California’s Communities Review Guide
Log in at www.teachtci.com for more resources.
T A B L E
O F
C O N T E N T S
Social Studies Alive! California’s Communities Sample Lesson: Finding Places in California Pathway Overview................................................................................. 1 Read & Do Pathway .......................................................................... 2 Read & Do Sample Lesson............................................................. 3 Student Text................................................................................... 4 Interactive Student Notebook....................................................... 10 Reading Toolkit............................................................................. 12 Writing Toolkit.............................................................................. 13 Activity Pathway.............................................................................. 14 Activity Sample Lesson................................................................ 15 Handouts...................................................................................... 24 Placards........................................................................................ 26 Skills Toolkit................................................................................. 31 Interactive Student Notebook....................................................... 32 Integrated ELA Pathway.................................................................. 34 Integrated ELA Sample Lesson..................................................... 35 Universal Access.......................................................................... 36 Student Text and Interactive Student Notebook........................... 37 Vocabulary Toolkit........................................................................ 60 Skills Toolkit................................................................................. 61 Formative and Summative Assessment........................................ 62 Formative Assessment................................................................. 63 Summative Assessment............................................................... 64 Program Contents................................................................................ 65 Credits ................................................................................................ 67
Teachers’ Curriculum Institute PO Box 1327 Rancho Cordova, CA 95741 Customer Service: www.teachtci.com 800-497-6138 Copyright © 2019 by Teachers’ Curriculum Institute. No parts of the publication may be reproduced without written permission from the publisher. Printed in the United States of America. TCI-SS3CAG 2 3 4 5 6 7 8 9 10 11 -BR- 24 23 22 21 20 19 Manufactured by BR Printers, Inc San Jose, CA United States of America, December 2019
Imagine engaging your students in lessons that inspire them and make them excited to learn. That’s the power of TCI’s programs. This booklet provides a quick overview of one program so you can begin to see how our lessons, assessments, challenges, and tools are different from other programs. Login to your online TCI account to see even more.
P A T H W A Y
O V E R V I E W
M ul t i p l e Pa t h s for Di f fe r e n t C l a s s r oom N e e d s
R E A D
&
D O
P A T H W A Y
Re a d & Do Pa t hway Short on time but want to give your students a rich social studies experience? Unpack social studies with a high-interest reading. Students engage with a magazinestyle article to dive deep into social studies topics. Then, they think critically about the reading in a variety of skill-based assignments.
2 California’s Communities: Finding Places in California
www.teachtci.com
&
D O
P A T H W A Y
Read & Do Sample Lesson Lesson Plan: Finding Places in California
Essential Question: Where in California is our community? Objectives Social Studies • Analyze the role of traditions, symbols, and values in unifying the United States. Language Arts • Interpret a fictional story to distinguish fact and fiction. (reading) • Complete a letter to a child in another country. (writing) Materials • Student Text - pp. 4-9 • Notebook - pp. 10-11 • ELA Support: • Story Map from the Reading Toolkit - p. 12 • Peer Revising Checklist from the Writing Toolkit - p. 13 Universal Access • Story Map Although this story describes real traditions in the United States, it is a fictional narrative. Provide the Story Map worksheet from the Reading Toolkit to help students identify the structure of the narrative and to better understand the reading.
www.teachtci.com
Read & Do Sample Lesson - California’s Communities: Finding Places in California 3
Read & Do Pathway
R E A D
Read & Do Pathway
READ & DO
Civics
Eagles, Flags, and Midnight Parades
History
Short introduction provides context and prepares students for the reading.
Your community is one of many in the country. Some are east of the Rocky Mountains, and others are west. But people all over the United States feel connected. What makes us feel part of one big community? “Let’s hurry,” Marisa said to her friend Jacob as Grade-appropriate text blends expository and literary styles.
she ran up the steps of her school. Marisa was excited because her school was helping to plan her town’s Fourth of July celebration. Her class had chosen Jacob and Marisa to go to the planning meeting. Marisa is from a town called Hollister in the state of California. People there love to make the Fourth of July a special day. The meeting was in the school library. As Marisa and Jacob took their seats, Ms. Lundstrom stood up. She was the school’s principal.
This image shows a Fourth of July parade in 1923.
Meaningful uses of primary sources enrich the text.
4 California’s Communities: Finding Places in California
www.teachtci.com
Read & Do Pathway
These children are marching in a recent Fourth of July parade. “Welcome!” she said. “As you know, the Fourth of July is a very important day. On that day in 1776, the Declaration of Independence was approved. This great document was written by Thomas Jefferson. It said that our country would be free from the rule of Great Britain, so July fourth is the birthday of the United States. How can our town make this year’s Fourth of July the best ever? Let’s hear your ideas.” A boy named Amir spoke first. “We’ve got to have the Midnight Parade,” he said. “That way we have the very first parade of the day. It’s a
Declaration of Independence a document that said that the United States is free from the rule of Great Britain
tradition something that people do together year after year
big tradition in some communities.” A tradition is something that people do together year after year. A common tradition on the Fourth of July is to watch a fireworks show. www.teachtci.com
Vocabulary terms are defined at point of use.
California’s Communities: Finding Places in California 5
“But how can we make the parade special?” Ms.
Read & Do Pathway
Lundstrom asked. “We could have giant balloons that are shaped like bald eagles,” Marisa said. Everyone liked that idea because the bald eagle
symbol an object that
is the national bird. It is a symbol of courage and
stands for something else (for example, the Liberty Bell is a symbol of freedom)
freedom. A symbol is something that stands for an idea. Then Tina spoke. “There should be a band that plays patriotic songs while leading the parade,” she said. “The band should play ‘The Star-Spangled Banner,’” Marisa added. “It’s the national anthem.” “We learned some other good songs,” Amir said. “I like ‘America the Beautiful,’ ‘America,’ and, ‘The Pledge of Allegiance.’” “That’s a great idea!” said Mrs. Lundstrom. “These songs tell about American symbols. The flag stands for our strength and for everything that makes us one country.”
People have been singing this song about our country for almost 200 years. Patriotic songs like this one tell about our country’s symbols and history. What symbols can you identify?
Familiar songs and quotations are called out.
6 California’s Communities: Finding Places in California
www.teachtci.com
to everyone,” said Tina. “Every country has its own flag. The American flag is one of the most important symbols for our country.” “Everyone, make sure to wear red, white, and blue!” said Amir. “Those are the colors on our flag and also are our country’s colors. It is a good way to show support of the United States.” “Ms. Lundstrom, what does the Liberty Bell stand for?” asked Jacob. “It stands for freedom,” responded Ms. Lundstrom. “I saw it once in the city of Philadelphia,” Marisa said. “People rang it in 1776 when they were going to read the Declaration of Independence out loud. They wanted everyone to come and hear it being read.” “We could have somebody dress up as the Statue of Liberty,” Tina said. “The statue welcomes people who come to America from other countries.”
