grade 4 social studies - richland parish school boardrichland.k12.la.us/documents/common core...

Unit 1, Activity 5, Comparing Maps Venn Diagram

Grade 4 Social Studies


Blackline Masters, Social Studies, Grade 4 Page 1 Louisiana Comprehensive Curriculum, Revised 2008

Map Elements Word Grid

Types of Maps Title Key / Legend

Distance Scale

Compass Rose

Intermediate Directions

Highways/ Roads

Political Borders

Landforms

World Map

State Map

Parish Map

City Map



Comparing Maps Venn Diagram

Type of Map

Type of Map

Unit 1, Activity 11, Vocabulary Self-Awareness Chart


Vocabulary Self-Awareness Chart

Word + √ - Example Definition

terra firma

continental drift

folding

faulting

earthquake

volcanism

Unit 2, Activity 2, Physical Characteristics of Regions


Physical Characteristics of Regions

Name of Region Climate Vegetation Landforms / Landscape

Major Bodies of Water

Land Use Natural Resources

Northeast

Midwest

South

West

Unit 2, Activity 2, Comparing Regions Venn Diagram


Comparing Regions Venn Diagram

Region

Region

Unit 2, Activity 3, Settlement of Regions Pros and Cons Chart


Settlement of Regions Pros and Cons Chart

Regions Pros Cons

Northeast

Midwest

South

West

Unit 2, Activity 4, Human Characteristics of Regions


Human Characteristics of the ______________________________________Region

Population (Ancestry)

Food Music Language Customs / Celebrations

Art Religion Folklore

*All of the above features make up the culture of a region.

List the states included in this region

Draw an outline map of this region. Label each state in the region

Unit 2, Activity 7, Natural Disasters in the United States


Natural Disasters in the United States Cause and Effect

CAUSE EFFECT

Natural Disaster

CAUSE EFFECT

Natural Disaster

Unit 2, Activity 1 Specific Assessment, Physical and Human Characteristics Quiz


Name: ______________________________________ Date: _______________

Physical and Human Characteristics Quiz

Directions: Categorize the following terms as either a physical feature of a region or a human characteristic of a region.

Physical Characteristics Human Characteristics

Terms: French language Jazz music Gulf of Mexico Rocky Mountains Warm summers Cinco de Mayo Cattle festival Blizzards Economy Annual rainfall Thanksgiving dinner Surfing Mississippi River Oil reserves Pine trees

Unit 2, Activity 1 Specific Assessment, Physical and Human Characteristics…


Name: ______________________________________ Date: _______________

Physical and Human Characteristics Quiz with Answers

Directions: Categorize the following terms as either a physical feature of a region or a human characteristic of a region.

Physical Characteristics Human Characteristics Rocky Mountains Annual rainfall

Mississippi River Warm summers

Blizzards Oil reserves

Gulf of Mexico Pine trees

French language Cattle festival

Jazz music Thanksgiving dinner

Cinco de Mayo Economy Surfing

Terms: French language Jazz music Gulf of Mexico Rocky Mountains Warm summers Cinco de Mayo Cattle festival Blizzards Economy Annual rainfall Thanksgiving dinner Surfing Mississippi River Oil reserves Pine trees

Unit 2, Activity 5 Specific Assessment, Rubric for Grading the Brochure


Name: ___________________________________________ Date: ________________

Rubric for Grading the Brochure

Criteria 4 3 2 1 Geography- All states within the region as well as major landforms and bodies of water are identified.

All information is complete, neat, and accurate. Information is supported with a picture, caption, and/or map.

Information is complete and neat with one inaccurate piece of information. Information is supported with picture, caption, and/or map.

Information is incomplete and/or two pieces of information are inaccurate. Or, information is complete and accurate but is not supported with a picture, caption, and/or map.

Information is incomplete and three or more pieces of information are inaccurate.

Economics- Types of jobs in this region as well as industries known to this region are identified.





History- Significant historical events are identified and explained; impact on U.S. history is identified and explained.





