Social Studies Alive! Regions of Our Country L1 + All Lesson Activities

Regions of Our Country Explore the content in these units: Unit 1: Discovering the Social Sciences Unit 5: Southwest Activity Online

Unit 2: Northeast

Unit 3: Southeast

Unit 4: Midwest Unit 7: Inquiry: Studying Your State

Unit 6: West

Regions of Our Country Student Journal

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Lesson 1

The Four Core Social Sciences What do social scientists do?

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Lesson 1 The Four Core Social Sciences

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Introduction Why are some people rich and others poor?

How can studying the past help us live better today? These are the kinds of questions that social scientists ask.

Social scientists study the ways people live in groups. Their field is called social science. Some social scientists study small groups, such as families, and others study large groups, such as nations. Think about some other examples of groups that a social scientist could study. Your class is an example of a small group, and your school is a larger group. Some social scientists may study the groups in schools.

How do people spend their money?

What physical features lie around us? How do political leaders use their power? What happened in the past?

By asking and answering these questions, social scientists learn about the economy, geography, politics, and history of the groups they study. Social scientists want to understand why people behave as they do. To find out, they watch people, ask questions, and study written records, such as legal documents, letters, and news stories.

Vocabulary economy geography history political science

Social scientists study how people live in society. They do so by searching for clues and asking questions.

They also study artifacts, which are things people have made. Your clothes are a kind of artifact, and so are all the things you carry in your backpack. Items in your classroom like a globe, pencil, and desk are artifacts, too. What would a social scientist learn about you by studying these artifacts? You might be surprised by the answer!

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Lesson 1 The Four Core Social Sciences

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Preview Activity Answer each question with a complete sentence.

Activity Online

Economics Why do you think it is important to study how much things cost?

Civics Why do you think it is important to study how governments make rules?

Geography Why do you think it is important to study maps and know what the world around us is like?

History Why do you think it is important to study what the past was like?

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Vocabulary Activity Activity Online

Write the name of the social science next to its definition.

Vocabulary Word Bank history

Social Science

geography

economics

political science

Definition the study of the natural and human features of Earth’s surface and its climate and life-forms

the study of governments and how they work

the study of the past

the study of the way people in a community use resources to meet their needs and wants

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Lesson 1 The Four Core Social Sciences

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Hands-On Activity Activity Online

Create a web diagram about the social sciences. Find and share artifacts from home that represent economics, geography, civics, and history.

Directions: Discovering the Social Sciences 1. Read Sections 1–4 and complete your Activity Notes with a partner.

Add words, symbols, or pictures around each social science term in your Activity Notes.

2. Follow your teacher’s directions to create three sticky notes and place them on the Activity Cards around the room.

Directions: Sharing Social Science Artifacts 1. Read Section 5. Learn about the types of questions social scientists ask.

2. Find one small artifact in your home for each social science subject.

Answer the questions in your journal about your four artifacts. Then place them in a small paper bag.

3. Follow your teacher’s directions to share your artifacts with the class. © Teachers’ Curriculum Institute

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1. Economics You find a dollar in your pocket. Should you spend it on a snack or save it for a new comic book? You might think that no one cares about how you choose to spend your money, but that is not true! Some social scientists are economists.

They are very interested in the choices people make about money every day.

Economists study the economy of a city, state, or country. An economy is the way people in a community use resources to meet their needs and wants. We all need food, clothing, and shelter, and we all want things that we don’t really need. You may want a new game, and your parents may want a new car. In the economy of the United States, a variety of resources meets people’s needs and wants.

Economics is the study of how people make, buy, and sell things. Economists want to know how people decide what to make and what to buy.

Think of yourself as an economist. You are studying how families decide what to buy. What artifacts might help you? Here are a few ideas: • • • • •

price tags receipts coupons advertisements items your family bought recently Analyzing prices is one way to study an economy. An economist might examine a shopping receipt to learn about spending habits.

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Lesson 1 The Four Core Social Sciences

© Teachers’ Curriculum Institute

2. Geography You are on a trip somewhere new. Nothing looks familiar.

You don’t recognize the countryside, the buildings, or even the people. You begin to feel a little lost. Finally, you ask yourself, Where am I? You could use some help from another social scientist called a geographer.