The Statue of Liberty in New York City is another symbol of freedom for the United States. France gave the United States this statue as a gift.
“The Statue of Liberty is a great symbol,” said Ms. Lundstrom. “It represents freedom and opportunity.” www.teachtci.com
California’s Communities: Finding Places in California 7
Read & Do Pathway
Large images capture students’ attention and support visual learners.
“We should give flags
Read & Do Pathway
Many people visit the Lincoln Memorial each year in Washington, D.C. A statue of Abraham Lincoln, the 16th president of the United States, sits inside the building. “Our country has many other symbols,” continued Ms. Lundstrom. “The Washington Monument is one. It is in Washington, D.C., and built in honor of our Narrative style keeps students engaged throughout the reading.
first president, George Washington.” “I saw it when I visited Washington, D.C.,” said Tina. “There are a lot of symbols there because it is our country’s capital.” “Yes, there are,” Amir agreed. “It has the Lincoln Memorial, which honors President Abraham Lincoln, and other memorials to remember famous wars. The memorials for the Vietnam War and World War II are in Washington, D.C.”
The Washington Monument in Washington, D.C., honors President George Washington.
“I have another idea for the parade,” Tina said. “Let’s set up a booth to tell about our history. Read & Do Pathway
Someone can read the Declaration, and we can show a copy of the Constitution. Then people can see the words that helped form our government.” “And we could have pictures of the U.S. Capitol building,” Jacob said. “It’s also in Washington, D.C., and people write our laws there.” The Fourth of July plan was sounding better and better. Marisa smiled as she thought about herself marching down the street at midnight. She could even hear the band playing! ◆
The U.S. Capitol building in Washington, D.C., is where our government makes laws for our country.
Red diamonds signal the end of the reading.
www.teachtci.com
California’s Communities: Finding Places in California 9
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Read & Do Pathway
R E A D
&
D O
Teresa lives in another country. She has heard that the Fourth of July is special in the United States, but she doesn’t know why. She wants to know more about it. Tell her about this day by filling in the blanks in the letter below. Letter format is provided PROCLAMATION: BENJAMIN FRANKLIN to assist students.
Grade-appropriate instructions guide students through the steps of the assignment.
DAY (date)
Whereas Benjamin Franklin, an American of great
Dear Teresa,
public virtue, was born on January 17, 1706, and
On the Fourth of July, Americans celebrate
Whereas
.
People like to show American flags on this day., and That’s because the flag stands for
Whereas
We also have other Fourth of July traditions,
.
, and
Whereas
like and
,
.
Therefore, January 17 shall be known as Benjamin
As you can see, it’s a big day for us! Franklin Day in our community. Your pal,
10 California’s Communities: Finding Places in California
Students use their understanding of the reading to complete the letter. www.teachtci.com
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Draw a picture of this tradition in the box.
www.teachtci.com
Read & Do Pathway
Think of a tradition that you like. It can be anything that people do together year after year. On the lines below, tell what the tradition is.
Through writing and drawing, students describe a tradition.
California’s Communities: Finding Places in California 11
R E A D I N G
T O O L K I T
Read & Do Pathway
Story Map Characters
Setting
Have students analyze the structure of the reading.
Define these terms for students and have them record the characters, setting, and conflict/problem of the reading.
Conflict/Problem
Events of the Plot 1.
2.
3.
Ending/Solution
12 California’s Communities: Finding Places in California
Have students review the events of the reading again and record three key plot points and the ending/solution.
www.teachtci.com
W R I T I N G
Create mixed ability pairs. Read & Do Pathway
Peer Revising Checklist
T O O L K I T
When I am the writer, I write and revise before I give my reader my draft. I give my reader a clean copy of my draft. I tell my reader what problems I am still working on. I give my reader plenty of time to read and respond. I listen carefully to my reader’s ideas. I think about what my reader says before I answer. I ask questions about any comments I do not understand. When I am the reader, I read carefully. I take as much time as I need. If I need to, I reread.
Have students switch papers and go through the checklist.
I ask questions about things that I don’t understand. I begin by telling the writer what works well. I tell exactly what is good, such as a clear main idea, a clear topic sentence, or a specific word choice. I tell exactly what to change, such as a sentence that is off the topic or does not make sense. I am polite and honest.
www.teachtci.com
California’s Communities: Finding Places in California 13
A C T I V I T Y
P A T H W A Y
Ac ti vi t y Pa t hway Shake up how your students learn in the classroom with TCI’s Activity Pathway, where students don’t just read about social studies—they live it! Each lesson comes with a ready-to-teach slideshow to take your class on a memorable, interactive learning journey. Students connect with powerful visuals, engage in lively class debates, and collaborate to solve problems. These experiences form a strong foundation for students so that they can make true connections from their reading and write meaningfully about social studies.
14 California’s Communities: Finding Places in California
www.teachtci.com
A C T I V I T Y
P A T H W A Y
Ac tivit y Sample Lesson
Essential Question: Where in California is our community? Objectives Social Studies • Identify cardinal and intermediate directions and use a compass rose. • Use map skills to locate communities on a map, determine directions, and measure distances between two locations. Language Arts • Give a brief oral presentation to the class. (speaking and listening) Materials • Lesson Guide - pp. 16-23 • Notebook - pp. 32-33 • Student Text • Handout A: Map Rulers - p. 24 • Handout B: Compass Roses - p. 25 • Placards A-E: Travel Cards - pp. 26-30 • ELA Support: • Word Tiers from the Vocabulary Toolkit • Support Chart from the Writing Toolkit Universal Access • Modifications to support English language development, learners reading and writing below the grade level, special education learners, and advanced learners are provided throughout the procedures at point of use. Additionally, you will find strategies to support literacy.
www.teachtci.com
Activity Sample Lesson - California’s Communities: Finding Places in California 15
Activity Pathway
Lesson Plan: Finding Places in California
A C T I V I T Y
P A T H W A Y
Inquiry Preview
Students build background knowledge by learning about the usefulness of compass directions and measurements of distance. Activity prep: • For the Preview, make four signs on paper or cardstock for the four directions: north, south, east, west. Post them on the walls of the classroom. For ease of comprehension, you may choose to place “north” at the front of the room.
PREVIEW
Activity Pathway
Everyone stand facing the screen. • Point to the door. Which way is it, left or right? • Point to the screen. Is it in front of you or behind you?
SLIDE 1
PREVIEW
Now turn around. Face the opposite direction. • Point to the door. Which way is it, left or right? • Point to the screen. Is it in front of you or behind you? Why have you changed your answers? Which way is the door really? Which way is the screen really? Do you know of a way to describe where something is that stays the same no matter which way you are facing?
TEACHER NOTES
Lesson Support While students answer “Which way is the door really? Which way is the screen really?”, you may need to allow students a moment to work out that there is no “really”—that is, directions such as “left” and “right” depend on which way we are facing. Then have students take their seats. Point out that it would be useful to have a way of describing where something is that stays the same no matter which way we happen to be facing.
