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People Depending on and Modifying Their Physical Environments

Essential Question How are communities around the world similar and different?

New York State Standards and Content Understandings: Students will understand that:

SS

Geography • People living in world communities depend on and modify their physical environments in different ways.

Overview

• Lifestyles in world communities are influenced by environmental and geographic factors.

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• The development of world communities is influenced by environmental and geographic factors.

Essential Questions: • Why is “where” important? • What makes places unique and different? • How does where we live influence how we live? • How does how we live affect the environment that we live in? • Can we change our environment? • What are the advantages and disadvantages of changing our environment?

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Overview

People Depending on and Modifying Their Physical Environments

New York State Performance Indicators: Students will know: • The different ways people live, work and utilize natural resources. • The physical, human, and cultural characteristics of different regions and people. • People depend on and modify the physical environment to meet their needs. • Where places are located, why they are located where they are, what is important about their locations, and how their locations are related to the location of other people and places.

Vocabulary: adaptation

predator

canopy

prey

climate

rainfall

conservation

rainforest

deforestation

temperature

emergent level

Tropic of Cancer

forest floor

Tropic of Capricorn

interdependence

understory


Overview

People Depending on and Modifying Their Physical Environments

Skills: Students will be able to: Map and Globe Skills • Analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data. • Examine and interpret a rainfall map. • Locate rainforests on a world map. • Examine a climate map of the world and determine what areas have seasons. • Examine the difference between climate and weather. Research and Writing Skills • Gather and organize information from a variety of sources and display in a number of ways. • Organize a written report, visual project and oral presentation on the rainforest. • Respond to creative writing prompts. • Analyze and interpret information from a DBQ. Thinking Skills • Consider the importance of conservation. • Describe the interdependence between people and places in the rainforest. • Role play different perspectives to solve a rainforest dilemma. Graphs, Tables and Image Analysis Skills • Create a diagram labeling and describing the layers of the rain forest. • Interpret a political cartoon looking at point of view and perspectives. Interpersonal and Group Relations • Define geographic terms. • Participate in group planning and discussion. • Cooperate to accomplish goals. • Assume responsibility for carrying out tasks.


People Depending on and Modifying Their Physical Environments

Task Title: The Brazilian Rainforest Dilemma

Assessment Evidence

Performance Task Overview: Around the world, there is continuous conflict among those who want to develop land and those who feel we are permanently damaging our planet. This is the dilemma that is facing the Brazilian Rainforest. There are many groups of people that have different interests in the rainforest. You will choose or be assigned one of the four following roles. Each group will be responsible for gathering four strong facts that support your role in the rainforest. The information you gather can be used to argue your point in a debate or presentation. Use books and the Internet to complete the attached graphic organizer. Rain Forest Roles: 1. Native people who have lived in remote areas of the rainforest and survived for centuries. Their land is being taken over. If the rainforest is destroyed how are the natives affected? 2. Farmers who own land in the rainforest. They want to expand their farms to produce more crops. What are the benefits of expanding their farms? 3. Environmentalists who are concerned that destroying the rainforest is damaging our earth. They know and understand that the rainforest benefits people in many ways. What are the benefits of conserving the rainforest? 4. Workers who have been out of work for a long time that need jobs. What are the different jobs that are created from clearing the rainforests and why are they necessary?

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Assessment Evidence

Performance Outcomes/Products: • Complete a graphic organizer • Participate in a debate/presentation

Other Evidence: • Final assessment • Research project • Oral presentation • Visual project • Debate • Creative writing prompts • Work samples • Teacher questioning and observation

People Depending on and Modifying Their Physical Environments


People Depending On and Modifying Their Physical Environments Learning Experiences and Instruction: • • • •

Learning Activities

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• • • • •

Introduce Brazil through trade books by Crabtree Publishing. KWL chart and Venn diagram. Rainforest layers (introduction lesson). Read aloud The Great Kapok Tree, by Lynn Cherry using Reader’s Theater (script included). Analyze a political cartoon looking at point of view and perspectives. Scavenger hunt to locate and name products of the rainforest. Soil erosion experiment. RAFT Activity. Rainforest research project including a written report, a visual project, and an oral presentation. Complete a DBQ.

