The Northeast

By: Abby Micheel

 The Northeast

A Multidisciplinary Curriculum Design

Abby E. Micheel

Dr. Klindworth

April 27, 2022

 Table of Contents

Mapping of the Cycles…………………………………………………………………………………………… ii

Overview…….………………………………………………………………………………………………………… 1

Learning Objectives………………………………………………………………………………………………. 2

Initiatory Activity…………………………………………………………………………………………………. 5

Scope and Sequence……………………………………………………………………………………..………. 6

Lesson Plan for Day Fourteen………………………………………………..………………………………. 7

Culminating Activity…………..……………………………………………………………………….………. 12

Alternative Assessments……..…………………………………………………………………….…..….…. 13

State Standards………………....…………………………………………………………………….…..…….. 17

i
 Mapping the Cycles

Social Studies 3-5

Cycle A
American History

Themes Textbook Textbook Textbook

1. Unit 4 - Chapter 7 - (US) Unit 1 Chapters

Exploration Lesson 1 - Explorers 1-3 - Early Life, East,
Come to North and West
America
2. Unit 2 - Chapter 3 - (US) Unit 2 Chapter 5
Settlement Lesson 4 - A New Life - The Struggle to
in America Found Colonies
Unit 3 Chapter 6 -
Life in the English
Colonies
3. (US) Unit 3 Chapter 7
A New Nation - The Fight for a
Continent
Unit 4 - The American
Revolution
4. (US) Unit 5 Chapter
American Culture and 11 - The Young United
Society States

5. Unit 5 - Chapter 9 - (US) Unit 5 Chapter

Politics and Power Making Choices 10 - Forming a New
Government
6. (US) Unit 7 - War
Internal Conflict Divides the Nation

7. Unit 4 - Chapter 7 - (US) Unit 6 Chapter

United States Lessons 2-4 - 13 0 People Moving
Communities Communities and South and West
their Histories
8. (US) Unit 8 -
America Today Expansion and
Change
Unit 9 - The United
States and the World

ii
 Cycle B
Geography

Themes 3rd Grade 4th Grade 5th Grade

Textbook Textbook Textbook
1. Unit 1 - Chapter 1 -
Geography The Regions of the
Introduction to the United States
US

2. Unit 2 - Chapters 4 & 5 -

The Northeast The Northeast

3. Unit 3 - Chapters 6 &7

The Southeast - The Southeast

4. Unit 4 - Chapters 8 &

The Midwest 9 - The Midwest

5. Unit 5 - Chapters 10 &

The Southwest 11 - The Southwest

6. Unit 6 - Chapters 12 &

The West 13 - The West

7. Unit 1 -Chapters 1 & 2 Unit 4 - Chapters 8 &

Where We Live - Our Community 9 - The Midwest

8. (US) Unit 8 Chapter

Outside of the 17 - Industry and
Americas Immigration
Unit 5 - Chapter 9 -
The Postwar World
Unit 6 - Chapter 12 -
Global Challenges

iii

Cycle C
 Community

Themes Textbook Textbook Textbook

1. Unit 1 Chapter 1 -
Introduction into What are
Communities Communities?

2. Unit 1 Chapter 2 -
Types of Kinds of Communities
Communities

3. Unit 2 - Chapter 3 - (US) Unit 8 Chapter

Living in a New Moving from Place to 17 - Industry and
Community Place Immigration

4. Unit 2 - Chapter 3 -
Celebration and Lesson 2 - Learning
Culture New Customs
(Review)
Unit 2 - Chapter 4 -
Celebrating
5. Unit 3 - Where are
Community Locations Communities?
6. Unit 4 - History of (US) Unit 5 Chapter
History Behind Communities 11 - The Young United
Communities States
Unit 9 Chapter 19 -
Into the Twenty-first
Century
(Growth) Unit 5
Chapter 10 - A
Changing Nation
Unit 6 Chapter 11 -
The United States
Today
7. Unit 5 - Communities
Working in a at Work
Community

8. Unit 6 - Governments (US) Unit 5 Chapter

Government 10 - Forming a New
Government

iv
Resources:

Grade 3:

- Boyd, C. D., & Gay, G. (2005). Scott Foresman Social Studies: Communities. Scott
Foresman.

Grade 4:

- Scott Foresman Social Studies: Regions. (2005).