16 California’s Communities: Finding Places in California
SLIDE 2
www.teachtci.com
A C T I V I T Y
P A T H W A Y
PREVIEW
• Go to the Preview assignment in your print or online Interactive Student Notebook. • Find the compass rose. A compass rose shows direction on a map. • Copy the directions on the compass rose in your notebook. Use N, S, E, and W.
TEACHER NOTES
Notebook Preview assignment Lesson Support Post the cardinal direction signs you made earlier on the walls of the classroom, with “north” matching the classroom map. Ask students to point to each of the four directions. Explain that these directions are called cardinal directions. If you are using the Interactive Student Notebook, you can access it three ways: 1. Online: Go to the “Student View,” and navigate to the Notebook. 2. Online: Go to the “Materials” tab, and print out the PDF notebook pages. 3. Print: Use the print Interactive Student Notebooks in your classroom. In the Student Subscription, you can find the Preview assignment in the Introduction section.
SLIDE 3
ELA/ELD: Word Tiers Use the Word Tiers worksheet from the Vocabulary Development Toolkit to explain important information related to the term cardinal directions. Write the term and put a box around it to represent the top tier. Then create tiers downward with more specific definitions, as follows: • cardinal directions (tier one) • the four main points on a compass (tier two) • north, south, east, and west (tier three) Do the same for the term intermediate directions. Students with Special Needs Make small signs with the intermediate directions on them. As students are locating places in the classroom, have them hang up the intermediate directions signs in the appropriate places.
www.teachtci.com
California’s Communities: Finding Places in California 17
Activity Pathway
UNIVERSAL ACCESS
A C T I V I T Y
P A T H W A Y
PREVIEW
• Listen to the song, “North, South, East, West.” • Intermediate directions come between the cardinal directions. • Point to northeast in our classroom. Northeast is between north and east.
TEACHER NOTES
Lesson Support Play the audio track on the slide. In the class map on this slide, north has been placed at the front of the class room for ease of comprehension. For further practice, ask students to point to the • southeast. • southwest. • northwest.
SLIDE 4
Activity Pathway
UNIVERSAL ACCESS
Option As students listen to the audio, “North, South, East, West,” tell students to face and point to the appropriate cardinal direction when the song asks which way each direction is. English Learners Before or during the activity, make the audio available to students in a Listening Center. Encourage students to listen to audio and practice pointing out the directions as they are named in the song. This will give them reinforcement with the vocabulary and the concept of cardinal directions.
PREVIEW
• Label the intermediate directions on the compass rose in your notebook. • Draw the screen on your map in your notebook. • Think of something in your classroom that is far away from the screen. Let’s draw it on your map.
TEACHER NOTES
SLIDE 5
Notebook Preview assignment
PREVIEW
• Who would like to walk from the screen to the place we selected? • Which way is the student walking? Let’s write the direction on the map.
TEACHER NOTES Notebook Preview assignment
18 California’s Communities: Finding Places in California
SLIDE 6
www.teachtci.com
A C T I V I T Y
P A T H W A Y
PREVIEW
• Now let’s put two more places on our map and find the direction from the screen. • We need another volunteer. Walk from the screen to the place we selected. This time we will count your steps. • How many steps did we count? Let’s record the number. • Now let’s count steps to other places on our map and record the number.
SLIDE 7
TEACHER NOTES Notebook Preview assignment
PREVIEW
SLIDE 8 Activity Pathway
Work in your notebook. 1. Draw your desk on the map. 2. Draw another place in the classroom. Label it. 3. Connect the two places with an arrow. 4. Label the arrow with the direction from your desk. 5. Walk from your desk to the place. Count the steps. 6. Write that number by the arrow.
TEACHER NOTES Notebook Preview assignment
UNIVERSAL ACCESS
ELA/ELD: Vocabulary Development Introduce key social studies terms: cardinal direction, map key, scale, canyon, Declaration of Independence, tradition, and symbol. • Provide the Word Tiers worksheet from the Vocabulary Development Toolkit for students who need further guidance and structure. • Review each term again with students as it appears in the activity reading and encourage them to use it in their writing.
www.teachtci.com
California’s Communities: Finding Places in California 19
A C T I V I T Y
P A T H W A Y
Social Studies Skill Builder
In a Social Studies Skill Builder, students complete skill-oriented tasks by using a map and compass rose to locate their community, identify directions, and measure distances to other places in California. Activity prep: • Quicker coverage of the Social Studies Skill Builder is designed to take 30 minutes of classtime. • You may wish to cut out the rulers and compasses from Handouts A and B. Each pair should get one ruler and one compass. Consider printing Handout B on transparency sheets. • Before the activity, assign the Introduction and Sections 1-2 as homework. Have students complete the Reading Notes for Sections 1-2.
ACTIVITY
Activity Pathway
Let’s see where California landmarks are compared to your community. Go to the Section 3 Reading Notes in your notebook. • What is the name of your community? • Where on this map is it? • Mark a dot for your community and write the name of it on all six of these maps in your notebook.
TEACHER NOTES
Notebook Section 3 Teacher Prep Before the activity, assign the Introduction and Sections 1-2 as homework. Have students complete the Reading Notes for Sections 1-2. Lesson Support In the online notebook, students can find these six maps in Sections 3 through 8. Find your community together as a class and mark it on the Section 3 notebook map.
SLIDE 5
UNIVERSAL ACCESS
Learners Reading and Writing Below Grade Level Conduct a prereading session before students read each section. For each numbered section, ask, What is the title of this section? What are the headings in this section? What do you see in the image? Which subsection corresponds to the image? What do you already know about the heading topic? What do you want to know about this topic? Then have students read and complete the corresponding Reading Notes for this section. Review the answers as a class. Repeat these steps as needed for each section.
ACTIVITY
• You and your partner will be getting placards like this one. • The placard shows a place in California. • Read Section 3, The State Capitol, in your Student Text.
TEACHER NOTES
Reading Section 3 Lesson Support Students will need Placards A-E later in this lesson. For now, simply familiarize students with the placard on the slide as an example. 20 California’s Communities: Finding Places in California
SLIDE 6 www.teachtci.com
A C T I V I T Y
P A T H W A Y
ACTIVITY
• Use clues from your reading. Which dot on this map represents the state capitol building? • Label the dot on the map in your notebook. • Draw a line between your community and the state capitol building. • You will get a map ruler. Measure the distance between the dots with your ruler. • Fill in the blanks in the first sentence in your notebook.
TEACHER NOTES
Reading and Notebook Section 3 Materials Handout A: Map Rulers Lesson Support Pass out map rulers from Handout A. Consider modeling this part of the activity with the class by using one of the rulers from Handout A and a map.
SLIDE 7
• What is the direction from our community to the state capitol building? Lay your compass rose on the map to help you. • Find the direction of the line you drew. • Fill in the blanks in the second sentence.
