1 Diocese of Harrisburg Geography of Pennsylvania

7/2006 DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student knows and understands the geography of Pennsylvania. Assessment: The student will apply the geographic themes of location, place and region to Pennsylvania today.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies The student will be able to: 1a. Using student desk maps, locate and highlight the 1a. On a blank map of the U.S., outline the state of state, trace rivers and their tributaries and circle Pennsylvania, label the capital, hometown and two 1. Locate and identify the state of Pennsylvania, its major cities. largest cities. capital, major cities and his hometown. On a blank map of the U.S. outline the state of 1b. Using the globe, determine the latitude and longitude Pennsylvania; within the state of Pennsylvania, outline of the state. the Diocese of Harrisburg. Label the city where the cathedral is located. 1c. Using a Pennsylvania highway map, design a road tour visiting major Pennsylvania cities. 1b. Using the desk map, identify the latitude line closest Using a Pennsylvania highway map with the counties to the hometown and two other towns of the same within the Diocese of Harrisburg marked, do the parallel of latitude. Identify the longitude nearest the following: first, in each county, identify a city or town state capital and two other towns on the same with a Catholic church; then design a road tour visiting meridian of longitude. each of these cities or towns. Using a desk map, place marks on the most-western, the most-northern, and the most-eastern tips of the Diocese 1d. Using a PA desk map as a reference, enlarge the of Harrisburg and draw a line along the southern border map on a paved area using colored sidewalk chalk of the Diocese. Next, identify the latitude lines closest to and label the capital, students’ home town, border the northern and southern borders of the Diocese and the states, rivers, etc. longitude lines closest to the northern and southern Using a desk map of the Diocese of Harrisburg as a borders of the Diocese. reference, enlarge the map on a paved area using colored sidewalk chalk; label each county.

1e. Using a PA desk map that includes county boundaries, students working in cooperative groups will identify counties coming under the categories of animal names, presidential names, bodies of water, Indian names, famous persons, objects and other places. Using a PA desk map that includes county boundaries, identify the counties within the Diocese of Harrisburg. Use crayons to color in the counties of the Diocese.

1f. Using a prepared grid map with major cities plotted, but not labeled, students will name the coordinates for given cities as indicated by the teacher.

1 7/2006 DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student knows and understands the geography of Pennsylvania. Assessment: The student will apply the geographic themes of location, place and region to Pennsylvania today.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies The student will be able to: 2a. Using a student desk map, trace the states 2a. Create a graphic organizer of concentric bordering Pennsylvania and circle their circles to illustrate proximate/distant 2. Describe the relative location of names. locations. Place the hometown in the Pennsylvania and of his community. Using a county map of Pennsylvania, circle the names center circle, in the next circle illustrate of counties bordering the Diocese of Harrisburg. nearby features, towns and attractions, in the outer circle show sites at a greater 2b. Using a large U.S. map trace and cut states to distance from the hometown. make a puzzle featuring Pennsylvania and its neighbors. 2b. Create a “County Cube” to summarize facts Using outline maps of each of the fifteen counties in the Diocese of Harrisburg, cut out the counties to learned about the PA counties. Include the make a fifteen-piece puzzle. Next, assemble the puzzle name of the county, an outline map, natural parts to form a map of the Diocese. resource(s), a point of interest, a famous person and a landform or body of water. 2c. Trace the state of Pennsylvania on art paper; mark Create a “Diocese of Harrisburg Cube” to the local community with a symbol of choice and summarize facts learned about the Diocese. using illustrations show neighboring features, Include the name of the Diocese, the counties in towns and attractions. the Diocese, an outline map of the Diocese, the city in which Saint Patrick Cathedral is 2d. Conduct an interview with someone who has lived situated, and a body of water within the in another PA city or county. Prepare a report, based on the interview, including a photograph of Diocese. person, and a map showing a route connecting the student’s hometown and the city of the person who was interviewed. Conduct an interview with a priest. Ask him to list all the cities and towns where he has served in the Diocese of Harrisburg. Using a map of the Diocese, identify all the cities and towns on his list. Show a route for a road tour visit to each of the cities and towns. Prepare a report, based on the interview, including a photograph of the priest and the map.