Grade 5:

- Boyd, C. D., & Berkin, C. (2005). Scott Foresman Social Studies: The United States.
Scott Foresman.
- Nichols, J., Nichols, J., Nichols, J., Zambo, T., Zambo, T., Zambo, T., Cashore, K.,
Cashore, K., Cashore, K., Zambo, T., Zambo, T., Zambo, T., Flietner, M. B., Flietner, M.
B., Flietner, M. B., Fifer, B., Fifer, B., & Fifer, B. (2005). Scott Foresman Social Studies.
growth of a nation. Scott Foresman.

v
 Overview

This unit will be a multidisciplinary curriculum design. Multidisciplinary designs are

useful when one teaches to multiple grades. When I decided on my theme, I went through the
Social Studies textbooks that were written for the given grades I had (Grades 3-5). When I had
my theme, I broke down the concept of it into lessons that would span a twenty-day period
which helped me to meet a number of the teaching standards Minnesota has for 3rd-5th grade
Social Studies. The standards I was using then helped me to make my objectives. I designed the
objectives to then support the “Big Idea(s)” I had for the the unit to help guide a consecutive
twenty-day learning period. This multidisciplinary design stands out for its focus on child-
centered learning by having the lessons, assessments, and activities fit to first serve the student.
I chose to utilize a multidisciplinary curriculum design for multiple reasons. One reason
is the fact that multidisciplinary teaching gives students the opportunity to make connections
between different subject areas (Brown & Knowles, 2014). Second, this style is made for
students to learn over three years which gives the benefit of students indulging in deeper
content concepts as they grow from what they already know to the new information given to
them. Next, this form of teaching allows students to both meet the standards and objectives
needed as well as have time to personally dig deeper into the topic. Diving deeper into the
information is helpful in higher-order thinking which provides students with the ability to
develop their own values and principles. Finally, the multidisciplinary design gives students the
chance to interact and build together with more peers who have varying educational levels. This
ultimately helps all of the students with social and collaboration skills as well as taking feedback
to use to their advantage.
The following list explains the different subject areas that will be integrated into this
theme:
- Word of God
- Students will acknowledge how God provides for people who live in the
Northeastern side of our country.
- Students will identify possible ways to share God’s Word with people who reside
in the Northeast.
- Science
- Students will study the variety of habitats that are provided given how people
decide to utilize the land.
- Math
- Students will map the Northeast based on a grid plane.
- Language Arts
- Students will read stories and articles related to the Northeast and relate what
living here can shape a person’s views and personality.
- History
- Students will study the history behind the development of the Northeast that we
now see today.
Brown, D. F. & Knowles, T. (2014). What every middle school teacher should know.
Portsmouth, NH: Heinemann
1
Learning Objectives
1. The students will compare and contrast the typical geography in Maine to those in

Minnesota.

2. The students will compare and contrast the culture of the citizens in Maine to those in

Minnesota.

3. The students will compare and contrast the typical geography in New Hampshire to

those in Minnesota.

4. The students will compare and contrast the culture of the citizens in New Hampshire to

those in Minnesota.

5. The students will compare and contrast the typical geography in Vermont to those in

Minnesota.

6. The students will compare and contrast the culture of the citizens in Vermont to those in

Minnesota.

7. The students will compare and contrast the typical geography in Massachusetts to those

in Minnesota.

8. The students will compare and contrast the culture of the citizens in Massachusetts to

those in Minnesota.

9. The students will compare and contrast the typical geography in Rhode Island to those in

Minnesota.

10. The students will compare and contrast the culture of the citizens in Rhode Island to

those in Minnesota.

11. The students will compare and contrast the typical geography in Connecticut to those in

Minnesota.

12. The students will compare and contrast the culture of the citizens in Connecticut to those

in Minnesota.

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13. The students will compare and contrast the typical geography in Delaware to those in

Minnesota.

14. The students will compare and contrast the culture of the citizens in Delaware to those in

Minnesota.

15. The students will compare and contrast the typical geography in Maryland to those in

Minnesota.

16. The students will compare and contrast the culture of the citizens in Maryland to those

in Minnesota.

17. The students will compare and contrast the typical geography in New Jersey to those in

Minnesota.

18. The students will compare and contrast the culture of the citizens in New Jersey to those

in Minnesota.

19. The students will compare and contrast the typical geography in New York to those in

Minnesota.

20. The students will compare and contrast the culture of the citizens in New York to those

in Minnesota.

21. The students will compare and contrast the culture of the citizens in Pennsylvania and

the District of Colombia to those in Minnesota.

