Heritage Studies 1, 3rd ed. Lesson Plan Overview



Chapter 1: God’s WorldLessonTeacher’s Edition Student Text Activity ManualContent Objectives & Christian Worldview1xxii–32–5IntroductionIdentify major topics of social studiesInfer meaning from pictures by interpreting the clues they containInterpret a poem’s figurative languageIdentify components of the textbook24–76–91God’s CreationExplain from the Bible why people are importantAffirm that God is the Creator of the worldIdentify specific features of God’s creationIdentify the way in which God created the world38–910–113God Created Animals and PeopleAffirm that God created all the animalsIdentify unique features that God gave to each speciesAffirm that God created peopleSummarize the special instructions that God gave Adam and EveExplain from the Bible why people are different from animals410–1112–135Sin and a SaviorDefend the truth that God’s creation was very goodExplain the rule that God gave to Adam and EveDefine sin and explain the consequences of Adam and Eve’s disobedienceContrast what the world was like before sin with what it was like after sinSummarize God’s plan of salvation512–1314–157Introduction to MapsExplain from the Bible why people have moved into different parts of the worldIdentify the purpose of a mapLocate water and land on a mapIdentify on a map places where people live614–1516–179Continents and OceansIdentify the large land areas on a map as the seven continentsName the continent where he livesIdentify the four large oceans on a mapName the oceans near North America716–1718–1911Cardinal Directions and the GlobeIdentify the four cardinal directions on a mapRecall that a globe is a representation of the earthCompare the shape of the earth to a ballLocate the continents and oceans on a globe81819Continents and Oceans on a MapLocate continents and oceans on a mapExplain why Jesus wants Christians to go to every continent919–2020–2113World Culture and Hudson TaylorName things that people do differently around the worldIdentify Hudson Taylor as a man who was led by God to tell people in China about JesusExplain why Hudson Taylor dressed and ate like people in ChinaAffirm that God loves all the people of the world102115Review and TestChapter 2: Your FamilyLessonTeacher’s Edition Student TextActivity ManualContent Objectives & Christian Worldview1122–2522–2517–19IntroductionAffirm that God is the one who puts families togetherDefine a familyIdentify the first two children born on earth1226–2726–2721Roles of Family MembersIdentify the different roles that family members fillCompare and contrast the first family with a modern familyState where God wants families to live1328–2928–29Families Work and Play TogetherExplain how family members work together to help each otherIdentify ways families play together143023Graphing the Number of People in FamiliesVisualize differences in families by completing a graph1531–3230–3125Family RulesDefine rulesDistinguish rules that prohibit behavior from rules that demand behaviorIdentify the basic rules that God gives to familiesExplain how God helps us keep His rules1633–3432–3327Needs and WantsDistinguish between needs and wantsExplain the role that choices play in spending moneyClassify church involvement as a need and not a want1735Making a TimelineVisualize how people grow and change by completing a timeline with photos183529Review and TestChapter 3: Your CommunityLessonTeacher’s Edition Student Text Activity ManualContent Objectives & Christian Worldview1936–3934–3731IntroductionIdentify people and places in a communityDescribe his communityName goods that his family usesIdentify goods that people make, grow, or sell2040–4138–3933Service JobsIdentify a service job as a job helping othersList people in service jobsIdentify paying jobs and volunteer jobsName a way that his family could serve others2142–4340–4135Places in a CommunityDistinguish community places where people work and visitAssociate places with the community where they are foundAssociate the jobs people do with the places where they work2244–4542–4337Recycling and Caring for Natural ResourcesExplain how God intends for people and places in a community to be cared forList ways to care for God’s world by recyclingApply Genesis 1:26?–28 to the work of keeping natural resources clean2346–4744–4539Government WorkersDefine the role of a mayorList the duties of the governmentExplain that the government is made up of workersExplain from the Bible why Christians should obey the law2448–4946–4741Benjamin FranklinList ways Benjamin Franklin made his city a better placeList ways he can make his city a better placeCompare Philadelphia then and now2550–5148–4943MapsLocate parts of a map: title, map key, cardinal directionsLocate places on a map using cardinal directionsExplain the purpose of a map key265145Review and TestChapter 4: Your StateLessonTeacher’s Edition Student Text Activity ManualContent Objectives & Christian Worldview2752–5550–5347–49IntroductionIdentify the state he lives inClassify his state as part of a countryIdentify his state as one of the fifty states in the United StatesIdentify the unique symbols and features of his state2856–5754–5551State Government LeadersSummarize how state leaders are chosenExplain the state governor’s main jobExplain the function of a state capitolExplain the role of judges in state