Natural Resources- These are identified and a general location within the region is given. Additionally, uses for these resources are described.





Unit 2, Activity 5 Specific Assessment, RAFT Writing Assignment Rubric


Name: _________________________________ Date: __________________

RAFT Writing Assignment Rubric

Criteria 4

exceptional 3

effective 2

developing 1

emerging Accuracy How correct is your information? Is it fully supported by the research?

Perspective Do you stay in the role? How effective are you at performing your role and convincing the audience?

Focus Do you stay on the assigned topic? Do you satisfy the topic with numerous details and examples?

Mechanics Does your writing contain a minimal number of mechanical errors?

Name: _________________________________ Date: __________________

RAFT Writing Assignment Rubric

Criteria 4 exceptional

3 effective

2 developing

1 emerging

Accuracy How correct is your information? Is it fully supported by the research?

Perspective Do you stay in the role? How effective are you at performing your role and convincing the audience?

Focus Do you stay on the assigned topic? Do you satisfy the topic with numerous details and examples?

Mechanics Does your writing contain a minimal number of mechanical errors?

Unit 3, Activity 3, Exploration Process Guide


Exploration Process Guide

In the garage you polish your time machine and dream of places to visit and events to witness, until you clean a dial called the Selector. Fill in the Selector window for the journey you will be embarking on: 1. Who is the famous explorer leading the expedition? _______________________________________________ 2. What country is the explorer from originally? ____________________ What country did the explorer sail for? ___________________ 3. Where is the starting port of the voyage? ______________________________ What is the final destination? _______________________________ How long did it take? _____________________________________ 4. What is the explorer seeking? _____________________________________ 5. What motivated the exploration? ___________________________________ 6. What is the mode of transportation used? ______________________________ 7. What continents, countries, states, cities, and/or oceans did the expedition take you through? _______________________________________________________ 8. What hardships did you experience along the route? _____________________ __________________________________________________________________ 9. What discoveries/settlements were made during your journey? __________________________________________________________________ Flash forward in time… Now that you are back home in the present, think about how the expedition has impacted life today for Americans. Discuss the importance of the expedition. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Year Year

Year Year

Selector

Unit 3, Activity 4, Explorer Interview


Explorer Interview Interviewer’s Name: ____________________________ (student) Interviewee’s Name: ____________________________ (student)

Directions: Pretend that the explorer you researched has traveled in a time machine to visit you today! What do you think he/she would think of America today? The interviewer should ask the following questions to the student who is pretending to be the explorer. The student pretending to be the explorer should answer the questions as though he has traveled through time to the present day! As the explorer answers, the interviewer must write the response in the space provided. Background Information on the Explorer: 1. What is your full name? ____________________________________________ 2. From what country did you come? ____________________________________ 3. For what country did you sail? ___________________ When? _____________ 4. How long did your voyage take? _____________________________________ 5. For what are you famous? __________________________________________ __________________________________________________________________ Explorer’s Opinion of Modern America: 6. Looking at America today, we have many modes of transportation: car, bus, cruise ship, plane, etc. If you could take one modern form of transportation back with you to make your voyage, which would you take? Why? ______________________________________________________________________________________________________________________________________________________________________________________________________ 7. Today we use the Internet to locate information and connect with people around the world. If you had access to the Internet before your exploration began, what would you have researched before you left the port? Why? ______________________________________________________________________________________________________________________________________________________________________________________________________ 8. If you could take three items, ideas or inventions back with you, what would they be and how would they help you on your voyage? a.________________________________________________________________ b.________________________________________________________________ c.________________________________________________________________

Unit 3, Activity 4, Explorer and I, Venn Diagram


Explorer and I Venn Diagram

Explorer’s Name

Your Name

Unit 3, Activity 5, What They Brought With Them Split-Page Notes


What They Brought With Them Split-Page Notes Date: Topic: Cultural Contributions of Exploration England

Language:

Food:

Music:

Customs/Celebrations:

Art:

Religion:

Folklore: Other:

Spain Language:

Food:

Music:


Art:

Religion:

Folklore:

Other:

France Language:

Food:

Music:


Art:

Religion:

Folklore:

Other:

Portugal Language:

Food:

Music:


Art:

Religion:

Folklore:

Other:

Unit 3, Activity 6 Specific Assessment, Life-Sized Speaker Project Rubric


Life-Sized Speaker Project Rubric

5 4 3 2 1 Life Sized Speaker

The life- sized character reflects the speaker and is dressed in time- appropriate clothing. A variety of materials was used to create the speaker.

