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Meigs County |
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Meigs County Curriculum |
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3rd Grade - Social Studies |
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Government: Basic Description
The learner will be able to
give a basic description of government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Comprehension |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, Community Government, pp. 131-137 [Textbook]. National Government, pp. 147-157, State Government, pp. 138 - 143, Dictionary, Government Speaker |
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Assessment Resources |
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| · |
Teacher Observation, Observation [Miscellaneous]. Chapter Content Test, Interviews with people from community, Look up definition of government, give examples of government |
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Government: Accomplish Goals
The learner will be able to
describe how government can accomplish goals that could not be achieved individually.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Comprehension |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Discussion, Discuss goals [Textbook]. Discuss a scenerio in which a goal is better achieved by the group rather than one person, Textbook, Video of town meeting |
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Assessment Resources |
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| · |
Teacher Observation, Observation [Miscellaneous]. Class discussion, cooperative groups work to accomplish a goal |
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Law: Create/Groups
The learner will be able to
identify groups of people who create laws.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Law |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, Workbook, pp. 43, 44 [Textbook]. Review Master, pp. 33, 34, Textbook, Video of government officials |
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Assessment Resources |
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Tests, Chapter Test [Textbook]. Worksheet - identifying groups, Role play - meeting at a capitol building |
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Law: Enforce/Groups
The learner will be able to
identify groups of people who enforce laws.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Law |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Civics and Government, policeman, judges [Textbook]. Textbook, List of rules in our school, School Resource Officer |
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Assessment Resources |
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| · |
Teacher Observation, Relate rules to laws [Miscellaneous]. Questions based on speaker's address to students |
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Law: Apply/Groups
The learner will be able to
identify groups of people who apply laws.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Law |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, p. 6 [Textbook]. County Courts, Rules of our classroom, List of laws that people obey |
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Assessment Resources |
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| · |
Written Reports, Journal entry paragraph [Textbook]. Students keep a log of rules/laws they obey |
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Law: Disputes/Groups
The learner will be able to
identify groups of people who handle disputes about laws.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Law |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Discussion, Discuss lawyers, judges, state officials, p. 6 [Textbook]. Picture of a courtroom, judge, attorneys, etc. |
| · |
Cooperative Groups, Discussion [Cooperative Groups]. Description of jobs of judge, attorney, police |
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Law: Purposes/Describe
The learner will be able to
describe the purposes of laws.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Law |
Comprehension |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Discussion, p. 7 [Textbook]. Explain why laws are important and why they are needed, write student answers on board |
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Pictures, Observe for student understanding [Miscellaneous]. Poster of a classroom, city in chaos. Textbook |
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Assessment Resources |
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| · |
Written Reports, Paragraph [Textbook]. Students write paragraph about what it would be like if there were no rules/laws. |
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Principles: Ideas/Values/Significance
The learner will be able to
understand the significance of key ideas and values of American democracy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Democratic Principles |
Comprehension |
Master |
1.0 |
Meigs County, 1-00, TN Standard 4 |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, pp. 181, 184, 218 [Textbook]. Election results from Gore/Bush 2000 |
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Assessment Resources |
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| · |
Teacher Observation, Observation [Miscellaneous]. Compare democracy to dictatorship/communism. List advantages, disadvantages |
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Citizenship: Rules/School/Write
The learner will be able to
write a school rule that meets specific requirements, such as possible to follow, fair, understandable, and/or designed to protect individuals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship |
Application |
Master |
1.0 |
Meigs County, 1-00, TN Standard 5 |
Classroom
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Instructional Resources |
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| · |
Writing, School Rules [Textbook]. Students will do this the first week of school when rules for the classroom and school are discussed. Character counts posters. Chart of classroom and school rules. |
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Assessment Resources |
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Written Reports, Students make school rule list. [Textbook]. Compare lists within the classroom. Vote on which rules are most appropriate. |
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Public Service: Leadership/Powers
The learner will be able to
recognize the powers of a position of leadership.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Pictures, Poster of U.S. Presidents [Miscellaneous]. Textbook |
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Assessment Resources |
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| · |
Workbook, Worksheet - list responsibilities of leaders [Textbook]. Class election - those elected get specific responsibilities |
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Public Service: Leadership/Necessity
The learner will be able to
explain why political leadership is a necessity in a democracy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Comprehension |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, p. 19 [Textbook]. |
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Public Service: Leadership/Value/School
The learner will be able to
explain the value of leadership in his/her school.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Comprehension |
