foreigncountries today settle in specificareas of the United States.

6 Discuss how the original settlers stillhave an influence upon the way Americanslive today.

7 Discuss why immigrants to a specific city(i.e., New York) settle in a specific partof the city (i.e., Chinatown).

8 Discuss the importance of maintainingcultural traditions.

48 4919

Grade Level: 4th

Marking Period: 2nd



VI. Regions of United States 1. Develop a time line.A. Northeast (HISTORY) pp 273- Chap 8, pp 108- X

1. History 279, 287 10, 11, 112

2. Identify the developmental 331 12

stages of a country inits transition from anagricultural to industrialnation. (HISTORY)

2. Peoplea. Needs

50

3. Identify contributions ofnational and cultural herosand heroines. (HISTORY)

4. Identify political, religious,and economic factors whichinfluenced settlements ofspecific geographicallocation. (HISTORY)

5. Identify the basic needs p 316common to all individuals.(PSYCHOLOGY)

6. Describe the impact of thelearning process in thesocio-cultural developmentof the community.(ANTHROPOLOGY)

pp 322- Chap 5 X

327, 344-347

20

1. Assign a committee to make a report on oneof the states in this region. The reportmight include: events leading to statehood;the major ethnic group of the state;important leaders, the capital city; thegeographic size of the state; the population;the resources available; the major industries;and, the major cities. A timeline based onthe date of entry into the Union might bestarted. Each committee should develop alisting of the major events which they foundabout the state. These timelines can beplaced on the bulletin board and can beused for comparing the various regions.The report should include the correct formform of bibliography.

2 a. Have students individually develop alist of items which they want to takeon the Mayflower.

b. Have each student list on the boardtheir most important item.

c. Hold a class discussion on the classlist to determine the definitions of"needs" versus "wants."

51

Grade Level: 4th

Marking Period: 2nd



7. Analyze the psychological,physical, and associativeneeds of people in diversecultures. (SOCIOLOGY)

8. Compare and contrast typesof social groupings.(ANTHROPOLOGY)

9. Know significant individualdifferences in ability tosense stimuli.(PSYCHOLOGY)

b. Culture, customs,10. Know factors whichand traditions influence the early forma-

tion of an individual'sself concept. (PSYCHOLOGY)

11. Know outward signs bywhich people in his or herculture display signs ofanger, happiness, anxiety,etc. (PSYCHOLOGY)

12. Know factors which determinethe influence of the peergroup on an individual.(PSYCHOLOGY)

52

p 316 p 98, Chap 5 X 3101-102,104, 111-114

4

21

d. Have students bring to school itemswhich have been decided by the class asacceptable items on the Mayflower for aclassroom display.

Identify ethnic groups which setti.ed inthis region and determine which culturaltraditions are still being practiced. Areany of these groups from the host nationand are any of these traditions practicedin the host nation today. If possiblestudents might produce a play whichrepresents this tradition.Ask a member in the community, possibly aparent who has immigrated to the UnitedStates, to explain what changes they had tomake and describe if these changes weredifficult to make.

Grade Level: 4th

Marking Period: 2nd



13. Describe how groups areformed, maintained, andchanged according to theneeds of divergent cultures.(SOCIOLOGY)

14. Know the concept of culturalanthropology.

(ANTHROPOLOGY)

15. Compare and contrast wayspeople are alike and differ-ent. (PSYCHOLOGY)


17. Know cultural characteris-tics: customs, folktales,art, nationalism, traditions.(ANTHROPOLOGY)

18. Know that what a personfeels toward or aboutanother person is often aresponse to a particularbehavior. (PSYCHOLOGY)

54

22

5. Have students discuss how their fourthgrade class differs from a fourth gradeclass or similar age group of childrenfrom the host nation school. Comparisonsmight include length of school day and year,number of subjects studied, homework,free time activities, sports, lunch timeactivities, dress, vacation times, classsize, school buildings and playgrounds, plusany other item which involves the similaraged students. If possible, visits andexchanges with a host nation school would behelpful to make comparisons.

6. Have students research the conflictinglifestyles of the passengers on theMayflower. Particular attention should be onBradford and Brewster and the opposing peerpressures to have these men serve asgovernor. Students could roleplay life onthe Mayflower. Students should also relatehow peer pressure affects the way peopledress, foods they eat, and ways they think.

55

Grade Level: 4th

Marking Period: 2nd



19. Define and utilize termsrelated to course content.(SOCIOLOGY)

20. Know the common character-istics of diverse groups(education, food andclothing, family life,religion). (ANTHROPOLOGY)

21. Work in a group situation.(SKILL)

22. Explore the concept of thedignity of work.(PSYCHOLOGY)

23. Identify and explain contri-buting factors involved in asimple problem or issue.(DECISIONMAKING)

24. Recognize that there are'factors which influence anindividual's point of view.(DECISIONMAKING)

25. Explore career interestsand ambitions.(PSYCHOLOGY)

5623 57

Grade Level: 4th

Marking Period: 2nd



3. Geographya. Natural

environmentb. Man-Made

environment

58

26. Know that comparison is akey process in inquiry anddecisionmaking.(DECISIONMAKING)

27. Know the cultural contri-butions of ethnic, regional,and racial minority groups.(ANTHROPOLOGY)

28. Analyze demographic factors pp 76,80, pp 81, Chap 4 Xas they relate by geog- 85-86, 97, 110 pp 72-81raphy, economics, shelter, 320-321,and the environment. 339-341(SOCIOLOGY)

29. Determine the geographicalinfluence on U.S. regionaldevelopments. (HISTORY)

24

7. Have students study a physical map and aresource map to determine the geographicfeatures of the region and states. Fromthe information, have students determinereasons why people settled in particularareas. Have them explain why some areasmay have grow. while other areasdid not. Students may be able to take astudy trip to an uninhabited area to seeif the area has the characteristics neededfor a prosperous settlement to take place.

8. Students could create maps of Pennsylvaniaand England and then compare the amount ofland given to William Penn by the King ofEngland. From this comparison, studentsshould hypothesize the value of land in thecolonies versus that of England.

59

Grade Level: 4th

Marking Period: 2nd


; AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES

4. Economics 30.

a. Resources(1) Natural(2) Man-Made

60

Discuss the need toconsider natural andhuman resources inplanning changes forthe future. (HISTORY)

pp 214- pp 81, Chap 4 X215, 240, 104 pp 82-89245, 251, Chap 13,320-321, 14

339-341

25

9. Prepare a map of the region that shows themajor ways of earning a living (i.e., amap of the northeast would show fishing,lumber, farming, and tourism for Maine).Teachers could do this same activity forvarious periods in U.S. history and the hostnation.

10. Create an advertisement for a product orservice produced in the area under study.

11. a. Have students plan a lunch of theirchoice.

A list of major ingredients shouldthen be tabulated.Determine which ingredients arenatural products in the area ofstudy and which ingredients must beimported.

Can a menu be planned by using onlynatural products of the area of study?Generally these will be traditionalfoods.

b. Discuss the terms scarcity, demand, andmarket in relation to the availabilityof food supplies and holiday cooking needs(i.e., turkeys for Thanksgiving, sugar atChristmas time).