Geographers study geography.

Geography is the study of Earth.

Geographers like to know where places are on a map.

They study Earth’s surface to find out what physical features lie around them.

They also study the climate and plant and animal life.

Geographers use maps and globes to show the features of our planet’s surface. Land, water, plants, and animals are part of nature, so they are called natural features. Towns, roads, bridges, and dams are built by people, so they are called human features.

Learning to use maps is an important part of thinking like a geographer. Geographers also study how humans impact and are impacted

by Earth.

The United States has a great range of natural and human features. It has mountains, deserts, rivers, and lakes. Our nation has large cities filled with people and buildings. It has tiny towns, miles of highways and roads, and vast empty spaces.

Think of yourself as a geographer. You are studying the natural and human features of your community. These artifacts and natural objects might help you in your studies: • • • • • •

maps weather records newspaper articles buildings wildflowers birds’ nests

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3. Civics You are riding your bike down the street when—bam!—your front wheel hits a pothole and you fall to the ground. As you pick yourself up, you grumble, “This is dangerous! Who’s in charge of fixing the streets, anyway?”

This is just the type of question a political scientist might ask. Political scientists study civics to learn how citizens interact with each other, society, and their governments. They want to know how people get the power to run a city, state, or nation. They also look at how the people in charge use their power.

Political science is the study of governments. All groups—even families—have some sort of government. A government is a system for deciding what is best for the group.

Its job is to make and carry out rules and laws.

These rules help people live together in peace. Governments also supply things people need. Your local government provides things that you need, such as schools and safe streets.

Suppose a political scientist is visiting your town. What artifacts might interest him or her?

Here are a few ideas: • • • •

election advertisements stories about government information about how and where to vote newspaper articles about laws Political scientists study all types of government. City councils like this one are an example of local government.

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4. History Your class takes a field trip to the cemetery.

Your assignment is to make a rubbing of a tombstone and report on it to the class. When you read the tombstone, you think, “I wonder how many people buried here were related to this person.” Now you are thinking like a historian.

History is the study of the past. Human beings have been around a very long time so we have a lot of past to study. Historians, however, are most interested in the last few thousand years, which is when people began leaving written records.

The first question historians ask is What happened in the past? To find out, they study all kinds of artifacts, including records made by people in the past. Once historians know what happened, they ask other questions to help them interpret or understand the past, such as Who took part in these events? How did these things happen? and Why did they happen this way?

Suppose you have been asked to write a history of your family. What artifacts would help you? Here are some suggestions: • • • • • •

This old school photograph is an artifact that might interest a historian. What do you think a historian could learn from this photo? How might the students in this picture differ from the students in your class?

birth certificates baby books family photos letters diaries family treasures

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Hands-On Activity Notes Add at least four words, symbols, or pictures around each social science

Activity Online

to help you remember what it is.

Economics

Geography

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Lesson 1 The Four Core Social Sciences

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Civics

History

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5. Thinking Like a Social Scientist Now that you know more about social scientists, can you start thinking like one? In order to think like a social scientist, you must first ask questions about what you are studying.

Try this experiment: Choose one object from your desk or backpack to study, and ask yourself, What kind of social scientist would be most interested in this artifact—an economist, a geographer, a political scientist, or a historian?

What would that person want to know about this artifact—who made it, how much it cost, where it came from, or something else?

One class of fourth graders tried this experiment with a pair of shoes. To their surprise, the shoes turned out to be a rather interesting artifact.

The students found out that all four types of social scientists could study the shoes that the class chose. The class broke up into four different groups, and each group came up with questions that one type of social scientist would ask about the pair of shoes. Read each group’s results.

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Lesson 1 The Four Core Social Sciences

The objects in your backpack are artifacts.

What kinds of questions would a social scientist ask about them?

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Social Scientist Questions An economist might ask these questions: 1. How much did the shoes cost to make?

2. How much did you pay for them?

3. Why did you choose to buy these shoes instead of another pair of shoes?

A geographer might ask these questions: 1. Where were these shoes made?