Master |
0.5 |
Meigs County, 1-00, TN Standard 5 |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, p. 19 [Textbook]. Discuss the role of the principal within the school, Game - "Follow the Leader", Principal as guest speaker |
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Assessment Resources |
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Workbook, Worksheet/Quiz - regarding speech of guest speaker [Textbook]. Class Election |
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Public Service: Opportunity/School
The learner will be able to
recognize opportunities for public service in his/her school.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Knowledge |
Master |
0.5 |
Meigs Bd. of Ed, September 1998, Third Grade |
Classroom
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Instructional Resources |
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| · |
Discussion, citizenship [Textbook]. Discuss how students can contribute as citizens. Explore the meaning of citizenship. Clean up playground. Textbook. Read to younger students |
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Assessment Resources |
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| · |
Teacher Observation, Observation [Miscellaneous]. Group participation, Short paragraph |
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Public Service: Value/School
The learner will be able to
explain the value of public service in his/her school.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Comprehension |
Master |
0.5 |
Meigs Bd. of Ed, September 1998, Third Grade |
Classroom
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Public Service: Leadership Opportunities
The learner will be able to
recognize opportunities for political leadership in his/her community.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
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| |
Instructional Resources |
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| · |
Adopted Text, Field Trip to Courthouse [Textbook]. |
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Assessment Resources |
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| · |
Written Reports, Write letters to local elected officials [Textbook]. Questions concerning their duties |
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Public Service: Leadership/Value
The learner will be able to
explain the value of political leadership in his/her community.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Comprehension |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Public Service: Opportunity/Community
The learner will be able to
recognize opportunities for public service in his/her community.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
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Instructional Resources |
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| · |
Textbook, Video of public service jobs [Textbook]. |
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Assessment Resources |
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| · |
Teacher Observation, Research the service and present to class [Miscellaneous]. Students choose a job and role play. |
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Public Service: Value/Community
The learner will be able to
explain the value of public service in his/her community.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Comprehension |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Public Service: Leadership Opportunities
The learner will be able to
recognize opportunities for political leadership in his/her state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
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Instructional Resources |
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| · |
Discussion, state leaders [Textbook]. Discuss people who are the leaders in the state, their duties, and how they were given the opportunity. Textbook |
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Assessment Resources |
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| · |
Teacher Observation, Observation [Miscellaneous]. Write to state representative |
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Public Service: Leadership/Value/State
The learner will be able to
explain the value of political leadership in his/her state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Service |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, State Government, pp. 130-145 [Textbook]. |
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Local: Functions/Analyze
The learner will be able to
analyze the functions of local government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Local |
Analysis |
Master |
1.0 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Discussion, p. 4 [Textbook]. Name titles of government officials. Name responsibility of office holders. Video of town meeting. |
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Civics and Government, cooperative groups [Textbook]. Watch video - identify specific jobs, concerns, duties to which each commissioner discusses or refers. Partners present findings to class. |
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Local: Individual Participation/Name
The learner will be able to
name ways individuals can participate in local government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Local |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Discussion, Voting [Textbook]. Discuss right to vote in local elections, support local officials, attend forums, etc. List of possible concerns or questions about our county/community |
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Assessment Resources |
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| · |
Teacher Observation, Observation [Miscellaneous]. Go to town meeting. Students voice concerns about our community. |
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Local: Service Provided
The learner will be able to
list important services provided by the local government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Local |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 1 |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, p. 5 [Textbook]. Discuss taxes and services provided by them on the local level |
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Assessment Resources |
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| · |
Review Masters, Review Masters 33, 34, Lesson 1 and 2 [Textbook]. Write letters to local officials. Ask questions about services. (See page 15) |
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State: Laws/Capital City
The learner will be able to
understand that state laws are passed in the capital city.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: State |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 3 |
Classroom
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Instructional Resources |
| |
| · |
Adopted Textbook, State Government, pp. 130-145 [Textbook]. Name capital city - Nashville. Discuss laws which might be passed. Map of Tennessee. List duties of Congress. Congress as guest speaker |
| · |
Cooperative Groups, Question and Answer session with speaker [Cooperative Groups]. Group discussion of state officials at capital. |
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State: Governor
The learner will be able to
understand that the person in charge of a state is called the Governor.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: State |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 3 |