2 7/2006 DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student knows and understands the geography of Pennsylvania. Assessment: The student will apply the geographic themes of location, place and region to Pennsylvania today.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 3a. Construct a raised relief map (e.g. papier mache, 3. Create a travel brochure illustrating modeling clay, Styrofoam) to model the major vacation activities appropriate to each 3. Locate and describe Pennsylvania’s major landforms and water systems of the state. geographic region in Pennsylvania. geographic regions (Atlantic Coastal Plain, Include travel directions from hometown Piedmont, Ridge and Valley, Allegheny 3b. Working in cooperative groups, use a with the names of major cities you will Plateau, and Lake Plain), landforms (e.g. transparency on the overhead projector to trace pass, interstate highways you will travel on Appalachian Mountains, Laurel Highlands), one of the five geographic regions on poster and water systems (Allegheny River, board. Write, illustrate and present a description and the rivers you will cross. Also include Monongahela River, Ohio River, Susquehanna of the distinguishing physical characteristics of a map of the region. River, Delaware River and Lake Erie.) the region. Assemble all of the pieces to form a Design a travel brochure for visits to 5 churches in large map of the state. the Diocese of Harrisburg. Explain the reasons for (Group activity) Use a transparency on the the choices. Include travel directions, beginning overhead projector to trace the state of PA with its and ending with your hometown. Mention major five geographic regions on poster board. Next, use cities on the route as well as rivers that the traveler a transparency on the overhead projector to trace will cross. Include a map of the Diocese of the outline of the Diocese of Harrisburg. Be careful Harrisburg with the route marked. to place the map of the Diocese in its correct location. Design a travel brochure for visits to the sites of 5 important events in Catholic history in the Diocese 3c. Locate the Allegheny River, Monongahela of Harrisburg. Explain the reasons for the choices. River, Ohio River, Susquehanna River and Include travel directions, beginning and ending with Delaware River on a desk map. Select one river your hometown. Mention major cities on the route and using the map and other sources keep a as well as rivers that the traveler will cross. Include journal of places seen on an imaginary trip on a map of the Diocese of Harrisburg with the route that river. marked. Using a desk map, locate the rivers that pass through the Diocese of Harrisburg. Select one river and, using the map and other sources, make an imaginary trip down the river. Keep a journal in which you identify the Catholic churches within 10 miles of the river.

3 7/2006 DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student knows and understands the geography of Pennsylvania. Assessment: The student will apply the geographic themes of location, place and region to Pennsylvania today.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 4a. Teacher guides students through the 4. Given a population, landform, and resource 4. Read and interpret climate, population, interpretation of the average annual map of Pennsylvania, relocate 500,000 new resource and other special purpose maps temperature map. Distribute blank maps immigrants, giving reasons for your choice of of Pennsylvania. and information to color code an average site of settlement. Note: Atlas of Pennsylvania or other annual precipitation map. Compare the Try one of these websites: sources may be used two maps. www.pasc.met.psu.edu/PA_climatologist.index.php Find the average annual temperature and the www.atmos.millersville.edu average annual precipitation for each county in the Diocese of Harrisburg. Record the data on a blank outline map of the Diocese and also display the information on a color-coded bar graph in which one color is used for temperature and another for precipitation.

4b. Using a blank snowfall map, create a map key, color code each zone according to student predictions. Present actual data. Compare and discuss. Using research, find the population of each county in the Diocese of Harrisburg. Display the information on a bar graph. Speculate about and discuss why some counties are more densely populated than others.

4c. Interpret data from a population map and display information on a bar graph showing a comparison between urban areas and/or counties.

4 7/2006 DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student knows and understands the geography of Pennsylvania. Assessment: The student will apply the geographic themes of location, place and region to Pennsylvania today.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 5a. Using newspapers and personal interviews 5. Choose a position on a local environmental 5. Explore environmental issues relevant to gather information on local environmental issue and develop a persuasive presentation the hometown community and the state issues. Working in groups, prepare news to convince the audience of the validity of (e.g. nuclear power, preservation of reports to present to the class. the concern. farmlands and wetlands and Chesapeake Bay pollution). Using the Catholic Witness as a resource, research the accident at Three Mile Island in 1979. Interview a Catholic who lived in the Diocese in 1979. Prepare a report on how the Church reacted to the accident. (Microfilm copies of the newspaper are available from the Archives of the Diocese of Harrisburg.)