2. What route did the shoes travel from the factory to your shoe store?

A political scientist might ask these questions: 1. Are there any laws about making these shoes, and did the shoemaker follow them?

2. Who was in charge of buying this pair of shoes?

A historian might ask these questions: 1. How have shoes changed over time?

2. What is the history of these shoes? Who made them and when, and why?

What has happened to these shoes since they were made?

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Hands-On Activity Notes Activity Online

Economics Artifact Find an artifact that an economist would want to study. (Examples: advertisements, receipts, coupons) Why did you select this artifact?

Why would an economist find this artifact interesting?

Geography Artifact Find an artifact that a geographer would want to study. (Examples: maps, wooden salad bowl, shell bracelet) Why did you select this artifact?

Why would a geographer find this artifact interesting?

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Lesson 1 The Four Core Social Sciences

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Civics Artifact Find an artifact that a political scientist would want to study. (Examples: election advertisements, newspaper articles) Why did you select this artifact?

Why would a political scientist find this artifact interesting?

History Artifact Find an artifact that a historian would want to study. (Examples: old photographs, magazines, coins, stamps) Why did you select this artifact?

Why would a historian find this artifact interesting?

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Summary As you have learned, the social sciences are the study of how people live in groups.

Some social scientists study small groups like families, and others study large groups like nations.

Social scientists want to understand why people behave as they do. To find out, they watch people, ask questions, and look at written records and other artifacts.

Economists are interested in the choices people make about money, so they look at what people make, buy, and sell. Geographers want to know what lies around them, so they examine human and natural features. Political scientists study governments, so they explore political power. Historians study the past, so they analyze items like old letters and photographs to learn what happened in the past.

Social scientists help us understand society, past and present. There is a lot more to learn.

Show What You Know Choose two of the four social sciences and complete their associated writing or drawing activities.

Economics Activity Write a short story about ways you could make your own money.

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Lesson 1 The Four Core Social Sciences

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Geography Activity Decide which state you might like to live in when you are an adult. Draw a map of the state. Under the map explain why you might want to live in this state.

Civics Activity Write a note to your principal in which you suggest an improvement to your school grounds. In your note, explain why your opinion should matter.

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History Activity Create a timeline of your mother, father, or guardian’s past. Draw a horizontal line from left to right to represent the person’s life. On this line, include at least five important events that most explain who the person is today—for example, the day someone was born.

For each event, draw a short vertical (up-and-down) line to mark when it happened, and label it with the year it occurred. Put the events in the order in which they happened, with the first one farthest to the left. Write a brief description of each event.

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Lesson 1 The Four Core Social Sciences

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STUDY YOUR STATE

The First People in Your State Long ago—before your state had highways, buildings, and stores—its first people lived there.

Like your community, they had transportation, homes, and ways to get food and other goods.

What was life like for the first people in your state? Social scientists, such as archaeologists and historians, look for answers to this important question. They look at artifacts, and they research the history of different places. You can learn about your state’s first people by doing research in the library and on the internet.

To learn about the lives of the first people, you need to find out: Who were the first people in your state? There may have been several groups, so choose one to learn about. For example, the Chinook people were one of the first groups to live in what are now the states of Washington and Oregon.

Next, think of other supporting questions about the first people. For example, you might ask, What kind of natural resources were nearby? and What kind of homes did they live in?

Write several questions about your state’s first people on index cards. You will try to answer these questions through research.

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Write one supporting question on each index card. Research each answer and write it below the question.

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Find Answers!

Now, perform research to learn how the first people lived. Use sources that are both online and in books. For example, you might read the website of an organization that writes about the group’s history. Write down facts on the index cards that will help answer your questions. As you research, save or draw pictures of artifacts.

You will create a poster by researching facts and pictures of the first people that lived in your state. For instance, you might use this image of a Chinook house if you live in Washington.

Use your research to answer this question: Did natural resources affect the first people in your state? Write an explanation, and support it with your research. Include your pictures of artifacts.