Classroom
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Assessment Resources |
| |
| · |
Charts, Identify governor of TN and his responsibilities [Textbook]. Textbook - glossary. News footage of present governor |
| · |
Teacher Observation, Observation [Miscellaneous]. Look up definition of governor. List his responsibilities. |
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Federal: Presidential Elections
The learner will be able to
identify the number of years between a Presidential election.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Federal |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 3 |
Classroom
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| |
Instructional Resources |
| |
| · |
Adopted Textbook, p. 148 [Textbook]. President poster (pictures and years in office) |
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Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. Mock election. |
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Federal: President
The learner will be able to
distinguish between valid and invalid requirements for becoming President of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Federal |
Application |
Master |
1.0 |
Meigs County, 1-00, TN Standard 3 |
Classroom
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| |
Instructional Resources |
| |
| · |
Adopted Textbook, pp. 147, 148 Valid Requirements [Textbook]. U.S. Government, p. 43 |
| · |
Civics and Government, Voting [Textbook]. Have students calculate how many years and months will pass before they can vote for the first time in a national election. |
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Rights/Responsibilities: Interaction
The learner will be able to
describe the interaction between rights and responsibilities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship: Rights/Responsibilities |
Comprehension |
Master |
0.5 |
Meigs County, 1-00, TN Standard 2 |
Classroom
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| |
Instructional Resources |
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| · |
Adopted Textbook, p. 167 - Glossary [Textbook]. Writing a paragraph "Rights and responsibilities help people live and work together." List people at school who have certain responsibilities - Perform a skit that protrays those peoples' responsibilities. Classroom rules and responsibilities. |
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Assessment Resources |
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| · |
Teacher Observation, Observe and review students' compositions [Miscellaneous]. Identify the meaning of each. Give examples of how they relate to each other. |
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Rights: Conflicts/Resolution
The learner will be able to
identify examples from history of conflicts about one's rights and how those conflicts were resolved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship: Rights/Responsibilities |
Comprehension |
Master |
1.0 |
Meigs County, 1-00, TN Standard 3 |
Classroom
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| |
Instructional Resources |
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| · |
Adopted Textbook, pp. 87, 88 [Textbook]. Discuss Revolutionary War, Civil War, Civil Rights Act, 19th Amendment. Martin Luther King - Video of "I have a dream" speech. Brown vs. Board of Education, buy boycott |
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Assessment Resources |
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| · |
Teacher Observation, Observation [Miscellaneous]. Matching worksheet - Event and resolution, Paragraph - how students resolve conflict |
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Rights: Political/Recognize
The learner will be able to
recognize political rights.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship: Rights/Responsibilities |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 3 |
Classroom
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| |
Instructional Resources |
| |
| · |
Voting and Elections, Dennis Fradin, Book [Books]. Guest speaker - Voting Registrar, Textbook |
| · |
Cooperative Groups, Discussion [Cooperative Groups]. Who can vote? Run for office? etc. Class participation. |
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Rights: Personal/Recognize
The learner will be able to
recognize personal rights.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship: Rights/Responsibilities |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 2 |
Classroom
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| |
Instructional Resources |
| |
| · |
Textbook, Bill of Rights, Posters [Textbook]. Constitution |
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| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. Students list rights they have (at school, home, etc.) |
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Rights: Economic/Recognize
The learner will be able to
recognize economic rights.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship: Rights/Responsibilities |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, Guest speaker - Department of Human Services [Textbook]. |
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| |
Assessment Resources |
| |
| · |
Workbook, Worksheets, Quiz, Journal Entry [Textbook]. |
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Responsibilities: Civic/Recognize
The learner will be able to
recognize civic responsibilities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship: Rights/Responsibilities |
Knowledge |
Master |
0.5 |
Meigs County, 1-00, TN Standard 5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Responsibilities [Textbook]. Students will identify different civic responsibilities in the classroom. Video (someone breaking the law.) |
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| |
Assessment Resources |
| |
| · |
Written Reports, Discussion [Textbook]. Students will explain how rights and responsibilities refer to the way members of a group use their rights and carry out their responsibilities. Groups - write paragraph - "Why we should obey laws and report those who don't" |
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Safety: Analyze
The learner will be able to
analyze safety situations and procedures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship: Safety |
Analysis |
Master |
1.0 |
Meigs County, 1-00, TN Standard 1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Discussion, Safety responsibility [Textbook]. Discuss safety responsibility in the classroom, on the playground, in the home, and cafeteria. Evacuation plan for our school. (TVA) |
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| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. Class discussion, Paragraph - procedures, why evacuate, etc. |
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Voluntarism: Examples/Name
The learner will be able to
name examples of voluntarism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Voluntarism |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Discussion, Volunteer Organizations [Textbook]. Name volunteer organizations and their purpose. Example: Boy Scouts, Girl Scouts, School Organizations, Red Cross, Salvation ARmy, Hospital Workers, Peace Corps. Textbook, Worksheet, Video |
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| |
Assessment Resources |
| |
| · |
Teacher Observation, Oral Observation [Miscellaneous]. Students can report on purposes of various organizations. Worksheet - candy striper, Little League Coach, food collector, etc. |