5b. Conduct a “point/counterpoint” session (debate) on environmental issues.

5c. Invite guests with a competence in local environmental issues to address the class. In response to this create an action plan to address the issue presented.

5 7/2006 DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student will demonstrate an understanding of major events, cultures, groups and individuals in the historical development of Pennsylvania. Assessment: The student will present (project, role play, literary expression) a selected event, culture or individual/group, and express how it has impacted Pennsylvania today.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 1a. Research the location of Native American 1a. Students will organize a pow wow and tribes and on a blank map of Pennsylvania present a selected tribe’s culture to others. 1. Identify and locate the Native American outline/label the regions where they lived. Use of regalia, crafts, masks, ceremonial tribes who lived in present day items, etc. is encouraged. Pennsylvania and compare their cultures 1b. Research the culture traits of Native (e.g. Algonquin – Delaware, Shawnee, American tribes (e.g. religion, food, habitat, 1b. Create a journal recording everyday Nanticoke; Iroquois – Cayuga, Mohawk, dress, work, arts and recreation). activities in the life of a selected tribe. Oneida, Onondaga, Seneca; other tribes – This could be done on brown paper, Susquehanna, Tuscarora, Erie). 1c. Make a puzzle map of Pennsylvania using replicating hide or tree bark, using major Indian tribes to cut the puzzle. pictographs of Indian symbols. Students should color code the tribes on each piece. 1c. Students will make a pop-up book showing facts learned about Woodland Indians. 1d. Arrange a field trip to the State Museum in Harrisburg, the Hershey Museum or Indian 1d. Students work in pairs and imagine they are Steps Museum. Students will be able to see members of a PA Indian tribe. Their job is a long house, pictures, drawings, artifacts to leave a message for future generations to etc. of Pennsylvania Indian tribes. describe their daily activity. Write and draw on brown paper.

6 7/2006 DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student will demonstrate an understanding of major events, cultures, groups and individuals in the historical development of Pennsylvania. Assessment: The student will present (project, role play, literary expression) a selected event, culture or individual/group, and express how it has impacted Pennsylvania today.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 2a. Illustrate on a time line the contributions of 2a. Make a picture book of contributions of European settlers. early European settlers to share with 2. Identify contributions of European settlers Illustrate on a time line 15 major events in the younger students. in architecture, government, customs and Diocese of Harrisburg from 1868 to the present. Make a picture book of contributions of the major food (e.g. Swedes, Dutch, English). ethnic groups of Catholics that settled in the 2b. Dramatize the life story of William Penn Diocese of Harrisburg. with emphasis on founding a colony based on religious freedom. 2b. As a member of the early foundation, write Explain why so many Catholics settled in a letter to a friend in the old country William Penn’s Province of Pennsylvania retelling the story of William Penn and how he established the colony of 2c. Each student will make a small flag Pennsylvania. depicting the country of their ancestors. Use mini flags to build a graph or 2c. Make a shield with symbols of their own pictogram of origin of ancestry. ancestors. Use flag to denote nationalities. Make small flags depicting the countries of the major groups of Catholic immigrants that have 2d. Research own heritage. Draw a family tree settled in the Diocese of Harrisburg. and label ethnic origins of ancestors.

2d. Children will learn two dances from this 2e. Share ethnic food (that represents your own period in history – an English court dance and a heritage) with class during an ethnic folk dance. (A local dance teacher or theater celebration. major may be willing to teach them.)

7 7/2006

DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student will demonstrate an understanding of major events, cultures, groups and individuals in the historical development of Pennsylvania. Assessment: The student will present (project, role play, literary expression) a selected event, culture or individual/group, and express how it has impacted Pennsylvania today.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 3a. Construct a model of Fort Necessity and 3a. Create a newspaper highlighting events of 3. Recognize the role of Pennsylvania in Fort Duquesne. Describe the significance the French and Indian War. historical events of the late 1700’s. of the locations, personnel and events associated with the French and Indian War. 3b. Draft an article for the newspaper featuring an event or personality of the 3b. Using a sturdy paper plate, design a Revolutionary era. commemorative plate featuring a Draft an article for the newspaper featuring a Pennsylvania site or personality that was Catholic who lived during the Revolutionary significant to the Revolutionary period. period. Include a brief narrative (e.g., Independence Hall, Valley Forge, Ben Franklin). Using a sturdy paper plate, design a commemorative plate featuring an important Catholic who lived during the Revolutionary period.