TEACHER NOTES
Reading and Notebook Section 3 Materials Handout A: Map Rulers Handout B: Compass Roses Lesson Support Consider modeling this part of the activity with the class by using one of the compasses from Handout B and a map. If you printed out the compasses on a transparency, position the compass rose so that N is oriented to the north on the map. Use the compass rose to note the direction of the line you drew earlier between your community and the state capitol building.
www.teachtci.com
SLIDE 8
California’s Communities: Finding Places in California 21
Activity Pathway
ACTIVITY
A C T I V I T Y
P A T H W A Y
ACTIVITY
Work with a partner. Choose a travel placard. 1. Read the section about that location in the Student Text. 2. Go to the Reading Notes for your location. Use your ruler and compass rose to complete the travel map. 3. After you complete the travel map, bring it to your teacher to get checked. 4. Then choose another travel placard. Repeat this process until you have completed all five maps. Start creating your travel maps!
TEACHER NOTES
SLIDE 9
Materials Handout A: Map Rulers Handout B: Compass Roses Placards A-E: Travel Cards Reading and Notebook Sections 4-8 Lesson Support Pass out travel cards from Placards A-E to each pair of students.
Activity Pathway
UNIVERSAL ACCESS
ELA/ELD: Reading Code Text Have students cut sticky notes into four strips. Have them label each strip with one of the following symbols. * = Information I already know. + = Information I didn’t know. ! = Amazing! ? = I’m confused. As students read about each location in this lesson of the Student Text, have them code the text with sticky notes to show their reactions to the reading. Explain that they do not have to use all the strips or label every page. Afterward, have them discuss their coding with their partners.
ACTIVITY • • • •
Which of the places that you visited are north of your community? Which places are south of your community? Which places are east of your community? Which places are west of your community?
ACTIVITY
• Which place is farthest from your community? • Which place is closest to your community? • Which destination would you most like to visit? Why?
22 California’s Communities: Finding Places in California
SLIDE 10
SLIDE 11 www.teachtci.com
A C T I V I T Y
P A T H W A Y
Study Your Community
Students conduct an inquiry by researching a statue, building, or landmark that is important to their community and explaining why it is special.
STUDY YOUR COMMUNITY
Go to the Study Your Community section in your notebook. Let’s read the directions for Steps 1 and 2 together. Now, complete Steps 1 and 2. Share your postcards with a partner!
TEACHER NOTES
Notebook Study Your Community Lesson Support You may wish to provide examples of landmarks, such as a nearby park, historic building, or geographic feature in your community.
SLIDE 1
STUDY YOUR COMMUNITY • • • •
Go to Step 3 of the Study Your Community section in your notebook. Let’s read the directions together. Now, complete Step 3. Share your directions with the class by drawing on the map on this slide.
TEACHER NOTES
SLIDE 2
Notebook Study Your Community Lesson Support Have volunteers draw their directions on the map.
www.teachtci.com
California’s Communities: Finding Places in California 23
Activity Pathway
• • • •
H A N D O U T
A
Activity Pathway
Map Rulers 0 mi 150
300
450
600
750
900
0 mi 150
300
450
600
750
900
0 mi 150
300
450
600
750
900
0 mi 150
300
450
600
750
900
0 mi 150
300
450
600
750
900
0 mi 150
300
450
600
750
900
0 mi 150
300
450
600
750
900
24 California’s Communities: Finding Places in California
www.teachtci.com
H A N D O U T
B
Activity Pathway
Compass Roses
www.teachtci.com
California’s Communities: Finding Places in California 25
26 California’s Communities: Finding Places in California
Golden Gate Bridge
A
Travel Card
Activity Pathway
P L A C A R D
www.teachtci.com
www.teachtci.com
California’s Communities: Finding Places in California 27
Activity Pathway
B
Yosemite National Park
Travel Card
P L A C A R D
28 California’s Communities: Finding Places in California
Central Valley Farms
C
Travel Card
Activity Pathway
P L A C A R D
www.teachtci.com
www.teachtci.com
California’s Communities: Finding Places in California 29
Activity Pathway
D
Olvera Street
Travel Card
P L A C A R D
30 California’s Communities: Finding Places in California
San Diego Zoo
E
Travel Card
Activity Pathway
P L A C A R D
www.teachtci.com
Recognize Bias Checklist Author
Provide students who need additional structure or support with this worksheet before beginning the Study Your Community activity.
S K I L L S
T O O L K I T
Does the author belong to a group, hold beliefs, or have interests that would result in a one-sided view of this subject?
Words
Ideas Does the author exaggerate or understate any facts?
As students research special places in their state, have them review their sources with this checklist.
Completeness Does the author leave out everything that might argue against his or her ideas?
Tone Does the writing seem full of emotion and based mainly on feelings?
www.teachtci.com
California’s Communities: Finding Places in California 31
Activity Pathway
Does the author use very negative or very positive words?
I N T E R A C T I V E
S T U D E N T
S T U D Y
N O T E B O O K
Y O U R
C O M M U N I T Y
What Special Places Tell Our Community’s Story?
Activity Pathway
Step 1: Find a statue, building, or other place that helps tell the story of your community. Draw it on this postcard. Write its name in one corner.
Step 2: Use the back of the postcard to tell a friend why the special place is important in your community. Address your postcard.
Have students brainstorm places and choose one to draw.
Encourage students to research the origins of each statue, building, or place.
32 California’s Communities: Finding Places in California
www.teachtci.com
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Activity Pathway
Step 3: Now draw directions from your community to the special place you wrote about. Be sure to label your map and use the compass rose to write the directions.
Using the skills they learned in the lesson, have students complete the map.
www.teachtci.com
California’s Communities: Finding Places in California 33
I N T E G R A T E D
E L A
P A T H W A Y
I n te gra te d EL A Pa t hway Making time for both English language arts (ELA) and social studies instruction is easy with Social Studies Alive! The Integrated ELA pathway seamlessly blends social studies content with opportunities to develop ELA skills. Students read expository text, which is designed as “considerate text” to reach all learners. Students practice writing by responding to engaging short- and long-form prompts in their Interactive Student Notebooks. They also develop vocabulary with reading support and by using the terms in their notebooks.
34 California’s Communities: Finding Places in California
www.teachtci.com
I N T E G R A T E D
E L A
P A T H W A Y
Integrated ELA Sample Lesson Lesson Plan: Finding Places in California
Essential Question: Where in California is our community?