The life- sized character reflects the speaker and is dressed in time period appropriate clothing. A minimum amount of materials was used to create the speaker.

The life- sized character reflects the speaker and is dressed in clothing that closely represents the time period. A minimum amount of materials was used to create the speaker.

The life- sized character barely reflects the speaker and is dressed in clothing that closely represents the time period. A minimum amount of materials was used to create the speaker.

The life- sized character does not reflect the speaker and/or is dressed in clothing that does not represent the time period.

Symbols All five symbols are complete and represent key ideas from the speech.

Four of the five symbols are complete and represent key ideas from the speech.

Three of the five symbols are complete and represent key ideas from the speech.

Two of the five symbols are complete and represent key ideas from the speech.

One of the five symbols is complete and represents a key idea from the speech.

Explanation of Symbols

There is a sufficient explanation of all five symbols.

There is a sufficient explanation of four of the five symbols.

There is a sufficient explanation of three of the five symbols.

There is a sufficient explanation of two of the five symbols.

There is a sufficient explanation of one of the five symbols.

Unit 4, Activity 1, American Culture Opinionnaire


American Culture Opinionnaire Directions: After each statement, write A (Agree) or D (Disagree). Then in the space provided, briefly explain the reasons for your opinions. Remember: Culture is the language, food, music, customs/celebrations, art, religion, and folklore of a group of people in an area. 1. Any baby can be placed into any family on Earth and grow up to learn his/her culture and accept it as his or her own.______ Your Reasons: ______________________________________________________________________________________________________________________________________________________________________________________________________ 2. The way a person dresses says a lot about a person’s culture.______ Your Reasons: ______________________________________________________________________________________________________________________________________________________________________________________________________

3. American culture has not changed in the past and will not change in the future.______ Your Reasons: ______________________________________________________________________________________________________________________________________________________________________________________________________ 4. In most societies, boys and girls are taught the same things about their culture.______

Your Reasons: ______________________________________________________________________________________________________________________________________________________________________________________________________

Unit 4, Activity 6, How Electricity Changed the Day


How Electricity Changed the Day

ACTIVITIES DURING PIONEER LIFE HOW ELECTRICITY CHANGED THE ACTIVITIES

Maintaining a heating stove

Electrically operated furnace made heating automatic

Chopping raw vegetables with a knife

Washing dishes in a pan

Sleeping in a cold bed in an unheated room

Grinding coffee with a hand-made mill

Lighting and maintaining candles and kerosene lamps

Baking bread in a wood-burning stove

Unit 4, Activity 7 Archeology Process Guide


Archeology Process Guide

Directions: Stratify the following objects as they were probably found. Place them in correct order on the excavation chart. Be sure to check the “Help!” story clues. Be prepared to defend your stratification decisions. HELP!

I am an archeologist. The year is 2050. My team and I discovered a most unusual site. For years, this particular group of humans had deposited objects at a central location. My co-workers did not follow appropriate procedures at the site. Instead of carefully mapping the area, they just started digging and removing artifacts. Could you help my scientific investigation? If necessary, use the research you collected on scientific contributions.

