Social Studies – 4 th Grade - Unit Overview: Geography and Environmental Literacy, Culture Objectives: 4.G.1 Understand how human, environmental, and technological factors affect the growth and development of North Carolina. 4.G.1.1 Summarize the changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape. 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina. 4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment. 4.G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.) on North Carolina’s citizens, past and present. 4.C.1 Understand the impact of various cultural groups in North Carolina 4.C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina. 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina. CONTINUOUS WORK In PROGRESS - Revised 9-3-12
Transcript
Social Studies – 4 th Grade - Unit Overview: Geography and Environmental Literacy, Culture
Objectives:
4.G.1 Understand how human, environmental, and technological factors affect the growth and development of North Carolina.4.G.1.1 Summarize the changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape.4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina.4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment. 4.G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.) on North Carolina’s citizens, past and present.
4.C.1 Understand the impact of various cultural groups in North Carolina4.C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina.4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.
CONTINUOUS WORK In PROGRESS - Revised 9-3-12
Essential Questions:
How has North Carolina’s population changed since statehood? How has transportation in North Carolina changed since statehood? How has the landscape of North Carolina changed since statehood? How has communication changed since North Carolina became a state? How have people impacted North Carolina’s natural resources in each region? How have people adapted to the changes in North Carolina’s environment? How has technology impacted the citizens of North Carolina over time? How have people from various cultures influenced the development of North Carolina’s regions? In what ways do the arts of various groups represent the cultural heritage of North Carolina?
Assessment:
Assessment should be done throughout the unit, as you see student understanding of concepts through class discussion. Short quizzes can be given at any appropriate time within the unit, based on the essential question of the lesson. Some quizzes are embedded within the unit, but these can be altered at teacher discretion. By the end of the unit, students should be able to answer all of the essential questions listed above. The goal is the understanding of concepts rather than memorization of facts.
*NOTE: All note-taking sheets can be copied and hole-punched for students to keep in an organized binder or folder. Since many resources are online, this will be a way to help students refer back to any part of the unit if necessary.
**NOTE: Any time a lesson calls for chart paper to share responses with the class, substitution of SMART tools, Power Points, Prezis, or other computer-based publishing is encouraged if possible.
Standard Essential Question Lesson Teacher Preparation Assessment
Day 1 4.G.1.1 Summarize the changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape.
How has North Carolina’s population changed since statehood?
Read text lesson and look at population data in a map and in a chart.
Prepare to project map and chart. Know discussion points when reading map/chart. (Ex: Where did NC’s population grow the most? When was there a boom in NC population?).
Observation from student discussions.
Day 2 4.G.1.1 Summarize the changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape.
How has transportation in North Carolina changed since statehood?
Visit NC maps website. Review maps and discuss. Give students handout and either copy or project articles, or have students work on laptops or in computer lab.
Use of laptops or computer lab is ideal.
You may collect handout for assessment.
Day 3 4.G.1.1 Summarize the changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape.
How has the landscape of North Carolina changed since statehood?
Read lesson in text and/or research NC topography and natural resources to create map.
Internet access needed and a copy of NC outline map for activity.
Completion of page 28 in text and/or completion of map with correct labels.
Day 4 4.G.1.1 Summarize the changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape.
How has communication changed since North Carolina became a state?
With guided discussion, students brainstorm ways North Carolinians have communicated over time
Copy graphic organizer for each student
Completion of graphic organizer.
Standard Essential Question Lesson Teacher Preparation Assessment
Day 5-6 4.G.1.2 Explain the impact How have people Show and discuss PDF Print a copy of PDF for you Several options
that human activity has on the availability of natural resources in North Carolina.
impacted North Carolina’s natural resources in each region?
from NCDENR titled “North Carolina’s Natural Network”
to highlight important information to discuss – particularly from pages 3-9 for discussion. Decide which, if any, follow up activities you want to do for assessment, independent or small group work.
throughout PDF.
4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment.
How have people adapted to the changes in North Carolina’s environment?
Using “North Carolina’s Natural Network” page 10, discuss mixed-use developments and land conservation.
Print a copy of PDF for you to highlight important information to discuss – particularly on page 10 for discussion. Decide which, if any, follow up activities you want to do for assessment, independent or small group work.
Several options throughout PDF.