Materials • Notebook - pp. 37, 44-45, 47, 49, 51, 53, 55, 57-59 • Student Text - pp. 38-43, 46, 48, 50, 52, 54, 56 • Handout A: Map Rulers • Handout B: Compass Roses • ELA Support: • Word Tiers from the Vocabulary Toolkit - p. 60 • Examining History and Geography from the Skills Toolkit - p. 61
www.teachtci.com
Integrated ELA Sample Lesson - California’s Communities: Finding Places in California 35
Integrated ELA Pathway
Objectives Social Studies • Identify cardinal and intermediate directions and use a compass rose. • Use map skills to locate communities on a map, determine directions, and measure distances between two locations. • Research and map a place to visit in California. Language Arts • Give a brief oral presentation to the class. (speaking and listening)
I N T E G R A T E D
E L A
P A T H W A Y
Universal Access
Integrated ELA Pathway
Social Studies Alive! provides modifications for students who need additional structure or guidance with ELA skills. Here are some suggestions for how to modify the Integrated ELA Pathway to support your students. •
ELD Support Reading support is built into the Student Text online. Students can use the audio-to-text tool, highlight the main ideas, and add notes to the text.
•
Students with Special Needs Make small signs with the intermediate directions on them. As students are locating places in the classroom, have them hang up the intermediate directions signs in the appropriate places.
•
Learners Reading and Writing Below Grade Level Conduct a prereading session before students read each section. For each numbered section, ask, What is the title of this section? What are the headings in this section? What do you see in the image? Which subsection corresponds to the image? What do you already know about the heading topic? What do you want to know about this topic? Then have students read and complete the corresponding Reading Notes for this section. Review the answers as a class. Repeat these steps as needed for each section.
•
Advanced Learners When students have selected their destination to visit in the Processing activity, have them do more research about their location. This might include how they would get there, what kind of activities are available at that location, and what time of year would be best to visit. Encourage students to use cardinal and intermediate directions to describe their route in relation to major physical features such as coastlines, mountains, and others. Then have them write a postcard to a friend describing their visit.
•
Word Tiers Use the Word Tiers worksheet from the Vocabulary Development Toolkit to explain important information related to the term cardinal directions. Write the term and put a box around it to represent the top tier. Then create tiers downward with more specific definitions, as follows: • cardinal directions (tier one) • the four main points on a compass (tier two) • north, south, east, and west (tier three) Do the same for the term intermediate directions.
•
ELA/ELD: Reading Have students cut sticky notes into four strips. Have them label each strip with one of the following symbols. * = Information I already know. + = Information I didn’t know. ! = Amazing! ? = I’m confused. As students read about each location in this lesson of the Student Text, have them code the text with sticky notes to show their reactions to the reading. Explain that they do not have to use all the strips or label every page. Afterward have them discuss their coding with their partners.
•
ELA/ELD: Examining History and Geography To extend student learning, provide the Examining History and Geography worksheet from the Skills Toolkit. Have students use their reading or reliable external sources to learn about how the history and geography of a place are connected and complete the organizer.
36 California’s Communities: Finding Places in California
www.teachtci.com
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
P R E V I E W
Complete this map of your classroom. Follow your teacher’s directions. On the map, you will draw directions on the compass rose. You will also draw objects in your classroom, show which direction things are from each other, and how far they are from each other.
Instructions guide students to complete the Preview.
Integrated ELA Pathway
Decide which items you want students to draw in the classroom. Ask them to consider the direction of objects relative to each other and their distance from one another.
Ask students to identify the cardinal directions in your classroom. www.teachtci.com
California’s Communities: Finding Places in California 37
Integrated ELA Pathway
LESSON 2
Large images capture students’ attention.
Online: Reading support is built into the Student Text online. Students can use the audio-to-text tool, highlight the main ideas, and add notes to the text.
Finding Places in California Introduction What do you notice when you look at a map of California? You may notice the borders of the state. You may notice tools that help you find places on the map. Maps help you dream about places you want to visit. What places would you want to visit in California? You might want to go see the Golden Gate Bridge or the San Diego Zoo. If you want to know how to get to this place, you can use a map. Maps can tell you how far a place is from your community. They can tell you which direction to go to get to the place. You will learn how you can find your community on a map of California. You will read about some famous places in our state and where you can find them on a map. You can use maps to discover where these places are compared to your community. There are lots of famous places to visit in California, like the Golden Gate Bridge.
Civics
Geography
History
Social Studies Vocabulary cardinal direction map key scale Vocabulary terms are previewed to help students predict and develop understanding of the terms.
The Introduction is designed to build background knowledge and prepare readers for the rest of the lesson. Integrated ELA Pathway
Where in California is our community?
Essential questions support reading for meaning.
Short sections, each with an informative title, make it easier to understand and remember main ideas.
1. The 50 States When you write your address, you first write the name of your street and the name of your community. Then you write the name of your state. California is one of many in the United States. The United States is the country where you live. It is a country in the continent of North America. The United States has 50 states. How many of them can you name? Have you visited any states outside of California? Some states are well-known because they have famous places that people like to visit. Have you heard of the Grand Canyon? It is a famous place in the state of Arizona. The Statue of Liberty is a famous landmark in the state of New York.
Large maps orient students and gives them an opportunity to practice map skills.
There are 50 states in the United States. This map shows you where these states are located. Map of the United States
0
CANADA
250
0
North Dakota
Montana
New Hampshire Vermont
Minnesota
Oregon Idaho Wyoming
40˚N
Wisconsin
South Dakota
Colorado
PACI FI C O CEAN
Arizona
Missouri
Oklahoma
0
PACIFIC OCEAN 0
400 mi 400 km
Mass. Rhode Island Connecticut New Jersey Delaware Maryland
N NE
NW
W
E
SE
SW
70˚W
S
ATLANTIC OCEAN
Florida 75˚W
150 km
PACIFIC OCEAN
South Carolina Georgia
Louisiana
150 mi
Gulf of Mexico
Hawaii 0
Tennessee
North Carolina
Mississippi Alabama
Texas 0
Alaska
Kentucky
Arkansas
120˚W
ARCTIC OCEAN
WV
Maine
Virginia
Kansas
New Mexico
Pennsylvania Ohio Illinois Indiana
Utah California
New York
Michigan
Iowa
Nebraska
Nevada
125˚W
Integrated ELA Pathway
500 kilometers
Washington
45˚N
35˚N
250
500 miles
U.S. capital
MEXICO
40 California’s Communities: Finding Places in California
95˚W
90˚W
85˚W
80˚W
www.teachtci.com
www.teachtci.com
California communities can be very different. Some communities are close to the ocean, and others are surrounded by land.
Conclusions summarize the main ideas and prepare readers for the next section.
California’s Communities: Finding Places in California 41
Integrated ELA Pathway
The states are different from each other. The weather is warmer in some states and cooler in others. Some states are close to the ocean, and others are surrounded by land. In some states, you can see plenty of farmland, but in other states, you will find busy cities. How would you describe California? Each state has communities in it. What is the name of the town or city where you live? This is your community. Some states have many communities with many people living in them, but other states have fewer communities that are located farther apart. A community may have features or landmarks that make it different from other communities. What are some of the features that make your community special?
Each section starts on its own page, allowing students to focus on one topic at a time.
Integrated ELA Pathway
Maps of California can help you find different communities in our state. Learning how to read a map can also help you find your way home if you get lost.