61

Grade Level: 4th

Marking Period: 2nd


AMERICAN SCHOL- SILVERAREA OF STUDYIWNTENT OBJECTIVES BOOK GINN ASTIC BURDETT ACTIVITIES

b. Industries 31. Identifiy economic factorsin the development of acountry. (HISTORY)

32. Know the terms scarcity andmarket. (ECONOMICS)

33. Define the concept ofstrength in unity as itapplies to labor unions.(ECONOMICS)

34. Identify characteristics ofan effective employee orstudent. (ECONOMICS)

c. Trade and 35. Describe ways of adver- pp 325- p 79Commerce tising. (ECONOMICS) 328

36. Know the concepts of wantsand demands. (POLITICALSCIENCE)

37. Make a purchase in a tokeneconomy. (ECONOMICS)

38. Know the obligation associ-ated with the contract.(POLITICAL SCIENCE)

6226

Chap 4, 5

63

Grade Level: 4th

Marking Period: 2nd



39. Explain a checkingaccount. (ECONOMICS)

40. Know the concept of collec-tion. (ECONOMICS)

41. Know how to apply ideas.(DECISIONMAKING)

42. Compare and contrast urbanand rural :Life styles invarious areas of the world.(PSYCHOLOGY)

43. Predict possible outcomes bychoices. (DECISIONMAKING)

5. Political 44.

Systemsa. Cities

(1) Capitalof the 45

state(s)(2) Major

cities ineach 46state

64

Know the need for law and pp 309,rules in society. 317(POLITICAL SCIENCE)

Know the concept ofauthority. (POLITICALSCIENCE)

Know the purpose ofpolitical systems.(POLITICAL SCIENCE)

pp 80, Chap 5 X90, 100-101

27

12. a. Hold a class discussion on the importanceof the need for authority, laws and rulesin a society.b. Discuss the Mayflower Compact to empha-size the Pilgrim's awareness of this needfor rules and authority.

c. Hold classroom elections to maintainstudent representation in classroomactivities. Classroom officers couldalso participate in a schoolwide studentgovernment organization.

65

Grade Level: 4th

Marking Pericd: 2nd



(3) Govern- 47.ment

b. State Govern-ment 48.

66

Know the concept of majorityrule. (POLITICAL SCIENCE)

Know the process of nomina-tion and election ofofficers. (POLITICALSCIENCE)

49. Know the function of studentbody organizations.(POLITICAL SCIENCE)

50. Define the terms studentbody and committee of thewhole. (POLITICALSCIENCE)

51. Participate effectively indecisionmaking activities.(POLITICAL SCIENCE)

52. Summarize and draw tenta-tive conclusions. (DECISION-MAKING)

53. Know that comparison is akey process in inquiry anddecisionmaking. (DECISION-MAKING)

28

13. Have students research the purposes ofpolitical systems (functions they perform).Students can compare and discuss early colonialgovernments and present government functions.Students should be able to conclude thatgovernment functions have changed little.

14. Have students write to the governor's officeof each state to obtain as much informationas possible. This activity should be doneearly in the school year to emphasizeletter writing skills and also to allow timefor the information to arrive through thepostal system.

67

-Grade Level: 4th

Marking Period: 2nd

"Suggested Time Frame: Weeks 5 - 8

;AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES

B. Southeast1. History

2. Peoplea. Needs


55. Know the concept of studentgovernment. (POLITICALSCIENCE)

1. Develop a time line. X(HISTORY)

2. Identify the developmentalstages of a country in itstransition from an agricul-tural to industrial nation.(HISTORY)

3. Identify contributions ofnational cultural heroesand heroines. (HISTORY)

4. Identify political, religiousand economic factors whichinfluenced settlements ofspecific geographicallocation. (HISTORY)

pp 84-87 Chap 6,7 Chap 2166, 180- pp 147,181 154-158

5. Identify the basic needs p 316 pp 90, Chap 7 Chap 4common to all individuals. 348-350(PSYCHOLOGY)

6829

1 Have students research the number of presi-dents that have come from this region.Students could compare how individual ecnnomicfactors influenced the political activity ofthe presidents.

2 Develop 4 picture maps of the region showingmajor industries (to include agriculture) forthe dates 1700, 1850, 1900, and 1970. Theclass could be divided into groups to doresearch in the library or in-class study.After the maps are completed and displayed,students should observe developmentaltrends in the region. The same type of mapcould be done with population trends withinthe states of the region.

3. After a discussion of wants and needs, havestudents collect pictures of items theythink are needs and those they think are wants.After they have collected these pictures they

6'

Grade Level: 4th

Marking Period: 2nd





8. Compare and contrast types ofsocial groupings.(ANTHROPOLOGY)

9. Know significant individualdifferences in ability tosense stimuli. (PSYCHOLOGY)

b. Culture, 10. Know factors which XCustoms, and influence the early forma-Traditions tion of an individuals self-

concept. (PSYCHOLOGY)

11. Know outward signs by whichpeople in his or her culturedisplay signs of anger,happiness, anxiety, etc.(PSYCHOLGOY)

70

p 91 Chap 7

30

can make a collage or they can be told thatthey will be going on a space voyage andthey have 20 minutes to pick 10 things theywant to take along. After 10 minutes remindthem that they have 10 minutes before "blastoff." After 5 additional minutes, tellstudents they have too much weight and thattaey must reduce their selection to fiveitems in the remaining five minutes. Whenit is time for blast off have a discussionabout what was kept and what was discarded.Discuss with them the concept of "needs"and "wants."

p 74 4. Have a class discussion about the change inthe role of women in modern society. Is thestatement, "A woman's place is in the horn:still accurate? Why or why not? Giveexamples of jobs and professions women nowhold compared to a few years ago. Why havethese changes come about? Students mightcollect news stories and pictures whichshow women in a variety of occupations.

71

Grade Level: 4th

Marking Period: 2nd



72

12. Know factors which deter-mine the influence of thepeer group on an individual.(PSYCHOLOGY)


14. Know the concept of culturalanthropology.(ANTHROPOLOGY)

15. Compare and contrast wayspeople are alike anddifferent. (PSYCHOLOGY)


17. Know cultural character-istics: customs, folktales,art, nationalism, traditions.(ANTHROPOLOGY)


3173

Grade Level: 4th

Marking Period: 2nd

Suggested Time Frame: Weeks 5 8


74



21. Work in a group situation.(SKILLS)



24.. Recognize that there arefactors which influence anindividual's point of view.(DECISIONMAKING)

25. Explore career interestsand ambitions.

(PSYCHOLOGY)

32

5. Interview people who have called this regionhome to discover traditions, songs, foods,clothing, etc., that are considered "typical"of the region. Students could try to tracethese traditions to a particular ethnic groupor geographical factor. A host nation itempeculiar to the area could be used as anintroduction or a follow-up activity.

6. Try to arrange an interview with someone whoimmigrated to the United States. Find out whatchanges the immigration made on that person'slife. Prior to the interview, students mightdevelop questions they want asked during theinterview.

7 Do research on the colony at Jamestown

concerning the conflict between members of thecolony who wcrke' to produce their own foodfor survival while others searched for gold.What conflicts arose? How was the conflictresolved? Who resolved the conflict? Whywas this individual able to resolve theproblem? Is the idea that everyone must workimportant today?

75

Grade Level: 4th

Marking Period: 2nd


AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ANTIC BURDETT ACTIVITIES



3. Geography 28. Analyze demographic pp 55, p 167 Chap 6 Xa. Natural factors as they relate to 83-84,

Environment geography, economics, 189-190and the environment.(SOCIOLOGY)


b. Man-MadeEnvironment

7633

8. State BackPlace tag which includes a picture, names ofpeople, important state dates, products, orevents on each student's back so that thestudent is unaware of what his tag has onit. The student asks questions (yes or no)about what is on his or her back. Questionsmight include:

1. Am I a person?2. Am I an important date?3. Am I food?4. Am I a product of the state?

9. As a culminating activity in the study ofa region the class can play the game "Whatstate am I?" A small group of students canmake a list of facts about a state in theregion. The rest of the class is dividedinto two teams. The questions are askedone at a time of each group. The teamgiving the right answer scores a point forthe team.