22. The students will compare and contrast the culture of the citizens in Pennsylvania and

the District of Colombia to those in Minnesota.

23. The students will list the historical information they find that helps shape the culture of

the Northeast.

24. The students will draw on a map the significant landforms of the Northeast.

25. The students will construct questions about the Northeast that make them curious.

26. The students will identify historical places within the Northeast.

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27. The students will outline the resources given by the Northeast.

28. The students will record the important cities of the Northeast.

29. The students will assess the development of the Northeast in their productivity and

overall growth.

30. The students will report on the lifestyle of a kid their age who lives in one of the states of

the Northeast.

4
 Initiatory Activity
For the first day of Unit 2, I will start with the first region of the US we will study, the
Northeast. My main resource will be the 2005 Scott Foresman 4th grade Regions textbook. I will
also use virtualfieldtrips.com as a resource with the video as a fun introduction to the region. To
make sure my students are paying attention, I will have a question sheet for them to answer the
questions based on the video. As this may be some of their first times doing such notetaking, I
will give verbal signals as to around where the video states the answer. The other resources I will
use for this unit are Quizlets that come from the MrJohnsons4thGrade account. From these
Quizlets, I will make sure that the facts stated on the Quizlet are somehow involved in the
instruction of my lesson. Then, at the end of each Lesson (I will teach one lesson in two class
periods), I will have an assessment by using the QuizletLive version of these Quizlets so that the
students can work together in teams to complete the concepts that are given in a quiz form.
Then, the ongoing unit assessment I will have is for the students to write as if they were a kid
who lives in the Northeast and what life is like for them where they live on a character map.
For the first day, I will review the concept of regions with the kids to lead into the first
region of the US we will teach, the Northeast. To develop background, I will play the virtual tour
video on the Northeast and have a note sheet for every student asking questions that will be
answered by the video. I will drop hints when answers arrive as a way to introduce my students
to take notes on the important information from a class. After the video, the students will have
four minutes in groups of three to compare their answers and to help each other figure out what
they now want to know about the Northeast. After this small group discussion, I will bring the
class’s attention back to me and ask them about certain inquiries they have after watching the
video, taking notes, and discussing with two other peers. After school, I will take note of their
inquiries and check to see if they will be answered within future lessons (If not, find how to
include them in a lesson). The last twenty minutes of class will be taken diving into the first part
of Lesson 1 which is on Niagara Falls and the Northeastern mountains. I will show pictures of
these sites and ask students to state their observations which can lead to the vocabulary words
giving the words more meaning rather than reading them off of a page. Finally, I will have the
students choose between two coloring sheets of the Niagara Falls or the mountains in map form
and use arrows to point to where one can see the vocab words (based on which section they
chose) within the picture.

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 Scope and Sequence
1. Introduction to the Northeast (As well as Niagara Falls and Mountain Ranges)

2. Niagara Falls, Mountain Ranges (Review), and Seascapes

3. History - Introduction

4. History Conclusion & Historical Places

5. Maine

6. New Hampshire

7. Vermont

8. Massachusetts

9. Rhode Island

10. Connecticut

11. Delaware

12. Maryland

13. New Jersey

14. New York

15. Pennsylvania and the District of Columbia.

16. Resources Day 1

17. Resources Day 2

18. Cities and Industry

19. The Growth and Change of the Cities

20. Culminating Activity

6
 Multidisciplinary Design: Detailed Lesson Plan – Day_14___

Teacher: Subject/Grade: Date: Time:

Miss Micheel Social Studies/3rd-5th 04/27/2022 45 minutes

Lesson Topic/Title:
Day 14 - New York

Big Idea/Essential Question (Is there an overarching theme or question in the classroom or subject
area that this lesson fits under?) Big ideas/Essential questions will encompass many lessons, an entire
unit, or even a semester. They will not change with each lesson. They are not objectives. They are not
theme titles.
*
STANDARD(S) (Code number and text of MN Standard(s) or other content-related standards):

Grade Strand Sub-strand Standard Code

3rd 3. 1. Geospatial People use geographic 3.3.1.1.1
Geography Skills representations and
geospatial technologies to
acquire, process, and report
information within a spatial
context.
4th 3. 2. Places and Places have physical 4.3.2.3.1
Geography Regions characteristics (such as
climate, topography
vegetation) and human
characteristics (such as
culture, population,
political and economic
systems).
4th 4. History 2. Peoples,
The differences and
4.4.2.4.1
Cultures, similarities of cultures
and Change around the world are
Over Time attributable to their diverse
origins and histories, and
interactions with other
cultures throughout time.