|
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Voluntarism: Common Good/Explain
The learner will be able to
explain how voluntarism promotes the common good.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Voluntarism |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Discussion, Volunteer [Textbook]. Have students tell what they could volunteer to do that would make a difference in their community |
| · |
Adopted Text, Video [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Oral Observation [Miscellaneous]. Have students draw pictures that depict volunteers aiding people. Paragraph - "How volunteers help our community" |
|
|
Necessity: Describe
The learner will be able to
explain the basic necessity of government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Necessity |
Comprehension |
Master |
0.5 |
Meigs County, 1-00, TN Standard 3, 4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, p. 131 [Textbook]. Discuss the necessity of government on the local, state, and national level. Identify a problem or issue - Have students brainstorm possible solutions correlating issue to the way government operates |
| · |
Civics and Government, oral assessment [Textbook]. Students compare government to how our school is run. Role play and presentations |
|
|
Function: Society/Associate
The learner will be able to
associate a government function with its effect on society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Function |
Synthesis |
Master |
1.0 |
Meigs County, 1-00, TN Standard 3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, p. 3 [Textbook]. Discuss porpose of election, select candidates, candidate speeches, posters, ballots. Picture of our school, classroom, and students |
| · |
Civics and Government, Mock Election and class discussions [Textbook]. Students identify ways school affects them. (government fun) |
|
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Function: Analyze
The learner will be able to
analyze the functions of government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Function |
Analysis |
Master |
1.0 |
Meigs County, 1-00, TN Standard 1, 3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, pp. 130-145 [Textbook]. Explain the purposes, structure, and responsibility of government. Cooperative Groups. Encyclopedia |
|
| |
Assessment Resources |
| |
| · |
Tests, Ch. 6 test [Textbook]. Research paper/report. Quiz |
|
|
Function: Purposes/Describe
The learner will be able to
describe the basic purposes of government in the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Function |
Comprehension |
Master |
0.5 |
Meigs County, 1-00, TN Standard 3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Discussion, Discuss purpose and importance of government [Textbook]. Video: Bill of RIghts (School House Rock), Book: The Supreme Court Book: District of Columbia in Words and Pictures. Civics and Government, See: Day 5. Textbook, Encyclopedias |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observe student understanding [Miscellaneous]. Paragraph - Government purposes (work in cooperative groups) Role play |
|
|
Community: Interpersonal Relationships
The learner will be able to
the learner will be able to understand the dynamics of interpersonal relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community |
|
Master |
1.0 |
Meigs County Bd of Ed(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, Worksheets and Review Masters [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Content Test [Textbook]. Interviews with people from community |
|
|
Folklore: Heroes
The learner will be able to
identify folk heroes that are a part of U.S. cultural history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Folklore |
Knowledge |
Master |
2.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Paul Bunyan, Johnny Appleseed, Davey Crockett, Teacher Directed [Accelerated Reader]. |
| · |
Paul Bunyan, John Henry, Davey Crockett, Johnny Appleseed, SVS [Video]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observe for Student Understanding [Miscellaneous]. |
|
|
Community: Draw Conclusion/Picture
The learner will be able to
use a picture to draw conclusions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community |
Application |
Master |
1.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
pictures of different kinds of communities, observe and compare [Miscellaneous]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observe for student understanding [Miscellaneous]. |
|
|
Community: Draw Conclusion/Information
The learner will be able to
use information about a person and his/her community to draw conclusions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community |
Application |
Master |
1.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
List similarities and differences between communities, Workbook [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation, Oral Assessment, Independent Practice [Miscellaneous]. |
|
|
Culture: Way of Life
The learner will be able to
make inferences about a culture's way of life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
Evaluation |
Master |
2.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
p. 310, Discuss culture [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Community: Housing/Similarities
The learner will be able to
identify similarities in different forms of housing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Indian Groups, Show different Indian groups and their housing [Bulletin Boards]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observe for Student Understanding [Miscellaneous]. |
|
|
Literature: Biography
The learner will be able to
identify the main idea of a biographical passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Humanities |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
""On the Day Peter Stuyvesant Sailed into Town, p. 232 [Literature]. |
| · |
""In Coal Country" Judith Hendershot, p. 62 [Literature]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, oral assessment and observation [Miscellaneous]. |
|
|
Culture: Define
The learner will be able to
define culture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Discuss culture, p. 310 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Family: Different Places
The learner will be able to
understand how families differ in various places of the world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Family |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Draw, compare, and contrast families from different countries, Pictures [Miscellaneous]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, oral assessment and observation [Miscellaneous]. |
|
|
Holidays: Significance/World
The learner will be able to
understand the significance of holidays in countries around the world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Holidays |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Books about Columbus, Pilgrims, Presidents, Martin Luther King, Troll - I Can Read About July 4, 1776 [Literature]. Crowell Holiday Book - Flag Day, The 4th of July Story by Alice Dalgliesh |
| · |
Time Lines, Create or draw a time line [Miscellaneous]. |
| · |
#19 Events we Celebrate, Transparency [Transparencies]. Book - "The First Thanksgiving" |
|
| |
Assessment Resources |
| |
| · |
Written Reports, Oral Assessment, Journal Entry [Textbook]. |
|
|
Culture: Change/Reasons
The learner will be able to