77

Grade Level: 4th

Marking Period: 2nd



4. Economicsa. Resources

(1) Natural(2) Human

30. Discuss the need toconsider natural andhuman resources in planningchanges for the future.(HISTORY)

b Industries 31. Identify economic factorsin the development of acountry. (HISTORY)

78

X pp 167- Chap 6 X178

34

10. Have students list ways agricultural land isbeing used for purposes 3ther than foodproduction. Have them observe what ishappening in their local community or ontrips around the host nation. Have themlist how this land is being used.

11. In a study of the states in the Southeastregion have the students identify the naturalresources in the state, or map picture mapswhich show the location of those resources.What industries have developed as a result ofthose resources? What kinds of jobs havebeen created for people in those industries?Have these industries affected the populationof the region? If any changes or trends areevident, have students predict if the trendswill continue or change, and why?

12. Discuss the term human resources: What doesthis mean? How are human resources alikeand how are they different? Discuss thevarious skills that are involved in humanresources? How are these skills developed inschool, as an apprentice, and through on-the-job training program? How are they passeddown from one generation to another?

13. IndustriesAsk students what job they think they want todo. Ask them to think about the qualifica-tions they will need to have. They may wantto check the library to find out some of

Grade Level: 4th

Marking Period: 2nd



32. Know the terms scarcityand market. (ECONOMICS)



c. Trade and 35. Describe ways of advertising.Commerce (ECONOMICS)



38. Know the obligation associ-ated with the contract.

39. Explain a checking account.(ECONOMICS)

40. Know the concept ofcollection. (ECONOMICS)

80 35

the qualifications they will need. They mayinterview others to find out what thequalifications are. Discuss in class whatthey have learned.

13. Ask students which breakfast cereal they eator like for breakfast. Ask them why they buythat particular kind? You might categorizethe reasons: nutrition, prizes, name,endorsed by a celebrity, appearance, taste.Have them check on the boxes the ingredientsand where they came from, and where the cerealwas processed. Organize the class into severalgroups and have them pretend they work for acereal company and have the job of advertisinga new cereal to convince people to buy it.Have each group present their advertisementto the class. After all presentations aremade, the class might decide which cereal theywould try. They can also discuss truth inadvertising and the responsibility a manu-facturer has to a consumer.

81

Grade Level: 4th

Marking Period: 2nd



41.

42.

43.

5. Political 44.

Systemsa. Cities

(1) Capitalof thestate(s)

45.

(2) Major

b.

citiesof eachstate

State

46.

Government 47.

48.

82

Know how to apply ideas.(DECISIONMAKING)

Compare and contrast urbanand rural life styles, jnvarious areas of the world.(PSYCHOLOGY)

Predict possible outcomesby choices. (DECISION-MAKING)

Know the need for law and Xrules in society.(POLITICAL SCIENCE)

Know the concept of authority.(POLITICAL SCIENCE)


Know the concept of majorityrule. (POLITICAL SCIENCE)

Know the process of nomina-tion and selection ofofficers. (POLITICALSCIENCE)

p 179 X

36

p 81 14. Population of cities or states in theregion.

Have students check the World Almanac,census reports, or other sources in the

library to determine the census of the citiesor states in the 1980s, 1970s, and 1960s torealize what has happened to the population.They can then discuss possible reasons forthe change in the populations. Have themmake graphs representing the growth in popu-lation. U.S. population in 1800 was 5.3million, 1850 it was 23.1 million, in 1900it was 75.9 million, in 1950, 151.3 million.

15. Try to locate a map which shows the populationdistribution in the United States. Discussreasons why people live where they do? Whatareas have the least population? Why don'tmore ytople move there?

83

Grade Level: 4th

Marking Period: 2nd



49. Know the function ofstudent body organizations.(POLITICAL SCIENCE)

50. Define the terms studentbody and committee of thewhole. (POLITICAL SCIENCE)


52. Summarize and draw tentativeconclusions. (DECISION-MAKING)

53. Know that comparison is akey proceeds in inquiry anddecisionmaking. (DECISION-MAKING)



84 8537

Grade Level: 4th

Marking Period: 3rd



IV. RegionsC. North Central

1. History

2. Peoplea. Needs

86

1. Develop a time line. X(HISTORY)


3. Identify contributions ofnational mid cultural heroesand heroines. (HISTORY)

4. Identify political, religionand economic factors whichinfluenced settlements ofspecific geographicallocation. (HISTORY)

pp 251,5. Identify the basic: needs 333-337

common to all individuals.(PSYCHOLOGY)

6. Describe the impact of thelearning process in thesociocultural developmentof the community.(ANTHROPOLOGY)

p 155 pp 198- pp 59-62 1. Make arrangements with another classroom to200 collect their waste basket at the end of the

day. Discuss with the students that anthro-pologist, historians andother social scientistsmany times find valuable clues to whathappened in the past by carefully searchingthe areas where trash and waste were disposed.Have the students reconstruct what happenedin the other classroom by carefully studyingthe materials which have been discarded.Can they determine what was studied beforeor after lunch? Are there any clues in thewaste basket which would indicate a lunchperiod?

2. Students should list as many reasons aspossible for people moving. A class discus-siot could draw parallels to the particularregion being studied.

3. Use the study of animal adaptations of aparticular region as a prelude to show howhuman groups have adapted to particularclimates. Students could collect picturesof animals that are common to a region. Adiscussion should then follow to determineif animals could live as well in anotherregion.

38

87

<,

Grade Level: 4th

Marking Period: 3rd






b. Culture,Customs, and 10. Know factors which influ-Traditions ence the early formation

of an individual's self-concept. (PSYCHOLOGY)

88

11. Know outward signs by whichpeople in his or her culturedisplay signs of anger,happiness, anxiety, etc.(PSYCHOLOGY)


X X

39

p 193 X

4. Ident-fy three different cultures cited inthe social studies text. Students shoulddetermine and compare how information ispassed on from generation to generation inthese three cultures. Students can alsoinvestigate the various ways in which in-formation is passed in our own culture andpossibly the host nation culture.

5. Investigate the various ethnic and culturalgroups which live in one of the cities inthis region. Do they live in certain sectionsof the city? Do these groups tend to live inthe same areas? Why? Is there a sizablenumber of people from other countries livingin your host nation city? Do they live inthe same area? Do most Americans live in onearea? Why does this happen?

6. Observe other students in school to try anddetermine how they show emotion, such as:anger, anxiety, happiness, sadness, orfrustration. Compare these signs orexpressiors with those of adults in theAmerican community and also in the hostcommunity. Are there any differences?

7. Present the class with the hypotheticalproblem of a friend shopping for a bottle ofmedicine in drug store. The mother of thefriend needs the medicine. You observed yourfriend stealing the medicine. What should youdo?

89

Grade Level: 4th

Marking Period: 3rd



q 0


14. Know the concept of culturalanthropology. (ANTHROPOLOGY)





40

Have students write down on a piece of paperwhat they would do. Then have them formgroups to make group decisions on what theywould do and why. Then have a class discus-sion about their proposed actions. Try toreach a consensus of the class on theaction which should be taken.