8 7/2006

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 4a. Imagine you were living in 1850, plan a trip 4a. Design an advertisement for one means of 4. Trace the development of transportation from Harrisburg to Philadelphia by three transportation between two Pennsylvania and industrialization in Pennsylvania. modes of transportation – Conestoga cities. Highlight the advantages of your wagon, river and canal systems and mode of transportation. railroad. Compare the amount of time required and the difficulties encountered 4b. Create a collage showing the uses and with each. byproducts of coal and oil.

4b. Research the history and use of the coal and oil industries in Pennsylvania. On a blank map show where the coal and oil resources are found and use a symbol to indicate the amount of each.

8 7/2006

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 5a. Students will participate in a recreation of the 5a. Write about or portray the role of the station master 5. Describe Pennsylvania’s role in the Civil Underground Railroad. Using selected classrooms of a safe house in Pennsylvania. Include where War. as safe houses and a designated location as your safe house is located, why you chose to do “Freedom in Canada” the students will attempt to this and how you cared for the slaves. reach Canada without being caught. 5b. Given a map of the Gettysburg battlefield, explain 5b. Engage in a Gettysburg experience via field trip, the importance of the location and its significance video or pictures. Be sure to emphasize the in the outcome of the Civil War. importance of the battle as a turning point in the Using a map of the Gettysburg battlefield and the Civil War. surrounding area, mark the location of Saint Francis Xavier Church, Gettysburg. Explain the role that Saint Francis Xavier Church played in the Civil War.

5c. Create a mobile using 1 large index card and 5-6 small index cards. Assign students a research topic. Large index card contains the topic. Attach a 15-18” length of ribbon to card at top. Facts about the topic are put on small cards and arranged on the ribbon. Create a mobile using 1 large index card and 5-6 small index cards. Research the role of Saint Francis Xavier Church, Gettysburg, during the Battle of Gettysburg. Include a picture of the stained-glass window in the church that commemorates the event. Attach a 15-18” length of ribbon to the large card. Put facts on the small cards and arrange the cards on the ribbon.

8 7/2006 DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student will demonstrate an understanding of major events, cultures, groups and individuals in the historical development of Pennsylvania. Assessment: The student will present (project, role play, literary expression) a selected event, culture or individual/group, and express how it has impacted Pennsylvania today.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 6a. Select and study events significant to recent history 6a. Produce a newscast reporting on significant events in 6. Demonstrate an awareness of the important in Pennsylvania (e.g. Johnstown Flood, Three Mile recent Pennsylvania history. Include in this a personalities and events in Pennsylvania during Island). “Person of the Week” from the gathering of famous the 20th century. Study the 1979 nuclear accident at Three Mile Island. Pennsylvanians. Identify ways that the Catholic Church helped the citizens to cope with this frightening event. 6b. Create a rap song incorporating information about famous Pennsylvanians. 6b. Create questions for and conduct a classroom version Create a rap song incorporating information about one of of the WITF “Pennsylvania Game.” the nine bishops of the Diocese of Harrisburg: Bishop Create questions for and conduct a classroom version of Jeremiah F. Shanahan (1st bishop), Bishop Thomas the WITF “Pennsylvania Game,” using McGovern (2nd bishop), Bishop John W. Shanahan (3rd Highway of Missionaries: An Illustrated History of the bishop), Bishop Philip R. McDevitt (4th bishop), Bishop Diocese of Harrisburg. George L. Leech (5th bishop), Bishop Joseph T. Daley (6th bishop), Bishop (now Cardinal) William H. Keeler (7th 6c. Select a famous Pennsylvanian to research and bishop), Bishop Nicholas C. Dattilo (8th bishop), Bishop portray at a classroom gathering of great Kevin C. Rhoades (9th bishop). Pennsylvanians. Note: See attached list for suggestions. 6c. A center will be created using “mystery boxes” and Select one of the following famous Pennsylvania students will have to match names to the boxes. Catholics to research and portray at a classroom gathering of great Pennsylvanians: Saint Katharine Drexel (missionary), Saint John Neumann (bishop), Father (former Prince) Demetrius Augustine Gallitzin, or one of the Bishops of the Diocese of Harrisburg: Bishop Jeremiah F. Shanahan (1st bishop), Bishop Thomas McGovern (2nd bishop), Bishop John W Shanahan (3rd bishop), Bishop Philip R. McDevitt (4th bishop), Bishop George L. Leech (5th bishop), Bishop Joseph T. Daley (6th bishop), Bishop (now Cardinal William H. Keeler) (7th bishop), Bishop Nicholas C. Dattilo (8th bishop), Bishop Kevin C. Rhoades (9th bishop).

