HC Ele Curriculum Mapping s1

Harrison County Schools

Course/Subject Name: Social Studies Grade Level Targeted: 5th Grade

1 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments GOVERNMENT & CIVICS Gov and Civics Read The Matchlock Gun, Johnny Tremain http://pbskids.org/demo SS-05-1.1.1 Students will bills and relate cracy/mygovt/court.ht • demonstrate an understanding of the issues to the study of history. Students will describe the basic purposes of bills of rights government, using information Write an explanation of how the French and ml the U.S. Government as defined in the branches of from print and non-print sources Indians http://pbskids.org/wayb government Preamble to the U.S. Constitution (to establish (e.g., documents, informational caused the Revolution ack/civilrights/ justice, to ensure domestic tranquility, to passages/texts, interviews, digital citizenship Create a timeline of George Washington’s http://pbskids.org/demo constitution provide for the common defense, to promote and environmental): life, causes of cracy/ councilmen the general welfare, to secure the blessings of o investigate the basic functions the Revolution, Battles of the War. gov in our lives liberty); give examples of services the U.S. of the United States Government, democracy Research a character, dress in costume and Government provides (e.g., armed forces, as defined in the Preamble executive present his or to the U.S. Constitution, (e.g., government her life to an audience http://www.assembly.c interstate highways, national parks) and establish justice, ensure domestic governor Draw a map that features the important a.gov/kids/kids1/kids1. analyze the importance of these services to tranquility, provide for the judicial places in the htm character’s life citizens today. DOK 3 common defense, promote the laws How a bill becomes a general welfare, secure the Reenact significant events (e.g. Boston Tea local SS-05-1.1.2 blessings of liberty) and explain Party, law magistrate Students will explain and give examples of how their significance today Boston Massacre, Paul Revere’s ride). democratic governments function (by making, o explain how democratic mayor Write an argument between a loyalist and an http://www.whitehouse enacting and enforcing laws) to promote the governments work to promote the national American .gov/kids/constitution/ “common good” (e.g., public smoking ban, speed “common good” (e.g., making, offices Patriot about their allegiance enacting, enforcing laws that president Describe the powers of each branch of limits, seat belt requirements). DOK 3 http://www.worldalman protect rights and property of all representative government, choosing the one the student feels is most acforkids.com/explore/ SS-05-1.2.1 citizens) roles of citizens Students will identify the three branches of the • describe the basic duties of the powerful even us_history/constitution. senator U.S. Government, explain the basic duties of three branches of government though there is a system of checks and balances. state html each branch (executive-enforce the laws, (executive, legislative, judicial); Create a chart that shows the system of The Constitution of the legislative-make the laws, judicial- interpret the explain voting checks and laws) and identify important national/federal why the framers of the U.S. balances in a home or school US offices/leaders, (President, Vice-President, Constitution felt it was important to Conduct mock school meetings to create Congress, House, Senate, U.S. Senators, U.S. establish a government with Students will understand that school rules. http://www.constitution Representatives, U.S. Supreme Court, judges) limited • the government of the United List the rights and responsibilities a person center.org/explore/For States was developed from a associated with each branch. DOK 2 powers that are shared among should have Kids/index.shtml

