trenton public schools elementary curriculum … curiculum guide-3.pdftrenton public schools...

TRENTON PUBLIC SCHOOLS

ELEMENTARY CURRICULUM GUIDE

SOCIAL STUDIES

I. Acknowledgements

II. Board Policy

III. District Mission and Introduction

IV. Curriculum

BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 1

Acknowledgments

Board of Education Members Ms. Sasa Olessi Montano. .............................................................................................President Ms. Mary Taylor-Hayes...................................................................................................Vice President

Ms. Denise Millington, Mr. Jason Redd, Dr. Jane Rosenbaum, Ms. Patrice Daley Ms. Roslyn Council, Ms Justine L. Torres, Mr. Gerald Truehart,,..........................................Board Members

District Administration Mr. Francisco Durán, Superintendent...................................................................................Superintendent of Schools Ms. Lucy Feria......................................................................................................................Chief Academic Officer Mr. Ron Zalika .....................................................................................................................Supervisor of Social Studies

Curriculum Writing

Committee

Debra Amon Lakia Bristow Barry Conboy

Melissa Feeney William Pyper Kira Royster

Matthew Russell Leslie Sanders Robin Strand

Lysette Toro-Mays


POLICY

TRENTON BOARD OF EDUCATION

PROGRAM

2230 CURRICULUM GUIDES

The Board of Education directs the preparation of a guide for each approved course of study in order to direct and assist teaching staff members toward the attainment of goals addressed by that course.

Each curriculum guide will contain, as appropriate to the course of study, content standards; objectives, concepts, and skills to be taught; attitudes and appreciations to be developed; suggested activities designed to achieve the objectives; suggested methods of instruction; performance indicators; evaluation criteria intended to test the extent to which learning objectives have been achieved; and a reading list of supplemental titles for the guidance of teachers.

The curriculum guides will be the basic instructional tool for each course of study.

Each teacher shall conduct the course of study as required by the curriculum guide. Any deviation from the content of the guide must be approved by the Assistant Superintendent for Curriculum, Instruction, and Assessment in advance of its implementation.

The Superintendent shall be responsible for the preparation of curriculum guides, and shall develop a plan for such preparation that includes the participation of appropriate staff members and resource personnel; the participation of members of the community; the participation of pupils at appropriate grade levels; continuing research in instructional methods, materials, and activities; systematic review of all curriculum guides to ensure their continuing usefulness in achieving goals set by the Board; and a system of administrative review to ensure that curriculum guides are being followed by teaching staff members to the degree of conformity desired by the Board.

All new curriculum guides and revisions of existing guides shall be submitted to the Board for approval before they are implemented.

Copies of all current curriculum guides shall be kept on file in the office of the Assistant Superintendent for Curriculum, Instruction, and Assessment.

N.J.S.A. 18A:33-1

Adopted:


Mission Statement "All students will graduate with a vision for their futures, motivated to learn

continually and prepared to succeed in their choice of college or career."

Trenton Public School District

Introduction

Curriculum is a written plan that drives instruction. It delineates the skills and

concepts taught and evaluated to enhance student achievement. The Trenton

Public School District Curriculum Guide includes:

• Alignment to the New Jersey Core Curriculum Content Standards and Supporting

Cumulative Progress Indicators

• "Big ideas" that are essential, enduring, have value beyond the classroom and answer the

question, Why is this topic worth studying?

• Content (students will know ...) and skills (students will be able to ...)

• Assessments

• Teaching strategies and resources

• Cross curricular connections

• A scope and sequence

• A pacing guide

• Technology integration

• Modifications for special education students, English language learners and gifted students


TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE

TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE FOR: SECOND GRADE

Course Description The Second Grade Social Studies Curriculum focuses on communities as a whole. More emphasis is placed on goods and services, producers and consumers, government, economics and geography. Students relate these concepts to their own community and to others in the United States and the world. Exploration of cultural universals will enable students to realize how the availability of resources, the changing environment, and innovation impact everyday life. Through the use of differentiated instructional strategies and 21st century skills, students will actively and responsibly participate in opportunities that promote citizenship, family and social values and instill positive character traits. The following curriculum is aligned with the 2009 New Jersey Core Curriculum Standards (6.1 U.S. History: America in the World & 6.3 Active Citizenship in the 21st Century), 21st Century Life & Career Skills, and the National Common Core Standards for English Language Arts and Literacy in History/Social Studies.