list possible reasons for cultural change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, p. 130 [Textbook]. Talk about the movement of the early settlers and the countries they represented. Discuss the influx of various cultural groups who come to the US from other countries |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Culture: Shared Elements
The learner will be able to
examine how people share elements of their culture with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
Analysis |
Master |
1.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Culture, Cooperative Groups [Teaching Strategies]. Cooperative groups will explore and report on various cultures and how they share with others. Writing assignment |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Past: Live/Work/Understand
The learner will be able to
understand how communities in the past lived and worked together.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Past |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Pilgrims, Colonial Life in America by Margaret C. Farguhar [Literature]. Make a Colonial Village |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Family: Live/Work/Understand
The learner will be able to
understand how families live and work together, both in present and past times.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Family |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Time Lines and graphs, p. 4 - 21 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Tests, Unit and Chapter tests - Ch. 9, Oral Assessment [Textbook]. |
|
|
Time: Vocabulary/Use
The learner will be able to
use vocabulary related to the chronology of time, including ancient, modern, and/or future time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time |
Application |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Time Lines and graphs, pp. 190, 201, 218 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Workbook, Workbook, p. 62 - Skills Test - Ch. 9 [Textbook]. |
|
|
Time: Calendar/Year/Decade/Century
The learner will be able to
understand calendar time, including years, decades, and centuries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Calendars, Recent and Past Calendars (if available) [Miscellaneous]. |
|
|
Change: World/Time
The learner will be able to
understand how world communities change over time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, pp. 278 - 293 [Textbook]. Pen Pals, Text 273 - 292, Textbook Review Masters |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Oral Assessment [Miscellaneous]. |
|
|
Change: Historical Photographs
The learner will be able to
observe change over time through studying historical photographs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
Application |
Master |
1.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
""A Trunk Full of History" by Susan Nanus, Painting: "The Grey Hills", p. 53 [Literature]. |
|
|
Awareness: Historians
The learner will be able to
understand how historians learn about the past when there are no written records.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Awareness |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
5th Grade Social Studies Edition, Ch. 1, Historic site, p. 142, Artifacts [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Analysis: Main Idea/Pictures
The learner will be able to
identify the main idea from a series of pictures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Analysis |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Painting by Georgia O'Keeffe, p. 53 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Analysis: Draw Conclusion/Pictures
The learner will be able to
use pictures to draw conclusions about historical events or people.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Analysis |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Time Lines, pp. 190, 201, 218 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Oral Assessment [Miscellaneous]. |
|
|
Analysis: Cause and Effect/Recognize
The learner will be able to
recognize historical cause and effect relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Analysis |
Knowledge |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
|
Analysis: Events/Inferences
The learner will be able to
use information presented in a chart to make inferences about historical events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Analysis |
Evaluation |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, pp. 81, 102-103, 110, 134, 306 [Textbook]. make chart |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Oral Assessment [Miscellaneous]. |
|
|
Time: Timeline/Use and Organize
The learner will be able to
use and organize information presented in a timeline.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time: Chronological Order |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Ch. 9, pp. 190, 201, 218-219 [Textbook]. Time Line Activities - Make a timeline to show early events in our history, Review Masters |
|
| |
Assessment Resources |
| |
| · |
Individual Time Lines, Skills Test - Ch. 9, Oral Assessment [Textbook]. Students create their own timelines |
|
|
Data Interpretation: Bar Graph/Analyze
The learner will be able to
analyze information presented on a bar graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Analysis |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Utilize and construct bar graphs, pp. 65, 75, 81, 83, 109, 178, 242, 318 [Textbook]. Bar Graphs will show temperature in our area and pets of students |
|
|
Data Interpretation: Table/Read
The learner will be able to
read a table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Tables, pp. 110, 134, 221 [Textbook]. |
| · |
Tables, check tables and oral observation [Textbook]. |
|
|
Data Interpretation: Flow Chart
The learner will be able to
understand the purpose of a flow chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Flowcharts, pp. 102-104, 110 [Textbook]. Making a card, 102, 103 |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Data Interpretation: Chart/Read
The learner will be able to
read a chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Charts, pp. 303, 306 [Textbook]. |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Data Interpretation: Types
The learner will be able to
identify different types of graphs, such as line graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Graphs, pp. 65, 75, 83, 109 [Textbook]. Using Line Graphs (Text) 318-319 |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
|
Technological Developments
|
Transportation: Sequence
The learner will be able to
sequence modes of transportation in chronological order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transportation |
Application |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Time Lines Computer, pp. 218-219, 280-281 [Textbook]. |
| · |
Time Lines, Check student time lines [Textbook]. |
|
|
Transportation: Graphs
The learner will be able to
draw conclusions about transportation from information presented in a graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transportation |
Application |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Graphs, pp. 280-281 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Communication: Written/Origin
The learner will be able to
comprehend the origin of written communication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
|
Science: Achievements/Various
The learner will be able to
identify significant scientific achievements of various historical societies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Math/Science |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Page was not in curriculum guide, N/A [Miscellaneous]. |