For example, the Chinook made houses out of trees from the nearby forests. They also hollowed out trees to make canoes. They traveled on the Columbia River, and the river and ocean provided fish to eat.

Draw a poster explaining the ways the people used natural resources. Display your poster in the hall for other students to see. Then create a digital presentation to show and discuss with your family.

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Lesson 1 The Four Core Social Sciences

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Lesson 2

Exploring Regions of the United States How do geographers study the regions of the United States?

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Lesson 2 Exploring Regions of the United States

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Hands-On Activity Activity Online

Learn the basic skills of a geographer and use those skills to answer questions about different regions. Use special-purpose maps to figure out where to build recreational parks in different regions.

Directions: Building Basic Geography Skills 1. Read Sections 1–6. Learn about different features of maps and globes.

2. Take a map quiz. Test your knowledge of maps and globes.

3. Practice map skills. Explore different regions of the country with your partner and answer questions about each region.

Directions: Building Recreational Parks in Different Regions 1. Read Sections 7–12. Learn about different regions in the United States.

2. Get into groups of four. Assign each member a specific job: Project Manager, Elevation Expert, Population Expert, or Rainfall Expert.

3. Read through the different recreational parks and their criteria.

Note the important requirements, such as elevation, population, and rainfall.

4. Examine each geographic region. Each expert should examine the appropriate special-purpose map to determine if the location works.

5. Find the best park for each geographic region. Complete the chart by listing a recreational park for each region, its coordinates, and two reasons why the location works. © Teachers’ Curriculum Institute

Lesson 2 Exploring Regions of the United States

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Lesson 3

The Peopling of the United States How have different groups contributed to the United States?

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Lesson 3 The Peopling of the United States

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Hands-On Activity Activity Online

Analyze primary source quotes, songs, speeches, and poems to learn about different groups who came to the United States.

Directions: Native Americans­—In Their Own Words 1. Read Section 1. Learn about the first Americans.

2. Look at the photograph and click the button to read the caption.

3. On the next slide, listen to a reading of the primary source. Read along in your Activity Notes.

4. Listen again with your eyes closed. What images do you see? Discuss with your group.

5. In your Activity Notes, record four images you “saw” in the primary source.

6. Discuss with your group: What does this primary source reveal to you about this group’s experience in the United States? Then share with the class.

Repeat the steps above for the remaining activities:

• Latino Americans­—In Their Own Words • European Americans—In Their Own Words • African Americans—In Their Own Words • Asian Americans—In Their Own Words © Teachers’ Curriculum Institute

Lesson 3 The Peopling of the United States

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Lesson 4

A Tour of the Northeast What are different parts of the Northeast like?

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Lesson 4 A Tour of the Northeast

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Hands-On Activity Activity Online

Take a video tour of the Northeast and write fun questions for each stop.

Directions: Tour the Northeast 1. Sit with a partner. You will visit all the stops in the Northeast together.

2. Watch the video about the Northeast.

3. Answer the question that follows the video.

4. Read Section 1. Learn more about the Northeast.

5. Complete your Activity Notes. You will create your own question about the Northeast. Be sure to include an answer.

6. Repeat Steps 1–5 for Sections 2–11.

7. Sit with another group and answer each other’s questions. © Teachers’ Curriculum Institute

Lesson 4 A Tour of the Northeast

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Lesson 5

Population Density and Life in the Northeast How do people live in the Northeast?

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Lesson 5 Population Density and Life in the Northeast

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Hands-On Activity Activity Online

Experience the population density of the Northeast and compare it to other locations in the United States. Create a comic strip that highlights life in the heavily populated areas of the Northeast.

Directions: Experiencing Population Density 1. Explore the different regions of the United States and their population densities.

2. Stand on pieces of paper that represent the different regions.

Experience the region’s population density.

3. Read Sections 1–2. Learn all about living in the Northeast and how its population density affects the way of life there.

4. Complete the map in your Activity Notes.

Directions: Drawing a Comic About Life in the Northeast 1. Read Sections 3–7. Learn how location affects the way people live.

2. Choose a superhero to be the star of your comic.

3. Complete the table in your Activity Notes. Connect sections of the text to your comic to help you plan your storyboard.