OBJECTIVES AND ASSESSMENTS: (Cognitive knowledge, psychomotor skills, and/or effective

attitudes – use measurable verbs – be sure to connect written objectives to assessment tools)

Objectives may be written in a traditional format (i.e. “The student will…”) or as learning targets written
from the perspective of the students (i.e. “I can…” or “I will be able to…”)
7

Objective 1: The students will compare and contrast the typical geography in New York to those in
Minnesota.

Formative Assessment(s) Summative Assessment(s)

The students will draw the significant locations of
New York on their personal map as they work
toward their map projects of sharing commonalities
and differences between Minnesota and the
Northeast.
The students will write a journal entry on a significant
place in New York and compare it to what we have in
Minnesota.

Objective 2: The students will compare and contrast the culture of the citizens in New York
to those in Minnesota.
Formative Assessment(s) Summative Assessment(s)

The students will have a discussion on immigrants in

New York and the cultures they add to the state
compared to fewer immigrants living in Minnesota.

MATERIALS NEEDED FOR INSTRUCTION

1. Text pages: Manual pages:
2. Resources Teacher:
- Tour through New York State
- All About New York Activity Sheet
-
Student:

(Special preparation that needs to be completed in advance (set-up, handouts, etc.):

PLANNED SUPPORTS FOR DIFFERENTIATION – Differentiated Instructional Strategies

Environment (Changes in the setting):
Content (Changes in what is taught):
Process (Changes in how it is taught): If the student struggles labeling their map, they can work together
with a partner on one map.
Product (Variety in student outcomes):

ACADEMIC LANGUAGE - What oral or written language will the teacher and/or students need to
understand and/or be able to use successfully in connection with the lesson?
- New York City - New York state’s most populated city; known for welcoming immigrants here and
other features such as the Bronx Zoo and Broadway.
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- Bronx Zoo - The largest zoo in a large city in the United States by area, comprising 265 acres of
 parklands and naturalistic habitats
- Broadway - The place in New York City where a variety of popular musicals and other plays are
presented in a professional manner.
- George Washington Bridge - The bridge spanning the Hudson River, connecting the New York
City borough of Manhattan with the New Jersey borough of Fort Lee
- Hudson River - A 315-mile river that flows from north to south primarily through eastern New
York.
- Albany - The capital of New York.
- Saratoga - The county Albany resides in.
- Mount Marcy - The highest mountain peak in New York.
- The Appalachians - A system of mountains in eastern to northeastern North America.
- Fort Drum - An Army base that is one of the most deployed units in the U.S. Army.
- Syracuse - A city in New York known for its salt production in history and has a famous college
basketball team.
- Finger Lakes - A group of eleven long, narrow, roughly north-south lakes in an area called the
Finger Lakes region in New York.
- Watkins Glen - A state park in New York that is known for its contribution to auto racing.
- Erie Canal - A canal that provided a direct water route from New York City to the Midwest.
- Canal - A man-made waterway.
- Buffalo - A city along the Erie canal known for hosting the NFL team, the Buffalo Bills.
- Niagara Falls - The waterfalls connected to New York and Quebec.
- Allegheny Plateau

