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Evangelical Christian AcademySocial Studies Instructional Guide

Overview

Course Description The K-6 Social Studies program at ECA guides students to acknowledge

their need of an unchanging God in an ever-changing world. The Social Studies program encourages students to develop a knowledge

of geography, history, government, citizenship, economics, sociology, and world cultures. The students expand upon each of these areas as they progress from kindergarten to sixth grade.

Educational Philosophy The K-6 Social Studies program enables students to appreciate God’s

care, provision, and protection for the human race. These studies will help students define their own personal faith and appreciate God’s care and protection of His people through many generations and in many cultures.

Grade Overview Kindergarten - This beginning program will help each student to

recognize his or her place within the family, the community, the country, and the world.

First – An overview of American history, government, geography, and cultures around God’s world.

Second – A study of how people and places change over time with an emphasis given to Native Americans, the judicial system, and world cultures.

Third – An overview of our land, people, traditions, communities, and government from the Native Americans to present day.

Fourth – A study of the United States and its regions, which includes the study of states, rivers, deserts, mountains, etc., and the study of Colorado, including history, statehood, symbols, industries, etc.

Fifth – An overview of the exploration, colonization, founding, and development of the United States through the 20th century and into the 21st

century, including the study of the establishment of the United States government.

Sixth – A comprehensive overview of eastern hemisphere civilizations, beginning with the Middle Ages and the Judeo/Christian culture and the effect it has had in Europe, Africa and Asia.

1


Scope and Sequence

K 1 2 3 4 5 6History

Understand human influence in shaping communities, states, & nations Contributions of ordinary people X X X X X X Historic figures & their lives X X X X X X XUnderstand the origins and significance of customs, holidays, celebrations, & landmarks in the community, state, nation & world

X X X X X X

Understand the concepts of time & chronology Order of events X X X X X X X Past, present, future X X X X X X X Political, economic & social change X X X X Cause & effect X X X XUnderstand how various sources provide information Primary sources X X X X X Secondary sources X X X XUnderstand how human needs, ideas, issues, & events influence past & present Exploration, colonization & settlement X X X X X X X Conflict & revolution X X X X X Immigration X X X X X Growth & expansion X X X X XUnderstand that the past influences the present Connecting past & present X X X X X X X Comparing past & present X X X X X x

GeographyUnderstand concept of location Relative & exact X X X X X X Factors influencing location X X X X X X

2


Scope and Sequence

K 1 2 3 4 5 6Geography continued

Understand concept of place Landforms, bodies of water, vegetation, animal life

X X X X X X X

Climate, weather & seasonal patterns X X X X X XUnderstand human-environment interactions Natural resources & land use X X X X X Human features (housing, roads) X X X X X Human adaptations to & modifications of their environments

X X X

Understand the concept of movement Movement of ideas through cultural sharing X X X X X Colonization, immigration, settlement patterns (people)

X X X X X X

Physical characteristics affect trade (products) X X X X Physical characteristics affect human activities (culture)

X X X X

Understand concept of region Physical characteristics X X X X Political characteristics X X Population characteristics X X X Economic characteristics X X Time zones X X XUnderstand & use geographic tools to collect, analyze, & interpret information Maps & globes X X X X X X X Comparison of world regions & countries X X X X Read, interpret & construct charts, maps & diagrams

X X X X X X

3


Scope and Sequence

K 1 2 3 4 5 6Economics

Understand how scarcity of resources leads to economic choice Basic human needs & wants X X X X X Goods & services X X X X X Production, distribution & consumption X X X Work & income X X X X Saving & spending X X X Opportunity cost X XUnderstand markets & price Exchange of goods & services X X X X Impact of mass production & specialization X Supply & demand X X Competition X X Economic interdependence X X Imports, exports & trade X X X XUnderstand economic patterns & systems Effects of transportation & communication X X X X Free enterprise X X Entrepreneurship X X