91

Grade Level: 4th

Marking Period: 3rd






22. Identify and explain contri-buting factors involved ina simple problem or issue.(DECISIONMAKING)

23. Recognize that there arefactors which influence anindividual's point of view.(DECISIONMAKING)

24. Explore career interestsand ambitions. (PSYCHOLOGY)

25. Know that comparison isa key process in inquiryand decisionmaking.(DECISIONMAKING)

92 41 93

Grade Level: 4th

Marking Period: 3rd



26 Know the cultural contri-butions of ethnic, regional,and racial minority groups.(ANTHROPOLOGY)

3. Geography 27. Analyze demographic factors p 16a. Natural as they relate to geography,

Environment economics, shelter, and theenvironment. (SOCIOLOGY)

b. Man-madeEnvironment




29. Discuss the need to pp 203-consider natural and 205human resources in plan-ning changes for thefuture. (HISTORY)

b. Industries 30. Identify economic factorsin the development of acountry. (HISTORY)

94



pp 112-114, 141- 176

144

p 155 Chap 8 X 8.

pp 150- pp 172- X 9

151, 155- 173

157

p 156 pp 173- X 10

42

On a map, have students locate the placewhere they were born and the places theirparents were born. If possible the placewhere their grandparents were born. Theycan then locate the place where they are nowliving. This should give them some ideaabout the mobility of people and they can seehow far they have moved.

Since most of the auto industry is locatedin this region, have students investigate thereason for this. They should locate the steelproducing area, the transportation possibili-ties and other factors. Is population afactor in this location?Ask students to identify the various jobsaround the school: teachers, secretaries,principals, supply personnel, janitorialpersonnel, cooks, etc. Ask why there areso many people doing these jobs? Whydoesn't each classroom take care of all theirown needs? Explain division of labor. Canpeople do their jobs better when everyone hesa special job? What are the advantages? Arethere any disadvantages in dividing labor?

95

Grade Level: 4th

Marking Period: 3rd


AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BIIRDETT ACTIVITIES


41. Compare and contrast urbanand rural life styles invarious areas of the world.(PSYCHOLOGY)


5. Political Systemsa. Cities 43.


(2) Major 44.

cities ofeachstate 45.

98

XKnow the need for law andrules in society.(POLITICAL SCIENCE)

Know the concept of authori-ty. (POLITICAL SCIENCE)

Know the purpose ofpoi4tical systems.(POILTICAL SCIENCE)

46. Know the concept of majorityrule. (POLITICAL SCIENCE)

47. Know the process of nomina-tion and selection ofofficers. (POLITICALSCIENCE)

p 155 pp 194- X195

44

13. Below are lists of the fifteen largest citiesin the United States in the 1950 census and inthe 1970 census:

1950 19701. New York

2. Chicago3. Philadelphia4. Los Angeles5. Detroit6. Baltimore7. Cleveland8. St. Louis9. Washington, DC10. Boston11. San Francisco12. Pittsburgh13. Milwaukee14. Houston15. Buffalo

99

1. New York2. Chicago3. Los Angeles4. Philadelphia5. Detroit6. Houston7. Baltimore8. Dallas9. Washington, DC10. Cleveland11. Indianapolis12. Milwaukee13. San Francisco14. San Diego15. San Antonio

Grade Level: 4th

Marking Period: 3rd






5. Political Systemsa. Cities 43.


(2) Major 44.

cities ofeachstate 45.

98

XKnow the need for law andrules in society.(POLITICAL SCIENCE)

Know the concept of authori-ty. (POLITICAL SCIENCE)

Know the purpose ofpol4tical systems.(POTLTICAL SCIENCE)


47. Know the process of nomina-tion and selection ofofficers. (POLITICALSCIENCE)

p 155

44

pp 194- X195

13. Below are lists of the fifteen largest citiesin the United States in the 1950 census and inthe 1970 census:

1950 19701. New York 1. New York

2. Chicago 2. Chicago3. Philadelphia 3. Los Angeles4. Los Angeles 4. Philadelphia5. Detroit 5. Detroit6. Baltimore 6. Houston7. Cleveland 7. Baltimore8. St. Louis 8. Dallas9. Washington, DC 9. Washington, DC10. Boston 10. Cleveland11. San Francisco 11. Indianapolis12. Pittsburgh 12. Milwaukee13. Milwaukee 13. San Francisco14. Houston 14. San Diego15. Buffalo 15. San Antonio

99

Grade Level: 4th

Marking Period: 3rd



48. Know the functions ofstudent body organizations.(POLITICAL SCIENCE)




52. Know that comparison is akey process in inquiry aiddecisionmaking. (DECISION-MAKING)


54. Know the concept ofstudent government.(POLITICAL SCIENCE)

b. StateGovernment

100

X X

45

pp 180- X181

Ask students to check in the media center orobtain from other sources the 15 largestcities in the 1980 census. Have them comparethe three lists and try and determine whythese changes might be occurring. Do theysee cities in any of the regions they arestudying gaining or losing population? Whymight this be? Have students identify thestates these cities are in.

101

Grade Level: 4th

Marking Period: 3rd



IV. RegionsD. Rocky Mountain

Region1. History

102

1. Develop a time line.(HISTORY)

2. Identify the developmental Xstages of a country in itstransition from an agricul-tural to industrial nation.(HISTORY)

3. Identify contributions ofnational and cultural heroes.(HISTORY)


X Chap 10 Chap 9

X pp 235- pp 191-242 197

46

1. Trace the development of a city in thisregion and compare its development with thatof your host nation town or city. Gatheras much information as possible about thesecities and their history. Investigate thefollowing:

a. When did the city start?b. What attracted the original settlers

(protection, trade, water resources,etc.)?

c. What did the original settlement looklike?

d. What kind of jobs did people have?e. Who were their leaders?f. What caused the city to grow?g. What important changes took place

in its history?h. Is there any evidence of the city's

past? (old buildings, museums, etc.)i. Were there any famous citizens?j. What problems did the city face as

it grew and expanded?Make a time line showing important events ofthese cities' histories, compare these timelines. Notice any differences smfd similari-ties. To obtain information about any cityin the United States you can have studentswrite to the Chamber of Commerce or mayor'soffice of that city.

103

Grade Level: 4th

Marking Period: 3rd



2. Peoplea. Needs

b. Culture,

Customs, andTraditions

5. Identify the basic needscommon to all individuals. pp 192- X(PSYCHOLOGY) 193





10 Know factors which influ-ence the early formation ofan individuals self-concept.(PSYCHOLOGY)

104

X X

47

Chap 11 X

X X

2 Have students individually compile a list ofgroups in which they belong. Point out thatthe school is a group, the classroom, boys,girls, etc. A class list should be placedon the board for students to see the varioustypes of groups. Students could also seehow many classmates belong to similar groups.What qualifications are required to become amember of certain groups? Students couldcompare school and community groups to that ofthe host nation. Possibly a host nation groupcould be invited to the classroom.

3. Have a class discussion about self-concept.What it means and how it affects individuals.Discuss things that make people have goodself-concepts and things that tend to makepeople have poor sell- concepts. Discuss howpeople's actions and speaking can affect

105

Grade Level: 4th

Marking Period: 3rd



106

AMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES




14. Know the concept of culturalanthropology.(ANTHROPOLOGY)



48

others' self-concept. After this discussionstudents could develop two lists about them-selves. One list would contain the thingswhich make them feel good about themselvesand the other those things that make themfeel bad about themselves. Have them studytheir list and think of things they can doto improve those items they listed as makingthem feel bad. Students caa be asked toshare one item they listed for making themfeel good about themselves. A discussioncould be held to analyze the items which wereidentified as providing a good positive self-conrcept.