11 7/2006

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 6d. Each student will prepare a “mystery box” 6d. Create a postcard describing and illustrating 6. (continued) Demonstrate an awareness of containing items related to the life of a a historical site in Pennsylvania. the important personalities and events in famous Pennsylvanian. Pennsylvania during the 20th century. Prepare a “mystery box” containing items related to the life of one of the following Catholics from Pennsylvania history: Saint Katharine Drexel (missionary), Saint John Neumann (bishop), Father (former Prince) Demetrius Augustine Gallitzin, or one of the bishops of the Diocese of Harrisburg: Bishop Jeremiah F. Shanahan (1st bishop), Bishop Thomas McGovern (2nd bishop), Bishop John W. Shanahan (3rd bishop), Bishop Philip R. McDevitt (4th bishop), Bishop George L. Leech (5th bishop), Bishop Joseph T. Daley (6th bishop), Bishop (now Cardinal) William H. Keeler (7th bishop), Bishop Nicholas C. Dattilo (8th bishop), Bishop Kevin C. Rhoades (9th bishop).

6e. Working in cooperative groups, students will research one of several historical sites in Pennsylvania.

11 7/2006 DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA FAMOUS PERSONS IN PENNSYLVANIA HISTORY

Louisa May Alcott, novelist Oscar Hammerstein, composer Mike Schmidt, athlete Marian Anderson, singer Winfield Scott Hancock, Civil War general Thaddeus Stevens, abolitionist John James Audubon, naturalist Edward Hand, Revolutionary War physician Jimmy Stewart, actor Matthias Baldwin, industrialist Henry John Heinz, manufacturer Thomas Sully, artist Samuel Barber, composer Matthew Henson, explorer Jim Thorpe, athlete John Barrymore, actor Milton Hershey, manufacturer John Wanamaker, merchant John Bartram, botanist Lewis Isadore Kahn, architect Anthony Wayne, Revolutionary War general Steven Vincent Benet, poet and novelist George Simon Kauffman, playwright Benjamin West, artist Nicholas Biddle, author and public official Gene Kelly, actor George Westinghouse, inventor Nellie Bly, journalist Grace Kelly, actress Daniel Williams, surgeon James Buchanan, U.S. President Connie Mack, baseball manager James Wilson, Revolutionary War patriot Henry Burleigh, composer George McClellan, Civil War general Andrew Wyeth, artist Andrew Carnegie, industrialist William McGuffey, educator Rachel Carson, marine biologist and author George Marshall, army chief of staff Mary Cassatt, artist George Meade, Civil War general Wilt Chamberlain, athlete Andrew Mellon, financier Roberto Clemente, athlete James Michener, author Bill Cosby, actor Robert Morris, Revolutionary War patriot Perry Como, singer Lucretia Coffin Mott, abolitionist John Dickinson, Revolutionary War patriot Stan Musial, athlete Edwin Drake, oilman Joe Namath, athlete and actor Saint Katharine Drexel, missionary Saint John Neumann, bishop Thomas Eakins, artist Thomas Paine, Revolutionary War patriot W.C. Fields, actor Charles Willson Peale, artist John Fitch, inventor Robert Edwin Perry, explorer Stephen Foster, composer William Penn, founder of Pennsylvania Ben Franklin, statesman Gifford Pinchot, conservationist Henry Clay Frick, industrialist Joseph Priestley, scientist Robert Fulton, inventor David Rittenhouse, astronomer Martha Graham, dancer Betsy Ross, seamstress Alexander Haig, general and statesman Benjamin Rush, Revolutionary War physician