Layer 1: _________________________ Layer 2: _________________________ Layer 3: _________________________ Layer 4: _________________________ Layer 5: _________________________ Layer 6: _________________________ Layer 7: _________________________ Layer 8: _________________________

ARTIFACTS * Laptop computer * Beatles’ album * Steering wheel with no horn * Cassette tape player * iPod * Covered wagon * Time warp machine * Wood-burning stove

Unit 4, Activity 7 Archeology Process Guide with Answers


Archeology Process Guide Key

Directions: Stratify the following objects as they were probably found. Place them in correct order on the excavation chart. Be sure to check the “Help!” story clues. Be prepared to defend your stratification decisions. HELP!

I am an archeologist. The year is 2050. My team and I discovered a most unusual site. For years, this particular group of humans had deposited objects at a central location. My co-workers did not follow appropriate procedures at the site. Instead of carefully mapping the area, they just started digging and removing artifacts. Could you help my scientific investigation? If necessary, use the research you collected on scientific contributions.

Layer 1: time warp machine Layer 2: iPod Layer 3: laptop computer Layer 4: cassette tape player Layer 5: Beatles’ album Layer 6: steering wheel with no horn Layer 7: wood-burning stove Layer 8: covered wagon

ARTIFACTS * Laptop computer * Beatles’ album * Steering wheel with no horn * Cassette tape player * iPod * Covered wagon * Time warp machine * Wood-burning stove

Unit 5, Activity 1, Economics Vocabulary Self-Awareness Chart


Economics Vocabulary Self-Awareness Chart


1. scarcity

2. goods

3. natural resources

4. human resources

5. capital resources

6. bartering

7. producers

8. consumers

9. interdependence

10. economics

11. market

12. budget

13. services

14. supply

15. demand

16. investment

17. common goods

18. interest

Unit 5, Activity 1, Economics Vocabulary Self-Awareness Chart



19. taxes

20. profit

21. division of labor/ specialization

22. voluntary exchange

23. direct trading

24. choices/decisions

25. role of money

26. wants

27. needs

28. transportation of goods

29. risk

30. government services

31. goods and services produced in Louisiana

32. competition

33. lending

34. borrowing

35. saving

36. personal incentive

37. user fees

Unit 5, Activity 2, Local, State, and National Economy


Local

State

National

Local, State, and National Economy

Unit 5, Activity 2, Economic Activities/Resources of the United States Chart


Economic Activities/Resources of the United States Chart

Location Activity/Resource Job Opportunities Impact on Location

Local Economy

State Economy

National Economy

Unit 5, Activity 6, Market Concept Map


Market Concept Map

Market

Unit 5, Activity 8, Company Consequence Cards


Company Consequence Cards

Consumers love your product! Even stars are buying those adorable tangram critters. You get 3 more investors at $25.00 each. You earn $75.00.

A recession has hit and people cannot afford these extras. No sale.

A customer came in today and purchased 5 of your animals. If you have the animals to sell, collect $15.00.

The bank called. You must pay them $100.00 on your loan.

Demand is high. The price of the animal is now $4.00. You sell 10. If you have the ten to sell, collect $40.00.

Demand is low. You have had to sell tangrams at a much lower price than you originally thought. You sold 2 at the new price of $2.00 each. Collect $4.00.

Your workers have worked hard and deserve more compensation. Pay each worker $2.00 now as a bonus.

The cost of supplies has gone up. Pay $10.00 to cover the price increase.

Demand is high. A customer will pay you $5.00 for each animal if you can provide 20 right away. If you have 20, sell them and make $100.00. If you don’t, the other company will get the business.

One of your investors wants his investment back. Pay him $25.00 for the investment plus an additional $5.00 in interest.

Unit 5, General Assessment, Economic Bingo


ECONO

Unit 5, Activity 1 Specific-Assessment, Economics Concept Cards


Economics Concept Cards

scarcity goods natural resources

human resources capital resources bartering

producers consumers interdependence economics market budget

services supply demand investment common goods interest

taxes profit division of labor/ specialization

voluntary exchange

direct trading choices/decisions

role of money wants needs transportation of goods

risk government services

goods and services

produced in Louisiana

competition lending borrowing saving personal incentive

user fees

Unit 5, Activity 8 Specific-Assessment, Tangram Animals Flowchart


Tangram Animals Flowchart

Unit 6, Activity 2, Levels of Government


Levels of Government

Appropriate Level of Government

Problem City/Parish

Council State

GovernmentNational

Government

Comments Need for a stop sign at a neighborhood intersection

Animals running loose in the neighborhood

Animals need protection from extinction

Water needed to be moved from one part of the state to another

Need to develop land for a subdivision in current farmland

Need to change the length of the school year

Need to protect the state border in time of war

Need to open a college or university Need to provide disaster relief after a tornado, hurricane, or flood