Supplemental Activities: • • • • • • • • • •

Rainforest Word Search Where Are The Rainforests of the World? Activity The Rainforest Canopy (Comprehension Activity) Layers of the Rainforest (Graphic Organizer) Rainforest Products Packing for the Rainforest (Suitcase Template) Rainforest Writing Prompts Trading Cards Picture Flip Book Riddles


Learning Activities

Interdisciplinary Connections: Science

Plants and animals Resources Habitats Rainfall

Technology

Video/DVD Internet research

Arts

Rain forest mural Diorama Creation of a rain forest animal

English Arts

Debate Research report Poetry Oral presentation Four creative writing prompts

Math

Graphing Tables Charts

People Depending on and Modifying Their Physical Environments


People Depending on and Modifying Their Physical Environments

Trade Books: The Lorax, by Dr. Seuss The Great Kapok Tree, by Lynn Cherry Life in the Rain Forest, by Melvin Berger The Natural World in the Rainforest, by Barbara Taylor Rain Forest Secrets, by Arthur Dorros Destination Rainforest, by Jonathan Grupper

Resources

Adventures of Riley Amazon River Rescue, by Amanda Lumry

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The Magic Schoolbus In the Rainforest, by Eva Moore The Umbrella, by Jan Brett Does it Always Rain in the Rainforest?, by Melvin and Gilda Berger Brazil, by Ann Heinrichs Rainforest, by Helen Cowcher Brazil, by Adriana Domingues Brazil the People, by Crabtree Publishing Brazil the Land, by Crabtree Publishing Brazil the Culture, by Crabtree Publishing


Resources

People Depending on and Modifying Their Physical Environments

Internet Sites: http://www.askjeeves.com (ask: “what does a _your animal_eat?”) http://www.ldtvisions.com/AFQ/faq http://www.junglephotos.com/scenery/forest/falltree.html http://www.chunkymonkey.com http://www.eduweb.com/amazon.html http://www.pbs.org/journeyintoamazonia/teacher.html click on: “enter Amazonia” or “Water Works” or “Life on Land” or “Big Top” http://www.passporttoknowledge.com/rain forest/main.html

Videos: The Magic School Bus - In The Rainforest (Scholastic) Really Wild Animals: Totally Tropical Rainforest (National Geographic Kids Video)

Families Around the World: My Family from Brazil (Schlessinger Media)

Teacher Resources with Reproducibles: A Unit About Tropical Rainforests: Grades 3-6 (Evan-Moor) South America: Grades 3-6+ (Evan-Moor) Life in the Rainforest: Grade 2-3 (Milliken Press with transparencies)


Cultures and Civilizations

Essential Question How are communities around the world similar and different?

New York State Standards and Content Understandings: Students will understand that: World History

Overview

• • • •

What is culture? What is a civilization? How and why do cultures change? Where do people settle and live? Why? People in world communities exchange elements of their culture. • People in world communities use legends, folktales, oral histories, biographies, autobiographies, and historical narratives to transmit values, ideas, beliefs and traditions. • People in world communities celebrate their their accomplishments, achievements and contributions. • Historic events can be viewed through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

Essential Questions: • What makes a community diverse? • How do values affect the way we live? • What are the advantages and disadvantages of living in a diverse community • How do we choose what we eat? • How does culture affect communication? (verbal/written language, body language, eye contact, etc.)

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Overview

Cultures and Civilizations

New York State Performance Indicators: Students will know: • The different world cultures and civilizations, focusing on their accomplishments, contributions, values, beliefs, and traditions. • The term cultural can be used to describe human activities and practices. • The lifestyles, beliefs, traditions, rules, laws, and social/cultural needs and wants of people in different parts of the world.

