1. Title: Exploring the Midwest
2. Essential Question(s): a. What is the Midwest region of the United States like? In terms of... Culture, Geography, Natural Resources, History, Transportation 3. Content:
Content Standards: Language Arts (Reading Writing): RL.5.2: Determine a theme of a story, drama, or poem from details of the text. (Ojibwa Lesson) RL.5.6: Determine how a narrator's or speaker's point of view influences how events are described (Ojibwa Lesson) (Midwest Journal Project) RL.5.2 Informational: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text (All lessons) RL.5.7 Informational: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (All lessons with videos or other reading supplements) W.5.2: Write informative explanatory texts to examine a topic and convey ideas and information clearly. (All Lessons) W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Social Studies: 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 6.1.4.C.14 Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force play in economic opportunities. 6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. 6.1.8.B.1.a Describe migration and settlement patterns of Native American groups, and explain how these patterns affected interactions in different regions of the Western Hemisphere. Differentiation: Students will be working everyday in groups. These groups are selected by me and they will change on a daily basis depending on the topic of the day. On some days I will group weaker students together so that I can give them more group attention. On other days I will group weaker students with a stronger student so that they can help each other out. Lower level students will also receive a modified test based on their learning struggles. Students with IEP do receive more guided notes than on level students. They also receive a study guide in the middle of the unit. In Collaboration with: Scott Foresman Social Studies: Regions Textbook |
Unit Project: "My Midwest Journal" |
Lessons:
Unit Opener: Midwest
Objectives: At the end of this lesson students will be able to... 1. Share what they know about the Midwest 2. Share what they want to know about the Midwest 3. Recite and Memorize the States of the Midwest Lesson Plan/ Activities: Do Now: Write one thing you know about the Midwest and one thing you don't know about the Midwest that you want to know in the future. The class will collaboratively work on a KWL chart. Students will utilize their Do Now notes to help them. We will discuss the Map and name the states of the Midwest, I will utilize a map. I will hand out a map and students will work together to label the states and capitals. They will then color the map. Exit Ticket: List as many States of the Midwest as you can remember. Homework: Complete the Midwest Map Resources: -KWL Chart -Midwest Region Map |
Route to the Sea: Great Lakes, Rivers
Objectives: At the end of this lesson students will be able to.. 1. Explain how the Great Lakes were formed. 2. Describe how the Great Lakes are connected to the Atlantic Ocean. 3. Define (Waterway, canal, lock, and barge 4. Explain the advantages of shipping by water. Lesson Plan/ Activities: Do Now: Where in the United States can you find the Great Lakes? Read information about A Route to the Sea Watch how a lock works (Video) Complete Guided reading on The Great Lakes Exit Ticket: What happened at the end of the last Ice Age that caused the Great Lakes to form? Homework: Lesson 1 Notes Resources: Video: https://www.youtube.com/watch?v=S7_Hr3iCPls Guided Reading Worksheet |
|
Badlands
Objectives: At the end of this lesson students will be able to... 1. Describe the landscape and climate of the Badlands 67 million years ago. 2. Define erosion and describe the way it changes land. 3. Define prairie and describe the types of life that live there. 4. Explain why the climate of the Badlands changed. Lesson Plan/ Activities: Do Now: What are some of the positive effects of shipping by water? Play the Badlands national park video so students can see what it visually looks like. Read information about the Badlands Complete a cause/ effect, overtime guided reading worksheet. Exit Ticket: How did the climate of the Badlands Change? Homework: Lesson 2 Guided Notes Resources: Video: http://www.discovery.com/tv-shows/discovery-presents/videos/badlands-national-park/ Guided Reading Worksheet |
|
Midwestern Farms
