How To Teach History

Transcription

1 Grade Level: Three Unit: 1 Topic/Content: MAPS AND GLOBES Time Frame: Essential Questions: What questions point to the identified skills and understandings? What questions provide a broader intellectual focus to the work? What are the important parts of a map or globe and how do you interpret them? Skills and Understandings: what should students know and be able to do? The Important Understandings and Important Skills you want to leave with your students: Identify cardinal directions and intermediate directions. Read and use compass rose. Reading skills: Main idea and details; compare and contrast; categorize; draw conclusions; sequencing. Identify and use map legends. Reading skills: Main idea and details; compare and contrast; categorize; draw conclusions; sequencing. Identify symbols. Reading skills: Main idea and details; compare and contrast; categorize; draw conclusions; sequencing. Identify and use map scales. Measurement, addition, understanding distance. Reading skills: Main idea and details; compare and contrast; categorize; draw conclusions; sequencing. Identify prime meridian, equator and all four hemispheres. Map reading, vocabulary, using a grid. Reading skills: main idea and details; compare and contrast; categorize; draw conclusions; sequencing. Instructional Strategies to further content understanding, interpretation, application, and perception Create a travel poster; write a description from bird's eye view. Map Essentials. Literature: My America: A Poetry Atlas of the United States by Lee Bennett Hopkins. Me On the Map by Joan Sweeney. Mapping Penny's World by Lorren Leedy. Supplemental Print Resources: Map Essentials, National Geographic, Weekly Reader. Writing Prompts to develop writing skills, enhance understanding, and maintain consistent approach to writing

2 Assessment: what evidence will show that the students understand the Essential Questions? Describe how students will be assessed to demonstrate understanding of this unit s Big Ideas. Describe how students will be assessed to demonstrate proficiency in the unit s target skills. Quizzes and test, daily work, projects (cooperative and individual). Resources Materials Experts/Colleagues Houghton Mifflin Social Studies Communities, Grade 3; ISBN ; Unit 1- Community and Geography. Map and Globe Skill Building, page See text. Map and Globe Skill Building, page Extension - Read Poems from Communities, pages See text. Map and Globe Skill Building, page Extension - Biographies, page See text. Map and Globe Skill Building, pages Extension - The City on the Lake, using technology, pages Technology Options Create student maps (KidPix). Explore Houghton Mifflin website; Framework Standard: HG4

3 Grade Level: Three Unit: 2 Topic/Content: WAMPANOAGS Time Frame: Essential Questions: What questions point to the identified skills and understandings? What questions provide a broader intellectual focus to the work? What is it like to be a Wampanoag Native American now and then? Skills and Understandings: what should students know and be able to do? The Important Understandings and Important Skills you want to leave with your students: Identify Wampanoag people and their leaders, Massasoit, Metacomet, and Wamsutta. Reading skills: main idea and details; problem and solution; sequencing; drawing conclusions; categorizing; compare and contrast. Identify where the Wampanoag live. Reading legend, identifying location, labeling on a map. Reading skills: main idea and details; problem and solution; sequencing; drawing conclusions; categorizing; compare and contrast. Understand the Wampanoag way of life. Reading skills: main idea and details; problem and solution; sequencing; drawing conclusions; categorizing; compare and contrast. Instructional Strategies to further content understanding, interpretation, application, and perception Additional Activities: Scituate Public Library National American Resource Kit - explore different tribes around U.S. Native American Home Project. Plimoth Plantation field trip (Wampanoag site). Write a journal entry about being a Wampanoag. Literature: Squanto: Friend of the Pilgrims by Slyde Robert Bulla. Tampenum's Day: A Wampanoag Indian Boy in Pilgrim Times by Kate Waters. Clambake: A Wampanoag Tradition by Russell Peters; Weekly Reader. Writing Prompts to develop writing skills, enhance understanding, and maintain consistent approach to writing Assessment: what evidence will show that the students understand the Essential Questions? Describe how students will be assessed to demonstrate understanding of this unit s Big Ideas. Describe how students will be assessed to demonstrate proficiency in the unit s target skills. Written responses, projects, graphic organizers.