Vocabulary: artifacts beliefs civilization custom culture diverse tradition value


Overview

Cultures and Civilizations

Skills: Students will be able to: Map and Globe Skills • Locate communities on a world map. • Compare political, physical, and resource maps to investigate the cultural characteristics of a community. Research and Writing Skills • Identify and categorize various aspects of a culture. • Create a list of foods from various cultures that are shared in United States communities. • Develop a list of other cultural contributions found in United States communities. • Compare and contrast their own cultures to the culture of a child from a different world community. • Recognize the diversity in a chosen community and create an essay to show different components of the culture, including foods, languages, holidays, and traditions. Thinking Skills • Brainstorm a list of holidays from various cultures celebrated in United States communities • Make judgments about the ways a community can change through cultural diversity. Graphs, Tables and Image Analysis Skills • Chart and graph holidays and cultural celebrations of a community. • Interpret and analyze information from bar graphs. Interpersonal and Group Relations • Define terms. • Participate in group planning and discussion. • Cooperate to accomplish goals. • Assume responsibility for carrying out tasks.


Cultures and Civilizations

Task Title: Assessment 5

Assessment Evidence

Performance Task Overview:

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Students will independently complete Social Studies Alive! Assessment #5 on pages 58-60 in the Lesson Guide. (see attached) In part one, students will analyze a photograph of a diverse community. They will make inferences and draw conclusions based on the photograph to answer a variety of multiple choice questions. In part two students will read a paragraph about cultural traditions and use the information to complete a series of questions. For the final component, students will write an essay that recognizes cultural diversity in a community.

Performance Outcomes/Products: • DBQ • Reading comprehension and multiple choice • Written response

Other Evidence: • • • • •

Formal written assessment Brainstorming/chalk talk/carousel activity Teacher questioning and observation Additional Social Studies Alive! activities Jigsaw activity with chapter 7


Cultures and Civilization

Learning Activities

Learning Experiences and Instruction:

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• Introduce culture through a chalk talk or carousel activity. Present students with the question, “What is culture?” Have students come up to the board to share their prior knowledge. This activity can also be done as a carousel activity using the following vocabulary words: food, language, holidays and traditions. These methods can be scaffolded according to students readiness and information can be utilized as a pre-assessment of student understanding.

• Social Studies Alive!, Chapter 5 Lesson 5.1: Preview Defining Culture. • Social Studies Alive!, Chapter 5 Lesson 5.2: Discovering How Foods Show a Community’s Diversity. • Social Studies Alive!, Chapter 5 Lesson 5.3: Discovering How Languages Show a Community’s Diversity. • Social Studies Alive!, Chapter 5 Lesson 5.4: Discovering How Holidays Show a Community’s Diversity. • Social Studies Alive!, Chapter 5 Lesson 5.5: Discovering How Other Cultural Traditions a Show Community’s Diversity. • Social Studies Alive!, Chapter 5 Lesson 5.6: Processing: How is Your Community Culturally Diverse?. • Social Studies Alive!, Chapter 7: Learning About Children’s Lives Around the World. Divide the chapter into sections for a jigsaw activity. Groups of students will read about children from different countries. They will complete a Venn Diagram to compare and contrast the child’s culture to their own culture. Groups will then share their work with the whole class.


Learning Activities

Cultures and Civilizations

Interdisciplinary Connections: Science

Food recipes Indigenous plants used in food preparation

Arts

Music Literature connections - read aloud Costumes Crafts

English Arts

Venn diagram Graphic organizer Essay writing Independent reading

Math

Calendar activities charting and graphing holidays and celebrations Elapsed time using time zones


Cultures and Civilizations

Trade Books: Clothes From Many Lands, by Raintree Steck Vaughn Grandfather’s Journey, by Allen Say Everyone Cooks Bread, by Norah Dooley Everyone Cooks Rice, by Norah Dooley How My Parents Learned to Eat, by Ira Freidman How My Family Lives in America, by Susan Kuklin Gracias Rosa, by Michelle Markel