Unit 6, Activity 6, Bill of Rights Amendments


Bill of Rights Amendments

Bill of Rights Amendment # ______

Definition: ______________________________________________________________________________________________________________________________________________________

Examples: ______________________________________________________________________________________________________________________________________________________

Non-Examples: ______________________________________________________________________________________________________________________________________________________

Illustration:

Unit 6, Activity 6 Specific Assessment, Rights of Citizens Matching Activity

Blackline Masters, Social Studies, Grade 4 Louisiana Comprehensive Curriculum, Revised 2008

Rights of Citizens Matching Activity Directions: Cut out the amendments and the descriptions below. Match them correctly and paste them together on the blank page.

Amendment I Gives the people the right to bear arms or keep weapons.

Amendment II Protects the legal rights of people in criminal proceedings. A person accused of a crime has a right to a fair hearing or trial.

Amendment III Protects the right to a trial by jury.

Amendment IV Provides housing for soldiers in a private home only with the consent of the owner.

Amendment V Powers that are not given to the federal government belong to each state.

Amendment VI Prohibits unreasonable searches and seizures, and requires a warrant if there is probable cause (a good reason).

Amendment VII Protects the rights of people in criminal cases and guarantees the right to a speedy trial. The person accused must be allowed to have a lawyer.

Amendment VIII Provides that people keep certain rights, even though the Constitution does not specifically list them. (Natural rights including life, liberty, and property, or the right to pursue happiness).

Amendment IX Protects freedoms of religion, speech, press, assembly, and right to petition the government for change.

Amendment X Forbids unreasonably high bail to be set by the courts. Also, punishment cannot be cruel and/or unusual.

Unit 6, Activity 6 Specific Assessment, Rights of Citizens Matching Activity


Rights of Citizens Matching Activity Directions: Cut out the amendments and the descriptions. Match them correctly and paste them together below.

Unit 7, Activity 1, Boston Tea Party Reader’s Theater


Boston Tea Party Reader’s Theater 9 Characters: Narrator 1, Narrator 2, King George, Charles Townshend, New England Colonist 1, New England Colonist 2, Middle Colonist, Southern Colonist, Stamp Agent Narrator 1: Take a trip back in time with me to see how our great country began. You already know about the colonists who settled in this new land. First there are the colonists from the New England Colonies. (New England colonists cheer.) Then we have the hard working people from the Middle Colonies (Middle colonists take a bow.) And finally, we have those folks from the Southern Colonies who have taken a break from running plantations to join us. (Southern colonists wave and thank everyone for having them.) Narrator 2: Now, these colonists were quite happy about being in this new land where they could spread out and begin new lives. (Colonists cheer.) But meanwhile back in England… King George: We really need some money! We have had lots of wars and spent lots of England’s money to pay for them. Now we’re low on money, and I’ve got to think of a way to get more. Our English citizens are beginning to get frustrated paying taxes. But how else can we get money? Hey…wait a minute…I’ve got it! Those colonists in the New World, they really owe England for allowing them to live in a place where they can spread out and begin new lives. I think they should pay England for this. I think I’ll talk to one of my government officials and see if we can come up with an idea. Narrator 1: Well, King George and one of his appointed government officials, Charles Townshend, came up with an idea. Charles Townshend: Let’s put a tax on some of the items that we ship over to the colonies. King George: Splendid idea! Narrator 2: So they did. And how do you think this made the colonists feel? (At this point of the Reader’s Theater, stop and question the students on what they have heard so far. Is there a reason that England wanted these taxes? Was it fair to tax the colonists? How will the colonists react to this?)



