week 1-4:essential question(s):Why do we value cultural diversity in the classroom?
learning targets• I can identify elements of culture (e.g., beliefs, traditions, languages, skills, literature, the arts).
• I can express my own cultural identity using artifacts from my life. • I can describe forms of interactions in the classroom community (compromise, conflict, cooperation). • I can give examples of conflicts between individuals or groups in my classroom. • I can describe conflict-resolution strategies that help individuals and groups to solve problems peacefully (e.g., compromise, cooperation, communication). • I can give examples of how information and experiences may be interpreted differently by people from different cultural groups. • I can explain why it is important to understand and appreciate diverse cultures in the United States. • I can describe specific rights I have as a member of my school community. • I can describe specific responsibilities I have as a member of my school community. • I can explain why it is important to follow rules in my school and community. • I can explain why it is important to be engaged in my classroom community (e.g., participate in class meetings, work cooperatively in groups). vocabulary1. artifact: things made by humans, and used by archaeologists and historians to recreate a picture of the past.
2. belief: accepting that something is true or that it exists 3. citizen: a member of a nation or a group 4. civic engagement: the way a citizen participates in a community in order to improve or help shape the community’s future 5. communication: sharing information or news 6. compromise: to give up some demands and agree on something less than what was originally wanted. 7. conflict: a fight or disagreement 8. cooperation: people working together to achieve results or people helping each other out to achieve a common goal. 9. culture: the ideas, customs, skills, arts, values, and beliefs of a people 10. diversity: having people from different cultures and social backgrounds 11. laws: a system of rules for a community 12. perspective: an attitude or way of seeing something, a point of view 13. religion: a belief of faith or worship 14. responsibilities: something that one is required to do as part of a job 15. rights: the privilege to have or obtain something 16. rules: a set of statements that control behavior 17. traditions: a custom or belief that is passed on from generation to generation |
week 4-9essential question(s): How did the Native Americans interact with their environment?
learning targets• I can define and give examples of primary sources.
• I can define and give examples of secondary sources. • I can explain why a variety of tools are necessary to understand a historical event. • I can use geographic tools to locate regions of the U.S. and describe their physical characteristics. • I can use geographic tools to identify natural resources in different regions of the U.S. • I can use geographic tools to identify major physical characteristics of the U.S. • I can use geographic tools to identify the absolute location of landforms, bodies of water, places, and objects in the United States. • I can use the five themes of geography to locate and describe places in the U.S. • I can describe how different factors impact where people and activities are located. • I can describe the differences between wants and needs. • I can describe scarcity and explain how people make economic decisions to solve the problem of limited resources. vocabulary
1. absolute location the
exact position of a place on the earth; using an address or longitude and
latitude coordinates
2. geographical tools tools used to study geography including maps, atlases, compasses 3. geography the study of Earth and the way people live on it and use it 4. historical tools sources that help us learn about history including documents, records, maps, photographs, interviews, eye-witnesses 5. perspective the way someone sees or thinks of an event; a person's point of view; different perspectives can influence how historical events are reported 6. physical characteristics natural features of the earth's surface such as landforms, climate, soils, and vegetation 7. primary source a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony). 8. region areas that share common characteristics 9. relative location a description of a place relative to another place (examples: across the street from the hospital, next to the blue house, north of the school) 10. secondary source information gathered by someone who did not take part in or witness an event Bonus Word: Human/Environment Interaction: how people depend upon, adapt to, and modify their environment |
homework ASSIGNMENTS at a glance
Aug 19th: Bring in an artifact from home that represents your ancestors culture.
Aug 26th: Begin your cultural interview with a family member (due on Sept. 8th)
Sept. 6th: Cultural Interview Due
Sept. 13th: Geography Worksheet (5 Themes of Geography Review)
Sept. 20th: History Alive Chapter 1 Assessment
Sept. 27th: History Alive Chapter 2 Assessment
Aug 26th: Begin your cultural interview with a family member (due on Sept. 8th)
Sept. 6th: Cultural Interview Due
Sept. 13th: Geography Worksheet (5 Themes of Geography Review)
Sept. 20th: History Alive Chapter 1 Assessment
Sept. 27th: History Alive Chapter 2 Assessment