|
|
Technology: Sequence
The learner will be able to
sequence technological developments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Technology, p. 286 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
State History: Settlers
The learner will be able to
explain why early settlers came to his/her state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| State History |
Comprehension |
Master |
4.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
#13, Settlers [Transparencies]. |
| · |
No titles listed, Indians - Cherokees, etc. Europeans 1500 [Literature]. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter and Unit Tests, Oral Assessment [Textbook]. |
|
|
State History: Influence/People
The learner will be able to
recognize significant people that influenced the history of his/her state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| State History |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Tennessee Unit, CD-Rom [Technology Plan]. |
|
|
State History: Influence/Events
The learner will be able to
recognize significant events that influenced the history of his/her state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| State History |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
|
State History: Influence/Trends
The learner will be able to
recognize significant trends that influenced the history of his/her state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| State History |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
|
State History: Order of Events
The learner will be able to
identify the order of events within his/her state history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| State History |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
|
Figures: Introduce
The learner will be able to
begin to understand the significance of historical figures, such as Abraham Lincoln, Martin Luther King, Jr., and Susan B. Anthony.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Figures |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Living History Series, Abraham Lincoln [Literature]. Martin Luther King, Jr., Susan B. Anthony |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Figures: Revolutionary Leaders
The learner will be able to
understand the significance of revolutionary leaders, such as George Washington, Thomas Jefferson, and Benjamin Franklin.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Figures |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Revolutionary War - George Washington, Literature [Literature]. |
| · |
158, 159, 204, 205-206, Historical Figures [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Symbols: Monuments
The learner will be able to
identify major American monuments, such as building and statues.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Symbols |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Historical Symbols, p. 162 [Textbook]. |
| · |
#5 and #6, Transparency [Transparencies]. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Test [Textbook]. |
|
|
Symbols: Flag/Stripes
The learner will be able to
understand what the stripes on the American flag represent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Symbols |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book: Story of our Flag and American History for Children-US Fla, The Thirteen Original Colonies [Literature]. Discuss the Thirteen Original Colonies and that they are represented by the stripes on our flag. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Symbols: Patriotic/Understand
The learner will be able to
understands the significance of historical symbols.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Symbols |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Post Office, Field Trip to Post Office [Field Trip]. Visit a post office having replicas of symbols and discuss them |
| · |
Adopted Text, pp. 184,185 [Textbook]. |
| · |
Cooperative Groups, Patriotism [Cooperative Groups]. Have students plan a Flag Day celebration |
|
|
Exploration: Discovery of America
The learner will be able to
explain the discovery of America by Christopher Columbus and other European explorers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exploration |
Comprehension |
Master |
2.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, pp. 192-194 [Textbook]. |
| · |
(Living History) Christopher Columbus, Discovery of America [Video]. |
|
|
Colonial America: Jamestown
The learner will be able to
explain the settlement of Jamestown.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial America |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Colonial America [Textbook]. |
| · |
(Living History) Pocahontas, Pocahontas [Video]. |
|
|
American Indian: Daily Necessities
The learner will be able to
explain how various American Indian nations obtained their daily necessities, such as food, clothing, and/or shelter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Indigenous People |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, American Indian: Daily Necessities [Textbook]. |
| · |
(American History) Native Americans, Video [Video]. |
|
|
Plains Native Americans: Housing
The learner will be able to
understand the use of tepees by the Plains Native Americans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Indigenous People |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Make Tepees, Discuss Native housing [Miscellaneous]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
American Indian: Customs/Describe
The learner will be able to
describe the customs of various American Indian nations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Indigenous People |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Indians, Indian nations and their customs [Bulletin Boards]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
American Indians: Settlers/Affect
The learner will be able to
determine the effect of new settlers on various American Indian nations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Indigenous People |
Analysis |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Indians, Discuss effects of expansion upon the Indians [Teaching Strategies]. |
|
|
Indigenous People: Environment/Explain
The learner will be able to
explain how various indigenous groups adapted to their environments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Indigenous People |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
|
American Indian: Movement/Environment
The learner will be able to
associate the movement of various American Indian nations with characteristics of the natural environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Indigenous People |
Synthesis |
Master |
2.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Indians, Discuss why movement was necessary for survival [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. |
|
|
Goods/Services: Needs/Wants/Vary
The learner will be able to
understand how needs and wants may vary in different places.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Goods/Services |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Goods/Services, Compile list [Teaching Strategies]. Compile list of goods and services. Name goods and services, stores in our community. Maps, globes, atlas. Video of underdeveloped nation |
|
| |
Assessment Resources |
| |
| · |
Tests, Needs/Wants [Textbook]. Assess discussion groups, Decide whether activity represents uses of goods or services, Adopted Testbook Test. Verbal responses, Participation in discussion, Paragraph comparing needs/wants in US and poor country |