2 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments different branches and different colonial base of representative in a school setting. http://content.scholastic SS-04-1.2.2 levels (e.g., local, state, federal) democracy Write an editorial for the school newspaper .com/browse/article.jsp Students will explain how power is shared among • analyze information from print by people who envisioned an explaining the different branches (executive, legislative, and non-print sources (e.g., independent country and new your “top ten” rights and responsibilities. ?id=4695 judicial) of state government. documents, informational purposes for the government. Recreate situations that have motivated We the People – The passages/texts, interviews, digital • the United States Government Supreme Court Bill of Rights and environmental) to describe was formed to establish order, decisions. SS-05-1.3.1 fundamental values and provide security and accomplish Analyze the Boston Tea Party as an http://bensguide.gpo.go Students will explain the basic principles of principles of American democracy common goals. economic conflict. v/k- democracy (e.g., justice, equality, (e.g., liberty, justice) found in the • the fundamental values and Create a domino model that demonstrates responsibility, freedom) found in significant Declaration of Independence principles (e.g., liberty, justice, cause and 2/government/index.ht U.S. historical documents (Declaration of and the U.S. Constitution; explain individual human dignity) of effect relationships. ml Independence, U. S. Constitution, Bill of their significance today American Ben’s guide to gov Rights) and analyze why they are important to • investigate the rights and democracy are expressed in citizens today. DOK 3 responsibilities of U.S. citizens: historical documents (e.g., the Pre-assessment o describe and give examples of Declaration of Independence, the SS-05-1.3.2 specific rights guaranteed to all Constitution of the United States, History Alive Students will describe specific rights and U.S. citizens in the Bill of including the Preamble and the Memorize Preamble – Define in your responsibilities individuals have as citizens of Rights (e.g., freedom of religion, Bill of Rights). own words what each phrase means H-B Social Studies the United States (e.g., voting in national freedom of speech, freedom of • the Constitution of the United Write Preamble in your own words elections) and explain why civic engagement is press) and explain why they States establishes a government McGraw – Adventures necessary to preserve a democratic society. are important today of limited powers that are shared DOK 3 o describe some of the among different levels and Three Branches in Time and Place responsibilities U.S. citizens have branches. Use tree in order for democratic • as members of a democratic Use Coat hanger Model Dean Minix governments society, all citizens of the United Use stool Video – Equal Rights States have certain rights and to function effectively (e.g. voting, for All community service, paying taxes) responsibilities, including civic and find examples of participation. We the People http://nhnh.essortment. civic participation in current Center for Civic Understanding com events/news (e.g., television, radio, articles, Internet) Create a Bill of Rights bracelet http://www.billpetro.co m/holidayhistory

3 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments Create a Bill of Rights shield with rights illustrated and write about your shield. The Day Gogo Went to Vote Act out one of the rights and have class Sisalu guess which one it is. Video – What is 5th Grade Class President Government? 1st Week in November OR – Community Lead pledge Service Push music Eat lunch with teachers – incentive for OR What makes a rewards. good citizen? Video – American Primary Election Citizenship Debate General Election United States Bill of Rights and Constitution Preamble Mural Federal, State and Checks and Balances Local Government

Pick out one right from Bill of Rights The Three Branches of and tell why it is the most important Government

Make a booklet using different rights Released – “Rights and Responsibilities Different levels of government, city, state and national Service Workers – video at Northside

4 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments

Assessment – Open Response

5 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments CULTURE & SOCIETY Students will Culture and Play Oregon Trail on the computer www.unitedstreaming.c SS-05-2.1.1 • demonstrate an understanding of Society Trace on a map, routes that people would om Students will identify early cultures (e.g., culture and cultural elements (e.g., take when art English, Spanish, French, West African) in the beliefs, traditions, moving west. www.brainpop.com United States and analyze their similarities and languages, skills, literature, the beliefs Role play the different roles of the people differences. DOK 2 arts) of diverse groups: customs during the Gold Native Americans o investigate cultural similarities dress Rush (merchants, doctors, miners) http://www.watertown. SS-05-2.2.1 Students will describe social and differences of diverse groups food Make a list of supplies your family would k12.ma.us/cunniff/amer institutions (government, economy, education, (e.g., English, French, History need to travel icanhistorycentral/01fir religion, family) and how they have responded Spanish and Dutch Colonists, holidays west stamericans/index.html to the needs of people throughout the history West Africans, Immigrants of the language Draw a map of the Louisiana Purchase and of the United States. 1800’s) during the early music trace the trail http://www.watertown. development of the United States religion of Loius and Clark k12.ma.us/cunniff/amer SS-05-2.3.1 Students will describe various o research the contributions of Simulate a journal entry for one of the stories icanhistorycentral/02in forms of interactions (compromise, diverse groups to the culture (e.g., characters on the diansofnorthamerica/in cooperation, conflict) that occurred between beliefs, traditions, literature, Society Louis and Clark trail diverse groups (e.g., Native Americans, the arts) of the United States today family Create a timeline showing when and why dex.html European Explorers, English colonists, British o investigate factors that school various ethnic http://www.sbnature.or Parliament) in the history of the United States. promoted cultural diversity in the clubs groups came to the U.S. g/research/anthro/chum DOK 2 history of the United States teams Read Liddie by Kathryn Patterson and discuss ash/index.htm • examine social institutions (e.g., conflict resolution as a class http://inkido.indiana.ed SS-05-2.3.2 Write an eyewitness account of the burning family, religion, education, competition Students will give examples of conflicts of Washington u/w310work/romac/pla government, economy) in the disagree between individuals or groups and describe United during the War of 1812 ins.html argue appropriate conflict resolution strategies (e.g., States and explain their functions Select the most significant invention studied http://www.bostonkids. compromise, cooperation, communication). • describe conflicts that occurred stereotypes and justify org/educators/wampan DOK 2 among and between diverse prejudice your choice. oag/index.htm tools of compromise Describe the changes in American groups (e.g., Native Americans http://www.minnow.net and agriculture from usage cooperation / the early Explorers, Native human needs to cash crops Americans and the Colonists, the Create a map showing transportation routes http://www.nmai.si.edu British Government and the of the 1800’s. / English Students will understand that Compare and contrast the work/life of a http://library.thinkquest