GovernmentUnderstand the purposes of government Promotion of the common good X X X X X Order & security X X Distribution of services X X Protection of individuals rights & freedoms X X X XUnderstand the structure of government Purpose of rules & laws X X X X X X X Roles & responsibilities of authority figures & public officials

X X X X X X

Levels of government (local, state & national) X X X X

4


Scope and Sequence

K 1 2 3 4 5 6Government continued

Government services X X X Branches of government X X X X Government documents X X X X X Political parties X XUnderstand the functions of government Making, amending & removing laws X X X X Enforcing laws X X X X Financing of services X

CitizenshipUnderstand good citizenship Historic figures & ordinary people X X X X X X X Citizenship traits (caring, respect, responsibility, fairness, honesty, courage)

X X X X X X X

Working for the common good X X X X X Believing in truth & justice X X X X X Treating all people equally X X X X X X X Solving problems X X X X X Making decisions X X X X XUnderstand state & national identities Flags, symbols, anthems, pledges X X X X X X X Customs & celebrations X X X X X X Mottoes X X X XUnderstand the freedoms, rights & responsibilities of citizens Individual freedoms (choosing your associates, choosing where you live)

X X X X

Economic freedoms (choosing your own work, owning property)

X X X

Political freedoms (joining a political party, running for office, purpose of and need for free elections)

X X X X X

5


Scope and Sequence

K 1 2 3 4 5 6Citizenship continued

Rights (free speech, voting rights, freedom of religion, equal protection & opportunity under the law)

X X X X X X

Responsibilities/participating, voting X X X X X X Responsibilities/keeping informed X X X X XUnderstand democratic principles Due process & equal protection under the law X Majority rule with minority respect X X X Government by law X X X

CultureUnderstand social groups & institutions Family & community X X X X X X Education X X X X X X Religion X X X X X Politics X X X X XUnderstand similarities & differences among people Culture & culture region X X X X X X Language X X X X Customs, holidays & traditions X X X X X Similarities among diverse groups X X X X X Contributions of diverse groups X X X X

6


Kindergarten Course Description The kindergarten Social Studies program recognizes how God has made

each person unique with responsibilities in his/her own family, community, country and world. The students identify community helpers and their roles. The students become familiar with important historical people and events of our country, as well as compare and contrast our country with other cultures.

Kindergarten teaches each unit out of order from the book. Therefore each unit includes the month in which it is taught. For example: Unit 1 = September.

General Objectives Students will learn about the different places in which people belong. They

will also learn about maps. Students will learn about the different groups people can belong; family,

school, country, etc. Students will learn what people do at work. We will also discuss the

difference between needs and wants. Students will discover more about our world, including land and water

features, types of weather, natural resources and how to care for them. Students will learn about our country, the United States, and our country’s

past. Students will learn about celebrations and holidays.

Primary Text/Resources My World: Adventures in Time and Space , McGraw Hill, 2001 Teacher resources Library resources

Time Allotment 20 minutes per day, 1 day per week

Specialized Activities for this grade Social studies material is covered as the holidays and special events occur. Units are rotated with science and are not necessarily covered in the

sequence that follows.

K - 1


Kindergarten

Unit 1 Where We Live 15-20 min. per week September

InstructionalObjectives

StudentActivities

InstructionalResources

BiblicalIntegration

Assessment

Explore a sense of place. Identify the features of a neighborhood. Recognize that people live in different kinds of dwellings. Compare and contrast the different places in which people live. Under-stand that a map can represent an aerial view of an area. Recognize the features of a state and a country. Identify the U.S. as our country.

Various activities to choose from: Create a

picture of their home.

Make a mailbox with their home address.

Locate places we have visited or lived on a U.S. map.

McGraw Hill Teacher’s Guide

McGraw Hill Big Book Unit 1 Where We Live

U.S. Map Unit 1

Activity Folder

McGraw HillProject Book

Genesis 1:1 Formal assessments are not performed in kindergarten. Informal assessments are done continually throughout the unit by verifying that each instructional objective is known and understood.

K - 2


Kindergarten

Unit 2 We Belong15-20 min. per week January


StudentActivities


BiblicalIntegration

Assessment

Compare and contrast families.