Pacing Guide

Unit

Unit Name Pacing Schedule

# of Days

1 Communities MP 1 45

2 Our Country and State MP 2 45

3 Maps & Globes MP 3 45

4 The World MP 4 45



Unit 1: Communities Pacing: Marking Period 1 Content Area/Course: Second Grade/Social Studies

NJ Core Content Curriculum Standards Addressed in this Unit

NJCCCS 6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect

the rights of people, help resolve conflicts and promote the common good NJCCCS 6.1.4.A.7 Explain how the US functions as a representative democracy, and describe the roles of

elected representatives and how they interact with citizens at local, state and national levels NJCCCS 6.1.4.8.A.8 Compare and contrast how government functions at the community, county, state and

national levels, the services provided, and the impact of policy decisions made at each level NJCCCS 6.1.4.A.11 Explain how the fundamental rights of the individual and common good of the country depend

upon all citizens exercising their civic responsibilities at the community, state, national and global levels

NJCCCS 6.1.2.A.12 Explain the process of creating change at the local, state or national level NJCCCS 6.1.4.B.1 Compare and contrast information that can be found on different types of maps and

determine when the information may be useful NJCCCS 6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and

globes to measure distances and to determine time zones and locations using latitude and longitude

NJCCCS 6.1.4.B.4 Describe how landforms, climate and weather and availability of resources have impacted where and how people live and work in different regions of NJ and the US

NJCCCS 6.1.4.B.5 Describe how human interaction impacts the environment in NJ and the US NJCCCS 6.1.4.B.7 Explain why some locations in NJ and the US are more suited for settlement than others NJCCCS 6.1.4.C.1 Apply opportunity cost to evaluate individuals’ decisions, including ones made in their

communities NJCCCS 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence

decisions made by individuals, communities and nations NJCCCS 6.1.4.C.3 Explain why incentives vary between and among producers and consumers NJCCCS 6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services NJCCCS 6.1.4.C.6 Describe the role and relationship among households, businesses, laborers and governments

within the economic system NJCCCS 6.1.4.C.7 Explain how the availability of private and public goods and services is influenced by the

global market and government. NJCCCS 6.1.4.C.8 Illustrate how production, distribution, and consumption of goods and services are

interrelated and are affected by the global market and events in the world community. NJCCCS 6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives. NJCCCS 6.1.4.C.13 Determine the qualities of entrepreneurs in a capitalistic society. NJCCCS 6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of

New Jersey and the United States. NJCCCS 6.1.4.C.17 Determine the role of science and technology in the transition from an agricultural society to

an industrial society, and then to the information age. NJCCCS 6.1.4.C.18 Explain how the development of communications systems has led to increased collaboration

and the spread of ideas throughout the United States and the world. NJCCCS 6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New

Jersey and America, and describe the challenges they encountered. NJCCCS 6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America’s growth as a

nation, historically and today. NJCCCS 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the

reasons for changes. NJCCCS 6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people. NJCCCS 6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining

Stage 1- Desired Results



traditional beliefs and practices and adopting new beliefs and practices. NJCCCS 6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different

cultural or individual perspectives. NJCCCS 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an

interconnected world. NJCCCS 6.3.4.A.1 Evaluate what makes a good rule or law. NJCCCS 6.3.4.A.2 Contact local officials and community members to acquire information and/or discuss local

issues. NJCCCS 6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community

members about the issue.

Common Core State Standards Addressed in this Unit

See Appendix

Essential Questions Enduring Understandings 1. What is Social Studies? 2. How are atlases, maps, models and globes used? 3. What makes up a community? 4. What are different types of communities? 5. How are community needs met? 6. How do communities change over time? 7. What is the difference between needs and wants

and goods and services? 8. How do people provide services? 9. Why do people work and how do people use

money?

• In Social Studies, we learn about ourselves and others and the world we live in

• Atlases, maps, models and globes all play a vital role in Social Studies

• Transportation, communication, rules and laws are important parts of a community

• Different kinds of communities exist • Communities have specific needs and ways of

meeting those needs • Places have a history and that history is a story of

change • Communities satisfy needs and wants • Goods are made and obtained in a community • Service workers do jobs that help others • People need money to satisfy their needs and wants

and must make choices about how to use their money

Unit Content: Unit Skills: • Review Social Studies concepts and show program

materials • Introduce students to working in groups • Use an atlas to identify where we live • Locate places on a globe and variety of maps • Identify places on a map of a community • Illustrate means of transportation and their importance • Illustrate kinds of communication in a community • Explain the importance of rules and laws in a

community • Compare students’ own community with the one

shown on the map • Compare three kinds of communities: city, town &

farm • Compare all three kinds with students’ own • Identify places that meet community needs • Identify different types of workers and which workers

help meet community needs • Identify people who help solve a community’s

problems

Chronological Thinking • Place key historical events and people in historical

eras using timelines • Explain how the present is connected to the past

Spatial Thinking

• Determine locations of places and interpret information available on maps and globes

• Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments

Critical Thinking

• Distinguish fact from fiction • Identify and use a variety of primary/secondary

sources for reconstructing the past



• Recognize that a community has a history and changes over time

• Identify groups that settled in students’ community • Identify groups that make up the community today • Identify and distinguish between needs and wants • Locate places in a community that satisfies needs and

wants • Identify goods and understand that people produce

them • Identify places on a map where goods are made • Recognize that some people sell goods and that most

people buy goods • Identify places on a map where people can buy goods • Define services as jobs that help people • Identify places on a map and in students’ own

community that provide services • Explain that people need money to satisfy needs and

wants and that they work to earn money • Identify how people make choices about money • Identify why and how people save money

Presentation Skills • Use evidence to support an idea in a written and/or

oral format

Required Performance Task & Criteria:

• Modeling the Future of Trenton – Students will individually create posters in which they illustrate and explain in writing their vision on how their community will change ten years from now. Answers should include new houses, stores, factories, methods of transportation, etc. Students will share their visions with the class and then the class will select which model they prefer.

Other Evidence (Formative & Summative):

Formative

• Differentiated Interactive Notebook Entries • Student Role Playing Activities • Teacher Observation • Exit Slips and 3-2-1 Reflections • Quizzes

Summative: Required: Combined Unit 1 & 2 Assessment

Stage 2- Assessment



Instructional Activities/Strategies to enable students to achieve desired results:

1. Introducing Social Studies – Defining Social Studies, Working Together

2. Looking at the Atlas, Maps and Globes – Using an Atlas, Introducing Maps and Globes

3. Exploring Communities – Identifying a Community, Getting Around, Sharing Information, Rules & Laws, Our

Community

4. Types of Communities – Urban & Rural, Comparing

5. People and Places in a Community – Places, Workers, Leaders

6. Read City Green and complete the Literacy Library lesson plan

7. Our Community’s History – History, Settlers, People Today

8. Read The House on Maple Street and complete the Literacy Library lesson plan

9. Meeting Needs and Wants – Identifying Needs & Wants, Places that Satisfy Needs and Wants

10. Making & Selling Goods – Identifying Goods, Producers & Goods, Buying Goods, Consumers & Goods

11. Read From Fruit to Jelly and complete the Literacy Library lesson plan

12. Providing Services – Identifying Services, Places that Provide Services

13. Earning & Using Money – Why We Need Money, Making Choices with Money, Saving Money

14. Read How the Second Grade Got $8,205.50 to Visit the Statue of Liberty and complete the Literacy Library

lesson plan

Accommodations for ELL & Special Education Students:

See Appendix

Unit Resources Technology Integration

Primary Textbook:

Exploring Where and Why - Second Grade Program

Nystrom Literacy Library

Suggested Software/Hardware:

• Microsoft Office Applications • Desktop Computers/Mobile Laptop Carts

Suggested Websites:

• EWW: Second Grade CD-ROM • See Social Studies Department Webpage for

Comprehensive List of General Resources

Stage 3 – Learning Pan



Unit 2: Our Country and State Pacing: Marking Period 2 Content Area/Course: Second Grade/Social Studies


NJCCCS 6.1.4.A.2 Explain how fundamental rights guaranteed by the US Constitution and the Bill of Rights

contribute to the continuation and improvement of American democracy NJCCCS 6.1.4.A.3 Determine How fairness, equality and the common good have influenced change at the local

and national levels of US government NJCCCS 6.1.4.A.4 Explain how the US government is organized and how the US Constitution defines and limits

the powers of government NJCCCS 6.1.4.A.7 Explain how the US functions as a representative democracy, and describe the roles of

elected representatives and how they interact with citizens at local, state and national levels NJCCCS 6.1.4.A.8 Compare and contrast how government functions at the community, county, state, and

national levels, the services provided, and the impact of policy decisions made at each level. NJCCCS 6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of

fundamental rights. NJCCCS 6.1.4.A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served

as catalysts for social change and inspired social activism in subsequent generations. NJCCCS 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and

determine when the information may be useful. NJCCCS 6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted

where and how people live and work in different regions of New Jersey and the United States.

NJCCCS 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism.

NJCCCS 6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others.

NJCCCS 6.1.4.B.8 Compare ways people choose to use and divide natural resources. NJCCCS 6.1.4.B.10 Identify the major cities in New Jersey, the United States, and major world regions, and

explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences.