6 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments Colonists, Native Americans and • culture is a system of beliefs, farm kid to a .org/J002188F/ the U.S. Government) during the knowledge, institutions, factory kid Thinkquest settlement of the United customs/traditions, languages States; explain the causes of and skills http://www.native- these conflicts and the outcomes shared by a group of people. languages.org/kidfaq.ht • describe causes of conflicts Through a society’s culture, Native Americans m between individuals and/or groups individuals learn the *Diorama http://teacher.scholastic today and give examples of how relationships, *Mush .com/researchtools/rese to resolve them peacefully structures, patterns and *Dream Catcher archstarters/native_am/ processes to be members of the *Kachina Dolls society. index.htm • cultures develop social http://www.menominee institutions (e.g., government, Potlatch .nsn.us/History/HISTO economy, education, religion, Sign of the Beaver RYHOME.htm family) to Examples of Institutions structure society, influence http://www.kansasherit behavior and respond to human age.org/PBP/people/ho needs. Food – Countries me.html • interactions among individuals Hardtack http://nativetech.org/sc and groups assume various enes/ forms (e.g., compromise, Family Crest? cooperation, http://www.susankae.c conflict, competition) and are om/sunwatch.htm influenced by culture. Conflict Resolution http://www.apva.org/hi • a variety of factors promote Use counselor story/pocahont.html cultural diversity in a society, Role playing nation and world. Peer Mediation • an understanding and appreciation of the diverse Letter writing complexity of cultures is essential to interact Native American on the Trail of effectively and work Tears cooperatively with the many

7 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments diverse ethnic and cultural Henry Clay – The Great groups of today. Compromiser Civil Wary Stereotype/ Prejudice “Cooperation” video

8 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments ECONOMICS Students will Economics 5th Grade Store SS-05-3.1.1 • demonstrate an understanding availability of goods Students will describe scarcity and explain using information from print and barter how scarcity required people in different non-print sources (e.g., “Money Rocks” periods in the U.S. (Colonization, Expansion, documents, informational consumer Junior Achievement Twentieth Century to Present) to make passages/texts, interviews, digital consumption “Schoolhouse Rocks” economic choices (e.g., use of productive and environmental) of the distribution resources- natural, human, capital) and incur connection financial enterprise “Econ and Me” Frindle opportunity costs. DOK 2 between resources, limited goods and services productive resources and scarcity large and small SS-05-3.2.1 investigate different kinds of systems Graph where our clothes are made. Students will explain how profits motivated resources (e.g., natural, human, opportunity costs individuals/businesses in the U.S. (Expansion, capital) production Groups: Industrialization) to take risks in producing goods explain how individuals and profit  Build a business and services. groups in the United States make scarcity economic decisions based o Production SS-05-3.3.1 upon limited productive resources supply and demand o Distribution wants and needs Students will give examples of markets in (natural, human, capital) and give o Location checks and balances different periods of U.S. History (Colonization, examples of how these Specialization Expansion, Industrialization, Twentieth decisions create interdependence o Century to Present) and explain similarities between individuals, groups and and differences. DOK 2 businesses Students will understand that Building a hypothetical farm with $1 • demonstrate an understanding of • the basic economic problem million. Christmas wants/needs SS-05-3.4.1 how people deal with scarcity; confronting individuals, groups Students will describe production, distribution explain the roles banks play in and businesses in the United and consumption of goods and services in the helping people deal with scarcity States Faces of Kentucky history of the U.S. (Colonization, (e.g., loan money, save money, today is scarcity: as a result of Industrialization, Twentieth Century to lines of credit, interest-bearing scarcity, economic choices and Use shoes for examples – you are Present). DOK 3 accounts) decisions must be made. specializing in one particular kind SS-05-3.4.2 • demonstrate an understanding of • a variety of fundamental markets: economic concepts (e.g., supply Students will describe how new knowledge, o explain how goods and services and demand, opportunity cost) technology/tools and specialization are/were exchanged impact