107

Grade Level: 4th

Marking Period: 3rd


AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT




20. Know the common character-istics of diverse groups(education, food and clothing,family life, religion).(ANTHROPOLOGY)

21. Work in a group situation.

(SKILL)

22. Explore the concept of thedignity of work.

(PSYCHOLOGY)

ACTIVITIES

4. Since many birds and animals of this regionas.well as other regions are facing extinct,students should investigate the cause of thisdanger and suggest solutions. Students canwrite to the following addresses to obtainmore information about animal protection.

Grade Level: 4th

Marking Period: 3rd



110



25. Explore career interestsand ambitions.(ANTHROPOLOGY)


27. Know the cultural contribu-tions of ethnic, regional,and racial minority groups.(ANTHROPOLOGY)

50

Animal Protection Institute of AmericaP.O. Box 22505Sacramento, CA 95822

Committee for Humane Legislation11 W. 60th StreetNew York, NY 10023

Friends of Animals11 W. 60th StreetNew York, NY 10023

International Society for Protection ofAnimals

106 Jermyn StreetLondon, England

or

29 Perkins StreetBoston, MA

KIND: National Humane Education Center2100 L Street, N.W.Washington, DC 20037

Society for Animal Rights400 E 51st StreetNew York, NY 10022

111

Grade Level: 4th

Marking Period: 3rd


AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL SILVERBOOh GINN ASTIC BURDETT ACTIVITIES

3. Geography 28. Analyze demographica. Natural factors as they relate

Environment to geography, economics,shelter, and the environ-ment. (SOCIOLOGY)

29. Determine the geographicalinfluence on U.S. regionaldevelopments, (HISTORY)

b. Man-MadeEnvironment

112

pp 16, 77 X

51

Chap 10 X 5. Here are small sections of a U.S.map showing border regions of variousstates. These may be copied on the chalk-board or on a ditto. Ask students toidentify these states' borders:A.

B.

113

1. Tennessee2. Kentucky3. Indiana4. Illinois5. Missouri6. Arkansas

7. Utah8. Colorado9. New Mexico10. Arizona

47,

Grade Level: 4th

Marking Period: 3rd



114

52

C.

D

115

11. Rhode Island12. Connecticut13. New York14. Vermont15. New Hampshire16. Massachusetts

17. Georgia18. Florida

Grade Level: 4th

Marking Period: 3rd


AREA OF STUDY/CONTENT OBJECTIVESAMERICAN qCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES



b. Industries

116

30. Discuss the needconsider natural andhuman resources in planningchanges for the future.(HISTORY)

X

31. Identify economic factors Xin the development of acountry. (HISTORY)



X

X

53

p 214 p 209 6. Have students investigate the mineralresources of this region, especially silverand copper. They could find locations ofdeposits, how it is mined, what is it usedfor, where is it processed, and if it is usedonly in the United States or is it exported.Students might also investigate to determineif mining of these mineral resources isendangering the environment. They candevelop a list of careers which are involvedin mining in this region. Comparison canbe made of mining of mineral deposits inthe host nation or the processing of theseminerals.Another activity might be to determine ifthese mineral resources are limited and ifconservation is needed or if there seemsto be adequate reserves for the future.Are there additional mineral deposits whichhave not been discovered?

p 218 p 210 7. Have students compare the type of agriculturein this region with other regions in theUnited States. A comparison can also be madewith that of the host nation.Write the following list of foods on theboard: hamburger

lamb chopscanned beef stewbeef sausagefrozen lamb stewroast beef TV dinner

117

Grade Level: 4th

Marking Period: 3rd



34. Identify characteristicsof an effective employee orstudent. (ECONOMICS)

35. Know the terms geographicand occupation speciali-zation. (ECONOMICS)

c. Trade and 36. Describe ways of adver- XCommerce

118

tising. (ECONOMICS)



39. Know the obligation associ-ated with the contract.




X

54

X X

Have students research the process involvedfrom the farm to the grocery store. Emphasisshould be made on careers involved with eachoccupational specialization in he processfrom farmer to consumer. Transportationmodes can also be researched to see howthese products get to their final destina-tion. Are these foods available in thehost nation? If so, how do they get there?

119

Grade Level: 4th

Marking Period: 3rd




5. Political 44.Systemsa. Cities

(1) Capitalof the 45.state(s)

(2) Majorcitiesof each 46.state

b. StateGovernment

120

Know the need for law and Xrules in society.(POLITICAL SCIENCE)

Predict possible outcomesof choices. (DECISION-MAKING)


47. Know the purpose ofpolitical systems.(POLITICAL SCIENCE)


49. Know the process of nomina-tion and election ofofficers. (POLITICALSCIENCE)

X

55

X pp 197-208

8. A group or class project could involve astudy of the Mormon settlement ofSalt Lake City. They could investigatethe reasons for the Mormon group moving toUtah, settling in Salt Lake, how they con-verted the desert into a productive area,and how their practice of irrigation influ-enced the western United States.

9. In each sentence below, a name of a state ishidden. To locate the state name you haveto connect two or more words; the answersunderlined.

1. I have to color a door and a windowbefore my picture is finished.

2. "Are you ill?" I noisily asked mybrother before I realized he was asleep.

3. A lab amature misjudged the strengthof the chemicals used in theexperiment.

4. "Al ask anything you want," said theteacher.

5. I found the missing toy in Diana'sroom.

121

Grade Level: 4th

Marking Period: 3rd




51. Define the terms studentbody and committee of thewhole. (POLITICALSCIENCE)


53. Summarize and draw tenativeconclusions. (DECISON-MAKING)




6. John created a dilemma in everyassignment he was given.

7. The hunting cabin was but a but andyet it was like a castle.

8. Did a hole in the road cause theaccident?

9. On our flight we flew over Monticello.

Grade Level: 4th

Marking Period: 4th



IV. Regions 1. Develop a time line. pp 101- pp 58-61, Chap 12, XE. Southwest Region (HISTORY) 103 184-185 13

1. History pp 282-2. Identify the developmental 288

stages of a country in itstransition from an agricul-tural to industrial nation.(HISTORY)

124

3. Identify contributions ofnational and culturalheroes and heroines.(HISTORY)


57

1. Students should develop a time line of themajor historical events in this regionbeginning with the Native Americans andcontinuing to present day. Students couldwork in groups and study the individualstates that make up this region.

2. Below is an Indian symbol story. Askstudents to try to translate what thestory is about:

.J-t or Li S Yr) be

cft - )117 Vr-414:JIA0

'

szY 111119- ,

125

Grade Level: 4th

Marking Period: 4th



2. Peoplea. Needs

5. Identify the basic needs p 160common to all individuals.(PSYCHOLOGY)


7. Analyze the psychological,physical, and associativeaeeds of people in diversecultures. (SOCIOLOGY)

8. Compare and contrast typessocial groupings.(ANTHROPOLOGY)


pp 60, Chap 13 X199-200,334-339

Translation: The chief left his teepee inthe summer to hunt deer. By a lake theycaught a beaver. After five days he saw abear in the forest. He killed the bear. Ashe returned to the teepee, he met friends.They camped under the stars. They danced andfeasted together in friendship.

3 Have students research the construction of aSpanish mission and list what needs were metand how this was done. An actual physicalconstruction of adobe bricks could be madeby using the following recipe:

Make a rectangular form out of wood or strongcardboard. Use firm soil. Add enough waterto the soil to soften it. Pour mixture intoform and put into direct sunlight to bake.This can also be done by substituting clayfor soil and baking in a kiln. If enoughbricks are manufactured, a miniature missioncan be constructed.