New England Colonist 1: (talking to all New England colonists) Can you believe this? I mean, is it not enough that we helped fight with the British during the French and Indian War? Now they are asking that we pay for it with money? I for one think we paid enough with lives of our fellow colonists. Middle Colonist: (talking to all Middle colonists) Well, I wouldn’t mind helping so much with taxes if we had some say so in the laws and rules that were made for us to follow. Southern Colonist: (talking to all Southern colonists) I think that this is taxation without representation! That means that we get told to pay a tax, but we do not get to decide what the English government does with the money. New England Colonist 2, Middle Colonist, Southern Colonist: I say we complain about this! Who is with me? All Colonists: We all are! (Stop here and again question the students on what they have heard so far. Ask them to share their feelings on the issue of taxation without representation.) Narrator 1: Now King George was not interested in giving the colonists any kind of decision-making power, but he was also not willing to do away with the tax. In fact, it kind of irritated him that the colonists were complaining so much. So… they made it worse for the colonists by passing a new, even more oppressive tax called… King George (to his government): A Stamp Tax! That’s what we’ll do! We’ll begin a Stamp Tax! That ought to show them who’s boss! They just thought they were unhappy with the taxes on some other goods. This will make them wish they had never thought about that absurd “No Taxation Without Representation” nonsense! Narrator 2: So in 1765 the Stamp Act was passed. Boy, did this ever make a bad situation worse! You may think this was just a tax on a stamp. You know, like the ones you use to mail a letter? But that wasn’t quite it. Because of this Stamp Act, every piece of paper the colonists used such as newspapers, legal documents, even playing cards had to have a British stamp or seal on it. Well, this seal or stamp was certainly NOT free. That’s where the tax came in. In order for you to get a British stamp on your paper (which was the law) you had to pay for it. How do you think the colonists felt about that? (Stop here and share responses and predictions on how the colonists probably reacted to this new tax.)



Stamp Agent: (to New England Colonist reading a newspaper): Excuse me. I believe you need a stamp on that document. You will need to pay for the stamp now, please. New England Colonist 1: I cannot believe how unfair this is! Stamp Agent: Pay now, sir, or I will escort you to jail. New England Colonist 1: (handing over “silver coins”) I’ll pay! I’ll pay! I don’t have much of a choice, do I? Stamp Agent: (to Southern Colonist) I see you have a deck of cards there. Southern Colonist: Yes, I do. I enjoy a good game of cards with friends. Stamp Agent: Well, I am certain that you’re planning to pay me immediately so that I can put this stamp on them and they will then be legal. Southern Colonist: This has gotten ridiculous! A man can’t even enjoy a hobby without being taxed! (As he talks he hands over “silver coins.”) Stamp Agent (to Middle Colonist holding a calendar): I see you’ve got a calendar there. Mind if I check it for a stamp? Middle Colonist: I do mind, but I know that doesn’t matter to you or King George! Here is my money. Give me the stamp. (Hands over the “silver coins” and stamp agent hands over the stamp) (Stop here and ask students to reflect on what they have learned so far and how they feel about it.) Narrator 1: Well, you can see that the colonists were not happy at all about this Stamp Tax! They began to refuse to pay this tax and decided that if King George would not listen they would take their frustration out on the stamp agents. They decided that a good consequence for the stamp agents would be to make them look like giant birds! They actually spread tar all over them and covered them with feathers. (Students will dramatize this.) Narrator 2: King George and the English government decided that since everyone was rebelling and beginning to refuse to pay the tax, they would repeal it or cancel it. Everyone was happy - for a while. Then Charles Townshend suggested that since the colonists