9 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments o investigate and give examples individuals, groups and increase/increased productivity in the U.S. of markets; explain how markets businesses in the United States (Colonization, Industrialization, Twentieth have changed over time today. Century to Present). DOK 3 during the history of the United • economic institutions are States created to help individuals, SS-05-3.4.3 • use a variety of sources: groups and businesses o investigate and trace (e.g., accomplish common write, draw, chart, timeline) goals. Students will define interdependence and give change over time in the • markets enable buyers and examples of how people in our communities, production, sellers to exchange goods and states, nation and world depend on each other for distribution and consumption of services. goods and services. goods and services in the United • production, distribution and States consumption of goods and o research specialization in the services have changed over time United States; explain how in the specialization promotes trade United States. between individuals, groups and • individuals, groups and businesses in the United States businesses in the United States and world; describe the demonstrate interdependence as impact of specialization on the they production of goods in the United make economic decisions about States the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services

10 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments GEOGRAPHY Students will Geography World Atlas Activities Settlements SS-05-4.1.1 • demonstrate an understanding of adapt/adaptation http://www.watertown. patterns on the Earth’s surface, Students will use geographic tools (e.g., maps, geography using a variety of geographic Continent Song k12.ma.us/cunniff/amer charts, graphs) to identify natural resources latitude and other physical characteristics (e.g., major tools (e.g., maps, globes, charts, icanhistorycentral/04en longitude landforms, major bodies of water, weather, graphs): Use class floor to find absolute location countersintheamericas/i climate, roads, bridges) and analyze patterns of o locate, in absolute or relative maps (types and use) (use longitude and latitude) ndex.html movement and settlement in the United States. terms, major landforms and bodies perspective on land use http://www.watertown. DOK 3 of water in the United States populations (gathering and settlement)Draw maps of familiar things (use k12.ma.us/cunniff/amer o locate and explain patterns on regions (land and water) relative location) icanhistorycentral/05eu SS-05-4.1.2 Earth’s surface (e.g., how different resources (human needs) Students will use geographic tools to locate factors such as rivers, spatial factors and decisions ropeansinnamerica/inde and describe major landforms, bodies of water, mountains and plains impact physical features (landforms) Released items O.R x.html places and objects in the United States by their where human activities are http://library.thinkquest absolute location. DOK 2 located) Playground/park - what should be in .org/J002678F/ • investigate regions on the Earth’s Students will understand that surface and analyze information the park? http://teacher.scholastic SS-05-4.1.3 • the use of geographic tools Factory .com/researchtools/rese Students will describe how different factors from print and non-print (e.g., maps, globes, charts, sources (e.g., documents, River Road Park flooded by river. archstarters/plymouth/i (e.g. rivers, mountains) influence where graphs) and mental maps help informational passages/texts, ndex.htm human activities were/are located in the interpret interviews, digital and information, understand and Also: Native American houses http://www.plimoth.org United States environmental): analyze patterns, spatial data /learn/history/colony/co o explain how places and regions and geographic issues. Cause/Effect lony.asp SS-05-4.1.4 in the U.S. are defined by their • patterns emerge as humans Students explain how factors in one location human characteristics (e.g., move, settle and interact on Current events – disasters http://www.plimoth.org language, settlement patterns, can impact other locations (e.g., natural Earth’s surface and can be /visit/virtual/ religious beliefs) and physical identified by Strip mining – O.R. released item disasters, building dams). characteristics (e.g., climate, examining the location of landforms, bodies of water) physical and human SS-05-4.3.1 o locate and describe patterns of characteristics, how they are Students will explain patterns of human human settlement and explain how arranged and why 13 colonies settlement in the early development of the these patterns were they are in particular locations. Regions of US (Compare contents) United States and explain how these patterns influenced by the physical Economic, political, cultural and