Objectives: At the end of this lesson students will be able to... 1. Explain why the Midwest is an important agricultural region. 2. Explain why some farmers irrigate their crops. 3. Identify the rainfall in the Midwest and explain how it affects the growth of crops. 4. List crops grown in Midwest Lesson Plan/ Activities: Do Now: What does erosion do to the land? Show Mitchell Corn Palace Video Read information about the Midwestern Farms. Graphing activity (Rainfall) Guided Read: Crops Exit Ticket: Why is the Midwest an important agricultural region? Homework: Lesson 3 Guided Notes Resources: Corn Video : https://www.youtube.com/watch?v=k4MpJF5EJQY Guided Reading: Crops Worksheet Graphing Worksheets |
|
Ojibwa Culture
Objectives: At the end of this lesson students will be able to... 1. Describe early Ojibwa culture. 2. Describe the ways Ojibwa culture has changed since the mid-1600s Lesson Plan/ Activities: Do Now: List 10 different farm products that come from the Midwest. Students will read the information about Ojibwa Culture. Will do activity with Birchbark Canoes: "Pretend you are a tribe member, you will explain to your son how to make a birch bank canoe. List step by step instructions. Tell an outsider why these canoes are important to your people and your culture." Read and discuss with your group the Ojibwa Legend. Exit Ticket: Why did the Ojibwa rely on fish, game, and wild rice instead of farming as their main sources of food? Homework: Lesson 1 Guided Notes Resources: Birchbark Canoes: http://www.northwestjournal.ca/VIII4.htm Ojibwa Legend: http://www.firstpeople.us/FP-Html-Legends/IntheBeginning-Ojibwa.html |
|
Fur Trading
Objectives: At the end of this lesson students will be able to... 1. Describe why the French came to the Midwest in the 1600's 2. Identify the roles of Louis Jolliet and Jacques Marquette in the fur trade. 3. Explain the role fur trading played in the development of towns in the Midwest. Lesson Plan/ Activities: Do Now: Name one way that the Sioux and Ojibwa have continued to follow their traditions. Read information about The Fur Trade. Do Map work. Utilize the Map in the textbook. Create a Three fold of Jean Baptiste Point Du Sable. Guided Reading on the Fur Trade Exit Ticket: Why did the French trap animals for their furs? Resources: Guided Reading Fur Trade Three Fold Template |
|
Dust Bowl
Objectives: At the end of this lesson students will be able to...
1. Describe the causes and long-term effects of farming the prairie, including the Dust Bowl.
Lesson Plan/ Activities:
Do Now: Describe some changes that took place as French fur traders came to the Midwest.
Read about the Dust Bowl
Watch Video about the Dust Bowl
Create a Web with The Dust Bowl
Exit Ticket: What did farmers do that contributed to the cause of the Dust Bowl?
Homework: Lesson 4 Notes
Resources:
Dust Bowl Web Template
Dust Bowl Video: http://www.history.com/topics/dust-bowl/videos/black-blizzard
Objectives: At the end of this lesson students will be able to...
1. Describe the causes and long-term effects of farming the prairie, including the Dust Bowl.
Lesson Plan/ Activities:
Do Now: Describe some changes that took place as French fur traders came to the Midwest.
Read about the Dust Bowl
Watch Video about the Dust Bowl
Create a Web with The Dust Bowl
Exit Ticket: What did farmers do that contributed to the cause of the Dust Bowl?
Homework: Lesson 4 Notes
Resources:
Dust Bowl Web Template
Dust Bowl Video: http://www.history.com/topics/dust-bowl/videos/black-blizzard
Trade and Transportation Hub
Objectives: At the end of this lesson students will be able to... 1. Describe Cahokia as the early trading center of the Midwest. 2. Identify the goals of the Lewis and Clark expedition. 3. Identify the role of the steamboat in shipping. 4. Describe the advantages of railroads as compared to steamboats. 5. Explain the role of the government in developing superhighways that became the interstate highway system. Lesson Plan/ Activities: Do Now: How did farmers change the way they farmed in order to prevent another Dust Bowl? Read "Hub of the Nation" Make a pro and con list of Steamboats, Trains, and Highway Systems Guided Reading for center of trade Exit Ticket: How did the invention of steamboats affect the city of St. Louis? Homework: Lesson 4 Notes Resources: Guided Reading |
|
Unit Closer: The Midwest
Objectives: Students will present their knowledge of the Midwest in two forms.
1. Written Traditional Assessment
2. Journal of the Midwest
Resources: Student's Journals + Written Assessment
Lesson Plan/ Activities:
Students will complete their assessment
Students will present their Journals to the class.
Objectives: Students will present their knowledge of the Midwest in two forms.
1. Written Traditional Assessment
2. Journal of the Midwest
Resources: Student's Journals + Written Assessment
Lesson Plan/ Activities:
Students will complete their assessment
Students will present their Journals to the class.