Week 17 - Weebly



2014-15 Social Studies Assessment Transition PlanThere will not be an operational state Social Studies TCAP assessment in the 2014-15 school year. During the 2014-15 school year, the Tennessee Department of Education will field test the new social studies assessments in lieu of administering the summative social studies TCAP assessments. Operational Social Studies TCAP tests will be reinstated in the 2015-16 school year.The department will be field testing new Social Studies TCAP Assessments in the 2014-15 school year that align to the new standards. The new assessments will be field tested in the 2014-15 school year. More information about the field test will be released in the coming months, but as with other pilots, the results of the field test will not be reported to students and will not affect students’ grades.In order to best prepare for the 2015-2016 school year the new state standards for Social Studies should be implemented in all areas of social studies instruction and assessment in our district. Instructional Shifts Linking Literacy to Social StudiesBuilding knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K-5, fulfilling the standards requires a 50-50 balance between informational and literary reading. Informational reading primarily includes content rich non--fiction in history/social studies, science and the arts; the K-5 Standards strongly recommend that students build coherent general knowledge both within each year and across years.In grades 6-12, the Standards for literacy in history/social studies, science and technical subjects ensure that students can independently build knowledge in these disciplines through reading and writing.The Standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defended claims and clear information. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The Standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence and detail will be essential for effective argumentative and informational writing.Likewise, the reading standards focus on students’ ability to read closely and grasp information, arguments, ideas and details based on text evidence. Students should be able to answer a range of text-dependent questions, questions in which the answers require inferences based on careful attention to the text.World Geography and Cultures Third grade students will learn about the major components of world geography and world cultures. Students will develop skills across the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. Students will analyze the impact of physical and human geography on cultures in times past and present. They will explore the production, distribution, and consumption of goods and services on a local and global scale. Students will examine our connections to the past and the ways in which local, regional, and national governments and traditions have developed and left their marks on current societies. They will recognize the contributions of famous individuals from various ethnic, racial, religious, and socioeconomic groups to the development of civilizations around the world. Students will understand the role of rules and laws in our daily lives and the basic structure of the United States government, with opportunities to compare different government systems. They will evaluate evidence to develop comparative and causal analyses in order to interpret primary sources and informational text. Third grade students will construct sound historical arguments and perspectives on which informed decisions can be based.Quarter 3Tentative Dates: TopicTennessee State StandardsResourcesWeek 17Students will learn about ancient transportation and how people moved from one place to another. They will learn about ocean ecosystems and how oceans have influenced the migration of people throughout history.Standards: 3.8, 3.9, 3.15, 3.16, 3.26, 3.39, 3.40, 3.57, 3.58Primary Documents and Supporting Texts: Social Studies Weekly-Geography and Culture“Ancient Transportation: From Camels to Canals” by Michael Woods“The Story of the Romans” by H. A. Guerber“Transportation of the Future” by Mark Beyer“Ocean Floors(Water Habitats)” by JoAnn Early MackenWebsites:history of travelWeek 18Students will learn about European explorers who made significant discoveries throughout the world, including Magellan, Columbus, Hudson, da Gama and Balboa. Students will discuss some of the consequences of these explorations.Standards: 3.1, 3.2, 3.3, 3.6, 3.7, 3.8, 3.9, 3.13, 3.14, 3.15, 3.16, 3.18, 3.19, 3.32, 3.33, 3.40, 3.41Primary Documents and Supporting Texts: Social Studies Weekly-Geography and Culture“A Long and Uncertain Journey: The 27,000 mile Voyage