|
|
Services: Business
The learner will be able to
associate a service with a type of business.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Goods/Services |
Synthesis |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Goods/Services, Discussion [Textbook]. Discuss where or who provides goods not provided in students' community. Pictures of various businesses. Community helper pictures/posters. |
| · |
business person, Invite local business person to speak to class [Guest speaker]. |
| · |
Textbook, Textbook [Textbook]. |
| · |
Pictures, goods and services [Miscellaneous]. Select pictures from magazines that show examples of goods and services and label |
|
| |
Assessment Resources |
| |
| · |
Tests, Oral assessment, Textbook Test [Textbook]. Participation in group discussion. Role play. Worksheet - match service with business |
|
|
Goods/Services: Transportation
The learner will be able to
associate methods of transportation with goods and/or services.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Goods/Services |
Application |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, p. 239 [Textbook]. Discuss how goods are transported from one area to another |
| · |
Adopted Text, Discussion [Textbook]. Discuss how goods are transported from one area to another. Models of ships, trucks, planes, etc. Different catalogs, Various items (clothes, food, etc.) |
|
| |
Assessment Resources |
| |
| · |
Tests, Textbook Test [Textbook]. Worksheets, paragraph, poster |
|
|
Goods/Services: Distribution
The learner will be able to
explain how changes in modes of transportation and communication impact the distribution of goods and services.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Goods/Services |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, Discussion [Textbook]. Discuss how inventions directly affect the modes of transportation and their impact on individuals in obtaining goods |
|
| |
Assessment Resources |
| |
| · |
Written Reports, Assessment [Textbook]. Assess discussion groups. Have students write a paragraph on the effects of modern mechanization on distribution of goods |
|
|
Income: Earning Money
The learner will be able to
identify methods for earning money.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Income |
Knowledge |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Income, p. 240 [Textbook]. Explore the ways that modern inventions have created a demand for better trained workers. Name jobs and qualifications required. Ask students how their parents earn money. Job charts, play money, trade books |
| · |
Graphs, Identify jobs and make a pie graph [Textbook]. Role play, paragraph about chosen career |
|
|
Supply/Demand: Competition
The learner will be able to
understand the cause and effect of competition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Supply/Demand |
Application |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Supply and Demand, Make connection between supply and demand [Textbook]. Production Evaluation Chart, p. 221, Video of commercials advertising a similar product. Sale Papers (Wal-Mart, K-Mart) |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Oral Assessment and Assess discussion groups [Miscellaneous]. Cause/Effect worksheets, Shopping Lists and total costs |
|
|
Economics: Money/Spending
The learner will be able to
recognize methods of spending money.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Money/Spending, Discussion [Miscellaneous]. Ask students what they buy at the stores and how they pay. Play Money, Credit Cards, Checks |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Oral Assessment [Miscellaneous]. Set up a "pretend store" - students shop using different methods. Check writing. Make budgets |
|
|
Economics: Budget/Examine
The learner will be able to
examine a simple budget.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Analysis |
Master |
1.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Graphic Organizer, Budget Plan, p. 240 [Textbook]. Graphic Organizer Salary/Budget/Needs/Wants/Savings, Handouts - break down of monthly expenses |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. Group discussion and participation. Students set and make a budget schedule |
|
|
Economics: Decision Making
The learner will be able to
explain how economic decision making is influenced by opportunity cost, scarcity, and price.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, p. 353 [Textbook]. Analysis of gas prices over past few years. Textbook (Chapter on San Francisco & Gold Rush) |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Assess discussion groups [Miscellaneous]. Worksheet - comparing prices of various items over a long period of time |
|
|
Economics: Resources/Economic Growth
The learner will be able to
understand the importance of human, natural, and capital resources to economic growth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Charts, Textbook [Textbook]. Charts of natural resources, human contributions (jobs) Ex. trees=paper |
| · |
Workbook, Worksheets, Lecture, and Discussion [Textbook]. Process of how each effects the other (human, natural, capital) |
|
|
Employment: Work/Understand
The learner will be able to
show an understanding of the world of work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Employment |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Culture, Money Around the World 303 [Teaching Strategies]. Videos - different kinds of work - manufacturing, service jobs, corporate jobs, etc. Textbook |
| · |
Cooperative Groups, Cooperative Groups [Cooperative Groups]. Role Play - incorporating different jobs in different areas of the world. Test |
|
|
Topography/Introduce
The learner will be able to
become familiar with the topography of his/her surroundings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Introduce |
1.0 |
Meigs County Bd of Ed(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Maps, Topographical globe, maps, textbook [Textbook]. |
| · |
Graphs, Draw map [Textbook]. Draw map of playground, neighborhood, park, etc. pointing out physical and natural features |
|
|
Concepts: Affect/Human Life
The learner will be able to
describe how geography affects human life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geographical Concepts |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, pp. 49 -52 [Textbook]. Paint a mural, Maps, Weather Maps |
|
| |
Assessment Resources |
| |
| · |
Workbook, Worksheet [Textbook]. matching, multiple choice, close sentences, class lecture/discussion |
|
|
Concepts: Affect/Community Development
The learner will be able to
describe how geography affects the development of communities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geographical Concepts |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Maps, Physical Features of the US [Textbook]. Map with populations labeled (1/3 of U.S. lives on Eastern Seaboard). Textbook. Map of our country |
|
| |
Assessment Resources |
| |
| · |
Review Masters, p. 15 [Textbook]. Draw maps of our neighborhoods w/geographical features |
|
|
Concepts: Terms/Place
The learner will be able to
associate a geographical term (e.g. island) with a place (e.g., Hawaii).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geographical Concepts |
Synthesis |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, pp. 50-52 [Textbook]. Cooperative Learning - Make a topographical map of US Maps with labeled places. Outline maps |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. Worksheet - matching pictures to words, Label maps |
