UNIT INTRODUCTION The theme of this unit is learning about communities all around the world.

. Each pair of students will be assigned a different country to research. After learning about their communities and other communities around the country, it will be time for the students to explore others around the world. Each pair of students will be creating a travel brochure about their country. Before they create a brochure about another country, they will complete a mini brochure about their culture to get the children thinking about the meaning of culture. The theme will be introduced by asking the students if they have ever been to another country before. We will discuss what things are similar and different. For the students who havent we can talk about if they ever wondered what it is like to live in another country. The students will be motivated to think about how children their age live such as what they wear, eat, what they do in school and what they do in their free time. They also will be excited to get the chance to be teacher for the day and to teach the class about all they learned about their community. As each pair of students is learning about their country, they will be learning how to do research and at the same time the students will create a travel brochure. For this report, the third graders will research a different country and their travel brochure will include native foods, language, population, clothing, education, historical events, popular tourist attractions and so on. Students are thrilled to present their brochures as they travel around the world for this project. The students will achieve the learning objectives because they will be learning about social, political, geographic, economic and historical characteristics of the worlds people's and cultures.

LEARNING OBJECTIVES 1. Students will be able to describe what culture is and be able to identify aspects of their own culture 2. Students will learn about the social, political, geographic, economic and historical characteristics of the worlds people's and cultures. 3. Students will be able to explain in the ways world communities are similar or different 4. Students will learn that world communities are made up of different customs, beliefs, traditions, people, problems and ideas. 5. How we can use maps to identify a country or a community 6. How to create a travel brochure STANDARDS New York State standards: Standard 2 Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs,

and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involve learning about the important roles and contributions of individuals and groups. Common Core Standards: Cultures and civilizations What is a culture? People in world communities celebrate their accomplishments, achievements, and contributions. Communities around the world People of similar and different cultural groups often live together in world communities. 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 historic events. ASSESSMENT I will assess if the students learned the standards by looking at both their brochures. Also during the presentations they will be questioned. During the questioning and discussion part, the teacher can see if they really grasped the standards by being able to discuss information not just in the brochure.

PRESENTATION At the end of the unit each pair of students will be able to present their brochure. Students will have made their brochure booklet already with all the students brochures in them. This will let all the students follow along as each pair presents. After the presentation the teacher will question the students about what they have learned. The students will also have a chance to question the students presenting. At the end of each day, we will then have a celebration for the students who presented by eating food from each country. Like stated above, each student will create a travel brochure booklet that I will make copies of for everyone in the class. Each student will then get a book with all the travel brochures and will be bale to keep it. Each brochure will be hung up in the classroom with a picture of the students from the day they presented the brochure.