Resources

Mama Provi and the Pot of Rice, by Sylvia Rosa Marianthe's Story: Painted Words and Spoken Memories, by Aliki Chinese Foods / Recipes, by Erin Maher A Mexican Feast, by Ira Wood

Transparencies: Social Studies Alive! Transparency Chapter Five opener Chapter Five Placards

Internet Sites: http://www.nationalgeographic.com/xpeditions http://www.pbs.org/teachersource/search/standards_results.shtm? query=culture&start=1&end=20&subjects=NULL&grades=35 http://nadabs.tripod.com/culture/

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Native Indians of Unit 4: American Communities Around New the World York (India) State

Essential Question How are Communities Around the World Similar and Different?

Overview

New York State Standards and Content Understandings:

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Students will understand that: • People of similar and different cultural groups often live together in world communities. • World communities have social, political, economic, and cultural similarities and differences. • World communities change over time. • Calendar time can be measured in terms of years, decades, centuries, and millennia, using BC and AD as reference points. • All people in world communities need to learn and they learn in different ways. • Families in world communities differ from place to place. • Beliefs, customs, and traditions in world communities are learned from others and may differ from place to place. • Different events, people, problems, and ideas make up world communities. • People in world communities may have different interpretations and perspectives about important issues and historical events.


Overview

Unit Title: Unit 4 Communities Around the World

Essential Questions: 1. Is it important to understand other cultures? 2. What special beliefs does this group of people have that are different than ours? 3. What do their celebrations and traditions show us about what they value? 4. How is everyday life influenced by our physical and social environment? 5. Are some cultural strands more important than others?


Overview

Unit Title: Unit 4 Communities Around the World

New York State Performance Indicators: Students will: • Study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. • Understand how the term cultural can be used to describe human activities and practices. • Explore the lifestyles, beliefs, traditions, rules and laws, and social / cultural needs and wants of people in different parts of the world. • View historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts. • Identify and compare the physical, human, and cultural characteristics of different regions and people. • Understand that social and political systems are based upon people’s beliefs.

Vocabulary: sari bindi turban dhoti curry rickshaw rupee DiWali Sanskrit Hindi Hinduism Buddhism Islam Caste System


Overview

Unit Title: Unit 4 Communities Around the World

Skills: Students will be able to Map and Globe Skills: • Read maps, legends, symbols and scales • Use a compass rose, grids and time zones Research and Writing Skills • define terms • analyze and interpret information from folktales, text and trade books • gather information on all aspects of Indian culture through the use of graphic organizers • apply and synthesize information to write a journal of the life of a child in India Thinking Skills • Reflect upon daily life of an Indian child • Compare and contrast Indian culture to US culture • Interpret and analyze data from a variety of documents on the culture of India Graphs, Tables, and Image Analysis Skills • interpret graphs and other images Interpersonal and Group Relations • participate in group planning and discussion • cooperate to accomplish goals • assume responsibility for carrying out tasks


Unit Title: Unit 4 Communities Around the World

Task Title: Final Project Performance Task Overview: (GRASPS Format) India Project Imagine that you are a 9-year-old child living in India. Your teacher has just taught the class that it is important to understand cultures around the world. Your teacher has asked you to create a small illustrated book about yourself to share with your pen pals from the United States. Your illustrated book has to include writing and pictures that describe your culture. **See attached Student Project Planning Sheet

Performance Outcomes/Products: • Illustrated Book • Journal entries and artifacts

* Please keep in mind that the suggested performance task overview is intended to be used as a final assessment. All learning activities should be completed prior to this assessment. Other Evidence: • • • • • •

Sequencing activities Vocabulary worksheets Notetaking strategies Work Samples Teacher Questioning and Observation Games and Activities