4. Use the comic strip panels to create your comic.

5. Check to make sure your comic includes everything on the list.

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Lesson 6

A Tour of the Southeast What factors have shaped the culture of the Southeast?

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Lesson 6 A Tour of the Southeast

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Hands-On Activity

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Use your “social science” glasses to analyze what you see as you explore the Southeast on this self-directed tour.

Everglades National Parkk

1

25˚N

Directions: Tour the0 Southeast 200 miles 100 1. Practice seeing the0 world from the perspective of the four social 100 200 kilometers 90˚W 85˚W 80˚W sciences.

2. Explore nine locations in the Southeast with a partner. Go wherever interests you.

SSA4_SE_06-1c Black Cyan MagentaYellow 3. Read more about the three locations that most Third Proof text. Think like a social scientist as you read.

TCI13 your 41

interested you in

4. Complete your Activity Notes for each of the three stops. Describe what was interesting to you about that stop. Then write a question that a social scientist might ask about that stop.

© Teachers’ Curriculum Institute

Lesson 6 A Tour of the Southeast

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Lesson 7

The Effects of Geography on Life in the Southeast How has geography helped shape daily life in the Southeast?

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Lesson 7 The Effects of Geography on Life in the Southeast

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Hands-On Activity Activity Online

Create titles and captions for videos of geography in the Southeast.

Directions: Effects of Geography on Life in the Southeast 1. Read Sections 1–6. Learn how geography affects life in the Southeast.

2. In pairs, watch each video. Explore different areas in the Southeast.

3. Give each video a title by matching it with a section title. Which section of the text reminds you of each video?

4. In your Activity Notes, create captions for each video by including vocabulary terms.

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Lesson 7 The Effects of Geography on Life in the Southeast

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Lesson 8

A Tour of the Midwest Why do we call the Midwest “America’s Heartland”?

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Lesson 8 A Tour of the Midwest

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0

150

300 kilometers

CANADA

Hands-On Activity

Lake of the Woods

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North Dakota

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Explore the Midwest on this self-directed tour and collect clues to reveal a secret word.

Directions: Tour the Midwest 1. With a partner, get ready to explore nine locations in the Midwest.

2. At your first stop, skim the section of text that corresponds with that stop. Read with a writing utensil in hand. Highlight anything that will State capital help you answer the focus question.

City

Gulf of Mexico 3. Answer the focus question in your Activity Notes.

MEXICO

Point of interest

4. Find the hidden letter100˚W and record it in your Activity Notes.80˚W 90˚W 5. Repeat Steps 2–4 to complete all nine stops. You will need to complete every section to reveal the saying about the Midwest.

SSA4_SE_08-1b Black Cyan MagentaYellow Third Proof TCI13 61 © Teachers’ Curriculum Institute

Lesson 8 A Tour of the Midwest

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Lesson 9

Agricultural Changes in the Midwest How has farming changed in the Midwest over time?

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Lesson 9 Agricultural Changes in the Midwest

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Hands-On Activity Activity Online

Focus on one reading section as you learn about how farming has changed over the years. Present information to others while you learn from them as well.

Directions: Completing a Jigsaw About Agricultural Changes 1. Read your assigned section from the text.

2. List two things you learned about your topic in the appropriate row in your Activity Notes.

3. Be prepared to share your notes.

4. Get in a group and learn about other sections from your classmates.

5. Read the other eight sections.

Directions: Trading Farming Information 1. Receive a “Then” or “Now” card. Study the image. It is an image of farming in the past or the present.

2. Find a partner to make a Then and Now pair.

3. Get your Activity Card about farming and examine the charts and tables.

4. Answer the questions about an aspect of farming. Record your answers on a piece of paper.

5. “Buy” and “sell” information to help others learn about your topic.

© Teachers’ Curriculum Institute

Lesson 9 Agricultural Changes in the Midwest

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Lesson 10

A Tour of the Southwest How have geography and history shaped life in the Southwest?

