South Dakota



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|Geography | |

|Civics | |

|History | |

| |Students will be able to read a South Dakota road map. |

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| |Students will be able to geographically locate important |

|[pic] |South Dakota features and communities on a map. |

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| |Students will know the signs and symbols that represent |

| |South Dakota. |

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| |Students will research notable South Dakotans. |

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South Dakota

Enduring Understanding:

▪ Students will gain geographic, historic, and civic knowledge about their home state, South Dakota.

Goals and Objectives:

▪ Students will accurately use a mileage chart.

▪ Students will appropriately place the 8 biggest cities and 5 major geographical features on a South Dakota map.

▪ Students will identify at least 8 South Dakota state symbols.

▪ Students will be able to describe how 3 notable South Dakotans affected the history of SD.

Assessment:

▪ Authentic Task - Students will accurately record mileage as they plan a trip to 4 major South Dakota cities using a road map and a travel log.

▪ Students will place Pierre, Sioux Falls, Rapid City, Watertown, Mitchell, Aberdeen, Huron and Yankton in their appropriate places on an unmarked map.

▪ Students will place the Missouri River, Badlands, Black Hills, Harney Peak, and Big Stone Lake in their appropriate places on a South Dakota unmarked map.

▪ Students will have to identify the state bird, state animal, state tree, state flower, state flag, state fish, state insect, state song, state motto, state seal, state abbreviation, year of statehood and state nickname in a Power Point Presentation.

▪ Students in groups will give an oral presentation to the class on 3 notable South Dakotans. Assessment will be graded using a rubric.

Standards:

Geography Standards:

▪ Locate major South Dakota geographical features, such as the Missouri River; the Black Hills and Badlands: and the capital (Pierre) and the following cities: Sioux Falls, Rapid City, Aberdeen, Huron and Yankton.

▪ Use appropriate maps for a specific purpose, including elevation, land use-resource, road maps and mileage tables, time zones, and migration movement patterns.

Civics Standards:

▪ Identify the South Dakota State flag, song, flower, bird, and nickname.

History Standards:

▪ Trace the history of South Dakota with emphasis on notable South Dakotans such as Red Could, Sitting Bull, John B. S. Todd, Fred T. Evans, Laura Ingalls Wilder, James Scotty Philip, Niels E. Hansen, Gertrude (Zitkala-Sa) Bonin, Peter Norbeck, Francis Case; impact of the gold rush; controversy over statehood; and Indian Wars and reservation life.

Map Reading

1. Hand out South Dakota road maps and practice finding locations. Note the eight biggest cities, Sioux Falls, Rapid City, Aberdeen, Huron, Watertown, Yankton, Mitchell, and Pierre. Assign each town to a group to research information on city. City Data Worksheet

2. Groups orally present data about their community to the group and tack its location on the bulletin board map.

3. Take out the road maps and practice reading the mileage charts between Langford and the 8 major cities. Learn how to read the mileage charts using several different maps with different scales. (group practice)

4. Practice reading the road maps. Which roads would you take from Langford to a different town? (group practice)

5. Do a practice travel log, recording mileage between three or more cities and adding up the total distance traveled. (Practice in large groups, small groups, and individually) Travel Log

6. Assign individual travel logs to be graded. Mileage must be within 10 miles to be considered correct. Grades will be based on the current grading scale. (assessment) Travel Log

7. Group map activity. Practice placing the 8 cities listed above on a blank map. Give clues to help students remember the locations.

8. Locate the Black Hills, Badlands, Missouri River, Harney Peak, and Big Stone Lake on individual maps.

9. Assign groups to use different resources to look up the geographical features and research them. Groups will fill out a data sheet as they research. Groups will orally report their findings to the class and tack the location of the features on the class bulletin board map. Geographical Data

10. Students will locate and label the 5 geographical features on their blank maps. (Use maps as a study guide.)

11. The class will review the cities and geographical features by playing a review game. Map Review Game

12. Students receive a blank map on assessment day and fill in the 8 cities and the 5 geographical landforms. (assessment) Grades will be based on the current grading scale.

Map Reading

Cities and Geographically Features

Map Game

1. I will have 13 map flashcards with one of the cities or geographical features located on each with a bullet. (I might also include maps with our 3 school communities on it.)

2. The scoring card will be a map of South Dakota with a route (I90) across the state.

3. Students one by one will have to answer the questions right to travel across South Dakota.

4. Each time they correctly identify the city or geographical feature, the class will travel 25 miles across the state on the marked route. (They will need to use a mileage chart to mark their progress.)

5. Each time they get it wrong they will back track 10 miles. (again using the mileage chart)

6. We will record the number of questions it takes us to get across the state.

7. The next time we play we will see if the class can better their traveling time.

Signs and Symbols

1. Introduce the state signs and symbols to the class in a Power Point presentation.

2. Read “Facts at a Glance,” (p. 109- 111) in America the Beautiful -South Dakota.

3. Practice filling in the signs and symbols of SD in an Inspiration Soc. Studies-State Facts Template. Print a copy to take home for a study guide. Inspiration

4. Students will make signs and symbols game cards. (Cut out pictures on travel map and glue to one side of an index card and write the answer on the other side.) Play game in groups to review. (Look at the symbol and identify it.)