2. Mapping California Where is your community in California? How far do you live from the ocean? Are you in the northern or southern part of the state? A map can help you answer these questions! A map shows different places on Earth, including California. A map of California can show you the borders of the state and where many places are located. You can figure out where your community is located in the United States by using a map. Maps are examples of primary sources. A primary source is an object or text of an event that was created by someone who was there. A map of your community is a primary source for the time it was created. Maps can also help you find other places in the state. Can you find San Francisco, Bakersfield, Los Angeles, and San Diego? You can compare their locations to your community’s using the tools on a map.
42 California’s Communities: Finding Places in California
www.teachtci.com
cardinal direction one of the four main directions: north, east, south, and west
map key a feature that explains what the symbols on a map represent
scale a feature used to determine distances on a map Definitions are provided at point of use.
City State capital Central Valley National Park
r iv e Sacramento R
Maps have a compass rose to show you the cardinal directions, which are north, east, south, and west. You can use the compass to figure out which direction to travel to get to a destination. Use the compass rose to figure out which direction your community is from the Pacific Ocean. Maps also have symbols. The map key tells you what the symbols represent. For example, some maps have a star on them. The map key tells you that the star represents the state capital. Can you use the map key to find the state capital of California? A map’s scale shows you distance. It can tell you how far places are from each other. On the map of California, you can use the scale to figure out how California many miles San Francisco is from Los Angeles. Now, you will learn about famous places in California. You can use the map’s tools to find out Sacramento which direction you have to San Francisco travel to get to each place er and how far those places are from each other.
N W
E
San
S
in qu J oa
YOSEMITE
Bakersfield
Los Angeles
This map shows you where some landmarks in California are located. www.teachtci.com
0 0
75 75
150 miles
150 kilometers
San Diego
California’s Communities: Finding Places in California 43
Integrated ELA Pathway
Riv
PA C I F I C OCEAN
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
R E A D I N G
N O T E S
Read Section 1, The 50 States, and Section 2, Mapping California. Then follow these directions. • Label the compass rose. • Label the map key. • Label the scale. • Find your state on the map, and outline it. • Find your community in your state. Draw a dot for your community.
Integrated ELA Pathway
After reading Section 2, students complete this prompt.
44 California’s Communities: Finding Places in California
www.teachtci.com
www.teachtci.com
400 km
400 mi
0
0
150 mi
Texas
95˚W
90˚W
85˚W
Gulf of Mexico
Louisiana
Virginia North Carolina
WV
Pennsylvania
Florida
80˚W
W
SW
NW
N
S
U.S. capital
75˚W
70˚W
E SE
NE
Rhode Island Connecticut New Jersey Delaware Maryland
Mass.
Maine
ATLA NTIC OCE A N
New York
New Hampshire Vermont
South Carolina Georgia
Mississippi Alabama
Arkansas
Kentucky
Ohio
Tennessee
500 miles
500 kilometers
Michigan
250
250
Illinois Indiana
Missouri
Iowa
Wisconsin
Minnesota
Oklahoma
Kansas
Nebraska
South Dakota
North Dakota
MEXICO
New Mexico
Colorado
Wyoming
150 km
PACIFIC OCEAN
Hawaii
Arizona
Utah
Idaho
Montana
0
0
S T U D E N T
California’s Communities: Finding Places in California 45
Integrated ELA Pathway
PACIFIC OCEAN 0
0
Alaska
ARCTIC OCEAN
120˚W
California
Nevada
Oregon
PACI F IC O CE A N
35˚N
125˚W
40˚N
45˚N
Ask students to find their state and community on the map.
Washington
CANADA
I N T E R A C T I V E N O T E B O O K
Lead lines show students where to label map features.
This is the first of six Californian locations students “visit.”
3. The State Capitol Have you seen the building in this image before? This famous building is where California’s laws are made. It is our capitol building. California’s capital is Sacramento, so its capitol building is there, too. But Sacramento was not always the state capital. When California became a state in 1850, Monterey was the capital. Later on, San José became the capital. In 1854, Californians made Sacramento the capital. Then people built the capitol building you see today. Inside, people from the government have meetings and make very important decisions. You can read more about California’s capital in an encyclopedia. An encyclopedia is an example of a secondary source. Secondary sources come from someone who was not present at the event. A secondary source may tell you that the capitol building’s style is based on old Greek and Roman structures. Would you like to take a trip to the capitol building?
Integrated ELA Pathway
California’s capitol building is in Sacramento. This is where laws are made.
46 California’s Communities: Finding Places in California
www.teachtci.com
I N T E R A C T I V E
R E A D I N G
S T U D E N T
N O T E B O O K
N O T E S
Read Section 3, The State Capitol. Where is the State Capitol? • Add and label a dot on the map with the name of your community. • Label the dot on the map with the name of the place you just read about. • Draw a line from your community to that dot. Use your ruler to measure the distance between them. Write the distance on the line. Provide rulers and compasses from Handouts A and B.
Student practice map skills by finding the state capitol and comparing its location with the location of their community.
The distance from ______________________________________________
(name of my community)
to the state capitol building is about ______________ miles. The direction from
Students record the ______________________________________________ direction and (name of my community) distance.
to the state capitol building is ____________________________________ . www.teachtci.com
California’s Communities: Finding Places in California 47
Integrated ELA Pathway
Complete the sentences below.
Integrated ELA Pathway
4. The Golden Gate Bridge You may recognize the Golden Gate Bridge from books or television. Where can you find this famous landmark? The Golden Gate Bridge is the entrance to the San Francisco Bay. The bridge opened in 1937. At the time, it had the tallest towers of any bridge in the world. The city of San Francisco is at the south end of the bridge. Californians cross the bridge to get to other parts of the state. If you look to the west of the bridge, you can see the Pacific Ocean. This ocean touches the west coast of the United States. How far do you live from the Pacific Ocean? 48 California’s Communities: Finding Places in California
The Golden Gate Bridge is a landmark in San Francisco, a city in northern California.
Images are called out in a meaningful way to support main ideas in the reading.
www.teachtci.com
Parallel assignments are given for each location students “visit.”
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Read Section 4, The Golden Gate Bridge. Where is the Golden Gate Bridge? • Add and label a dot on the map with the name of your community. • Label the dot on the map with the name of the place you just read about. • Draw a line from your community to that dot. Use your ruler to measure the distance between them. Write the distance on the line.
The distance from ______________________________________________
(name of my community)
to the Golden Gate Bridge is about ______________ miles. The direction from ______________________________________________
(name of my community)
to the Golden Gate Bridge is ____________________________________ . www.teachtci.com
California’s Communities: Finding Places in California 49
Integrated ELA Pathway
Complete the sentences below.
Images illustrate main ideas and support visual learners.
Integrated ELA Pathway
Half Dome is a famous place to hike to within Yosemite National Park.