4 Resources Materials Experts/Colleagues Houghton Mifflin Social Studies, Communities, Grade 3; ISBN ; Unit 2, America's Early Communities. The Wampanoag by Alice K. Flanagan Children's Press, ISBN # X. Massachusetts, Our Home; Gibbs Smith Publisher, ISBM # ; Pages 40-61, 70-74, TRP - See texts. Study skill builder, page Extension - Navajo Sand Painting, page See texts. Graph and chart Skill Builder, page Extension - Eagle Song, pages Technology Options TimeLiner - create timeline of Native American settlements. Explore Houghton Mifflin website; learn and take virtual tour. Framework Standard: LS3.12, LS3.2, CG6, CG7, HG1, HG2, HG4

5 Grade Level: Three Unit: 3 Topic/Content: PILGRIMS AT PLYMOUTH Time Frame: Essential Questions: What questions point to the identified skills and understandings? What questions provide a broader intellectual focus to the work? What is it like to be a pilgrim in America now and then? Skills and Understandings: what should students know and be able to do? The Important Understandings and Important Skills you want to leave with your students: Identify the Pilgrims and why they left Europe. Reading skills: main idea and details; categorizing; draw conclusions. Additional skills: understanding heritage, beliefs and values; cooperative learning; decision making, writing/proofreading. Identify the challenges of settling in the New World. Reading skills: main idea and details; categorizing; draw conclusions. Additional skills: understanding heritage, beliefs and values; cooperative learning; decision making, writing/proofreading. Identify the way of life as a Pilgrim. Reading comprehension, understanding and identifying mail idea/details. Understand the necessity and importance of a government and how it functions. Decision making, writing/proofreading, following directions. Instructional Strategies to further content understanding, interpretation, application, and perception Additional activities: Role playing; journal writing; making a diagram of the Mayflower; make settlement compact. Visit to Plimoth Plantation. Literature: Sarah Morton's Day by Kate Waters; Samuel Eaton's Day by Kate Waters. If you Sailed Mayflower in 1620 by Ann McGovern. Molly's Pilgrim by Barbara Cohen. Supplemental print: Castle of Sand; Life in Pilgrim. Writing Prompts to develop writing skills, enhance understanding, and maintain consistent approach to writing Assessment: what evidence will show that the students understand the Essential Questions? Describe how students will be assessed to demonstrate understanding of this unit s Big Ideas. Describe how students will be assessed to demonstrate proficiency in the unit s target skills. Journals, creative writings, projects (cooperative and individual), quizzes and tests, skits and plays.

6 Resources Materials Experts/Colleagues Houghton Mifflin Social Studies, Communities, Grade 3; ISBN ; Unit 3, People Move from Place to Place. Interact - learning through involvement; Pilgrims; ISBN# Massachusetts, Our Home; Gibbs-Smith Publishing ISBN # ; Pages , TRP See text. Thanksgiving Extension, pages See text. Extension -Transportation Then and Now, pages Reader's Theater - Hello, St Louis!, pages See text. Extension - Hannah's Journal, pages Study Skill Builder - Identify Primary and Secondary Sources, page School site visit by Bay Colony Educators. Technology Options Framework Standard: LS3.3, LS3.4, E10, C+G6, C+G7

7 Grade Level: Three Unit: 4 Topic/Content: MASSACHUSETTS Time Frame: Essential Questions: What questions point to the identified skills and understandings? What questions provide a broader intellectual focus to the work? Who were important people, what places, and what historical events helped to shape our native state of Massachusetts? Skills and Understandings: what should students know and be able to do? The Important Understandings and Important Skills you want to leave with your students: Locate and identify the six New England states and the Atlantic Ocean. Read and interpret a map, reading a legend, labeling, page On a map of Massachusetts, locate: major cities and towns: Cape Ann, Cape Cod, Connecticut River, Merrimac River, Charles River, Berkshire Hills. Locating and labeling, identifying landforms, identifying locations. Identify towns and landmarks using cardinal directions, pages Identify the Puritans of Massachusetts Bay Colony and why they left Europe. Reading comprehension, compare/contrast, cause and effect, page 105. Describe the everyday life of the Puritans. Understanding heritage, beliefs and values; reading comprehension, page Compare and contrast the life of the Puritans with the Pilgrims. Compare/contrast, interpret information, page 105. Understand the events that led to the American Revolution (taxes and protests). Cause and effect, reading comprehension, drawing conclusions, identifying a problem, recognizing point of view, page Describe the everyday life of the Puritans. Understanding heritage, beliefs and values, reading comprehension, page Identify revolutionary leaders such as John Adams, Samuel Adams, John Hancock & Paul Revere. Interviewing, gathering information, reading comprehension, respecting heritage, page Identify the Declaration of Independence, the Bill of Rights, the Constitution and the American flag as key American documents and symbols. Understanding and accepting the need for laws, understanding the role of a citizen, respecting and appreciating symbols, page Identify and recognize the importance of famous citizens from Massachusetts. Reading comprehension, respecting heritage, pages Instructional Strategies to further content understanding, interpretation, application, and perception Additional Activities: Map of the Month of MA - Scituate Public Library Discovery Kit of Massachusetts. Literature: Liberty! How the Revolutionary War Began by Lucille Penner, ISBN# ; Massachusetts by Ann Heinrichs, ISBN# X; Create Alphabet Book of