INSTRUCTIONAL PROCEDURES – Insert your specific detailed lesson plan here, making provisions
for each of the following:
A. Review (as needed, make connections from a previous lesson/s)
a. Lately, we have been taking tours of states in the Northeast. What is
one fact that you remember of the state of New Jersey, and why do
you want to remember it?
i. (Discussion)
b. Today, we are on our second to the last state we’ll study in the
Northeast. This is probably the most well-known state in our country
because of its rich history, diverse culture, and significant location
this state has. Today, we will talk about New York.
B. Developing Background (How will students connect the lesson to their own experiences?)
a. What do you know is in New York? Why do you think those places, things, or people are
so special to New York?
i. (Discussion)
C. Transitional Statement (framing student understanding that the day’s lesson
follows)
a. Today, we will dive into some important places in New York and
discuss what they bring to the state.
D. Developing the New Lesson (introduce and practice new content including
questions and answers with an explanation of what is expected of students)
a. First of all, I have a New York map for each of you that you must copy
the locations I point out on my map. I will have my map on the
SmartBoard.
b. Today, we will start in New York’s most populated city, New York City
which is located on this corner of the map. Please mark and label your
maps where I placed New York City. New York City has about 8.5
million people living there as of 2019. One big reason for this is
because this is one of the big places for immigrants to move to when
they first want to become US citizens. This means they have a variety
of cultures. What cultures may be seen there? How do they compare
9
to what we see in Minnesota?
c.
i. New York City has many different features that they offer to
both those who live there and those who come to visit.
1. One place is the Bronx Zoo. The Bronx Zoo is the
largest zoo in a large city in the United States by area,
comprising 265 acres of parklands and naturalistic
habitats. What kinds of animals do you think would
live here?
2. Another place New York City has is Broadway. Here
is where a variety of popular musicals and other
plays are presented in a professional manner. What
are some plays you think would be seen here?
d. Now, we will leave New York City and walk across the George
Washington Bridge. This bridge connects New York City to its
neighboring state, New Jersey. This bridge goes across the Hudson
River which is a 315-mile river in eastern New York. On your maps.
follow along with drawing the river from New York City to almost all
the way to the top of the state. Please label this river the Hudson
River.
e. Now that we are out of New York City, we will go to the capital of New
York, Albany. The capital is right where the star is on your map.
Please label and highlight this city as we will need to know it for when
we take time to study the states and capitals in particular.
i. Albany is in the county of Saratoga. Remember, a county is a
group of some cities in a state that works as a team. So, we
can put a box around Albany as the box will include the other
cities. Then, label the box Saratoga.
f. Now, we will go to a significant mountain in New York, Mount Marcy.
Mount Marcy is located here in New York. Please draw and label your
Mount Marcy in the same area. Mount Marcy is important to
remember because this mountain is the highest peak in New York
reaching 5,344 feet. It is not a part of the Appalachian Mountains we
have been discussing. However, New York does have some of the
Appalachian mountains in its state which you can circle and label is
on this part of your New York map.
g. Now, we can hike down Mount Marcy and march on over to Fort
Drum. Fort Drum must be labeled here on your map. Fort Drum is
important because it prepares a lot of people to work and serve in our
US army.
h. We can now go over to Syracuse which we can write next to this circle
on our map.
i. Syracuse was first popular for producing a lot of salt. Today,
they have a college that is known to play well in basketball for
the March Madness tournament. What would you rather
have your city known for salt or basketball? (Discussion)
i. We can now throw our basketballs aside and visit the Finger Lakes.
i. The Finger Lakes are a group of eleven long, narrow, (Look
like fingers) in New York. They are a tad southwest of
Syracuse. So, we can draw and label our Finger Lakes in this
area.
j. After the Finger Lakes, we get to go to the state park, Watkins Glen.
Watkins Glen is famous because it has one of the first auto racing
competitions in the US called the Watkins Glen International.
k. Then, will head off to the Erie Canal which you can draw and label
here on your map. This canal, or man-made waterway, is important
to
10
 remember because it provided a direct water route from New York
City to the Midwest.
l. One city along the Erie canal is Buffalo. This city is famous for
hosting the NFL team, the Buffalo Bills.
m. Now that we are in western New York, we can mark where Niagara
Falls are. Now, what is important to know about the Niagara falls?
(They are waterfalls connected to New York and Quebec)
n. Our final destination is the Allegheny Plateau which is over in this
area on the map. Not only is it in New York, but recall what other
states have parts of the Allegheny Plateau? (Pennsylvania, Ohio, West
Virginia, and a bit of Kentucky)
o. Now that we have explored the map of New York, we are going to take
a mini active tour of the places we have just visited. Now, this
requires you to move out of your desks, but we need to remember,
that we can move as long as we are keeping personal space.
p. Now, we can follow along with the teachers and the students in the
video as they guide us around New York.
i. (Play Video)
E. Summary (ask about/restate objectives)
a. Everyone go back to your seats. I have a few questions for you:
b. What is the most populated city in New York? (New York City)
c. Why does New York have so many people living there? (A lot of
immigrants move there in order to become US citizens)
i. Knowing that there are many immigrants, what kinds of
people would you expect to live here? (Discussion)
d. What is the capital of New York? (Albany)
e. What is the highest point in New York? (Mount Marcy)
f. Finally, share with your group what is one unique characteristics have
you discovered about this state. (Discussion)
F. Assignment (formative and summative tasks related to lesson objectives)
a. For the rest of the period, you may take out your journals and write about one of the
significant places in New York and compare it to where we live in Minnesota.