5. Yosemite National Park About 10,000 years ago, huge rivers of ice called glaciers covered some of the Sierra Nevada mountain range. As the glaciers moved and melted, they carved through mountains and rocks to create beautiful places like Yosemite National Park. Yosemite became a national park in 1890. A national park’s wildlife and land are protected by the U.S. government. Millions of people visit Yosemite every year to enjoy its natural beauty. Some come to camp and fish. Others come to hike part of the Pacific Crest Trail. This trail runs from Mexico through California and all the way to Canada! There are many famous hikes in Yosemite. You can hike to tall waterfalls, calm lakes, or huge rock formations. Two famous rock formations are El Capitan and Half Dome. Today, hiking to Half Dome is so dangerous that people need special permission to hike it. Where can you go hiking in your community?
50 California’s Communities: Finding Places in California
www.teachtci.com
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Read Section 5, Yosemite National Park. Where is Yosemite National Park? • Add and label a dot on the map with the name of your community. • Label the dot on the map with the name of the place you just read about. • Draw a line from your community to that dot. Use your ruler to measure the distance between them. Write the distance on the line.
Complete the sentences below. The distance from ______________________________________________ (name of my community)
to Yosemite National Park is about ______________ miles. The direction from ______________________________________________
(name of my community)
to Yosemite National Park is ____________________________________ .
www.teachtci.com
California’s Communities: Finding Places in California 51
Integrated ELA Pathway
6. Central Valley Farms
Here, Central Valley farm workers are picking watermelons.
Integrated ELA Pathway
Do you ever wonder where the fruits, nuts, or vegetables you eat are grown? They could have been grown on a farm in California’s Central Valley. Farms in this area produce one-fourth of the food eaten in the entire United States. The flat land of the Central Valley is completely surrounded by mountains. The Sacramento, San Joaquin, and Kings rivers flow through the valley and help water the farms. California’s Central Valley spans 18,000 square miles. It includes the Anderson, Sacramento, and San Joaquin valleys. Central Valley farms grow more than 300 different crops. For example, farms within the city of Bakersfield grow potatoes, grapes, alfalfa, cotton, and grain. Does your community have any farmland?
Text uses questions to engage students.
52 California’s Communities: Finding Places in California
www.teachtci.com
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Read Section 6, Central Valley Farms. Where is the Central Valley? • Add and label a dot on the map with the name of your community. • Label the dot on the map with the name of the place you just read about. • Draw a line from your community to that dot. Use your ruler to measure the distance between them. Write the distance on the line.
Complete the sentences below. The distance from ______________________________________________ (name of my community)
to the Central Valley is about ______________ miles. The direction from ______________________________________________
(name of my community)
to the Central Valley is ____________________________________ .
www.teachtci.com
California’s Communities: Finding Places in California 53
Integrated ELA Pathway
Students are introduced to different cultures in the state.
Before California became a part of the United States, it was a part of Mexico. After the Mexican-American War ended in 1848, the United States took control of California. Many Mexicans live in California and bring different foods and traditions to the state. In the early 1900s, Los Angeles’s Olvera Street was created to show what living in early Mexican California was like. Stores on Olvera Street offer Mexican foods such as tacos, churros, and taquitos. People can dance in the street as mariachi bands play Mexican-style songs. Olvera Street also hosts many fiestas to celebrate holidays like Mexican Independence Day. Every September 16th, a parade takes over the street to honor the day in 1810 when Mexico won its independence from Spain. Do you live close enough to Los Angeles to go to one of Olvera Street’s fiestas?
Integrated ELA Pathway
In Los Angeles, Olvera Street shows what Mexican California was like.
7. Olvera Street
54 California’s Communities: Finding Places in California
www.teachtci.com
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Read Section 7, Olvera Street. Where is Olvera Street? • Add and label a dot on the map with the name of your community. • Label the dot on the map with the name of the place you just read about. • Draw a line from your community to that dot. Use your ruler to measure the distance between them. Write the distance on the line.
Complete the sentences below. The distance from ______________________________________________ (name of my community)
to Olvera Street is about ______________ miles. The direction from ______________________________________________
(name of my community)
to Olvera Street is ____________________________________ .
www.teachtci.com
California’s Communities: Finding Places in California 55
Integrated ELA Pathway
8. The San Diego Zoo Have you ever wanted to feed a giraffe? At the San Diego Zoo, you can! Founded in 1916, the San Diego Zoo is one of the world’s largest zoos. This 100-acre zoo is home to about 800 different species of animals from all over the world. The zoo also grows more than 6,500 species of plants. Some animals at the San Diego Zoo are endangered. This means they are in danger of dying out completely. Rhinoceroses, gorillas, and tigers are all endangered animals you can see at this zoo. Zookeepers there can teach you about these animals and how they live. What kind of animal would you like to see at the San Diego Zoo?
Online: Review terms and definitions with the Online Tutorial, Vocabulary Cards, or the Student Text. Then, as a class, complete the Vocabulary activity in the Lesson Guide.
At the San Diego Zoo, you can see giant pandas! A summary is provided at the end of every lesson to ensure students understand the main ideas.
Integrated ELA Pathway
Lesson Summary If you counted them on a map, you would find that the United States has 50 states. Maps help us find states and the places within them. You could even find your state and community with a map. When you use a map to describe where a state is found, you read the cardinal directions shown on the compass rose. California has many communities and landmarks for which it is known. The State Capitol, the Golden Gate Bridge, Yosemite National Park, Central Valley farms, Olvera Street, and the San Diego Zoo are the landmarks you learned about in this lesson. Of all these places, which one would you like to visit? Why? 56 California’s Communities: Finding Places in California
www.teachtci.com
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Read Section 8, The San Diego Zoo. Where is the San Diego Zoo? • Add and label a dot on the map with the name of your community. • Label the dot on the map with the name of the place you just read about. • Draw a line from your community to that dot. Use your ruler to measure the distance between them. Write the distance on the line.
Complete the sentences below. The distance from ______________________________________________ (name of my community)
to the San Diego Zoo is about ______________ miles. The direction from ______________________________________________
(name of my community)
to the San Diego Zoo is ____________________________________ .
www.teachtci.com
California’s Communities: Finding Places in California 57
Integrated ELA Pathway
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
P R O C E S S I N G
Look at the list of places below. Select one you would like to visit. Use books and other sources in the classroom, in a library, or at home to find out where this place is in California. • Santa Cruz Boardwalk • Hollywood Walk of Fame
Gradeappropriate instructions guide students through the Processing.
• the Transamerica Pyramid • Lake Tahoe • Disneyland Now follow these directions: 1. Write the name of the place you chose next to its dot on the map. 2. On the map, draw a straight line from your community to this place.
Integrated ELA Pathway
3. Use your map ruler to measure the distance between the two dots. Write the distance on the line. 4. Draw an arrow on the compass rose to show which direction to travel from your community to the new place.
Provide students with rulers and compasses from Handouts A and B.