Day 7 4.G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.) on North Carolina’s citizens, past and present.
How has technology impacted the citizens of North Carolina over time?
Read and discuss Unit 8. Lesson 2 in Harcourt SS text.
Prepare discussion questions.
Completion of text page 264
Standard Essential Question Lesson Teacher Preparation Assessment
Day 8 Social Studies: Integrated Project Gather books, articles, See Rubric for project.
websites, or other research materials for project. You may have to schedule extra computer lab (or laptop use) time.
Options include grouping students for sharing of information and resources. Decide on groups according to your class needs.
Day 9
Day 10
Day 11
Day 12
Day 13 4.C.1 Understand the impact of various cultural groups in North Carolina
How have people from various cultures influenced the development of North Carolina’s regions?
Day 14 4.C.1 Understand the impact of various cultural groups in North Carolina
How have people from various cultures influenced the development of North Carolina’s regions?
Day 15 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.
In what ways do the arts of various groups represent the cultural heritage of North Carolina?
Day 16 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.
In what ways do the arts of various groups represent the cultural heritage of North Carolina?
Day 17 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.
In what ways do the arts of various groups represent the cultural heritage of North Carolina?
Assessment
Day 18 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.
In what ways do the arts of various groups represent the cultural heritage of North Carolina?
NC Culture Fair
Day 19 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.
In what ways do the arts of various groups represent the cultural heritage of North Carolina?
NC Culture Fair
Day 20 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.
In what ways do the arts of various groups represent the cultural heritage of North Carolina?
Celebration NC Culture Fair
Depending on the needs of your students, possible vocabulary words for instruction. Word Wall activities link on CMAPP under Elementary Social Studies Resources. Examples: Frayer Model, Give One/Get One, Word of the Day, Write About It …etc
Word Definition
population pop·u·la·tion [pop-yuh-ley-shuhn] noun 1. the total number of persons inhabiting a country, city, or any district or area
natural resource noun 1. Something, such as a forest, a mineral deposit, or fresh water, that is found in nature and is necessary or useful to humans
transportation trans·por·ta·tion noun 1. the act of transporting. 2. the state of being transported.
communication com·mu·ni·ca·tion noun 1. the act or process of communicating; fact of being communicated. 2. the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs.
locomotion lo·co·mo·tion noun 1. the act or power of moving from place to place.
industrialists in·dus·tri·al·ist noun 1. a person who owns or is involved in the management of an industrial enterprise Adjective 2. of, pertaining to, or characterized by industrialism
suburban sub·ur·ban adjective 1. pertaining to, inhabiting, or being in a suburb or the suburbs of a city or town. 2. characteristic of a suburb or suburbs.
sustainabilitysus·tain·a·bil·i·ty noun 1. the ability to be sustained, supported, upheld, or confirmed.2. Environmental Science - the quality of not being harmful to the environment or depleting natural resources, and thereby supporting long-term ecological balance: The committee is developing sustainability standards for products that use energy.
technology tech·nol·o·gy 1. the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science.
Cited from www.dictionary.com
Day 1
Since 1789, North Carolina’s population has expanded and diversified
Concepts:
Change, Population
Resources:
Harcourt Social Studies book: Unit 5, Lesson 1
Map: Historic and Projected population 1790-2030 http://www.npg.org/states/nc.htm
Chart of population in 2000 http://ncmuseumofhistory.org/fko/booklet/page6.htm - population
Process:
Read and discuss Unit 5, lesson 1 from Harcourt Social Studies booko Pay particular attention to concentration of population in the different regions – discuss with students
Display historic population map that shows growth over time. o Discuss the reasons why the state has grown (improvements in transportation, business oriented state government, enterprise of industrialists,
etc.) Another display of census information that shows state population since statehood in another way.
Optional Activity/Discussion (if time permits): Explore the growth of Wake County’s population over time at http://www.wakegov.com/planning/population/default.htm
Day 2Since becoming a state in 1789, North Carolina’s transportation has changed.
Concepts:
Change, Transportation
Resources:
Lesson taken from: http://www.lib.unc.edu/dc/ncmaps/car_k12.html
The lesson is best done in the computer lab or with laptops. If not available, use a laptop/projector and read the articles together.
Process:
1. Ask students to name what they think the most life-changing invention of the 20th century was. List their answers on the board, and try to encourage them to think of inventions from the beginning of the century (such as the telephone rather than the computer).
