3-4+Yr1+Qtr1

3-4 Yr1 Qtr1 Resources

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** Year 1 Quarter 1 ** Resources

UNIT 1: Historical Thinking
(3.1) Events in local history can be shown on timelines organized by years, decades and centuries.
 * ** Unit 1: Historical Thinking and Skills, Spatial Thinking and Skills, Economic Decision Making Skills ** ||
 * **Big Ideas:**
 * 1) Timelines are important tools to use in understanding the chronology of history.
 * 2) Primary and secondary sources are an important part of historical study. ||||||  **Essential Questions:**
 * 3) What are timelines and how can they be used to help you understand history?
 * 4) Define primary and secondary resources, and identify examples of each. ||
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **__History__**

(3.2) Primary sources, such as artifacts, maps and photographs, can be used to show change over time.

(4.1) The order of significant events in Ohio and the United States can be shown on a timeline.

(4.2) Primary and secondary sources can be used to create historical narratives. |||| **__History__** (3.1) Place events accurately on a timeline organized by years, decades, and centuries.

(3.2) Use artifacts, maps and photographs to evaluate change in the local community.

(4.1) Construct a timeline of significant events in Ohio and the United States to demonstrate an understanding of units of time and chronological order.

(4.2) Research, organize and evaluate information from primary and secondary sources to create a historical narrative. || ** BENCHMARK VOCAB **


 * Chronological**


 * Timeline**


 * Primary sources**
 * Artifacts**

Cause-and-effect relationships Years Decades Centuries BC/BCE & AD/CE __Example topics:__ -communications -industrialization -technology -transportation
 * Secondary sources** || Fact/Opinion

__Primary sources:__ -memoirs -oral interviews -witness accounts __Visual materials/:__ -photos -official documents -original artwork -posters -films __Secondary sources:__ -encyclopedias -textbooks -books -articles ||

HIS.35.2b Create a personal history narrative, including photographs and personal artifacts || HIS.35.1c Identify an event/activity occurring before or after another given activity/event. HIS.35.2c Distinguish between personal and historical artifacts or pictures. || Unit 1: continued ** Year 1 Quarter 1 **  ** Resources ** 1. Physical and political maps can be used to identify location and gain a deeper understanding of an area. 2. Graphs, tables and charts are used to compare information about our world. |||||| **Essential Questions:** 1. Create and interpret physical and political maps.
 * Extended Standards: **
 * ** Human Systems ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * HIS.35.1a Create a timeline of local, state or national events within a given time period. HIS.35.2a Create a narrative connecting a then and now topic, using artifacts and other primary sources. || HIS.35.1b Sequence a series of events in Ohio history showing years.
 * ** Unit 1: Historical Thinking and Skills, Spatial Thinking and Skills, Economic Decision Making Skills, cont’d. ** ||
 * **Big Ideas:**

2. How are graphs, tables and charts used to help you understand historical information? || (3.4) Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid and cardinal directions.
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **__Geography__**

(4.9) A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States.

(3.14) Line graphs are used to show changes in data over time.
 * __Economics__**

(4.22) Tables and charts help people to understand information and issues. Tables organize information in columns and rows. Charts organize information in a variety of visual formats (pictures, diagrams, graphs). |||| **__Geography__** (3.4) Describe characteristics of physical and political maps and identify the purpose for each.

Use the map title, key, alphanumeric grid and cardinal directions to locate places in the local community.

(4.9) Use a map scale and cardinal and intermediate directions to describe the relative location of physical and human characteristics of Ohio and the United States.

(3.14) Construct graphs showing change over time using data related to a specific topic. (4.22)Use tables and charts to interpret information. || ** BENCHMARK VOCAB **
 * __Economics__**


 * Elevation**
 * Political**
 * Religion**

Physical map, landforms Cardinal (NSEW) & Intermediate (NE, NW, SE, SW) directions Alphanumeric grid Relative location (north side) Absolute location (G11) Map scale: unit length, Key
 * Economy** || __Political map__: boundaries, towns, cities, etc

__Map Characteristics:__ -businesses -architecture -employment -education -transportation -technology -recreation

__Economics__ Data ||


 * Extended Standards: **
 * ** Spatial Thinking and Skills ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * GEO.35.1a Identify north, south, east and west on the compass rose on a map.

GEO.35.2a Use a map and map tools (e.g., legend, alphanumeric grid lines) to navigate from one place to another. || GEO.35.1b Use a map and map tools (e.g., legend, alphanumeric grid lines) to locate familiar landmarks, streets and other features. GEO.35.2b Recognize the difference between man-made and natural features on a map. || GEO.35.1c Identify symbols on a simple map.