11
 Culminating Activity
On the last day of Unit 2, the students will each have their own timeline worksheet with a
Key Box with the specific event. In groups of five, the students must take those events and draw
them to where they would have happened within the timeline. The students can use their books
for assistance. Once everyone seems to be done or almost done, we will return as a full class to
help me fill out my timeline on the Smartboard to make sure all of us are on the same page
about what significant events happened at specific times.
After we come to an agreed-upon conclusion to the timeline of events, each student will
be picked at random for presenting on their character map. I will first allow them to give an
introduction to their person such as where they live, their favorite hobbies, and their views on
the school. Then, I will ask questions to them about how they believe the person could be
different if they were to live in a different region and explain why they have those beliefs. After
one student presents, the next student who is selected will have to give one compliment on the
previous presenter’s project. Once everyone has presented their Northeastern character, the
class will be split into groups of four where they can compare and contrast each other’s people
and see if the comparisons have anything to do with that person living in the Northeast. If there
is time left, the whole class can rejoin and play the first QuizletLive to review what we talked
about when we first started this unit. This can also help as preparation for the test and
encourages the students to use these Quizlets when they are at home studying.

12
 Alternative Assessments
The Northeast vs Minnesota/Midwest Compartive Study (Threaded) (100
points)
Comparison Journal (25 points)
______ Each entry meets the daily criteria for content (10)
______ Mentions characteristics (5)
______ Comparison to Minnesota (5)
______ Daily Assignments are completed (10)
______ Writing is Legible (5)
______ Total Points
Content (25 points)
______ Topic: The topic is chosen from one of the states we have studied (5)
______ Research: Any research found comes from reputable sources (10)
______ Information from class (5)
______ Information from self-study (5)
______ Viewpoints: The student must compare the viewpoints between
someone who lives in a chosen Northeastern state to their perspective living in
Minnesota (10)
______ Viewpoints have research to back them up (7)
______ Viewpoints are clearly stated (3)
Presentation (30 points)
______ Student explains the viewpoint of the Northeastern citizen and why they
hold certain views (5)
______ Student develops their own means of presenting topic, research, and
viewpoints. Possible presentations include: slideshow, letter, character chart, etc. (25)
______ Student’s presentation content (20)
______ Student’s presentation to the class (5)
Quality (20 points)
______ Presentation style chosen is appropriate with topic (5)
______ Presenter has confidence in information presented (5)
______ Presentation is of good quality (i.e. no grammatical errors in letter,
slideshow is clean, efficient, and detailed, etc.) (10)
Total Points
______ Total out of 100

13
Northeastern State Essay (20 points)
______ Essay is of proper length (12-20 sentences; 100-350 words) (5)
______ Sentence count (3)
______ Word count (2)
______ Student has identified at least three geographic characteristics of their
chosen state whether in land, climate, culture, population, etc. (10)
______ Introduction to content (1)
______ Information for characteristic #1 (3)
______ Information for characteristic #2 (3)
______ Information for characteristic #3 (3)
______ No grammatical or mechanical errors (5)
______ Spelling (2)
______ Grammar (3)
______ Total Points
Northeastern State Detailed Map (30 points)
______ Student has at least three significant landforms/waterways drawn and
listed on their map from their state (10)
______ There is a map key to identify each landform/waterway (3)
______ The landforms are in an ideal area they should be (3)
______ The names correlate to the location (3)
______ Spelling (1)
______ Student has at least five important cities shown and listed on their map
from their state (10)
______ One of the cities is the capital (2)
______ One of the cities has the highest population for cities in selected
state (2)
______ One city has historical significance (2)
______ One city produces one of their main resources (2)
______ One city is by an important waterway or landform (2)
______ Student lists at least three resources from their state and map the
general area where each resource can be found (10)
______ Map has a key to identify each resource (2)
______ Resources are seen in noticeable locations (8)
______ Total Points

14
Self Assessment

Circle Yes or No

1. I was prompt in completing my work Yes or No

2. I worked well with my fellow students Yes or No
3. I was attentive and participated in class Yes or No
4. I put my best effort into my work Yes or No

Please provide brief answers to the following questions

1. What is the most interesting thing I want to learn from today’s lesson and why?

2. What is something I still am not clear on in today’s lesson?

Anything else you want to add?