2. Remind students what transportation was like in the 19th century, when people typically used horses or railroads to travel. Have a short discussion about what life was like because of those modes of transportation. Ask them to imagine what the first car must have seemed like to a person living in 1910.
3. Play the Documenting the American South excerpt from Ralph Waldo Strickland's conversation in which he describes seeing an automobile for the first time, in 1910. To find the excerpt, go to the Ralph Waldo Strickland interview website, click on the mp3, and fast-forward to minute 21:13. The excerpt runs about a minute and a half. http://docsouth.unc.edu/sohp/H-0180/menu.html
4. For the next portion of the lesson, students chould have their own computers. Give them a copy of the handout and ask them to read the following two Web sites giving a history of the impact of the automobile on America
The Invention of the American Vacation: The Automobile http://xroads.virginia.edu/~ug02/barnes/hford.html The History of the Automobile http://l3d.cs.colorado.edu/systems/agentsheets/New-Vista/automobile/history.html
5. If the readability of the sites is too difficult, summarize the contents using this PowerPoint presentation.6. The handout asks them to answer questions about the Web sites and then to use two North Carolina maps from NC Maps to analyze the effect the car had on
the state.
Assessment: You may collect the handout for assessment. It is best to discuss their answers after they are finished.
How the Car Changed North Carolina Name _________________________________________
A Worksheet Prepared for Use with North Carolina Maps: http://www.lib.unc.edu/dc/ncmaps/
From your reading, name three important ways the invention of the automobile changed the lives of people living in America: a.____________________________ b.____________________________ c.__________________________
Go to the NC Maps Web site: http://dc.lib.unc.edu/u?/ncmaps,341
This is a map from 1872 showing railroad paths through North Carolina. Towns shown in bold along the railroad tracks were most easily traveled to. For each of the towns below, circle the name if it was accessible by railroad.
Asheville Greensborough Winston Ashborough
Wadesborough Charlotte Greenville Wilmington
3. The more railroad tracks that ran through a town, the bigger the town was. Name the two biggest towns in North Carolina in 1872.
4. Go to the NC Maps Web site: http://dc.lib.unc.edu/u?/ncmaps,937This is a map from 1920 showing highways paved or cut through North Carolina. The lines on the map are the roads, and the bigger the name of the town, the bigger the town was. Name three towns that people could use roads to get to that they couldn't take a train to in 1872.
5. Just like with railroads, the bigger the town was, the more roads led in and out of it. According to the 1920 map, what are the two biggest towns in 1920?
6.Why do you think Asheville is so much bigger on the 1920 map than the 1872 map? What do people usually go to Asheville for?
7.How did the invention of the automobile change the lives of people in North Carolina? Where could they travel that they couldn’t before? What towns prospered because people had cars?
North Carolina Maps is a comprehensive, online collection of historic maps from the North Carolina State Archives, North Carolina Collection at UNC-Chapel Hill, and Outer Banks History Center. North Carolina Maps is made possible by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act asadministered by the State Library of North Carolina. Visit North Carolina Maps online at http://www.lib.unc.edu/dc/ncmaps.
Day 4Advances in technology offer opportunities and new problems
Concept:
Change, Communication
Resources:
Harcourt Social Studies text Unit 8, Lesson 1
Graphic organizer
Process:
Read and discuss lesson in Harcourt text.
Have students brainstorm ways we communicate on graphic organizer. Encourage them to “start at the beginning” going back to when North Carolina was first settled until present time. Have them fill in the graphic organizer with your guidance.
Students may work in groups for discussion and brainstorming.
Have students share their charts to promote further discussion of ways we communicate.
Time permitting, have students predict new ways to communicate in the future
Assessment:
Completion of graphic organizer.