11 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments were influenced by physical characteristics characteristics (e.g., climate, social processes interact to Bible Belt (e.g., climate, landforms, bodies of water). DOK landforms, bodies of water) of shape Corn Belt 2 places patterns of human populations, and regions in the United States interdependence, cooperation Bread Basket to the World SS-05-4.3.2 o investigate how advances in and conflict. Dust Bowl Students will describe how advances in technology (e.g., dams, roads, air • regions help us to see Earth as technology (e.g., dams, reservoirs, roads, conditioning, irrigation) over an integrated system of places OR – Compare North/South – irrigation) allow people to settle in places time have allowed people to settle and features organized by such difference in climate, natural resources, previously inaccessible in the United States. in places previously inaccessible principles as landform types, industry vs. farming, good soil, rocky DOK 2 in the United States political units, economic patterns • investigate how humans modify and cultural groups. soil. SS-05-4.4.1 the physical environment: • people depend on, adapt to, and/or modify the environment to Students will explain and give examples of o describe how people modified Compare Now to “Back Then” meet basic needs. Human how people adapted to/modified the physical the physical environment (e.g., actions environment (e.g., natural resources, physical dams, roads, bridges) to meet modified the physical Compare advances in technology geography, natural disasters) to meet their their needs during the early environment and in turn, the o Dry Farming/irrigation needs during the history of the U.S. settlement of the United States physical environment limited Cotton gin/plow (Colonization, Expansion) and analyze the o analyze how the physical o and/or promoted impact on their environment. DOK 3 environment (e.g., mountains as barriers or protection, rivers as human activities in the settlement How can you live in a desert? of the United States. SS-05-4.4.2 barriers or transportation) Alaska promoted and restricted human Students will describe how the physical Deserts environment (e.g., mountains as barriers for activities during the early protection, rivers as barriers of transportation) settlement of the United States Rain forests both promoted and restricted human activities o explain how different during the early settlement of the U.S. perspectives of individuals and Daniel Boone (Colonization, Expansion). DOK 2 groups impact decisions about the Cumberland Gap/ Wilderness Road use Settlers had to clear the land SS-05-4.4.3 of land (e.g., farming, industrial, Students will describe how individuals/groups may residential, recreational) in the Early roads have different perspectives about the use of land United States Handy Farm (e.g., farming, industrial, residential, recreational). (Persuasive Letter) Old Cynthiana

12 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments Students will Watch videos of each of the cultures to HISTORY History SS-05-5.1.1 • demonstrate an understanding of compare and clothing Freedom Center Students will use a variety of primary and the interpretative nature of history contrast the similarities and differences. National Underground secondary sources (e.g., artifacts, diaries, using a variety of tools (e.g., Communication Read a picture book and identify the Native maps, timelines) to describe significant events primary and secondary sources): cultures American Railroad Museum in the history of the U.S. and interpret different o investigate and chronologically education culture involved and the theme of the book. perspectives. DOK 3 describe major events in United family organization Research the elements of culture for that Native Americans States history (e.g., using flags Native American http://www.watertown. SS-05-5.2.1 timelines, charts, fictional and food culture. For a portfolio piece, compare and k12.ma.us/cunniff/amer contrast that Students will identify historical documents, report writing, role playing) gender roles o explain and draw inferences culture to your own culture in a news article icanhistorycentral/01fir selected readings and speeches (e.g., innovations Mayflower Compact, Emancipation about the importance of major format. stamericans/index.html Inventions Proclamation, Dr. Martin Luther King’s speech: events in United States history Have an anthropologist come and present http://www.watertown. I Have a Dream) and explain their historical o examine cause and effect language artifacts and k12.ma.us/cunniff/amer monuments significance. DOK 3 relationships in the history of the stories of Native American cultures. icanhistorycentral/02in national flags Create a diorama of a culture. United States; identify examples diansofnorthamerica/in SS-05-5.2.2 of multiple causes of major nationalism Research a Native American culture and Students will explain reasons (e.g., freedoms, historical events Native Americans present findings dex.html opportunities, fleeing negative situations) o explain reasons that individuals patriotic (songs, poems, stories, legends, to the class using videos, posters, Power Point, http://www.sbnature.or immigrants came to America long ago and groups explored and settled in speeches) demonstrations, dramatization, and food. g/research/anthro/chum (Colonization, Settlement, Industrialization and the United States Primary Source Compare maps from the time of explorers to ash/index.htm Immigration, Twentieth Century to Present) o research recreation present day maps. http://inkido.indiana.ed and compare with why immigrants come to influences/contributions of diverse regional history America today. DOK 2 groups to the culture (e.g., beliefs, Construct time lines for the original u/w310work/romac/pla religion values settlements up to the ins.html traditions, Secondary Source SS-05-5.2.3 literature, the arts) of the United French and Indian War. http://www.bostonkids. shelter Students will compare change over time States today Compare the progression of settlements org/educators/wampan state using a flow chart. (Colonization, Industrialization, Twentieth • use information from print and oag/index.htm Century to Present) in communication, tools Construct timelines (e.g. colonization, non-print sources (e.g., http://www.minnow.net technology, transportation and education. DOK documents, informational traditions exploration) 3 passages/texts, transportation Role play various Europeans’ interaction / interviews, digital and with Native http://www.nmai.si.edu SS-05-5.2.4 environmental): Americans (e.g. William Penn, Columbus, the /