Students should discover why this type ofbuilding was done in this region. Studentsshould also investigate how mankind's basicneed for food was met in a land of littlerain.

4Grad Level: 4th

,Marking Period: 4th

;.Suggested Time Frame: Weeks 1 - 3


b. Culture,Customs, and 10.Traditions

Know factors which influ-ences the early formationof an individuals self-concept. (PSYCHOLOGY)

11. Know outward signs by whichpeople in his or herculture display signs ofanger, happiness, anxiety,etc. (PSYCHOLOGY)



X


15. Compare and contrast wayspeople are alike and differ-ent. (PSYCHOLOGY)

128

X

59

X X 4. Have students research and compare thecultures of the Hopi and Navajo Indian tribes.Particular attention should be made to thoseaspects of the culture which are still main-tained today. What changes have these groupshad to make to maintain Indian traditions andstill live harmoniously in today's society?Students should be able to state reasons forthe value of maintaining this culturalheritage. Oral and written reports could bepresented. Students could also respond ina creative writing activity how they wouldfeel if they wre a member of one of thesegroups. Some of the Indian customs couldbe dramatized in the classroom.

5 Students could write to the Governor'soffice in Austin to request informationon the Texas State Fair which is thelargest state fair in the United States.Students could plan a classroom fair andhave each student or a group of studentsresponsible for displays. A token economycould be established to allow visitors tomake purchases at the fair. This is anexcellent activity for schoolwide or PTA/involvement.Students could research the history of theTexas State Fair. What events are usuallyincluded and reasons why the fair hascontinued annually. Students could base

129

Grade Level: 4th

Marking Period: 4th


AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BUPMETT ACTIVITIES

16. Compare and contre.% typesof social groupings.(ANTHROPOLOGY)




20. Know the common character-istics of diverse groups(education, food and clothing,family life, religion).(ANTHRGPOLOPY)



their classroom fair on the informationgathered about the Texas State Fair. Indeciding what to include in the classroomfair, students should discuss possibleadvantages, disadvantages, and outcomesbefore a final plan is devised.

131

Grade Level: 4th

Marking Period: 4th



23.

24.

25.

26.

27.


28.

b.

EnvironmentMan-MadeEnvironment

29.

Identify and explain contri-buting factors involved ina simple problem or issue.(DECISIONMAKING)

Recognize that there arefactors which influencean individual's point ofview. (DECISIONMAKING)

Explore career interestsand ambitions. (PSYCHOLOGY)

Know that comparison is akey process in inquiry anddecisionmaking. (DECISION-MAKING)

Know the cultural contri-butions of ethnic, regional,and racial minority groups.(ANTHROPOLOGY)

Analyze demographic fac- pp 57, 78 Xtors as they relate togeography, economics,shelter, and the environ-ment. (SOCIOLOGY)

Determine the geographicalinfluence on U.S. regionaldevelopments. (HISTORY)

61

X X 6. Students could write to the Grand CanyonNational Park in Arizona to obtain an infor-mation packet which includes a map, informationalbrochures on wildlife and the environment, andpictures. Students could then create a bulletinboard displaying reports, brochures, pictures,maps, etc. Students could also make a flour,salt, and water model of the Grand Canyon. Stu-dents should research the history and theories asto the origin of the Grand Canyon. Walt Disney's

133

Grade Level: 4th

Marking Period: 4th



4. Economics 30. Discuss the need toa. Resources consider natural and

(1) Natural human resources in(2) Man-Made planning changes for the

future. (HISTORY)

134

p 241 pp 186- p 260 X198

62

Grand Canyon Suite 16mm film could be shownif available at your school. This filmshows the beauty of the canyon as you hearthe music of the "Grand Canyon Suite."Students could draw their favorite scenefrom the movie to create a classroom GrandCanyon when all of the pictures are hungtogether.

7. Have students write to oil companies whohave corporate headquarters in Dallas orHouston. Students could research the oilindustry beginning with the search for oil,oil discovery, and then the various processes

involved to get to the finished product.The class could prepare a list of as manyproducts as they can think of which havesomething to do with or as a result of theoil industry. This is an excellent areato tie in science, an energy unit, and adiscussion on conservation. Career possi-bilities could be investigated by thestudents through interviews, research,guest speakers, reports, etc. A comparisonof oil deposits between this region and theho..L nation could be done through mapdrawing, field trips, and guest speakers.

135

Grade Level: 4th

Harking Period: 4th

ingested Time Frame: Weeks 1 - 3


b. Industriesc. Trade and

Commerce

136

31. Identify economic factorsin the development of acountry. (HISTORY)




35. Describe ways of adver-tising. (ECONOMICS)




AMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT

X X pp 261- X263

X X X X

ACTIVITIES

8. Students could research the various jobsassociated with the ranches of this region.Oral reports could be given on each job togive the entire class information on the workrequired of each job. Since different brandswere created for each ranch, the students couldcreate an individual brand that they coulduse on "their ranch." Students should listthe qualities in a person that would be hiredto work on the ranch. A list of questionscould be compiled by the students to be usedto interview other students to work on theranch. Actual job interviews could beheld after the ranch owner designs an ad toappear in a classroom newspaper which wouldannounce job openings on the ranch. Studentscould also research the strength of laborunions on ranches in this region. Are theyprevalent or not? Why? A class discussionor debate could be held concerning benefitsand wages versus the ability of the ranchowner to fulfill the employees' demands.

137

Grade Level: 4th

Harking Period: 4th






42. Compare and contrast urbanand rural life styles invarious areas of theworld. (PSYCHOLOGY)

43. Predict possible outcomesof choices. (DECISION-MAKING)

AMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT

5. Political 44. Know the need for law and XSystems rules in society.a. Cities (POLITICAL SCIENCE)

(1) Capitalof the 45. Know the concept ofstate(s) authority. (POLITICAL

(2) Major SCIENCE)cities ofeach 46. Know the purpose of politicalstate systems. (POLITICAL

SCIENCE)b. State

Government 47. Know the concept of majorityrule. (POLITICAL SCIENCE)

pp 200- X201

64

X

ACTIVITIES

9. Hidden StatesThe names of more than 20 states of theUnited States are hidden in the sentencesthat follow. Each state has all its lettersin their correct order, so see if you canfind them!

After I pay my bill, I noisily go to the mainentrance to say that whenever Monte and Rosemaland down Rio way, I will bring out a huge cakeof large or giant size in their honor, withoutprotocol or adornment, as when you capture acitadel a war ends unless more gongs sound orwaves come swashing to narrow channels. Ademure (miss is sipping tea, giving the lid ahopeful lift, thinking that if the cream is

139

Grade Level: 4th

Marking Period: 4th

=



140

48. Know the process of nomina-tion and election of officers.(POLITICAL SCIENCE)

49. Know the function of studentbody organizations.(POLITICAL SCIENCE)







65

sour I won't care. As for a lemon tanagerscan have it like Balakan sashes or somethingcornical a skater might wear. So when eatingchicken, tuck your napkin under and don't getexasperated, as I find I analyze things betterthat way, for whenever my thoughts begin todisconnect, I cutely twist them together again,and if anyone says, "Oh" I open the door and,as they say in Scotch, Awa! I immediately go!