NJCCCS 6.1.4.C.9 Compare and contrast how access to and use of resources affects people across the world differently.

NJCCCS 6.1.4.C.14 Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force have played in economic opportunities.

NJCCCS 6.1.4.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.

NJCCCS 6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey. NJCCCS 6.1.4.D.10 Describe how the influence of Native American groups, including the Lenni Lenape culture, is

manifested in different regions of New Jersey. NJCCCS 6.1.4.D.14 Trace how the American identity evolved over time. NJCCCS 6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past

and present. NJCCCS 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the

American identity. NJCCCS 6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture. NJCCCS 6.3.4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to

address such actions.





See Appendix

Essential Questions Enduring Understandings 1. Where is the United States in the world? 2. How can I locate the United States on a map? 3. What is my world address? 4. What are the important natural and cultural features

of the United States? 5. Where is my state located? 6. How can I describe my own state and its neighbors? 7. What are the responsibilities of citizens and our

leaders in the US? 8. Where/what is our country’s national and state

capitals? 9. What were some of the major events in our nation’s

history? 10. Who were the first Americans? 11. Who were some of the most important leaders in

our nation’s history and what did they do?

• The United States is a nation in North America • The United States has many natural and cultural

features as well as natural resources • Inhabitants of the United States have a designated

state, city or town and neighbors • In the United States, citizens, the President, and

Congress all have specific roles and responsibilities • The United States has a national capital as well as

state capitals • Significant people and events have shaped the

history of our country.

Unit Content: Unit Skills:

• Review map symbols & locate symbols on a US map • Use the map key to point out features on the US map • Use directions to describe locations on the US map • Locate the US in North America • Identify some of the major natural features in the US • Identify some natural resources in the US and read

resource maps • Identify some of the cultural features in the US • Identify & locate students’ own state on a US map • Locate neighboring states and describe direction

form students’ own state • Recognize that good citizens vote • Identify some important responsibilities of citizens • Describe the role of the President and Congress • Identify the steps in passing a law • Locate students’ own state capital and Washington

DC on a US map • Locate neighboring states on a US map • Use a timeline to sequence selected events in the

history of the US • Identify some different cultures of the first Americans • Recognize that many groups make up US population • Identify symbols of the US • Identify selected American leaders of past & present • Create timeline to show when selected leaders lived



Spatial Thinking



Critical Thinking




oral format




• Learn About US Cities: Create a master list of various large cities around the United States along with a short bio page on each city. Have students select a city from the list. Each student then creates a large advertisement trying to persuade tourists to visit the specific city. When done, collect all ads to form a class book of advertisements.


Formative


Summative: Required: Combined Unit 4 & 5 Assessment


1. Exploring the United States – Showing Real Places on a Map, Reading a US Map, Getting Around the US,

Locating Our Country

2. Our Country’s Natural and Cultural Features – Natural Features in the US, Natural Resources in the US,

Cultural Features in the US

3. Read The Armadillo from Amarillo and complete the Literacy Library lesson plan

4. Our State – Locating Our State, Neighboring States

5. Our Country’s Government – Citizens and Voting, Responsibilities of a Citizen, the President and Congress,

Bills and Laws

6. Capitals in the United States – Our State and Country Capitals, Other State Capitals

7. Our Country’s History – History of the US, Native Americans, Americans Today, Landmarks of the US

8. Read Samuel Eaton’s Day and complete the Literacy Library lesson plan

9. Our Country’s Leaders – Important American Leaders, Timeline of Our Country’s Leaders

10. Read My Brother Martin and complete the Literacy Library lesson plan


See Appendix

Stage 2- Assessment





Primary Textbook:





Suggested Websites:





Unit 3: Maps and Globes Pacing: Marking Period 3 Content Area/Course: Second Grade/Social Studies


NJCCCS 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and

determine when the information may be useful. NJCCCS 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places

in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence.

NJCCCS 6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude.

NJCCCS 6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.

NJCCCS 6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others.


See Appendix

Essential Questions Enduring Understandings 1. How do I read a map? 2. What are the different perspectives used when

exploring maps and globes? 3. How are symbols and colors used on maps and

globes to identify natural and cultural features? 4. How are grids used to find locations? 5. How is distance measured on maps and globes?