|
|
Regions: Local Topography/Model
The learner will be able to
construct a model of the topography of his/her local region.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Regions |
Application |
Master |
2.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Maps, Make a topographical map of local region [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. Make salt maps |
|
|
Physical Resources: Renewable/Feature
The learner will be able to
name the features of renewable physical resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Resources |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, pp. 57 - 59 [Textbook]. |
| · |
Adopted Text, Worksheets, Video - Lumbering, fishing, etc. [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Workbook, Worksheet [Textbook]. Give examples, Quiz, List features of renewable resource |
|
|
Physical Resources: Nonrenewable/Feature
The learner will be able to
name the features of nonrenewable physical resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Resources |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, List of nonrenewable resources - water, oil, etc. [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Workbook, Worksheet [Textbook]. Match resource to renewable or nonrenewable. Class participation. Define nonrenewable resource |
|
|
Map: Symbols/Use/Locate
The learner will be able to
use map symbols to locate places.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map/Globe Skills |
Application |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, p. 24 [Textbook]. Identify map symbols |
|
| |
Assessment Resources |
| |
| · |
Review Masters, Understanding the Lesson Review Master Ch. 2, p. 9 [Textbook]. Class group discussion locating places. Worksheet - map key - finding places, answering questions |
|
|
Map: Neighborhood
The learner will be able to
use a neighborhood map to find locations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map/Globe Skills |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Maps, globes, draw neighborhood maps [Textbook]. locate specific places |
| · |
Maps, Maps of Meigs County and neighborhoods [Textbook]. |
| · |
Graphs, Presentations [Textbook]. Drawing maps of own community/neighborhood |
|
|
Map: Land Use
The learner will be able to
identify land use on a map.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map/Globe Skills |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Maps, p. 54, 57, 65, 77, 82 [Textbook]. p. 54 (physical features) p. 57 (coal and oil), p. 65 (forests), pp. 77, 82 (corn and wheat) Maps with various kinds of farming, mining, etc. labeled |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. Create bar graphs showing/identifying land uses in different areas |
|
|
Map: Draw Conclusion
The learner will be able to
use the information presented on a map to draw conclusions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map/Globe Skills |
Application |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, p. 28 [Textbook]. Maps |
| · |
Maps, Various maps [Textbook]. Maps (population, topographical, land usage, etc.) |
|
| |
Assessment Resources |
| |
| · |
Teacher Observation, Observation [Miscellaneous]. Students work in cooperative groups to create maps of various kinds and present to the class |
|
|
Map: Grid
The learner will be able to
read a basic grid map.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map/Globe Skills |
Application |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, pp. 124, 125 [Textbook]. Community Grid Map, Grid map of Washington, D.C. |
|
| |
Assessment Resources |
| |
| · |
Maps, Grid Maps [Map]. Students work together to locate places in D.C. using grid map. Create grid map of school or playground. Define longitude and latitude |
|
|
US Geography: State
The learner will be able to
identify specific states given a map of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| US Geography |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Maps, U.S. Map - Color Specific States [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Geography, Check map for understanding [Textbook]. Each student chooses different state. They draw a picture of it and memorize its location. Look up facts about that state. Label outline map and color. Make a book of maps. |
|
|
Populations: Settlement/Factors
The learner will be able to
identify factors that affect human settlement patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, pp. 226, 229, 250-252 [Textbook]. Population labeled map. Tradebook - "Pilgrims" |
| · |
Cooperative Groups, Group question and answer session [Cooperative Groups]. Discuss weather, natural resources, etc.) Lecture/Discussion of natural resources (water, animals (f00d), trees, etc.) |
|
|
Human-Environment: Affect/Community
The learner will be able to
describe how the environment affects the development of communities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human-Environment Interaction |
Comprehension |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, Textbook, population and weather maps [Textbook]. |
|
|
Human-Environment: Effect/Pictures
The learner will be able to
identify a picture of how humans have altered the natural land.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human-Environment Interaction |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, Conservation [Textbook]. Pictures of New Amsterdam vs. New York City Today |
| · |
List similarities and differences between communities, List changes [Work Books]. Students list physical changes they see when comparing the two pictures |
|
|
Human-Environment: Adaptation
The learner will be able to
analyze how people adapt to their environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human-Environment Interaction |
Analysis |
Master |
1.5 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Geography, Discussion and reports [Textbook]. Discuss how we use, recycle, and preserve the environment. Write a short report about the changes that have occurred over the past 10 years in the ways that resources are used. Video of Alaska and its people. |
| · |
Written Reports, Check Written Reports [Textbook]. List ways people adapt to weather, animals, lack of necessities, etc. Question and Answer session - Class Discussion |
|
|
Earth Attributes: Hemispheres
The learner will be able to
identify the Northern, Southern, Eastern, and Western hemispheres using the equator and prime meridian.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
Application |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, pp. 36 - 38 [Textbook]. Workbook, p. 20, Globe of Earth, Hemisphere Maps |
|
| |
Assessment Resources |
| |
| · |
Workbook, Understanding the Lesson, p. 11 [Textbook]. Name the seven continents and four hemispheres of the earth. Ch. 2 Test. Identify equator and prime meridian on globe. |
|
|
Earth Attributes: Latitude/Longitude
The learner will be able to
differentiate between the meridians of longitude and parallels of latitude.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
Application |
Master |
1.0 |
Meigs County Bd of Ed., 4-00 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, pp. 267-270 [Textbook]. Globe |
|
| |
Assessment Resources |
| |
| · |
Workbook, pp. 76 - 77 [Textbook]. Ch. 12 Test. Create map of classroom using longitude and latitude lines. (degrees) Make up riddles, rhymes to remember longitude and latitude |
|
|
|