were unhappy with the Stamp Act, he would show them how difficult it would be to pay taxes on other things like lead, glass, paper, paint, even tea! New England Colonist 1: This has gotten out of control! Now everything that comes from England to the colonies has an unfair tax, and we’re still not being represented! We’re back where we started! New England Colonist 2: I have an idea. If we don’t buy anything from England, we won’t have to pay taxes on anything, right? And, if we stop buying things from England, not only will they lose tax money, they will lose business and their country’s economy will begin to struggle. That will hit them where it hurts, don’t you think? They’ll wish they had never uttered the word tax. New England Colonist 1: Great idea! Hurry! Let’s go tell everyone the plan! (Stop here and have students reflect on how this action would hurt England’s economy. Also have them predict King George’s reaction to the boycott on British goods.) Narrator 1: Well, as you might have imagined, the people in England were not at all happy with this news. The most unhappy of all were the English merchants and businessmen. If the colonists refused to buy their merchandise, they would not be able to earn money they needed to live. The merchants were so angry over this that they demanded that the government take this back. The Townshend Acts were repealed in 1770 with the exception of just a small tax on tea. King George just couldn’t let that go. He just had to keep a tax in place even though it was a small one. He really wanted to make a point. Narrator 2: The colonists saw that King George was determined to prove his power, and even though this was now a small tax, it still made them mad because they still had no representation in the English government! They had no say-so in the making of the laws or in the decisions concerning how to spend the money they were paying. They knew King George was only keeping it there to try to show them who was boss, and they were sick of it! In 1773 they finally had enough. Dressed as Indians, the colonists raided a tea ship in Boston Harbor and tore open over 300 chests full of tea. They dumped this tea overboard so that it would not reach land and therefore would not be able to be taxed (New England Colonists act this out). (Stop here and have students reflect on this. Have them predict how King George would feel about this “tea party.”) Narrator 1: Naturally, King George was more than a little angry about this incident. He, too, finally had enough. He was furious that the colonists were so determined not to pay a tax that they resorted to destroying property! But he knew how he could get back at them.



King George: How dare they! Who do they think they are, anyway? Don’t they realize that the tax we required was much lower than it used to be? Why, it’s quite simply a bargain even with the tax. Well, if that’s the way they want to handle business, I can make it so they won’t have any other merchandise to dump into the harbor. I will order all of Boston Harbor closed. There will be no ships sailing in nor will there be ships sailing out. Not only will they not be able to get supplies from England, but also businesses will not be able to ship out, either. We’ll see how quickly they agree to taxes again. Narrator 2: Closing Boston Harbor was a hardship to many people, especially the merchants who were unable to sell their goods. Soon many people were out of work and desperate for jobs. But there was a more positive consequence as well. Instead of having to face this dilemma on their own, the Middle and the Southern Colonies joined in as well. They felt sorry for the colonists in New England. They began to help them out as much as they could by sending supplies and by encouraging the people in the New England Colonies. Each of the colonies had citizens that were united by a common threat: they all had begun to see the need to break away from England. They were tired of being treated as if their opinions did not count. They were ready to unite to declare their independence.

Unit 7, Activity 2, Path to the Revolutionary War


Path to the Revolutionary War * Four copies of this sheet will need to be made per student.

Date Event and Summary Impact on Colonists Illustration

Unit 7, Activity 8, Comparing Constitutions Venn Diagram


Comparing Constitutions Venn Diagram

U.S. Constitution

Louisiana Constitution

Similarities

Unit 7, Activity 9, What Do You Know About U.S. Citizenship Opinionnaire


What Do You Know About U.S. Citizenship Opinionnaire Check One

Statement True FalseYou may become a U.S. citizen by birth or by a process called naturalization.

If you were born in the United States, you are a U.S. citizen, even if your parents were from another country.

You can vote in U.S. elections or hold a U.S. passport even if you are not a citizen – you just have to live in the United States.

You must be 16 years old or older to apply for U.S. citizenship.

You must have lived in the United States for ten years in order to become a citizen.

You must be of “good moral character” in order to become a U.S. citizen.

You do not have to know how to read, write, or speak English in order to become a U.S. citizen.

You must pass a test on basic U.S. history in order to become a citizen of the United States.