Unit Title: Unit 4 Communities Around the World

Learning Activities

Learning Experiences and Instruction

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• • • • • • • • • • • • •

Begin read aloud, The Homeless Bird, by Gloria Whelan Introduce India through trade books and video. Read aloud Clothing of Many Lands (Steck Vaugh) Read Aloud India: The Culture (Crabtree Publishing) Pgs. 6-11, 16-17. Notetaking Activity Vocabulary Word Sort Learning Hindi sheets Folktale sequencing skills and followup discussion Indian games Regional Indian recipes Caste System Simulation /Elephant Project Living in Our World Textbook Series (Harcourt Brace) Lesson 5 Different Countries, Different Cultures pgs. 165 - 175

Possible Field Trip to local Indian Restaurant - suggestion

Sitar Restaurant & Caterers Fine Indian Cuisine 665 West Jericho Turnpike-Huntington 631-271-8600


Unit Title: Unit 4 Communities Around the World Interdisciplinary Connections: Science

• Indigenous foods and plants used in recipes • Animals • Topography

Math

• Graphing (population, religion, etc.) • Elapsed time using time zones

Arts

• • • • • •

Folktales Music Literature Games Costumes Foods

English Language Arts • • • • •

Journal Writing Notetaking Writing Prompts Reflections Author study on Rudyard Kipling


Unit Title: Unit 4 Communities Around the World Other Resources:

Resources

Literature:

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• • • • • • • • • • • • •

Homeless Bird, by Gloria Whelan Lily’s Garden of India, by Jeremy Smith Monsoon, by Ima Krishnaswami Elephant Dance, by Theresa Heine Countries of the World: India, by Michael Dahl How the Elephant Got It’s Trunk, by Rudyard Kipling The Jungle Book, by Rudyard Kipling Rikki-Tikki-Tavi, by Rudyard Kipling India: The People (Crabtree Publishing) India: The Land (Crabtree Publishing) India: The Culture (Crabtree Publishing) Going to School in India, by Lisa Heydkauff Living in Our World Textbook Series (Harcourt Brace)

Internet Sites:

• www.timeforkids.com http://www.timeforkids.com/TFK/hh/goplaces/main/0,20344,610558,00.html • www.cultureof India.com • www.kidswebindia.com • www.indianlanguages.com • www.indianheritage.com (webquest for religions) • www.nationalgeographic.com • www.teacher.scholastic.com/activities/globaltrek/ • www.wliw.org - this site is suggested for downloading streaming video. Please view and use your discretion as to whether you feel they are appropriate for your students.

______________________________________ xxxx Grade Half Hollow Hills • Unit x • page 8


Economics of World Communities Essential Question How are communities around the world similar and different?

New York State Standards and Content Understandings: Students will understand that:

Overview

Economics

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• Production, distribution, exchange, and consumption of goods and services are economic decisions that all world communities must make. • Economic decisions in world communities are influenced by many factors. • Societies organize their economies to answer the fundamental economic questions: What goods and services should be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced? • Human needs and wants differ from place to place. • People in world communities make choices due to unlimited needs and and wants and limited resources. • People in world communities must depend on others to meet their needs and wants. • Production, distribution, exchange, and consumption of goods and services are economic decisions all societies must make. • People in world communities must use human, capital and natural resources. • People in world communities locate, develop, and make use of natural resources. • Resources are important to economic growth in world communities.

________________________________________ Third Grade • Half Hollow Hills • Unit 5 •


Overview

Economics of World Communities

Essential Questions: • • • • •

How does an economy work? How does global trade affect a community? How does a country’s natural resources affect its economy? How do economics and resources affect how you live? How does supply and demand affect economy?

New York State Performance Indicators: Students will know: • The different ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources. • Scarcity is when people’s wants exceed their limited resources. • Scarcity requires individuals to make choices and that these choices involve costs. • The availability and distribution of resources is important to a nation’s economic growth. • Societies organize their economies to answer three fundamental economic questions: What goods and services shall be produced and in what quantities ? How shall goods and services be produced? • For whom shall goods and services be produced? • The production, distribution, exchange, and consumption of goods and services are economic decisions all societies and nations must make.