courts2958–5956–5753States Have Famous PeopleAssociate famous people with statesSummarize the contributions of George Washington CarverSummarize the contributions of Clara Barton3060–6158–5955States Have Famous Places (1)Associate famous places with statesExplain the significance of Mount RushmoreAssociate the Grand Canyon with the greatness of God3162–6360–6157States Have Famous Places (2)Associate famous places with statesState facts about the Great LakesState facts about the Golden Gate Bridge3264–6662–6459–61States Have Famous Things Associate famous things with statesExplain the significance of the Liberty BellExplain the significance of the Statue of LibertyAssociate the state of Alaska with dog-sled racing3367–6865State FlowerCreate a representation of his state flower346963Review and TestChapter 5: Your CountryLessonTeacher’s Edition Student Text Activity ManualContent Objectives & Christian Worldview3570–7366–6965IntroductionDefine the meaning of the word countryExplain why the United States is called the Land of the FreeLocate the United States on a globeName the countries that border the United States3674–7570–7167The American Flag and the PledgeIdentify the flag as a symbol of the United States of AmericaName the colors in the American flagExplain why the phrase under God is important in the pledge to the American flagExplain why people make a pledge to their country3776–7772–7369United States SymbolsExplain why the bald eagle was chosen as a symbol of the United StatesIdentify “In God We Trust” as the motto of the United StatesIdentify “The Star-Spangled Banner” as the official song of the United States3878–7974–7571“America the Beautiful”Analyze the hymn “America the Beautiful”Name some of the landforms found in AmericaExplain the importance of asking God’s grace for our country3980–8176–7773Government of the United StatesIdentify the president as the leader of the United StatesExplain why the Constitution is importantIdentify the role of a judgeExplain what a citizen is4082–8378–79ElectionsExplain why an election is heldList the steps of a voting campaignExplain why voting is important4184–8575Voting ActivityParticipate in a classroom election 428577Review and TestChapter 6: Your Country’s CapitalLessonTeacher’s Edition Student Text Activity ManualContent Objectives & Christian Worldview4386–8980–8379IntroductionLocate Washington, DC, on a mapClassify Washington, DC, as an important cityIdentify the United States Capitol Associate the Capitol with government workers4490–9184–8581The White HouseIdentify the White House as the home of the president and his familyLocate the White House in Washington, DCExplain why people visit the White House4592–9386–8783The Washington MonumentName the tallest monument in Washington, DCList reasons that a monument was built to honor George WashingtonAssociate George Washington’s birthday with the celebration of Presidents’ Day4694–95Washington Monument ActivityAssemble a model of the Washington MonumentLocate the Capitol, the White House, and the Washington Monument on a map of Washington,?DC4796–9788–8985Map ActivityLocate the Capitol, the White House, the Washington Monument, and the World War II Memorial on a map of Washington, DCDefine veteranExplain the importance of Veterans Day4898–9990–9187The Lincoln MemorialDescribe the Lincoln MemorialLocate places on a map of Washington, DCIdentify Abraham Lincoln as a presidentAssociate Abraham Lincoln’s birthday with the celebration of Presidents’ Day49100–10292–9589Cardinal DirectionsUse cardinal directions to locate places on a mapLocate places on a map of Washington, DC Explain the significance of the Fourth of July holiday5010391Review and TestChapter 7: Native AmericansLessonTeacher’s Edition Student Text Activity ManualContent Objectives & Christian Worldview51104–796–9993The First AmericansTrace the series of events (the Flood, the tower of Babel, and the scattering of people around the world) that brought the first people to North AmericaIdentify the meaning of the term Native AmericansAffirm that Native Americans lived in North America before Europeans cameSequence events on a timeline52108–9100–10195Native American CultureLocate on a map of North America areas where Native Americans lived Identify Native American groups as tribesMake cultural distinctions among Native American tribesAssociate Native American culture with specific religious beliefsEvaluate Native American religious beliefs in light of biblical teaching53110–11102–397The Kiowa TribeAssociate the Kiowa tribe with the plainsExplain the significance of the buffalo to the Kiowa cultureIdentify distinctive elements of Kiowa culture54112–13104–599The Hopi TribeAssociate the Hopi tribe with the desert of the SouthwestIdentify distinctive elements of Hopi cultureInfer ways that the location of the Hopi affected their culture55114–15106–7101–3The Tlingit TribeAssociate the Tlingit tribe with the Northwest CoastIdentify distinctive elements of Tlingit cultureInfer ways that the location of the Tlingit tribe affected their culture56116–17107Canoe ActivityMake and decorate a Native American canoe57118–19108–9105Native American ArtifactsDistinguish artifacts from modern objectsInfer the function of Native American artifactsExplain how artifacts help us understand history58119107Review and TestChapter 8: Christopher ColumbusLessonTeacher’s