Peer Assessment

Circle Yes or No

1. My classmates were responsible for their work Yes or No

2. My classmates make each other feel respected Yes or No
3. Everybody participates as best as they can Yes or No
4. My classmates work well together Yes or No

Please provide brief answers to the following questions

1. What was the best part of working with my groupmates?

2. How could my group have improved?

Anything else you want to add?

Teacher Assessment

Circle Yes or No

1. My teacher made the material relatable Yes or No

2. My teacher answered questions that arose effectively Yes or No
15
 3. My teacher was enthusiastic about teaching us Yes or No
4. My teacher used a variety of ways to learn Yes or No

Please provide brief answers to the following questions

1. What was the best activity my teacher used?

2. How could my teacher help me understand the lessons better?

Anything else you want to add?

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 State Standards

3.1.4.6.2 - The United States government has specific functions that are determined by the way

that power is delegated and controlled among various bodies: the three levels (federal, state,

local) and the three branches (legislative, executive, judicial) of government.

3.2.4.5.2 - Individuals, businesses, and governments interact and exchange goods, services, and

resources in different ways and for different reasons; interactions between buyers and sellers in

a market determine the price and quantity exchanged of a good, service, or resource.

3.3.1.1.1 - People use geographic representations and geospatial technologies to acquire, process,

and report information within a spatial context.

3.3.3.6.1 - Geographic factors influence the distribution, functions, growth, and patterns of cities

and human settlements.

3.3.3.8.1 - Processes of cooperation and conflict among people influence the division and control

of the earth’s surface.

3.4.1.1.2 - Historians generally construct chronological narratives to characterize eras and

explain past events and changes over time.

3.4.1.2.3 - Historical inquiry is a process in which multiple sources and different kinds of

historical evidence are analyzed to draw conclusions about how and why things happened in the

past.

3.4.2.3.1 - Historical events have multiple causes and can lead to varied and unintended

outcomes.

3.4.2.5.1 - History is made by individuals acting alone and collectively to address problems in

their communities, states, nations, and world.

4.1.1.1.1 - Democratic government depends on informed and engaged citizens who exhibit civic

skills and values, practice civic discourse, vote and participate in elections, apply inquiry and

analysis skills and take action to solve problems and shape public policy.

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4.2.4.5.1 - Individuals, businesses, and governments interact and exchange goods, services, and

resources in different ways and for different reasons; interactions between buyers and sellers in

a market determine the price and quantity exchanged of a good, service or resource.

4.3.1.1.1 - People use geographic representations and geospatial technologies to acquire, process,

and report information within a spatial context.

4.3.1.2.1 - Geographic inquiry is a process in which people ask geographic questions and gather,

organize and analyze information to solve problems and plan for the future.

4.3.2.3.1 - Places have physical characteristics (such as climate, topography vegetation) and

human characteristics (such as culture, population, political and economic systems).

4.3.2.4.1 - People construct regions to identify, organize and interpret areas of the Earth’s

surface, which simplifies the earth’s complexity

4.3.3.5.1 - The characteristics, distribution, and migration of human populations on the earth’s

surface influence human systems (cultural, economic, and political systems).

4.3.3.6.1 - Geographic factors influence the distribution, functions, growth, and patterns of cities

and human settlements.

4.3.4.9.1 - The environment influences human actions; and humans both adapt to and change,

the environment.

4.3.4.10.1 - The meaning, use, distribution, and importance of resources change over time.

4.4.1.2.1 - Historical inquiry is a process in which multiple sources and different kinds of

historical evidence are analyzed to draw conclusions about how and why things happened in the

past.

4.4.2.4.1 - The differences and similarities of cultures around the world are attributable to their

diverse origins and histories, and interactions with other cultures throughout time.

5.3.1.1.1 - People use geographic representations and geospatial technologies to acquire, process,

and report information within a spatial context.

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5.3.2.3.1 - Places have physical characteristics (such as climate, topography, and vegetation)

and human characteristics (such as culture, population, political and economic systems).

5.3.4.10.1 - The meaning, use, distribution, and importance of resources change over time.

5.4.2.3.1 - Historical events have multiple causes and can lead to varied and unintended

outcomes.

5.4.4.17.1 - The divergence of colonial interests from those of England led to an independence

movement that resulted in the American Revolution and the foundation of a new nation based

on the ideals of self-government and liberty. (Revolution and a New Nation: 1754-1800)

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