11 7/2006 DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student will demonstrate an understanding of the growth of business and industry and their influence on the economy of Pennsylvania. Assessment: The student will apply the geographic themes of human/environment interaction and movement in a presentation on a selected Pennsylvania industry, outline its growth and describe its impact on the state and national levels.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 1a. Create a map showing the variety of 1a. The student will assume the identity of an 1. Identify and analyze Pennsylvania’s agricultural/mining products in employee in a selected industry and make a agriculture (e.g. poultry, dairy, livestock, Pennsylvania. presentation on his/her work in using vegetable, fruits, grains), mining (e.g. coal, resources in an attempt to recruit other oil, stone) and forestry industries. 1b. Select one agricultural/mining product and workers for that industry. design a flow chart tracing the development of the product and its many 1b. In cooperative groups students use uses and/or byproducts. information gathered at the Farm Show and other sources to make charts, illustrations, 1c. Create a picture book identifying the types skits, etc. to present a mini farm show of trees found in Pennsylvania and the highlighting the development and specific products for which they are used. importance of Pennsylvania agriculture.

1d. Plan a field trip to the Pennsylvania Farm 1c. The student will create a chart showing Show where children will observe and Pennsylvania’s leadership in agricultural gather information on kinds of farming, production, e.g. first in mushrooms. crops and animals and types of machinery used.

1e. Create an oversized Guide to Good Eating Food Pyramid and fill in the various food groups with foods produced or manufactured in Pennsylvania.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 2a. Research major industries of Pennsylvania by 2a. Using a poster board, design a chart 2. Identify Pennsylvania’s processing and writing to the main office and share information featuring products of various Pennsylvania manufacturing industries and describe their received with the class. industries and explain how the student development and importance. These might uses/benefits from them. include chocolate, steel, glass, furniture, paper, 2b. Invite a guest speaker or interview an employee and machinery. of an industry to learn about local businesses. 2b. Students plan a Pennsylvania party to complete their course of study. Products such as Utz’s 2c. To help students better understand the Potato Chips, Tasty Cakes and Hershey manufacturing process, select a simple object Chocolates are served. Students locate on a (e.g. bookmark, widget) and form a class map the area where each food is manufactured. assembly line to complete. Compare the time required and skills needed by line workers versus that of an individual.

2d. Students create a time capsule for citizens of a future century. Select 5 artifacts that represent Pennsylvania’s industrial base. Create a time capsule for citizens of a future century. Select 5 artifacts that represent the Diocese of Harrisburg.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 3a. Conduct a brain storming activity to identify the 3. Assume the identity of a service industry worker 3. Identify Pennsylvania’s service industries and many types of service employees in the and write/present information about the career – recognize the role of service employees. Note community/state. educational requirements, work done, and its the interdependence of all workers. Conduct a brain-storming activity to identify the importance to the community. Identify other many types of service employees working in the workers who depend on this job for their jobs, Catholic churches, schools, hospitals, and other and workers on whom they depend. Catholic institutions within the Diocese of Harrisburg.

3b. Survey a selected number of adults in the community to determine the type of job they do, the skills/training/education needed. Categorize the job as producing a good, providing a service or both and compare educational requirements. Survey a selected number of adults in your parish to determine the type of job they do and the skills/training/education needed for the job. Categorize the job as producing a good, providing a service, or both and compare educational requirements.

3c. Create an “interdependence web”. Each student wears a badge with a worker title. The first student states how he depends on another worker (e.g. grocer depends on farmer) tosses a ball of yarn to that worker who in turn explains how he is dependent on another worker.

11 7/2006

DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student will demonstrate an understanding of the growth of business and industry and their influence on the economy of Pennsylvania. Assessment: The student will apply the geographic themes of human/environment interaction and movement in a presentation on a selected Pennsylvania industry, outline its growth and describe its impact on the state and national levels.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 4a. Research the lives of 4. Working in cooperative groups students 4. Identify inventors and entrepreneurs of inventors/entrepreneurs and create a will create and present a skit focusing on Pennsylvania and recognize their Pennsylvania Hall of Fame highlighting the contributions of Pennsylvania contributions to the economy. their accomplishments. Include artwork, inventors/entrepreneurs. models, literary expression, etc. Study the life of Thomas Edison and the history of Saint Edward Church, the worship site of Mother Cabrini Parish, Shamokin to identify the contribution of Thomas Edison to the Saint Edward church.

4b. Invite local entrepreneurs to speak to the class about organizing a small business.