Communication in North CarolinaType of
CommunicationHow did it work? Benefits Challenges
Communication in North Carolina Teacher Guide
Type of Communication
How did it work? Benefits Challenges
Word of MouthPeople told the message to others to pass on
Message was easy to understand Message was often changed with each retelling (exaggerated or incorrect)
ShipsLetters were delivered to the ship based on the ship’s destination
Provided written documentation for families and businesses
Took a long time. If something happened to the ship, letters weren’t delivered
Railroad Letters were delivered to cities or towns based on train stops
Faster than ships and could deliver without waterways
Deliveries could only happen where the trains stopped
Telegraph Signals were sent over wires by electrical signals
Delivered messages very quickly Needed electricity and someone who understood the code
Roads Letters were carried via horse, wagon or cars (later)
Letters could be delivered to places that did not have a railway
Could take a long time depending on quality of roads
Radio/Television News and information is broadcast over the “air”
Information is relayed to the masses very quickly
Require electricity
Telephone Voices were transmitted over wires
People could speak to each other across miles
Sometimes more than one person used a line and calls weren’t private
Air Planes deliver packages and letters across great distances
Packages and letters could be delivered anywhere in a matter of hours
Could be costly
Satellite/Cell phone Object orbits earth that receives information from earth and then sends it back to a specific location
Instantaneous communication Poor signals due to weather or communication tower location
Internet A network that links computers around the world for the exchange of information and ideas
People use the internet for work, entertainment and to find information from their homes
Safety of personal information and depending on network speed, transfer of information can be bogged down
There are several activities throughout the PDF that allow for small group or individual activities to be completed in school for assessment or at home for enhanced activities.
Distribute project direction packet to each student. Explain to students that they will be taking what they know about geography and growth of North Carolina and that they will be working in groups (teacher should assign groups for differentiation purposes).
Assessment:
Grade using rubric.
Geography and Environmental Literacy ProjectName: _________________________________________ Parent Signature: ________________________________________________________
Homeroom Teacher: _____________________________ Research Report Due Date: _____________________________
Presentation Date: ______________________________
You have just studied North Carolina’s geography and environment. Now, you are going to work on a group project where your group will share how humans have a negative or positive impact on our state. You will choose a place in a North Carolina region and learn how it has changed over time. You will include how the land has changed, how the interaction of people have influenced that place, how the environment has been modified, which natural resources are being used and what ways conservation can be practiced. Then, you are going to present your information using Power Point, Prezi, or any other presentation tool you have learned this year. Be creative!
Part 1: Choose a place you’d like to research. Some examples include: rivers, coastal lands, parks, historic sites, cities Part 2: Divide the researching tasks among your group. Your teacher will help you if you need it. Part 3: Complete the attached graphic organizer to help you take notes from your research. Please be sure you are just taking notes and NOT copying
information directly from your research. Notes do not have to be in complete sentences. Please fill in the sources of your information on the chart. Use another sheet of paper if you need more room.
Part 4: Once you have completed your plan meet with your group to share resources and discuss your plan. Add more information to your plan by using the new resources and information you learned from your group.
Part 5: Using your notes on the graphic organizer, complete a draft of your part IN YOUR OWN WORDS. The draft should have headings based on the topic of each slide.
Part 6: Have a writing conference with your teacher to edit and revise your draft. Part 7: Publish a final copy by typing your research report according to your teacher’s directions. Part 8: Present your report to the class.
**NOTE** This packet and your draft should be turned in along with your final copy of the report. Please staple in the following order (from top to bottom): Final copy, draft, packet.
Notes for Geography and Environmental Literacy Project
Topic Who? Notes Sources
How the land changed over time
How the interaction of people have influenced the place
How the environment has been modified
Natural Resources and Conservation
How people are a negative and a positive influence on the place
Presentation Plan for Geography and Environmental Literacy Project
Title How the land changed over time How the interaction of people have influenced the place
How the environment has been modified Natural Resources and Conservation How people are a negative and a positive influence
Sources Used
Rubric for Geography and Environmental Literacy Project – Part 1
ELA Standard Grade
Read the research RI4.10 - By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W4.9a- Draw evidence from literary or informational texts to support analysis, reflection and research.
FS4.4a - Read grade-level text with purpose and understanding.
Plan SL4.1a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL4.1c - Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
SL4.1d - Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Draft W4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
RI4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Edit and Revise L4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
L4.3a - Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely.
Publish W4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Rubric for Geography and Environmental Literacy Project – Part 2
Social Studies Standard Grade
How the land changed over time
4.G.1.1 Summarize the changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape.
How the interaction of people have influenced the place
4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina.
How the environment has been modified
4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment.
Natural Resources and Conservation
4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina.
How people are a negative and a positive influence on the place
4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina.
Presentation Rubric for Geography and Environmental Literacy Project – Part 3
Technology Standard Grade
Quality of Presentation SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Enhancements to Presentation
SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