8 MA; If You Lived During Colonial Times by Anne McGovern; M is For Mayflower by Margot Raven; biography of Paul Revere; biography of Abigail Adams. Supplemental Print Resources: Massachusetts Studies Weekly (weekly newspaper), Sea to Shining Sea Massachusetts Fox Ridge Pub. Co. Writing Prompts to develop writing skills, enhance understanding, and maintain consistent approach to writing Assessment: what evidence will show that the students understand the Essential Questions? Describe how students will be assessed to demonstrate understanding of this unit s Big Ideas. Describe how students will be assessed to demonstrate proficiency in the unit s target skills. Quizzes and tests, written responses, graphic organizers, projects (cooperative and individual); oral presentations, games and puzzles. Resources Materials Experts/Colleagues Massachusetts, Our Home, Gibbs Smith Publisher, ISBN # : Page 20-21, 23, 36-37, 186, 187, 188, TRP; Pages ; Pages , , TRP; Pages , TRP; Pages 8-9, 68, 71, 76, 85, 91, 98, , , , , TRP Technology Options (Democracy Project and Liberty Kids) Secretary of the Commonwealth's Kid's Zone Framework Standard: LS3.1, LS 3.4, H&G1, H&G2, H&G4

9 Grade Level: Three Unit: 5 Topic/Content: SCITUATE Time Frame: Entire Unit 2-3 weeks Essential Questions: What questions point to the identified skills and understandings? What questions provide a broader intellectual focus to the work? Who are the important people, what places, and what historical events helped to shape our native town of Scituate? Skills and Understandings: what should students know and be able to do? The Important Understandings and Important Skills you want to leave with your students: Locate the town of Scituate on a map of Massachusetts. Community Handbook (ongoing project): Geography - Where You Live, HM, pages Reading a map and legend, identifying location. On a map of Scituate, identify local geographic features and landmarks of today and compare it to a map of the past. Community Handbook (ongoing project): History - Early of the Their Community, HM pages History - Community Changes Over Time, HM pages Labeling on a map, interpret maps, respecting heritage. Identify and understand the importance of historic buildings, monuments or sites in Scituate. Community Handbook (ongoing project): Local Government, page Reading comprehension, main idea and details, respecting heritage, writing/proofreading. Identify when Scituate was founded, the people who settled here, and the people who live here today. Community Handbook (ongoing project): Local Economy, HM pages Using a timeline, reading comprehension, interpret symbols, writing/proofreading. Understand the activities of the people of historic Scituate and compare it to present day Scituate. Community Handbook (ongoing project): Culture, HM pages Compare/contrast, classifying, understand differences in occupations, writing/proofreading. Instructional Strategies to further content understanding, interpretation, application, and perception Additional Activities: Field trip with Scituate Historical Society Mann House Maritime Museum Wildflower Garden Lighthouse Cemetery Writing Prompts to develop writing skills, enhance understanding, and maintain consistent approach to writing

10 Assessment: what evidence will show that the students understand the Essential Questions? Describe how students will be assessed to demonstrate understanding of this unit s Big Ideas. Describe how students will be assessed to demonstrate proficiency in the unit s target skills. Quizzes and tests, written responses, graphic organizers, projects (cooperative and individual), oral presentations, games and puzzles. Resources Materials Experts/Colleagues Literature: An American Army of Two by Janet Greeson Scituate Book by John Galluzzo and Lisa Masterson; Massachusetts, Our Home; Gibbs- Smith Publishing ISBN # ; Pages 2-3, 5, 7, 10, 11, 13, 27, 31, 35, 38, 39, 44, 75, 77, 90, 93, 101, 104, 115, 122, 123, , 150, , 160, , 173, TRP Technology Options Framework Standard: LS3.8, HG8, LS3.9, LS3.11, LS3.12, LS3.13, LS3.14, E9