11 7/2006

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

The student will be able to: 5a. Read aloud The Paper Crane by Molly 5. Given a map with representative streets and 5. Identify factors which influence the Bang. Discuss the highways, select a location for a business economy of Pennsylvania (e.g. advantages/disadvantages of new of your choice. Explain why the site was transportation, communication) roads/highways on small businesses. chosen. Create an advertisement for your business using some form of 5b. Select representative Pennsylvania products communication media (e.g. billboard, and identify the most efficient means of radio, newspaper, video.) transporting the goods to given locations Using a local map with representative streets (e.g. local, national, international markets.) and highways, select a location you would Consider the time, cost, distance, special recommend for a new church building to handling needs (e.g. refrigerated cars.) replace your present church. List reasons for the choice of this site. Create an advertisement 5c. Research/present information on the for the church (e.g., billboard, radio, development of methods of communication newspaper, video). and how they have impacted the growth of industry in the state.

11 7/2006

DIOCESE OF HARRISBURG GEOGRAPHY OF PENNSYLVANIA Red Italics – Reference to Diocesan History Outcome: The student will express an understanding of government in Pennsylvania and the rights and duties of citizenship. Assessment: The student will compare the branches and levels of government in Pennsylvania in terms of their function, officials, and election/appointment process.

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

2. Explain the organization of local and county 2a. Select a local/county department and write a 2a. In cooperative groups the students will use governments and identify the services provided letter requesting information on the service it the information collected from the letters by each. provides (e.g. department of parks and written to local/county departments to recreation, waste management, transportation, apportion a predetermined amount of police, fire, health etc.). money (e.g. $100,000) among all/some of

the departments. Each group will identify 2b. Look for signs of local/county government at work in the community. Record findings in a reasons for their spending allocations. All journal to be shared in class (e.g. road groups will compare their results. Follow construction, street cleaners, police, etc.). with a teacher presentation of actual Look for signs of the Catholic Church at work in budgetary spending for the local/county your community. Record findings in a journal to be community. shared in class. 2b. Create a city/county brochure identifying 2c. Present information on local/county officials and describing governmental governments and identify mayor, town council, operations and services. county commissioners, and others as needed. If possible interview local officials or invite them 2c. Design a flow chart showing the to visit the class or plan a visit to a local government office. responsibilities of each government Identify Catholics elected to the local/county operation. government of your community (e.g., mayor, town council, county commissioners). 2d. In cooperative groups students solve a town problem depicting different roles involved in town council meetings.

11 7/2006

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

3. Identify and distinguish duties and rights of 3a. Brainstorm a list of perceived rights and duties 3a. Present a speech in support of a local citizenship (e.g. obey laws, pay taxes, jury of citizenship. Follow by a guided discussion candidate or issue. duty, voting, protection, justice). of our civic duties and constitutional rights. Brainstorm a list of perceived rights and duties of 3b. Research an issue of local concern and hold citizenship that reflect or involve our Catholic faith. a class debate. Discuss how the issue may Discuss how to benefit from these rights and infringe on a citizen’s rights. perform these civic duties.

3b. Conduct a mock election in the classroom. This could be tied into the “mini-state” activity listed under Assessment Strategies 1a.

3c. Follow local/state election in the media, visit local polling site if possible, hold a classroom vote on candidates and/or issues.

21 7/2006

Skills/Objectives Suggested Teaching/Learning Strategies Suggested Assessment Strategies

4. Recognize Pennsylvania’s state symbols and 4. Research the various state symbols and their 4a. Create a set of trading cards depicting state explain their origin (e.g. motto, flag, seal, origins. symbols. Include a title and illustration flower, bird, tree, song, fish, etc.). Research the meaning of the diocesan seal for the on the front, on the back list date of Diocese of Harrisburg. adoption, origin and other relevant information. Create a set of trading cards depicting the coats of arms for each of the nine bishops of the Diocese of Harrisburg. Sketch the coat of arms on the front; on the back list the name and number of the bishop, the dates he served as bishop, and 2 other pieces of information about him.

4b. Create a wall hanging quilt. Each student completes a square featuring a different state symbol. Sew pieces together and use as a wall hanging. Create a wall-hanging quilt about the nine bishops of the Diocese of Harrisburg. Complete one square for each bishop. Sew the pieces together to make a wall hanging.