141

Grade Level: 4th

Harking Period: 4th



IV. RegionsF. Pacific Region

1. History

2. Peoplea. Needs

142

1. Develop a time line.(HISTORY)


3. Identify contributions ofnational and cultural heroesand heroines. (HISTORY)

X pp 204- Chap 14, X205, 224, 15248-249 p 332


5. Identify the basic needs pp 93,common to all individuals. 351(PSYCHOLOGY)

6. Describe the impact of thelearning process in thesocio-cultural develop-ment of the community.

(ANTHROPOLOGY)

1. Students could work in groups to develop atime line for each state in this region.Major historical events should be included.Each student could select one historicalevent and present an oral report about it tothe class as each event is introduced tothe class on the group's time line.

2. Have your students pretend that they areone of the members of the Lewis and Clarkexpedition or a fur trapper who has suddenlyreturned to the region today. Have them writea short essay about the changes that havecome about.

3. Student could read about the Spanishexplorers and settlements in this region andtry to find out what lasting influences theymade to this area.

pp 233, Chap 15 pp 62-64 4. Students could investigate how several large261, 328- cities in this region resolve the problem of333, 340- an increasing need for water. Research343 could go back as far as the Romans building

the aqueduct and comparing that system to theCalifornia Aqueduct. Similar studies andcomparisons can also be made with the hostnation. Creative students might be able todevise a model of an existing aqueduct systemor create a new one. The need for water

66143

Grade Level: 4th

Diaiking Period: 4th

k Suggested Time Frame: Weeks 4 - 6

n.



8. Compare and contrast typesof social groups.(ANTHROPOLOGY)


b. Culture, 10. Know factors whichCustoms, and influence the earlyTraditions formation of an individuals

self-concept. (PSYCHOLOGY)

144



X pp 219, X242-244,252-255

67

X

for irrigation and the use of water to makeelectricity could also be researched.Guest speakers or a study trip to an elec-tric plant operated by water could beplanned if one is close to your school.

5. Students could research legends and traditionsthat are peculiar to this region. Whichcustoms are still celebrated today? A class-room dramatization of a celebration could bepresented. Legends could be shown on astudent-made filmstrip, roll-type paper movie,a diorama, poster, or puppet show. A tapednarration could also be presented.

6. Students could research the influences thatthe Spanish, Mexican, and Asiau immigrantshave established in this region. Studentscould look into customs and traditions orig-inating in the homeland and brought to thisregion 7,nd still continued. Are any of thesecustoms done in the host nation? Has theSpanish, Mexican, and Asian influence affectedarchitecture, food, dress? Why does thisarea attract so many immigrants?

145

Grade Level: 4th

Marking Period: 4th



146






18. Know that what a personfeels toward or about anotherperson is often a responseto a particular behavior.(PSYCHOLOGY)


68

[rade Level: 4th

Marking Period: 4th


:AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES

20. Know common characteristicsof diverse groups (education,food and clothing, familylite, religion).(ANTHROPOLOGY)





25. Explore career interestsand ambitions. (PSYCHOLOGY)

26. Know that comparison is akey process in inquiry anddecision making. (DECISION-MAKING)

148 69

7. Have students or groups of students draw afour inch square on a sheet of paper. Havethem take kernels of corn or beans and start-ing with 1 kernel or bean, begin doubling thenumber. How many times can they double thenumber before there is no longer room to doubleagain. Relate this to the population of theearth if populations continue to grow. Comparegeographical regions of immigrants and newhomes.

149

Grade Level: 4th

Marking Period: 4th




Environmentb. Man-Made

Environment

150

27. Know the cultural contri-butions of ethnic, regional,and racial minority group;.(ANTHROPOLOGY)

28. Analyze demographicfactors as they relateto geography, economics,shelter, and the envir-onment. (SOCIOLOGY)

29 Determine the geographicalinfluence on U.S. regionaldevelopments. (HISTORY)

pp 21, pp 206- Chap 14 X 8.32, 42, 208, 215,48, 56, 217, 225,58, 70- 230-231,75, 87 235-237,

249-251,262-263

70

Have students write NATURAL on one side ofa piece of paper and MAN-MADE on the other.Students should list as many possibilitiesthat they can think of to fit in both columns.A class list should be compiled on the boardfollowed by a discussion on the actualdefinitions of these terms and their charac-teristics. Can something be both naturaland man-made?

9. Have students write to the Red Wood NationalPark to learn about this special forest'.

What climatic characteristics enable thesetrees to grow so tall? Students couldprepare a bulletin board with reports,pictures, maps, of the Redwood area.

10. Students could draw a map of the states ofthis region and then draw the San AndresFault Line. Research could be done todiscover how this natural phenomenom affectspeoples' lifestyles, architecture, etc.Students may be able to interview someonefrom this region.

151

ade Level: 4th

rking Period: 4th

_nested Time Frame: Weeks 4 - 6

OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GINN ASTIC BURDETT ACTIVITIES



152

30. Discuss the need toconsider natural andhuman resources inplanning changes for thefuture. (HISTORY)

X pp 209- X214, 216,227-229

237,

z40-241,256-258

71

p 55 11. Have students investigate the forests. Theyshould become familiar with national forests,the need to conserve trees, the benefits oftrees and forests to the world, the lumberindustry, and the importance of forests toenvironment. Students can write to:

The United States Department of Agriculture,Forest ServiceWashington, DC 20250

Additional information on environmental edu-cation and management of natural resourceswrite to:

Regional National Forest Office,Pacific Northwest Region319 SW Pine StreetP.O. Box 3623Portland, OR 97208

orForest Products Laboratory,North Walnut Street,P.O. Box 5130,Madison, WI 53705

orForest & Range Experiment Station,Pacific Northwest,809 NE Sixth Avenue,P.O. Box 3141,Portland, OR 97208

RFST COPY AVAILABLE

153

11

Grade Level: 4th

Marking Period: 4th



b. Industriesc Trade and

Commerce

154

31 Identify economic factors pp 328 -in the development of a 330country. (HISTORY) X


33 Define the concept ofstrength in unity as itapplies to labor unions.(ECONOMICS)

34 Identify characteristicsof an effective employee orstudent. (ECONOMICS)

35. Describe ways of adver-tising. (ECONOMICS)

pp 259- X260

pp 218, X238-239

72

X

X

The study of the forests and lumber industryshould be compared to the forests and lumberindustry of the host nation. Host nationpolicies regarding forests could be comparedto those of the United States. A group ofstudents might want to investigate the fishingindustry in this region and compare it to thefishing industry in the host nation.

12. Students can investigate the fruit industry.They might try to determine how fresh fruitis transported around the world. They couldcheck the labels or cans of fruit to findout where the fruit came from and where thecannery was located.

13. Students can try to find information aboutthe development of the silicon chip and thehigh technology industry which has developedin this region. They might be able to seehow many of these companies began withindividuals or small groups developing anidea.

155

Grade Level: 4th

Marking Period: 4th










43. Predict possible outcomesof choices. (DECISION-MAKING)

15673

157

Grade Level: 4th

Marking Period: 4th


AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVEL.