5. Use the blank power point for the assessment. Each student will log into the power point and write the correct name for each SD sign or symbol onto a worksheet. (assessment) Grades will be based on the current grading scale.

Bibliography:

America the Beautiful – South Dakota. Children’s Press, Inc. 1991.

Map Reading

City Data Sheet

Use all of your resource to find the following information.





|Name of city |Location within state |Population |

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|Year founded |Longitude and latitude |Tourist attractions |

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|Slogan |Area (size) |County |

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Any other interesting information that was found.

Map Reading

Travel Log

Travelers Name _________________

Pick a hometown out of the following choices. ______________

Pierre Yankton Sioux Falls

Rapid City Mitchell Huron

Aberdeen Watertown

Your hometown is your starting point. You will travel from your hometown to three other cities and back home again. Recording the mileage between each city. Giving a total distance traveled at the end.

Starting Point (hometown)_______________ to (city 2)_____________ = ____________

(how many miles)

From (city 2) ________________ to (city 3) _____________= ______________

(how many miles)

From (city 3) ______________ to (city 4) _______________= ______________

(how many miles)

From (city 4)_____________ to (your hometown)___________ = ______________

(how many miles)

Total miles traveled ____________ ___________________.

Map Reading

Five South Dakota Geographical Features

Look up these five geographical features and record all the information you can find in 30 minutes.

|Badlands |Missouri River |Black Hills |Big Stone Lake |Harney Peak |

Signs and Symbols

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Notable South Dakotans

1. Link into and do lessons. There are 8 units with four lessons in each unit. We will read two lessons a day and do a journal/web for each lesson. Lesson Web

2. After the units have been read, put class into groups and have the groups draw out 3 notable South Dakotans cards. (Have cards prepared with the names of the people already on them.)

3. The groups are to research these people and prepare a class presentation on how these people affected South Dakota history. Students can do a skit, report, make video, power point presentation, or posters. Any form of presentation is acceptable if approved by the teacher.

4. Class Presentation over three notable South Dakotans. (assessment) Grading Rubric

Notable South Dakotans

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Additional Notes:

Notable South Dakotans

Notable South Dakotans Class Presentation

Topic: How did your three notable South Dakotans affect South Dakota history?

Names: ______________________________

| |Exceptional |Admirable |Acceptable |Amateur |

|Content |An abundance of material clearly |Sufficient information that |There is a great deal of| Not clear; there is not |

| |related to how each person relates to|relates how each person related|information that is not |information included on all |

| |South Dakota history. |to SD history; many good points|clearly connected to SD |three people, or information |

| | |made but there is an uneven |history. |does not support the topic. |

| | |balance and little variation. | | |

|Coherence and |Topic is clearly stated and |Most information presented in |People are loosely |Presentation is choppy and |

|Organization |developed; specific examples are |logical sequence; generally |connected; lacks clear |disjointed; does not flow; |

| |given and explained; presentation is |very well organized but needs |transitions; flow and |development of topic is vague; |

| |not choppy and is well organized. |to flow more smoothly. |organization are choppy |no apparent logical order of |

| |Group flows smoothly through | | |presentation |

| |presentation. | | | |

|Creativity |Very original presentation of |Some originality apparent; good|Little or no variation; |Repetitive with little or no |

| |material; uses the unexpected to full|variety and blending of |material presented with |variety; insufficient use of |

| |advantage; captures audience's |materials/media |little originality or |multimedia |

| |attention | |interpretation | |

|Material |Balanced use of a variety of |Use of materials not as varied |Choppy use of materials;|Little or no materials used or |

| |materials; properly used to develop |and not as well connected to |lacks smooth transition |ineffective use of materials; |

| |topic; use of materials are varied |topic. |from one material to |imbalance in use of |

| |and appropriate. | |another; materials not |materials—too much of one, not |

| | | |clearly connected to |enough of another |

| | | |topic. | |

|Speaking Skills |Poised, clear articulation; proper |Clear articulation but not as |Some mumbling; little |Too quiet or too loud; no eye |

| |volume; steady rate; good posture and|polished |eye contact; uneven |contact; rate too slow/fast; |

| |eye contact; enthusiasm; confidence | |rate; little or no |speaker seemed uninterested and|

| | | |expression |used monotone |

|Audience Response |Involved the audience in the |Presented facts with some |Some related facts but |Incoherent; audience lost |

| |presentation; points made in creative|interesting "twists"; held the |went off topic and lost |interest and could not |

| |way; held the audience's attention |audience's attention most of |the audience; mostly |determine the point of the |

| |throughout |the time |presented facts with |presentation |

| | | |little or no imagination| |

Notable South Dakotans Class Presentations

Topic: How did your three notable South Dakotans affect South Dakota history?

Name: ______________________________

| |Exceptional |Admirable |Acceptable |Amateur |

|Content | | | | |

|Coherence and Organization | | | | |

|Creativity | | | | |

|Material | | | | |

|Speaking Skills | | | | |

|Audience Response | | | | |

COMMENTS:

Beginning of Unit

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