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Lesson 10 A Tour of the Southwest

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Hands-On Activity Activity Online

Construct a shoebox diorama that will act as one of nine tour stops in the Southwest. Share your diorama and the perspectives of three inhabitants on the geography and history of the area.

Directions: Creating Dioramas for a Tour of the Southwest 1. Get into groups of four. Each group member will be assigned a role.

2. Review your role. Read about your responsibilities in the Activity Notes.

3. Follow the steps to complete your diorama: • Explore your tour stop by reading a section of your text.

• Learn about the three inhabitants at your tour stop.

• Construct your diorama.

Directions: Diorama Tour of the Southwest 1. Prepare to present your diorama. Follow the steps in your Activity Notes to prepare with your group.

2. Present your diorama. Remember your role as your group presents.

3. Take notes in your travel journal in your Activity Notes as you visit the other stops. Enjoy listening and learning from your classmates! © Teachers’ Curriculum Institute

Lesson 10 A Tour of the Southwest

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Lesson 11

A Case Study in Water Use: The Colorado River How do people depend on the Colorado River and share its water?

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Lesson 11 A Case Study in Water Use: The Colorado River

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Hands-On Activity Activity Online

Home TV Shows Categories My Stuff

The Mighty Colorado River 2021

OVERVIEW

EPISODES

TRAILERS & MORE

TV-G

MORE LIKE THIS

DETAILS

Write the episode descriptions for the Colorado River series. Plan a documentary trailer about the future of the Colorado River.

Directions: The Colorado River Series 1. Read Sections 1–5. Learn about the history of the Colorado River and its uses.

2. With a partner, complete each episode summary by using information from your text.

Directions: The Future of the Colorado River 1. Read Sections 6–11. Learn all about the future of the Colorado River.

2. Plan your trailer about the Colorado River by using the storyboard in your Activity Notes. Complete each step to plan the beginning, middle, and end. Be sure to include: • an opening that highlights some of what viewers will see on the series • at least six images or video clips • at least four of the eight vocabulary terms, used appropriately © Teachers’ Curriculum Institute

Lesson 11 A Case Study in Water Use: The Colorado River

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Lesson 12

A Tour of the West What are the features that have drawn people to the West?

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Lesson 12 A Tour of the West

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in the West.

Juneau PAthe C I F Iscavenger C 20˚N 2. At your first stop, read through hunt clues to answer Mauna Loa O C E A N 55˚N the questions in your Activity Notes. Use (13,677 ft.) you find to label the map. what PACIFIC 150 miles 0 75 0 200 400 miles MEXICO OCEAN 3. the section of text that corresponds with that stop.

Highlight 0 Skim 400 kilometers 0 150 kilometers 165˚W 160˚W 155˚W 150˚W 145˚W 140˚W 135˚W anything that will help you answer the focus question.

4. In your Activity Notes, answer the focus question: What features SSA4_SE_12-1c draw people to this area?

Black Cyan MagentaYellow Fourth Proof 5.

Repeat Steps 2–4 TCI13 79

© Teachers’ Curriculum Institute

to complete all nine stops.

Lesson 12 A Tour of the West

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Lesson 13

Cities of the West What attracts people to the cities of the West?

© Teachers’ Curriculum Institute

Lesson 13 Cities of the West

299

Hands-On Activity Activity Online

Solve a case of missing landmarks to learn more about western cities. Analyze a text exchange to prevent the thieves from shrinking the next landmark.

Directions: Collecting Evidence from Cities in the West 1. Read Sections 1–7. Learn about cities in the West.

2. Collect one piece of evidence on an Activity Card. Examine everything on it to determine the landmark, location, and the suspect.

3. Work with your partner to determine which landmark the piece of evidence is tied to. Use your text to make connections.

4. Complete the appropriate row in your Activity Notes. Fill out the evidence ID number, location, and how the evidence connects.

5. Repeat Steps 2–4 until you have examined all pieces of evidence.

Directions: Catching a Thief 1. Read Section 8. Learn about how you can research and organize more information.

2. Review the text exchange and Section 8 to look for hints about the thieves’ next stop. What clues do you see about the location and date?