GEO.35.2c Recognize that a map is a smaller scale of an actual place (e.g., school map, town map). ||
 * ** Economic Decision Making and Skill ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * ECON.35.1a Analyze information displayed on simple graphs and charts. || ECON.35.1b Create a simple graph or a chart that displays basic data (e.g., circle graph representing slices of pizza, bar graph comparing how many books different students checked out from the library). || ECON.35.1c Identify a graph or a chart (e.g., bar graph, basic table). ||

Unit 2: Heritage
** Year 1 Quarter 1 **  ** Resources ** (3.3) Local communities change over time.
 * ** Unit 2: Heritage, Places and Regions ** ||
 * **Big Idea:**
 * 1) All communities change over time, including local communities.
 * 2) Since prehistoric times, change in Ohio has included various groups of people, and experiences of cooperation and conflict among these groups. ||||||  **Essential Question:**
 * 3) In what the ways have local communities and the state of Ohio changed over time?
 * 4) Which groups of people have lived in Ohio? How have these groups cooperated? Which conflicts have they experienced? ||
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **//__History__//**

(4.3) Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and conflict. |||| **//__History__//** (3.3) Research, analyze, organize and present historical information about a characteristic of a local community that has changed over time.

(4.3) Explain how interactions among prehistoric peoples and historic American Indians and Europeans settlers resulted in both cooperation and conflict. || ** BENCHMARK **
 * VOCAB **

Historic Peoples: Delaware, Miami, Ottawa, Seneca, Shawnee, Wyandot Mound construction Conflicts – hunting territories & fertile agricultural land European (late 1600s): French, English, Scotch-Irish, German __Transportation systems:__ -Ohio Erie Canal -railroads Conflicts around use & ownership of land French and Indian War ||
 * Prehistoric**
 * Trade**
 * Colonization**
 * Canal**
 * Immigration**
 * Migration** || __Prehistoric Peoples:__ Paleo, Archaic, Woodland, Late Prehistoric (Fort Ancient)


 * Extended Standards: **
 * ** Heritage ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * HIS.35.3a Describe changes in the community as told by an older relative or friend.

HIS.35.4a Describe similarities and differences between cultural groups and activities in Ohio during the past and present.

HIS.35.5a Make connections between colonization and life today (e.g., place names, foods, language, traditions). || HIS.35.3b Describe changes in the local community (e.g., new stores, houses and other constructions).

HIS.35.4b Identify or recognize groups of people that have lived in Ohio in the past (Adena/Hopewell Indians, settlers, Amish, immigrants, etc.).

HIS.35.5b Identify or recognize different groups that explored and colonized America. || HIS.35.3c Identify changes in the school community (e.g., new playground, teachers, classmates).

HIS.35.4c Identify Ohio as the state where you live.

HIS.35.5c Identify the United States as the country in which you live. ||

Unit 2: continued
** Year 1 Quarter 1 **  ** Resources **

1. Different communities have access to different resources, and people use these resources to survive resulting in modifications to their environments. |||||| **Essential Question:** 3. What resources can be found in Ohio? How are these resources used in agriculture and industry? 4. How have Ohioans modified their environment over time? || (3.5) Daily life is influence by agriculture, industry and natural resources in different communities.
 * ** Unit 2: Heritage, Places and Regions, continued ** ||
 * **Big Idea:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **//__Geography__//**

(3.6) Evidence of human modification of the environment can be observed in the local community. |||| **//__Geography__//** (3.5) Evaluate the influence of agriculture, industry, and natural resources on daily life.

(3.6) Describe examples of human modification to the environment in the local community. || ** BENCHMARK **
 * VOCAB **

Careers related to available resources:, natural, etc.
 * Artifacts**
 * Natural Resources**
 * Agricultural**
 * Modification** || Artifacts (material objects)

Modification: farmland to subdivision, building to parking garage or park, dams across rivers

Use of fertilizers, herbicides, pesticides ||


 * Extended Standards: **
 * ** Places and Regions ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * GEO.35.4a Identify different resources in your local community (e.g., natural, economic [businesses that create jobs], and cultural [museums, universities, festivals]). || GEO.35.4b Identify the natural resources in Ohio. || GEO.35.4c Identify natural resources (e.g., soil, water, coal, oil). ||
 * ** Human Systems ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * GEO.35.6a Describe the positive and negative consequences of modifying the environment.

GEO.35.7a List pros and cons of different types of transportation for products and people. || GEO.35.6b Identify the results of using tools to modify the environment (e.g., buildings, parking lots, water pipes, railroads, roads, bridges).

GEO.35.7b Match methods of transportation with what they typically transport. || GEO.35.6c Identify tools that can be used to modify the environment (e.g., shovel, crane, dump trucks, bulldozer).

GEO.35.7c Identify types of transportation. ||