Identify different groups in which we belong.

Recognize the need for rules and laws and their differences

Analyze various charts and the information they display.

Identify voting as a fair way that groups make choices.

Draw a Family Portrait

Make a Classroom Rules poster

Vote for an activity to do as a class


McGraw Hill Big Book We Belong

Unit 2 Activity Folder

Project Book

Ephesians 6: 1-3

Formal assessments are not performed in kindergarten. Informal assessments are done continually throughout the unit by verifying that each instructional objective is known and understood.

K - 3


Kindergarten

Unit 3 People at Work15 – 20 min. per week April


StudentActivities


BiblicalIntegration

Assessment

Identify a variety of jobs that people perform and how they help one another.

Distinguish between needs and wants.

Lists forms of transporta-tion and learn how they help people.

Recognize that money comes in different amounts.

Analyze informa-tion from a pictograph.

Dress up as different workers

Make a poster with needs and wants

Color transport-tation pictures

Make a play store

Count coins


McGraw Hill Big Book People at Work


Project Book

Poster Board

Magazines Dress up

Clothes Play

Money Color

Pages


K - 4


Kindergarten

Unit 4 Our World15-20 min. per week MarchInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Recognize distinctive land and water features

List cardinal directions

Identify different types of weather

Describe the seasons and its typical weather

Locate U.S. on a map and identify neighbors to north and south

Explain natural resources

Describe how to care for natural resources

Dress Weather Bear

Make Compasses


McGraw Hill Big Book Our World

Unit 4Activity

Folder Project

Book U.S. Map Weather

Bear

Genesis 2:15


K - 5


Kindergarten

Unit 5 It Happened in America 15-20 min. per week October - NovemberInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Discover that our Country has a past

Recognize Native Americans as the first Americans

Identify the Native Americans who welcomed Columbus to America

Name who the early settlers were

Explain why Pilgrims came to America

Describe how North Americans helped the Pilgrims survive in their new home

Recognize ancestors of Americans came from many places

Harvest party

Thankful Books

Indian Corn Tee pees

with sand art background

Monthly Timeline

Christopher Columbus Ships


McGraw Hill Big Book It Happened in America


Project Book

Books Party and

Craft Supplies

Psalm 136:1-3

Romans 13:1


K - 6


Kindergarten

Unit 6 Americans Celebrate15 - 20 min. per week February - March


StudentActivities


BiblicalIntegration

Assessment

Identify George Washing-ton and Abraham Lincoln as important U.S. presidents

Summarize why people celebrate holidays

Name holidays we celebrate

Identify special days families celebrate

Explains why symbols that represent the U.S. are important

Read various books about George Washing-ton and Abraham Lincoln

Make silhouettes of Washing-ton and Lincoln

List 2-3 facts about Washing-ton and Lincoln (Handwri-ting)


McGraw Hill Big Book Americans Celebrate


George Washing-ton and Abraham Lincoln Books

Project Book

Hebrews 13:7

Psalm 33:12


K - 7


Kindergarten

Unit 7 Bread Around The World2 Weeks December InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Students will be able to:

o List the main ingre-dients of bread.

o Name different types of bread which have origi-nated in coun-tries from around the world.

Make bread Field trip to

pretzel or bread store/restau-rant.

Teacher Resource:

McGraw Hill Big Book Bread Around the World

John 6:35 Formal assessments are not performed in kindergarten. Informal assessments are done continually throughout the unit by verifying that each instructional objective is known and understood.

K - 8


Kindergarten

Unit 8 Fire Safety1 WeekOctober InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Describe how firefighters contribute to our community

List fire safety rules: o Call 911 o Stop, drop, roll o Never play with matches o Test the door o Crawl

Field trip to Fire Station

Write Fire safety rules


Romans 12: 6-8


K - 9


First Grade Course Description The first grade Social Studies program is designed to introduce the students

to a study of US history, government, and cultures around the world.