of Vasco Da Gama” by Joan Elizabeth Goodman“Who Was Ferdinand Magellan?” by S.A. Kramer“Meet Christopher Columbus” by James T. Dekay“Henry Hudson (Robbie Readers)” by Carol Parenzan Smalley“Vasco Nunez de Balboa: Explorer to the Pacific Ocean” by Arlene Bourgeois Molzahn“Encounter” by Jane YolenWebsite:go here for numerous links to ancient explorersWeek 19Students will analyze primary and secondary sources including timelines to describe important historical events and governments. They will use maps and charts to identify placesand physical features, identify available resources and discuss the economy of the region.Standards: 3.1, 3.2, 3.3, 3.4, 3.6, 3.8, 3.9, 3.39, 3.41, 3.42, 3.43, 3.44Primary Documents and Supporting Texts: Social Studies Weekly-Geography and Culture “Kids During the Age of Exploration (Kids Throughout History)” by Cynthia MacGregor, C. “The Wall: Growing Up Behind the Iron Curtain” by Peter Sís“Who Was Queen Elizabeth?” by June Eding“Bard of Avon: The Story of William Shakespeare” by Diane Stanley, Peter Vennema“Life on a Famine Ship: A Journal of the Irish Famine 1845-1850” by Duncan CrosbieRyan’s WellReadworks passage for writing/service project assignmentWebsites:European geography gamesEurope geography gamesworld fuel pricesEurope Unionpics of Europe's most famous castles and palacesWeek 20Students will look at the continent of Africa to learn about components of a culture and the diversity among African cultures. They will chart facts about various civilizations.Standards: 3.1, 3.2, 3.3, 3.4, 3.9, 3.46, 3.47, 3.48Primary Documents and Supporting Texts: Social Studies Weekly-Geography and Culture“Ancient Egypt” by Philip Steele“Africa is Not a Country” by Margy Burns Knight“I Lost My Tooth in Africa” by Penda Diakite“The Clever Monkey: A Folktale from West Africa” by Rob ClevelandInformational Text:Ancient EgyptNon-fiction informative text and comprehension questions on Ancient EgyptWebsites: Africa's climate zonesprimary and secondary sources of AfricaNefertari's tombQueen NefertariWeek 21Students will analyze primary and secondary sources including timelines to describe important historical events and governments. They will use maps and charts to identify placesand physical features, identify available resources and discuss the economy of the region.Standards: 3.1, 3.2, 3.3, 3.4, 3.6, 3.8, 3.9, 3.46, 3.47, 3.48, 3.49, 3.51, 3.52Primary Documents and Supporting Texts: Social Studies Weekly-Geography and Culture “Africa is Not a Country” by Margy Burns Knight“Nelson Mandela’s Favorite African Folktales” by Nelson Mandela (Editor)“Africa” by Mel Friedman“Bill and Pete” (series of 3 books) by Tomie dePaola“Croco’nile” by Roy GerrardNelson MandelaWriting in Social Studies:Write an informative essay answering Who was Nelson Mandela? Mandela was put in prison and later won the Nobel Peace Prize. After years of world-wide protests, he was set free. Do some research in the library or online to find out why Nelson Mandela was jailed, why people wanted him freed, and why he was so important to all the people of theworld.Timeforkids Nelson MandelaWeek 22Students will learn why natural disasters and other factors cause populations to change. They will discuss avariety of ancient civilizations and how they lived. Students will also learn about rivers and their impact on populations.Standards: 3.1, 3.2, 3.3, 3.4, 3.8, 3.9, 3.11, 3.12, 3.13, 3.14, 3.15, 3.16, 3.18, 3.19, 3.23, 3.28, 3.33, 3.35, 3.40, 3.43, 3.46, 3.48, 3.49, 3.50, 3.51, 3.57, 3.58, 3.59, 3.66Primary Documents and Supporting Texts: Social Studies Weekly-Geography and Culture“Ancient Civilizations, Grades 1-3” by Jill Norris“Ancient Civilizations (Questions and Answers Paperback)” by Wendy Madgwick“A River Ran Wild: An Environmental History” by Lynne Cherry“Greeks, Romans, Countrymen!” by Bentley BoydWebsites:rivers of the worldroman dressancient chinese clothingWeek 23Students will learn how communication has taken place and changed throughout history. They will use a timeline to see how communication has changed over time.Standards: 3.9, 3.13, 3.16, 3.46, 3.47, 3.48, 3.57, 3.58, 3.59Primary Documents and Supporting Texts: Social Studies Weekly-Geography and Culture “The Boy of the Painted Cave” by Justin Denzel“Book Making and Paper Making: Be Your Own Publisher” by Deborah Hufford“The Ancient Chinese (People of the Ancient World)” by Virginia Schomp“You Wouldn’t Want to Be a Sumerian Slave!: A Life of Hard Labor You’d Rather Avoid” by Jacqueline MorleyWebsites:caves of Lascauxancient civilizationsancient Indus Valleykid Egypt activitiesancient civilizations ................
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