Vocabulary: capital resources

globalization

occupation

commodity

goods

production

demand

human resources

services

distribution

import

scarcity

economics

interdependence

supply

export

labor

trade

exchange

natural resources

________________________________________ Third Grade • Half Hollow Hills • Unit 5 •


Overview

Economics of World Communities

Skills: Students will be able to: Map and Globe Skills • Read maps. legends, symbols, and scales. • Create a map showing the interdependence of materials (ie: materials needed to make shirts). Research and Writing Skills • Analyze and interpret the difference between needs and wants. • Research a world community and make a poster that shows people as producers of goods and services and consumers of goods and services. • Apply and synthesize information to write a DBQ response to a hypothetical economic situation about how global trade affects communities. Thinking Skills • Reflect upon the economy of China. • Interpret and analyze data about supply and demand • Draw inferences and make conclusions about imports, exports, trade, and labor. • Analyze the factors of production and interdependence of economic systems by charting countries selling shirts in the United States and products the United States might sell to those countries. Draw inferences and conclusions from their findings. Graphs, Tables and Image Analysis Skills • Interpret graphs and other images. Interpersonal and Group Relations • Define terms. • Participate in group planning and discussion. • Cooperate to accomplish goals. • Assume responsibility for carrying out tasks.

________________________________________ Third Grade • Half Hollow Hills • Unit 5 •


Economics of World Communities

Task Title: China and Economics Assessment

Assessment Evidence

Performance Task Overview:

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Students will apply their knowledge from Social Studies Alive! Chapters 8 and 9. This assessment was adapted from lessons 8.4 and 9.3 and will be administered in two parts. In part one, students will write a response to a hypothetical economic situation. Then in part two, students will answer questions about how global trade affects communities. See assessment in resources.

Performance Outcomes/Products: • Written response

Other Evidence: • • • • • •

Formal written assessment Teacher questioning and observation Additional Social Studies Alive! activities DBQ Constructed responses Reading comprehension

________________________________________ Third Grade • Half Hollow Hills • Unit 5 •


Economics of World Communities

Learning Experiences and Instruction:

Learning Activities

• Social Studies Alive! Chapter 8 - Lesson 8.1: Preview Introducing Key Ideas of the Chapter • Social Studies Alive! Chapter 8 - Lesson 8.2: Experiencing What Happens When Supply is High and Demand is Low • Social Studies Alive! Chapter 8 - Lesson 8.3: Experiencing What Happens When Demand is High and Supply is Low. • Social Studies Alive! Chapter 8 - Lesson 8.4: Learning What Happens to Prices When Supply or Demand Changes • Social Studies Alive! Chapter 8 - Lesson 8.5: Processing: Explaining Prices • Social Studies Alive! Chapter 9 - Lesson 9.1: • Where Do Our Shirts Come From? Introduction to Global Trade • Look What’s Made in China!: An Export Scavenger Hunt • China’s Population Density: Life in a Crowded Country • DBQ on Imports, Exports and Labor • Constructed Response Questions • Reading Comprehension - Beijing, An Important City in China • Chinese Mapping Activities

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• Chinese New Year Reader’s Theater, Getting to know Connie an Asian American girl ________________________________________ Third Grade • Half Hollow Hills • Unit 5 •


Learning Activities

Economics of World Communities

Interdisciplinary Connections: Science

Natural resources Agriculture/farming Transportation

Arts

Music Literature connections - read alouds Crafts Create a collage representing human needs: food, shelter, clothing, and love Write captions for their collages

English Language Arts

Journal writing Notetaking Writing prompts Reflections Author study on Rudyard Kipling Read folktales to compare and contrast what people want and the reasons for their wishes Create an Economics Dictionary to illustrate and define economic terms

Math

Graphing Mathematic operations: percentages, decimals, addition, subtraction, money, currency rates