13 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments Students will describe significant historical o examine factual and fictional Students will understand that Pilgrims, http://library.thinkquest events in each of the broad historical periods accounts of significant historical • history is an account of human the French) .org/J002188F/ and eras in U.S. history (Colonization and events and people in United activities that is interpretive in Research exploration by specific countries Thinkquest Settlement, Revolution and a New Nation, States history nature. A variety of tools (e.g., and present to Expansion and Conflict, Industrialization and o explore change over time (e.g., primary and secondary sources) the class in small groups http://www.native- Immigration, Twentieth Century to Present) transportation, communication, are needed to understand and Create a situation where conflict resolution languages.org/kidfaq.ht and explain cause and effect relationships. education, technology, analyze historical events. could have m DOK 3 lifestyles and conditions) in the • the history of the United States been used to produce a different outcome for a http://teacher.scholastic United States can be analyzed by examining writing .com/researchtools/rese compare reasons (e.g., significant eras (Colonization and piece. o archstarters/native_am/ freedoms, opportunities, fleeing Settlement, Revolution and a Create a map showing the routes of various negative situations) immigrants New Nation, Expansion and explorers. index.htm came/come to America Conflict, Industrialization and Write a complaint letter to the United States http://www.menominee o investigate the events Immigration and the Twentieth government .nsn.us/History/HISTO surrounding patriotic symbols, Century) to develop a expressing the student's opinion toward Native RYHOME.htm chronological understanding and American songs, landmarks (e.g., American http://www.kansasherit flag, recognize preservation. Statue of Liberty, the Star- cause and effect relationships age.org/PBP/people/ho Spangled Banner), and selected and multiple causation, tying past me.html to present. readings (e.g., Dr. Martin Luther Text – veteran’s interviews http://nativetech.org/sc King’s speech: I Have a Dream), • The history of the United States has been impacted by significant enes/ and explain their historical http://www.susankae.c significance individuals, groups and Encyclopedia • investigate patterns across in advances in technology. om/sunwatch.htm U.S. history (e.g., major • geography, culture, and Civil War http://www.apva.org/hi events/conflicts/culture; compare economics have a significant story/pocahont.html impact on historical perspectives Civil Rights Movement with Reasons for coming to US (Colonists) major events/conflicts/culture to and the present) events. Veteran’s Day Letters Cedar Ridge

14 Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments PPT – Origin of Holidays Memorize – Paul Revere’s Ride Preamble The Everliving Tree Statue Inscription Tom Snyder: Choices, Immigrant Citizenship Website Test Choices Decisions, Decisions Ellis Island Virtual Tour (Scholastic) Timeliner

Time machine OR Timelines in History

Colonial Schools OR

Timeline (Paint on Wall)