To become a citizen, you must be willing to support and defend the Constitution of the United States of America.

If you wish to become a citizen, you must appear before a judge and give your reasons for wanting to do so.

Unit 7, Activity 10, ABCs of Citizenship Template


ABCs of Citizenship

Term

Dictionary Definition

Example from U.S. History

Illustration

Unit 7, Activity 11, Good Citizenship Opinionnaire


Good Citizenship Opinionnaire

Directions: After each statement, write SA (strongly agree), A (agree), or SD (strongly disagree). Then in the space provided, briefly explain the reasons for your opinions.

Statement SA (strongly agree), A (agree), or

SD (strongly disagree)

Reasons for your opinions

“A good citizen takes responsibility for helping home, school, and community to be a good place for everyone.”

“A person who neglects his/her duty as a citizen is not entitled to his/her rights as a citizen.”

“One has the right to be wrong in a democracy.”

“No one is born a good citizen.”

Unit 7, Activity 12, United Nations Split-Page Notes


United Nations Split-Page Notes

Date: Topic: United Nations

What is the United Nations? How many countries are members of the United Nations? What does the United Nations do? How often does it meet? Where does it meet? When did the United Nations begin? Why did it begin? What are some of the greatest accomplishments of the United Nations? How does the United Nations work as a peacekeeper?

Unit 8, Activity 3, A Look at Budgets


Five Ws of the Declaration

A Look at Budgets

Who?

When?

Where?

Why?

Event (What?)

Unit 8, Activity 3, A Look at Budgets


*Create a transparency or present on computer projector.

Personal Budget Family Budget Country/Government Budget Income Expense Income Expense Income Expense

Allowance Snacks Job Food Taxes Schools

Gifts Clothes Car Health care

Gifts House/Apart. Police

Movies Clothes Fire

Utilities

Unit 8, Activity 3, Examining a Personal Budget Process Guide


Examining a Personal Budget Process Guide

Jack’s Personal Budget Money In Money Out

Income Amount Expenses Amount Allowance 10.00 Snacks 1.00Gifts 5.00 Drinks 2.00 Gifts 10.00 School Fair 5.00 Total $15.00 Total $18.00

1. How much did Jack spend? ____________________ 2. How much did Jack save? ______________________ 3. Is Jack’s budget balanced? Explain. ______________________________________________ _____________________________________________________________________________ 4. What changes could or should Jack make? Explain. ________________________________ _____________________________________________________________________________ 5. What other ways could Jack earn money so that he has more money to be spent? _________ _____________________________________________________________________________ 6. What trade-offs might Jack attempt to balance his budget? ___________________________ _____________________________________________________________________________ 7. Why is it important for individuals, families, and the government to have a balanced budget or to have an excess (savings)? __________________________________________________ ____________________________________________________________________________ 8. What decisions may have to be made if the price of food increases? ___________________ ____________________________________________________________________________ 9. What adjustments may have to be made by a family or the government? _______________ ____________________________________________________________________________ 10. If prices of clothing and food decrease, would you save more or spend more? Why? ____________________________________________________________________________ ____________________________________________________________________________

Unit 8, Activity 6 Specific Assessment, Cash, Check, or Credit Three-Ring Venn Diagram


Cash, Check, or Credit Three-Ring Venn Diagram

Unit 8, Activity 6 Specific Assessment, Cash, Check, or Credit Advantages and Disadvantages


Cash, Check, or Credit Advantages and Disadvantages

Type of Payment Advantages Disadvantages

Cash

Check

Credit

Unit 9, Activity 1, Business Plan Flow Chart


Business Plan Flow Chart

What will be produced?

How will it be produced?

For whom will it be produced?

How much will be produced?

Unit 9, Activity 3, Career Listening Guide


Career Listening Guide

Occupation Responsibilities Job Preparation

Future Pay Range Job Locations in

the U.S.

Your Interest

Level

Unit 9, Activity 3, Specific Assessment, Comparing Careers


Comparing Careers

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