• Maps show a view from above and use colors and symbols to represent key features

• Natural and cultural features shape our nation and are represented on maps and globes

• Grids are used to pinpoint specific locations on maps and globes

• The four cardinal directions (north, south, east, west) are found on all globes and maps

• Distance can be measured on maps and globes

Unit Content: Unit Skills: • Demonstrate that a map view is a view from directly

overhead • Show how colors provide info on maps/globes • Use and create symbols and a map key • Identify how maps/globes are similar and different • Identify natural features • Demonstrate that water flows from high to low land • Define cultural features • Identify/create symbols for cultural features on

maps • Find places on a map and describe their locations • Use and create grids to name locations on a picture

and a map • Identify and use North and South on globes/maps



Spatial Thinking



Critical Thinking

• Distinguish fact from fiction




• Identify and use East & West on globes/maps • Show how to use a compass rose to give directions

in the classroom • Explain distance • Demonstrate one way to measure distance on a

community map

• Identify and use a variety of primary/secondary sources for reconstructing the past

Presentation Skills

• Use evidence to support an idea in a written and/or oral format


• Create a Map with Natural & Cultural Features: Each student will draw a map of a made-up landscape. The student must create and insert all key symbols for important natural features, such as rivers, mountains, hills and lakes. Around the map, the student will create a collage of cultural features evident in his/her made-up location. The student will present his/her creation to the class.


Formative


Summative: Required: Unit 3 Assessment


1. Features of Maps & Globes – Identifying a Map View, Colors on Maps & Globes, Map Key & Symbols,

Comparing Maps & Globes

2. Looking at Natural Features – Exploring Natural Features, Looking at How Water Flows, Natural Features on

Maps

3. Read Alejandro’s Gift and complete the Literacy Library lesson plan

4. Looking at Cultural Features – Exploring Cultural Features, Cultural Features on Maps

5. Locating Places on a Map – Finding Places on a Map, Using a Grid

6. North, South, East & West – North & South on a Globe & Map, East & West on a Globe & Map, Using

Directions

7. Read Look to the North and complete the Literacy Library lesson plan

8. Distances Between Places – Defining Distance, Measuring Distances on Maps

9. Read Three Days on a River in a Red Canoe and complete the Literacy Library lesson plan

Stage 2- Assessment





See Appendix


Primary Textbook:





Suggested Websites:





Unit 4: The World Pacing: Marking Period 4 Content Area/Course: 2nd Grade/Social Studies


NJCCCS 6.1.4.A.14 Describe how the world is divided into many nations that have their own governments,

languages, customs, and laws. NJCCCS 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and

determine when the information may be useful. NJCCCS 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places

in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence.

NJCCCS 6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude.

NJCCCS 6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.

NJCCCS 6.1.4.B.10 Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences.

NJCCCS 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world.

Common Core State Standards Addressed in this Unit See Appendix

Essential Questions Enduring Understandings 1. What are the world’s hemispheres? 2. What causes day and night? 3. What causes climate change? 4. What are the continents and oceans of the world? 5. What are the countries of North America? 6. Who are the people of North America? 7. What are countries on other continents? 8. How are people in other countries and continents

similar and different?

• The earth is divided into hemispheres using the Equator and the Prime Meridian

• The earth’s movement causes day and night as well as the seasons

• The earth contains several continents and oceans, each with distinct cultural and natural features

• Continents and made up of countries with different characteristics and ways of life

Unit Content: Unit Skills: • Identify the Equator and the Northern and Southern

Hemispheres • Identify the Prime Meridian and the Eastern and

Western Hemispheres • Show how the earth’s rotation causes day and night • Show hoe the earth’s revolution causes seasons

and climate • Identify the locations of the continents and oceans



Spatial Thinking


• Use thematic maps and other geographic representations to obtain, describe, and compare




• Identify natural and cultural features of the continents

• Locate major countries in North America • Locate different natural and cultural features on a

continent • Identify selected countries on each continent • Compare life in other countries of the world with life

in the United States

spatial patterns and information about people, places, regions, and environments

Critical Thinking




oral format


• Conduct an Interview: Assign each student a specific continent. Have students take on the role of a

newspaper reporter interviewing a person from that assigned continent. Come up with at least five questions about the person’s continent and way of life. Then write the corresponding answers while taking into account that continent’s cultural and geographical features.


Formative


Summative: Required: Unit 6 Assessment


1. Hemispheres – Northern & Southern Hemispheres, Eastern & Western Hemispheres

2. Day, Night, Climate & Seasons – Day & Night, Climate & Seasons

3. Read Sitti’s Secrets and complete the Literacy Library lesson plan

4. Land & Water – Continents & Oceans, Locating & Describing Continents, Exploring North America

5. People & Places Around the World – Exploring Continents, Continents & Countries Around the World,

People in Other Places

6. Read Boundless Grace and complete the Literacy Library lesson plan

Stage 2- Assessment





See Appendix


Primary Textbook:





Suggested Websites:




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