GPS Standards Understand (Essential Question) Know Be Able To (Matches EQ) System Resources SS3G1 The student will locate major topographical features. Location Geography SS3G1 Where is the Mississippi River? Where is the Ohio River? Where is the Rio Grande River? Where is the Colorado River? Where is the Hudson River? Geography SS3G1 Mississippi River Ohio River Rio Grande River Colorado River Hudson River Geography SS3G1 a.(DOK 1) Locate the Mississippi River, Hudson River, Colorado River, Ohio River and Rio Grande River on the map Activators – powerpoint I do/We do Georgia Experience: map skills Chapter 2 Chapter 3 Georgia Studies Weekly: Week 8 Week 9 - powerpoint -review powerpoint You do Students use blank anchor chart map to identify rivers and mountains Assessment Studies Weekly Teacher Resource Q2 – flipchart Where are the Appalachian Mountains? Where are the Rocky Mountains? Appalachian Mountains Rocky Mountains b.(DOK 2) Locate and describe the Appalachian Mountains and Rocky Mountains Where is the equator? Prime meridian? What is latitude and longitude? How does latitude and longitude help you locate places on a map? Globe Equator Prime Meridian Longitude Latitude c.(DOK 1)Locate the Equator c.(DOK 1)Locate the Prime Meridian c.(DOK 1) Define latitude and longitude c.(DOK 1) Identify lines of latitude and longitude Paul Revere (Independence) – about 7 days
SS3CG2 Individuals, Groups, and Institutions a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership. SS3CG2 What character traits describe Paul Revere and why? You Do – graphic organizer Assessments Studies Weekly Teacher Resource pages 15-18 - complete Paul Revere section b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression. How did Paul Revere demonstrate independence? c. Explain how the historical figures in SS3H2a chose when to respect and accept authority c.(DOK 2) Explain how Paul Revere chose to respect and accept authority while working for social change Paul Revere SS3G2 Location a. Identify on political map specific locations significant to the life and times of these historic figures. Paul Revere SS3G2 Where did Paul Revere live? Paul Revere a.(DOK 1) Locate where Paul Revere, lived, worked and traveled on the map (Boston, Lexington and Concord)
Conflict and Change b. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures. What opportunities did Paul Revere have because of where he lived? How did the place where Paul Revere lived effect the choices he could make? How did Paul Revere impact our culture? b.(DOK 2) Discuss how Paul’s life was influenced by being a patriot in Boston, a messenger, a member of the Sons of Liberty and a silversmith b.(DOK 2) Describe how Revere adapted to and was influenced by his environment (colonization and the desire to break away from England, the influence this had on the colonists c. Describe how each of these historic figures adapted to and was influenced by his/her environment. Location d. Trace examples of travel and movement of these historic figures and their ideas across time. c.e.(DOK 2) Discuss where Paul Revere lived and worked and how it impacted his life, others and our country Conflict and Change e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.
SS3G2 Location a. Identify on a political map specific locations significant to the life and times of these historic figures. Conflict and Change b. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures. c. Describe how each of these historic figures adapted to and was influenced by his/her environment. SS3G2 Where was Frederick Douglass raised? What examples of travel and movement were significant during Frederick Douglass’ lifetime? How did growing up in the south affect Frederick Douglass’ feelings about how different groups of people were treated? a.b.d.(DOK 1) Locate where Frederick Douglass lived, worked and traveled on the map (southeast to northeast) c.(DOK2) Describe how Frederick Douglass’ belief in liberty was influenced by his environment (born a slave, ran away, worked against Georgia Experience: Chapter 6 Georgia Studies Weekly: *Week 5 1000 Readers #101 – narrative chain – narrative chain graphic organizer You do – character trait organizer – anchor chart – graphic organizer Assessment Georgia Studies Weekly Teacher Resource Pages 23-26 - complete Frederick Douglass section After teaching Frederick Douglass, add his picture to your classroom timeline. Frederick Douglass Location d. Trace examples of travel and movement of these historic figures and their ideas across time. Conflict and Change e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification. Frederick Douglass How was Fredrick Douglass influenced by his environment? How did where Frederick Douglass live impact his cultural identification? Frederick Douglass e. Describe how the region that Douglass lived affected his life and cultural identification