58 California’s Communities: Finding Places in California
www.teachtci.com
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Integrated ELA Pathway
Students use the map skills they practiced in the lesson and apply it to this assignment.
www.teachtci.com
California’s Communities: Finding Places in California 59
V O C A B U L A R Y
T O O L K I T
Word Tiers Word Tell students to create word tiers that show levels of specificity.
Definition
Examples
Have students write the vocabulary word or term in the top box or tier.
Word
Definition
Tell students to place the word’s definition in the second tier.
Examples
Integrated ELA Pathway
Ask for examples or for more specific information about the term to record in the third tier.
Word
Definition
Examples
60 California’s Communities: Finding Places in California
www.teachtci.com
S K I L L S
T O O L K I T
Examining History and Geography Idea
Answer
What was life like at this time?
How did the environment affect people?
How have these people affected the environment?
Consider extending the Processing assignment with this worksheet.
As students research the location they selected for the processing, have them consider these questions.
By answering these questions, students will get a great understanding of why landmarks ended up where they did.
How did people in this region move around?
www.teachtci.com
Integrated ELA Pathway
What are the characteristics of this region at this time?
California’s Communities: Finding Places in California 61
F O R M A T I V E
A N D
S U M M A T I V E
A S S E S S M E N T S
Formative and Summative Assessments Social Studies Alive! takes many approaches to assessment to create a well-rounded understanding of student performance. For formative assessment, each lesson comes with a Processing assignment, a Lesson Game, and Interactive Tutorials. You can also monitor student participation and progress in the Interactive Student Notebooks. Each lesson also comes with a TCI-created summative assessment, which is comprised of four question sets to fully assess student mastery of content and skills. The test is ready to take, but you can edit and customize the test to meet the needs of your classroom.
Tracking Student Progress: See the trends with the click of a button. Leave the piles of papers and hours of grading behind. Now you can view class trends for class level, assessment level, or student level to see exactly which concepts students understood and which you need to revisit. The gradebook compiles all answers from notebook prompts, Lesson Games, and assessments onto one page. Examine progress for all students.
62 California’s Communities: Finding Places in California
Lesson games are automatically scored. Find all your grades in one place.
Analyze class trends for individual assignments.
www.teachtci.com
A S S E S S M E N T S
Formative Assessment
Formative Assessment Each lesson offers multiple opportunities for formative assessment. In addition to evaluating student participation and monitoring progress in the Interactive Student Notebooks, each lesson also comes with its own Lesson Game, a multimedia quiz delivered in game format. Students can evaluate their comprehension in Interactive Tutorials. At the end of a lesson, students apply what they have learned in an authentic Processing assessment.
In a Lesson Game, students answer selected-response questions about the lesson. Correct answers reveal a primary source image. Wrong answers block parts of the image. Results are automatically tracked in your gradebook.
After students read each section, they can evaluate their understanding of key concepts with an Interactive Tutorial. The tutorials address main ideas in the reading.
The end-of-lesson Processing assessment asks students to apply what they learned by finding another landmark in California to demonstrate their map skills.
www.teachtci.com
California’s Communities: Finding Places in California 63
A S S E S S M E N T S
Summative Assessment
Summative Assessment Below are samples of questions you will encounter in each part of the summative assessment.
Building Vocabulary: Students demonstrate their understanding of vocabulary terms by completing sentences with a word bank.
Big Ideas: This section’s selectedresponse questions are designed to evaluate understanding of the lesson’s content.
Social Studies Skills: This section’s constructedresponse questions allow students to demonstrate knowledge of skill through close examination of a rich stimulus or primary source.
Show You Know: This section’s openended questions challenge students to use their critical thinking skills to create a final product.
64 California’s Communities: Finding Places in California
www.teachtci.com
C A L I F O R N I A ’ S
C O M M U N I T I E S
-
P R O G R A M
C O N T E N T S
The r e’s So M uc h M or e! You’ve learned about the three pathways for the Sample Lesson: Finding Places in California. But there’s so much more! Social Studies Alive! California’s Communities is a comprehensive, standards-based program. Each lesson in this program is adaptable to your teaching style and includes modifications to reach all of your learners. Check out the program contents to see all the lessons. Log in at www.teachtci.com for a full review of Social Studies Alive! California’s Communities to see how TCI saves you time, provides differentiated instruction for every lesson, and uses technology in the classroom meaningfully. Three easy steps to log in:
Social Studies Alive! California’s Communities Program Contents Geography of the Local Region 1
Understanding the Geography of the World Students act as space shuttle astronauts who are returning to Earth and learn about the geographic features of the globe as they get nearer and nearer to their landing site.
2
Finding Places in California Students use a map and compass rose to locate their community, identify directions, and measure distances to other places in California.
3
Geography and the Way We Live Students read about how physical features, climate, and natural resources affect the way people live in four communities in California. They write brochures about how people adapt to geography of an area.
Sample Lesson
American Indians of the Local Region 4 American Indians in California Students examine the environment in which three California groups live. They then predict how each group used natural resources.
www.teachtci.com
California’s Communities: Finding Places in California 65
P R O G R A M
C O N T E N T S
Development of the Community: Change Over Time 5
Settling in California Students create a timeline showing the different groups of people who have lived in their community throughout history.
6
Making Communities Better Students read about five individuals whose actions made a difference in the lives of people in their own community and around the country.
American Citizens, Symbols, and Government 7 Government in the United States Students read letters to city hall, choose the office best suited to deal with the issue raised in each letter, and write a short response. 8
Citizenship and Participation Students explore different ways to participate in government, such as public meetings, peaceful demonstrations, support for candidates, and voting.
9
Protecting the Environment Students investigate three case studies of communities faced with specific environmental problems.
10
Making a Difference Students design, present, and implement a class project to help the world around them.
Economics of the Local Region 11
Understanding Our Economy Students analyze a series of images about the economy and bring two of them to life. Then students ask questions about our economy, gather and evaluate sources, write explanations using claims and evidence, and present to the class.
12
Choices in a Free Market Students discover what happens to prices when supply and demand change. Students then predict what will happen to prices in hypothetical situations that affect supply or demand.
13
Using Money Wisely Students analyze a variety of situations dealing with money. They create arguments to explain the choices they would make in each situation.
66 California’s Communities: Finding Places in California
www.teachtci.com
C R E D I T S
Cover and Title Page: iStockphoto Read & Do Pathway: 4: Library of Congress 5: Blend Images/Alamy 6: Shutterstock 7: Shutterstock 8T: iStockphoto 8B: iStockphoto 9: iStockphoto Activity Pathway: 26: Shutterstock 27: Shutterstock 28: Jim West/Alamy 29: Ian Dagnall/Alamy 30: Charles Wollertz/Alamy Integrated ELA Pathway: 38: Shutterstock 41L: Thinkstock 41R: Shutterstock 42: Shutterstock 46: Shutterstock 48: Shutterstock 50: Shutterstock 52: Jim West/Alamy 54: Ian Dagnall/Alamy 56: Charles Wollertz/Alamy
www.teachtci.com
California’s Communities: Finding Places in California 67