3. Determine which city the hints are tied to.

4. Complete your Activity Notes. © Teachers’ Curriculum Institute

Lesson 13 Cities of the West

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Lesson 14

The Geography of Your State How has geography influenced life in your state?

© Teachers’ Curriculum Institute

Lesson 14 The Geography of Your State

331

Hands-On Activity Activity Online

Explore the tools geographers use as you create a state geography game that connects to history, economics, and more. Play a state geography trivia game with a partner.

Directions: Creating a State Geography Trivia Game 1. Read Section 1. Learn about tools geographers use.

2. Complete Section 1 Activity Notes.

3. Answer the trivia questions on the slide. Use your decoder key to answer the questions.

4. Repeat Steps 1–3 for Sections 2–5.

5. Revise the questions your wrote in the Activity Notes as trivia questions, or write new questions. Make sure they meet the State Geography Trivia Questions criteria.

Directions: Playing a State Geography Trivia Game 1. Prepare to share your trivia questions with a partner.

2. Decide who will ask the first question.

3. Take turns asking and answering questions as you keep score for three rounds. © Teachers’ Curriculum Institute

Lesson 14 The Geography of Your State

335

Lesson 15

The History of Your State How can you learn about your state’s history?

© Teachers’ Curriculum Institute

Lesson 15 The History of Your State

347

Hands-On Activity Activity Online

Learn the difference between primary and secondary sources and understand why people study the past. Research primary or secondary sources related to your state’s history that cover three time periods.

Directions: Training to Be an Archivist 1. Find your small groups by piecing together an artifact.

2. Read Sections 1–2. Learn about how and why we study the past.

3. Discuss whether your artifact is a primary or secondary source.

4. Complete the Activity Notes for your artifact and then for the other artifacts.

5. Be prepared to share your artifact and your answers.

Directions: Artifacts of Our State History 1. Read Sections 3–6. Learn about how a state may change over time.

2. Get into groups of three.

1. Assign each person in your group to a section in your Activity Notes.

One person will be assigned Sections 4–5.

2. Complete your Activity Notes. Research to find the answers to your questions, along with a primary or secondary source. © Teachers’ Curriculum Institute

Lesson 15 The History of Your State

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Lesson 16

The Economy of Your State What do you need to know to understand your state’s economy?

© Teachers’ Curriculum Institute

Lesson 16 The Economy of Your State

363

Hands-On Activity Activity Online

Learn how to spot economics all around you. Research economics in your state and collect images that showcase everyday economics.

Directions: Picturing Economics 1. Explore examples of economics in everyday pictures.

2. Read Sections 1–6. Learn all about economics in your state.

3. Complete your Activity Notes. Use your Activity Notes to help you plan the photos you hope to take.

4. Collect five images that show economics all around you.

• Either take photos or include a credit naming the photographer.

• Connect each photo to a different economic term: { budget { factors of production { market { scarcity { tax • Use photos taken in your state.

• Write a caption that describes the image and explains how it connects to one of the economic vocabulary terms. © Teachers’ Curriculum Institute

Lesson 16 The Economy of Your State

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Lesson 17

The Government of Your State How does your state’s government work?

© Teachers’ Curriculum Institute

Lesson 17 The Government of Your State

379

Hands-On Activity Activity Online

Learn about your state government while creating a puzzle game.

Directions: Building a State Government Puzzle 1. Get into groups of four. You will be working together to create a puzzle.

2. Receive your section assignment from your teacher. Your group will be responsible for reading this section.

3. Follow along in your Activity Notes to create a puzzle. Divide the assigned roles among your group, read your assigned role, and get started.

4. Work as a group to get your puzzle ready to present to others.

You should have: • a paragraph of information • a complete puzzle • the answer to your puzzle © Teachers’ Curriculum Institute

Lesson 17 The Government of Your State

383

Regions of Our Country Explore the content in these units: Unit 1: Discovering the Social Sciences Unit 5: Southwest Activity Online

Unit 2: Northeast

Unit 3: Southeast

Unit 4: Midwest Unit 7: Inquiry: Studying Your State

Unit 6: West

Regions of Our Country Student Journal

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