________________________________________ Third Grade • Half Hollow Hills • Unit 5 •


Economics of World Communities

Resources

Trade Books: C is for China , by Sungwan So Empty Pot, by Demi Ruby's Wish (part of 3rd grade library) Zen Shorts , by Jon J Muth Stone Soup, by Jon J Muth Look What Came From China! , by Miles Harvey A Ticket to China, by Janet Riehecky Ms. Frizzle’s Adventure: Imperial China, by Joanna Cole & Bruce Degen A Family from China, by Goh Sui Noi and Lim Bee Ling Picture a Country: China, by Henry Pluckrose World In Focus: Focus on China, by Ali Brownlie Bojang and Nicole Barber Ask About Asia - China , by Mason Crest Publishers

Compare and contrast Red Riding Hood and Cinderella stories: Lon Po Po: A Red Riding Hood Story from China Yeh-Shen: A Cinderella Story from China

Internet Sites:

www.timeforkids.com/TFK/specials/goplaces/0,12405,405621,00.html www.enchantedlearning.com/asia/china/index.shtml

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________________________________________ Third Grade • Half Hollow Hills • Unit 5 •


Unit 6 : South AfricaNativeand American Indians of Governments Symbols of York State Citizenship inNew World Communities Essential Question How are Communities Around the World Similar and Different?

New York State Standards and Content Understandings:

Overview

Students will understand that: • Governments in world communities organize to provide functions that individuals can not provide. • Governments in world communities have the authority to make, carry out, and enforce laws and manage disputes among them. • Governments in world communities develop rules and laws. • Governments in world communities plan, organize and make decisions. • People in world communities celebrate various holidays and festivals. • People in world communities use monuments and memorials to represent symbols of their nations. • People in world communities form governments to develop rules and laws to govern community members. • People in world communities may have conflicts over rules, rights, and responsibilities. • The processes of selecting leaders, solving problems, and making decisions differ in world communities.

3 ______________________________________ Third Grade Half Hollow Hills • Unit 6 •


Overview

Unit 6: South Africa - Governments and Symbols of Citizenship in World Communities

Essential Questions: 1. Why are governments formed? 2. How does government affect the people of a country? 3. Does government affect everyone in a country equally? 4. How are governments around the world similar and different? 5. How does government change?

______________________________________ Third Grade Half Hollow Hills • Unit 6 •


Overview

Unit 6: South Africa - Governments and Symbols of Citizenship in World Communities

New York State Performance Indicators: Students will: • know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state, and justice • explain the probable consequences of the absence of government and rules • describe the basic purposes of government and the importance of civic life • understand that social and political systems are based upon people’s beliefs • discuss how and why the world is divided into nations and what kinds of governments other nations have • understand the basic civil values that are the foundation of American constitutional democracy • understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation • examine what it means to be a good citizen in the classroom, school, home, and community • identify and describe the rules and responsibilities students have at home, in the classroom, and at school • show a willingness to consider other points of view before drawing conclusions or making judgments • participate in activities that focus on a classroom, school, or community issue or problem • suggest alternative solutions or courses of action to hypothetical or historic problems • evaluate the consequences for each alternative solution or course of action ______________________________________ Third Grade Half Hollow Hills • Unit 6 •


Overview

Unit 6: South Africa - Governments and Symbols of Citizenship in World Communities

• prioritize the solutions based on established criteria • propose an action plan to address the issue of how to solve the problem

Vocabulary: apartheid - (pronounced apar - taid -like lemonade) oppression democracy constitutional democracy three-tier system segregation racism town ships law amendment act race ethnic groups discrimination

______________________________________ Third Grade Half Hollow Hills • Unit 6 •


Overview

Unit 6: South Africa - Governments and Symbols of Citizenship in World Communities

Skills: Students will be able to

Map and Globe Skills • Read and create maps, legends, symbols and scales

Research and Writing Skills • Analyze and interpret the difference between forms of government • Use web searches to gather information for Performance Task • Use the writing process to develop an essay for Performance Task