Edition Student Text Activity ManualContent Objectives & Christian Worldview59120–23110–13109IntroductionRecall facts about Columbus’s early life that influenced his decision to exploreExplain why people wanted to explore and go to AsiaExplain why the traditional routes to Asia made travel difficult60124–25114–15111MapsContrast the differences in the beliefs about the size of the earth that were popular in Columbus’s dayExplain the differences between maps used long ago and those used today61125MapmakingParticipate in a map-making activityExplain how a map gives information62126–28116–18113Planning the VoyageIdentify the events that led to the funding of Columbus’s plan to sail west63129–31119–21115Columbus Discovers the New WorldSummarize the voyage taken by Columbus and his crewAffirm that God used the voyage to change the worldRecognize the chronological indicators on a timelineExplain that Columbus’s discovery of land happened in 149264132–33122–23117Ships Long Ago and Columbus DayCompare ships made long ago with modern shipsExplain why Columbus Day is important65134Columbus PlayRecall facts about Columbus by participating in a play66135119Review and TestChapter 9: JamestownLessonTeacher’s Edition Student Text Activity ManualContent Objectives & Christian Worldview67136–39124–27IntroductionRecognize why the Europeans came to the New WorldLocate the Old World and the New World on a mapContrast the appearance of the Native American and the English man68140–41128–29121–23Why the English CameExplain why the English came to settle JamestownLocate an ocean, a coast, a river, and a harbor on a mapLocate Jamestown on a map69142–43130–31125Meeting the Woodland PeopleAffirm that Native Americans lived in America before the English cameIdentify Native Americans as Woodland tribesDramatize the concern of the Woodland people about the arrival of the EnglishConclude that God wanted Jamestown to be a lasting English settlement70144–45132–33127–29Building a SettlementCreate a map of the school libraryInterpret a map keyInfer the importance of God and the Bible at Jamestown from looking at a map of JamestownSequence a list of three events71146–49134–37131Life at JamestownClassify needs and wantsConclude that John Smith was a wise leader of JamestownDifferentiate trade items between the Native Americans and the colonists72150–51138–39133The Woodland PeopleIdentify items made from natural resourcesList goods made from things found in the woodsAssemble a wigwam73152–53140–41135PocahontasDifferentiate between Woodland culture and English cultureDramatize the story of Pocahontas’s interactions with the English74154–55142–43137The Settlement GrowsDifferentiate between Woodland culture and English cultureDescribe the different family rolesExplain the importance of women and families in the survival of JamestownList good leadership qualities75156–57139Review and TestChapter 10: PlymouthLessonTeacher’s Edition Student Text Activity ManualContent Objectives & Christian Worldview76158–61144–47141IntroductionExplain why the Pilgrims came to AmericaExpress in role-play the control that the king of England had over churches in EnglandCompose a prayer of thanks to God for the Pilgrims who came to America77162–64148–50143–45The MayflowerRead a diagram to identify parts of the MayflowerDescribe what life was like for the Pilgrims while traveling on the Mayflower78165–67151–53147The Voyage to the New WorldIdentify ways God cared for the Pilgrims on the MayflowerTrace the route of the Pilgrims’ voyage to the New WorldExplain why the Mayflower Compact was writtenUse cardinal directions79168–69154–55149PlymouthRecognize that Of Plymouth Plantation was written by a PilgrimAffirm that the Pilgrims prayed to GodSequence the events after the Pilgrims landed at Plymouth80170–71156–57151The Pilgrims and the Woodland PeopleConclude from the Pilgrims’ friendship with the Woodland people that God was caringfor the PilgrimsWrite a peace treaty81172–73158–59153SquantoFollow directions to plant a simulated gardenList proofs of God’s providence in the life of Squanto82174–75160–61155The First ThanksgivingUse the textbook to find answersCompare the Pilgrim culture with today’s culture using a Venn diagramExplain why the Pilgrims held a Thanksgiving feast83176First Thanksgiving ActivityDramatize the first Thanksgiving84177157Review and TestChapter 11: Today and Long AgoLessonTeacher’s Edition Student Text Activity ManualContent Objectives & Christian Worldview85178–81162–65159IntroductionContrast the past with the presentIdentify ways to learn about the pastIdentify a specific event in his life that occurred in the pastExplain how God’s command to fill and care for the earth leads to change86182–83166–67161Timeline of CommunicationExplain how communication has changed over timeIdentify the order of inventions for communication on a timeline87184–85168–69163Tools from the PastIdentify tools used in the past Explain how tools help get work done88186165Changes in Children’s Clothing over TimeExplain how children’s clothing has changed over time89187–88170–71167The FutureIdentify the things that will remain the same in the futureAffirm that God is in control and does not change90189169Family History Day Activity / Optional Review and TestParticipate in “Family History Day” ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download