4th grade teachers

Stonewall Elementary School

Organizers:

How is Kentucky's past different from the present?

Essential Questions:

1. Why did people explore and settle in Kentucky?
2. Why were the six regions of Kentucky developed?
3. What social issues rooted in the past face Kentucky today?
4. How can we improve Kentucky for the 21^st century?

Primary Targeted Standards:

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

• Identify a social problem and seek positive change.

2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

• Use geographic sources of information and data for a purpose.
• Explain the influence of geographic factors on human movement.
• Compare regions to identity unifying characteristics.
• Examine the interaction between people and their environment and predict trends.  

2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

• Distinguish among the past, present, and future.
• Make inferences about issues, events, or people based on historical data

Secondary Targeted Standards:

1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

• Use research tools to access and synthesize information.
• Identify and use print and non-print (e.g., video, CD-ROM) resources to obtain information.
• Observe to obtain information.

1.2 Students make sense of the variety of materials they read.

• Demonstrate an understanding of print materials read in and out of school.
• Respond to reading through a variety of forms.
• Relate reading experiences to life situations.

1.11 – 1.12 Students write and speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

• Use a process approach to writing.
• Write for a variety of purposes and forms to a variety of audiences.
• Use writing as a learning tool.

1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

• Use a variety of technologies in various ways.
• Use technology to display information in various ways.
• Gather and manipulate data using technology.
• Express information and ideas using technology.

6.2 Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

• Connect knowledge with past experiences.
• Make predictions based on information.  

Culminating Performance:

Choose one of the following topics that interest you: transportation, schools, or home-life. Choose three characteristics of your topic to compare and contrast changes during the time period of the 1800s, 1900s and present day Kentucky. Creatively present to your peers this information in one of the following forms: brochure, web pages, scrapbook, multimedia presentation (HyperStudio, PowerPoint).

-RD-E-1.0.6 Explain the meaning of a passage taken from texts appropriate for elementary school students.

-RD-E-2.0.6 Use text features (e.g., pictures, lists, tables, charts, graphs, tables of contents, indexes, glossaries, headings, captions) to understand a passage.

-RD-E-2.0.10 Connect the content of a passage to students' lives and/or real world issues.

-RD-E-4.0.6 Locate and apply information for authentic purposes.

-RD-E-4.0.9 Interpret specialized vocabulary (words and terms specific to understanding the content) found in practical/workplace passages.

-WR-E-1 Purpose/Audience--The writer establishes and maintains a focused purpose to communicate with an audience by: narrowing the topic to establish a focus; analyzing and addressing the needs of the intended audience; adhering to the characteristics of the form; employing a suitable tone; allowing voice to emerge when appropriate

-WR-E-1 Idea Development--The writer develops and supports main ideas and deepens the audience's understanding by using: logical, justified, and suitable explanation; relevant elaboration; related connections and reflections; idea development strategies appropriate for the form

-WR-E-1.4 Characteristics of transactive writing may include well-organized idea development and support (e.g., facts, examples, reasons, comparisons, anecdotes, descriptive detail, charts, diagrams, photos/pictures) to accomplish a specific purpose

-SS-E-2.1.1 Language, music, art, dress, food, stories, and folk tales help define culture and may be shared among various groups.

-SS-E-2.1.2 Elements of culture (e.g., language, music, art, dress, food, stories, folktales) serve to define specific groups and may result in unique perspectives.

-SS-E-4.1.1 Simple physical, political, and thematic maps, globes, charts, photographs, aerial photography, and graphs can be used to find and explain locations and display information.

-SS-E-4.1.3 Mental maps are used to demonstrate where things are and how they are arranged.

-SS-E-4.2.1 Every place is unique and can be described by its human (e.g., language, religion, housing) and physical characteristics (e.g., landforms, climates, water).

-SS-E-4.2.2 Regions are areas that have one or more physical or human characteristics in common (e.g., physical: geographical regions of Kentucky, South, Midwest, Western Hemisphere; human: Appalachia, the Cornbelt, Amish country).

-SS-E-4.3.2 Humans usually settle where there are adequate resources to meet their needs (e.g., areas with water, fertile land, protected land, different modes of Transportation).

-SS-E-4.4.3 The physical environment both promotes and limits human activities (e.g., mountains as barriers or as protection, rivers used as boundaries or transportation routes).

-SS-E-5.1.1 Accounts of historical events are influenced by the perceptions of people and passing of time.

-SS-E-5.2.2 People explored and settled America and Kentucky for multiple reasons (e.g., freedoms, opportunities, fleeing negative situations).

-SS-E-5.2.3 The way we live has changed over time for both Kentuckians and Americans because of changes in many areas (e.g., communication, innovations/inventions, homes, transportation, recreation, traditions, education).

-SS-E-5.2.5 Symbols (e.g., state and national flags), slogans, monuments/buildings, patriotic songs, poems (e.g., the Pledge of Allegiance), and selected readings (e.g., Gettysburg Address) are used to describe or illustrate important ideas and events in Kentucky and American history.

Skills/Abilities:

Critical Resources:

Instructional/Assessment Activities:

Week One

Introduce Kentucky unit (using PowerPoint presentation)

Why did people explore and settle in Kentucky?

* Library: KY Virtual Library: http://www.kyvl.org  (Government Information link) - (groups researching transportation, school, home-life)

* Computer Lab: KY Virtual Library: http://www.kyvl.org  (Government Information link) - (groups researching transportation, school, home-life)

Why were the six regions of Kentucky developed?

* Library: Read regional stories (KY authors – George Ella Lyon, Jerri Oughton, Paul Brett Johnson)

* Computer Lab: Use HyperStudio to create their own regional story.

What social issues rooted in the past face Kentucky today?

* Library: Current events in Kentucky using periodicals and newspapers

* Computer Lab: Continue HyperStudio stories.

How can we improve Kentucky for the 21^st century?

* Library: Current events in Kentucky using periodicals and newspapers focusing on Kentucky’s future.

* Computer Lab: Complete HyperStudio stories.

* Library: Continue researching and working on culminating activity.

* Computer Lab: Continue researching and working on culminating activity.

* Library: Continue researching and working on culminating activity.

* Computer Lab: Continue researching and working on culminating activity.

T1.1 Demonstrate ethical use of electronic resources

T2.1 Extract information appropriately and record citations

T3.1 Use proper citations

T4.4 Locate information using the Internet

T4.5 Navigate within an operating system or software

T4.8.1 Locate appropriate information media such as dvd, video, laser disc, etc.

T5.2 Evaluate information using electronic references

T5.3 Evaluate information from the Internet

T5.6 Enter and edit word processing information

T6.1 Select appropriate software for a task.

T6.2 Publish information on the Internet.

T6.3 Integrate two or more programs

T6.4 Use a Word Processor to present information.

T6.5 Create a presentation or product using application software.

T6.6 Use digital imaging and audio