Thinking Skills • Reflect upon the government of South Africa • Reflect upon the system of apartheid • Compare and contrast apartheid South Africa to current South Africa

Graphs, Tables, etc. • Interpret graphs and other images • Make judgments about photographs

Interpersonal and Group Relations • Define terms • Participate in group planning and discussion • Cooperate to accomplish goals • Assume responsibility for carrying out tasks

______________________________________ Third Grade Half Hollow Hills • Unit 6 •


Unit Title: Unit 5 :Economics of World Communities Task Title: From Apartheid to Constitutional Democracy Performance Task Overview: (GRASPS Format)

Assessment Evidence

Students will gather information about the government during apartheid. then the students will gather information about the Republic of South Africa Constitutional Democracy.

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Students will use information to create a “Show What You Know Poster” with specific criteria. See assessment in resources.

Performance Outcomes/Products: • Show What You Know Poster

______________________________________ Third Grade Half Hollow Hills • Unit 1 •


Assessment Evidence

Unit Title: Unit 5 :Economics of World Communities

Other Evidence: • Teacher Questioning and Observation • Additional Activities • Reading Comprehension

______________________________________ Third Grade Half Hollow Hills • Unit 3 •


Assessment Evidence

Unit Title: Unit 5 :Economics of World Communities

Learning Experiences and Instruction 1. Living in Our World - Unit 5, Lessons 1-4: Background Information on Government 2. Read Learn About South Africa - (see additional resources) 3. Read The Years of Apartheid - complete comprehension questions (see additional resources) 4. Timeline - (see additional resources) 5. Living in Our World - Unit 5, Lessons 6: Solving Problems in South Africa 6. Read Fighting for Freedom - Biography on Nelson Mandela Book (see additional resources for lesson plans) **book will arrive in classrooms Fall ‘07 7. Watch Brain Pop Apartheid video 8. Read The Day Gogo Went to Vote by Elinor Batezat Sisulu- (HHH Public Library) 9. Read Government of South Africa - (see additional resources) 10. Read Meet Kids in South Africa - (see additional resources) 11. See supplemental lessons included with resources

______________________________________ Third Grade Half Hollow Hills • Unit 3 •


Unit Title: Unit 5 :Economics of World Communities

Interdisciplinary Connections:

Math • Interpret Timeline

Learning Activities

Arts

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• Music • Literature connections - read alouds • Illustrations and diagrams

English Language Arts • • • • •

Graphic Organizers Venn Diagram Essay Writing Independent Reading Reading Comprehension Questions

• Biographies: Nelson Mandela Desmond Tutu Steven Biko

______________________________________ Third Grade Half Hollow Hills • Unit 3


Unit Title: Unit 5 :Economics of World Communities Other Resources: Literature: Texts

Resources

• • • • • •

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The Day Gogo Went to Vote by Elinor Batezat Sisulu Fighting for Freedom by Ian Morrison South Africa: The People South Africa: The Culture South Africa: The Land The Gift of the Sun: A Tale from South Africa by Dianne Stewart and Jude Daly

Teacher Resources • www.drumstruckny.com/studyguide.pdf Print study guide, also an option for field trip

• The Color of Friendship- based on a true story, this is a movie to watch with kids after teaching them about South Africa • Faces Magazine from Cobblestone - excellent resource for any country http://www.cobblestonepub.com/magazine/FAC/


Unit Title: Unit 5 :Economics of World Communities Internet Sites: • Internet • www.govspot.com/features/kids.htm • http://bensguide.gpc.gov/ • www.kids.gov • http://www.timeforkids.com/TFK/teachers/search/1,28225,,00.html?keyword=s outh+africa • http://www.timeforkids.com/TFK/teachers/aw/ns/main/0,28132,590829,00.ht ml • http://www.drumstruck.com/


Grade 3 Social Studies