BOOK GINN ASTIC BURDETT ACTIVITIES

5. Political 44.

Systemsa. Cities

(1) Capitalof the 45.

state(s)(2) Major

cities ofeach 46.

stateb. State

Government

158

Know the need for law and pp 317,rules in society. 338(POLITICAL SCIENCE)




48. Know the process of nomina-tion and election ofofficers. (POLITICALSCIENCE)



Chap 17, X18, 19

pp 220-221, 225-226, 244-245

74

X 14. Hidden CapitalsLook for names of state capitals in thefollowing paragraph, beginning with theopening sentence:Here you will find names of hidden capitalshidden very well. In August a landlordshould collect rent on the first and byJune autos should be paid for, keeping allcars on city parking lots so that no one willplay jacks on their fenders. Once when I meta nomad I so narrowly escaped, that despitea special ban yachts took us to the artic oncordial terms with the Eskimos. We charmed andoverwhelmed them with chart for designingbetter igloos. We tossed them gifts,including bird manna, polished beads andtrinkets by the bushel enabling us to reachthe boats at our disposal, embarking promptlywhile the pier resounded with cheers and weleft the entire clan singing our praise, witha polar bear named Bobo stonily watching ourdeparture.

159

Grade Level: 4th

Marking Period: 4th




52. Summarize and draw tenativeconclusions. (DECISION-MAKING)

53. Know that comparison is akey process in inquiry anddecisionmaking. (DECISION -

flAKING)



16075

161

Grade Level: 4th

Marking Period: 4th


AREA OF STUDY/CONTENT OBJECTIVESAMERICAN SCHOL- SILVERBOOK GIN! ASTIC BURDETT ACTIVITIES

V. Comparison of Regionsaround the world withthe United StatesA. People

1. Needs

1. Know the common character- pp 97-100 pp 269- pp 340-istics of diverse groups 116-125, 270, 311- 354(education, food & 130-132, 312clothing, family life, 177-179,religion). (ANTHROPOLGOY) 317, 348-

3632. Describe how groups are

formed, maintained, andchanged according to theneeds of divergent cultures.(SOCIOLOGY)


4. Identify the basic needscommon to all individuals.(PSYCHOLOGY)


6. Compare and contrast typesof social groupings.

(ANTHROPOLOGY)

Chap 5, 6,7, 8, 11

1. Students should list basic needs which peopleall over the world share. After each needthe student should then list or explain howthese similar needs are met in differentways. A bulletin board display or individualstudent collages could be prepared using theheadings Food, Clothing, Shelter. Studentscould then draw or cut out pictures frommagazines to show how these needs are ful-filled all over the world. An Internationalor World's Fair could be held in your class-room where each student researches a differentcountry to display various forms of clothingand architecture. International Foodscould also be prepared, served, or sold for afund raising activity. This activity couldalso lead into a study on the United Nations.

163

Grade Level: 4th

Marking Period: 4th



2. Cultures,

Customs, andTraditions

164

7. Know that comparison is akey process in inquiry anddecision. (DECISIONMAKING)

8. Analyze demographic factorsas they relate to geography,economics, shelter, and theenvironment. (SOCIOLOGY)

9. Work in group situations.(SKILL)


11. Compare and contrasttypes of social groupings.(ANTHROPOLOGY)

12. Know cultural character- pp 154- Xistics: customs, 160, 293-folktales, art, national- 305ism, traditions.(ANTHROPOLOGY)

13. Know the cultural coctribu-tions of ethnic, regional,and racial minority groups.(ANTHROPOLOGY)

77

pp 340- Chap 5, 6, 2. Match Game354 7, 8, 11 Students could write a paragraph describing a

particular custom or tradition. Anotherstudent would try to match the custom withthe country in which the custom originated.Still another student could match a cardwhich states a particular region or state inthe United States which also practices thecustom. A class discussion could centeraround why some customs are almost universaland other customes have never left a

165

Grade Level: 4th

Marking Period: 4th

Suggested Time Frame: Wks 7 - 9



B. Economics1. Resources

a. Naturalb. Human

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14. Know the common character-istics of diverse groups(education, food and clothing,family life, religion).(ANTHROPOLOGY)

15. Know the cultural contribu-tions of ethnic, regional,and racial minority groups.(ANTHROPOLOGY)


2. Predict possible outcomesby choices. (DECISIONMAKING)

pp 161- pp 271- p 343165, 226- 274, 283-229, 246- 288, 292-247 297Chap 7

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particular area. What new customes havethe students experienced by living in theirhost nation? Could they initiate a customin the United States when they return thereto live? Have they introduced any UnitedStates customs to the host nation? WhatAmerican customs are now practiced in thehost nation?

Chap 5, 6, 3. A class discussion should begin regarding the7, 8, 11 term "collection." The teacher could print the.

word on the board, ask students to individuallydefine it and then list their personal collec-tions. The discussion should include thefact that collections are enjoyable andusually, in time, become valuable. Askstudents if they have or had a collectionthat they no longer enjoy continuing toincrease. What does one do with thecollection then? The comparison ofcollecting money in a savings account andother hobby-type collections could alsobe made. Students could be encouraged tobring their collections to school to shareor spark an interest in classmates. Thisis an excellent way to initiate publicspeaking by students who feel comfortablewith their topic. A study trip could bemade to a local museum. Discuss where thiscollection came from. The career of a museum

167

Grade Level: 4th

Marking Period: 4th



2. Industries





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pp 104- pp 271- X Chap 5, 6,107, 134- 274, 283- 7, 8, 11140, 147- 288, 292-149 293, 296

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curator could be investigated. Maybe acurator could come to the classroom as aguest speaker. What other areas of studycan materialize from collecting? Askstudents what is meant by the statement -"One person's junk is another's treasure."Who actually determines the value of acollection? Can a collection evolve intoa business?

4. Explain to the students that each one of themhas opened an account at your bank. Eachstudent needs the same sized jar (i.e., babyfood). The jars should be placed together ina designated area of the room. Beans ormarbles or something similar can be usedto reward or pay each student for a good jobat something. The teacher dispenses thetokens. If the student manages to fill his/her jar, the student may be able to purchasesomething at school or classroom store.Maybe the student may be excused from schoolearly on an activity. The student may alsouse his checking account to pay for incom-pleted assignments or bad behavior. At theend of the project ask students what theyhave learned from this activity. A classdiscussion should be as educational tothe teacher as it is to the students.

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Grade Level: 4th

Marking Period: 4th



3. Trade andCommerce

7. Know the obligation associ- Xated with the contract.(POLITICAL SCIENCE)

8. Work in group situations.(SKILLS)

9. Know the concepts of wantsand demands. (POLITICAL(SCIENCE)

10. Predict possible outcomesby choices. (DECISION-(MAKING)

C. Political Systems 1. Compare urban and rurallife styles in variousareas of the world.(PSYCHOLOGY)


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p 299, X301, 314-316

pp 167- X176, 306-311

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X

X

X

5. A. Students first need to make a large U.S.map if one is not available to be usedon a large table top or on the floor.

B. Students can bring in toy trucks (smallmatch box types) and simulate that theyhave a contract to g-t from the WestCoast to the East Coast with a load oforanges.

C. Cards can be produced or students canorally inform the truckers of naturalcatastrophes along the route.

D. Truckers must decide which route to take,the amount of time involved, and thequality of the fruit.

E. This activity can also project goodsthat need to get to another country by acertain date. Other means of transpor-tation could be discussed.

6. Students should select a particular state fromone of the regions studied. A list shouldbe compiled of similarities and difference.'of life styles between urban and rural lifein this state. When this is completed, thestudent should then select a country otherthan the United States (possibly the hostnation) and make the same comparisons betweenurban and rural life. After the two areashave been dissected between urban and rurallife, the student and class should compare therural United States area to the rural areafrom another part of the world. The same

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Grade Level: 4th

Marking Period: 4th



17281

thing can be done for the two urban areasfrom various parts of the world and theUnited States. Interviews could be heldwithin the classroom to utilize the variousbackgrounds that the students have.

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