General Objectives Students will begin to understand how our country was founded and how the

government was established. Students will learn of Freedoms in our country and symbols that represent

those freedoms. Students will begin to have an understanding of U.S. maps and geography. Students will briefly study many cultures around the world.

Primary Text/Resources My America & My World , ABEKA, 3rd edition Weekly Reader: Using Maps in Your Home and School Weekly Readers

Time Allotment 15 minutes per day/4 days per week

Specialized Activities for this grade We do a unit of safety, manners and respect the first several weeks of school. During October we do a unit on Fire Safety. While studying world culture, the students learn of Christmas traditions of

other countries and make crafts that represent these traditions. Students make maps of their bedroom, classroom or playground. On (or close to) election day, the students will do election day activities such

as voting, worksheets and discussion. Students send Flat Stanley to friends or family. Students make their own American flags.

1st Grade - 1


First Grade

Ongoing throughout the year Map Skills4 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Locate places on a map by following N,E,S,W directions. Learn to read and create maps, using map keys. Identify right and left Discover the geogra-phical terms continents, oceans, North and South Poles and locate them on a world map

Create maps of bedroom, park, home, classroom, or playground. Go on a treasure hunt using N,S,E,W and left and right as directional clues Play “Simon “Says” reviewing right and left Create a diorama of a park.

Weekly Reader: Map Skill for Today Globe World and U.S. Maps Small “treasures” Paper, crayons or colored pencils Shoe boxes, fake trees, plants, paints

Praising God for His beautiful creation in our country and our world. Gen. 1:31Psalm 136

Oral—demonstrate recognition of left, right. N,S,E,W on map Draw map of bedroom or classroom color a world map, identifying water, continents and the US Color in the state of Colorado on US map

1st Grade - 2


First Grade Ongoing throughout the year Safety and Manners 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Recognize safe choices at school and at home.

Demonstrate ability to handle unsafe situations.

Explore good manners for having a classroom conducive to learning.

Safety Booklet

Role playing

Classroom Contract

Read stories about safety and manners

Poster board, markers

Welt, Joy; May I, Please, Thank You

Safety Booklet

School Rules Booklet

Love one another as Christ has loved you.

1John 4:7-21John 18:23

Obeying authority

Titus 3:1,2

Teacher created written test

Divide class in groups. Each group will role play the correct response to a safety or manners situation

Unit 1 This is My America 1 Week Instructional Student Instructional Biblical Assessment

1st Grade - 3


First Grade Objectives Activities Resources Integration

Identify who made our world

Identify our Country by name, the state we live in, & our neighboring states

Identify how many states are in the U.S.

Distinguish between bodies of water (oceans) & bodies of land (continents)

Contrast how our world differs from a globe

Name the 4 main directions on a globe/map

Find the U.S., oceans & continents on globe

Exam large map of U.S. & find our state & neighboring states

Point to (4) main directions on map

Sing “America the Beautiful”

Make collage from magazine pictures of beautiful scenery to illustrate “America the Beautiful”

Student textbook, My America and My World, pp 4-5 & p 66

Teacher’s guide, My America and My World, Unit 1, Lesson 1ppT11-13

The Bible Globe U.S. Map Magazines

Deut. 3:14 ffPsalm 75:16-17

God gave instructions for dividing & mapping the land when the Israelites conquered the land.


Oral Assess-ments

Identify the United States on a world map

Identify Colorado on a US map

Identify N,E,S,W on a map

1st Grade - 4


First Grade

Unit 1 This is My America con’t (2)1 Week InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Compare the different regions of our Country & discuss the types of land

Recite (& sing) “America the Beautiful”

Explain the meaning of the word and phrases in “America the Beautiful”

1st Grade - 5


First Grade

Unit 2 My America’s Flag1 Week InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify how many stripes are in our flag & for what do each stand

Identify how many stars are on our flag & for what do they stand

Name each color on the American flag & recall what each means

Differentiate between our present flag & our Country’s first flag

Discuss ways we can show we love our Country

Point out stripes, stars, etc. on classroom flag

Find original 13 states on classroom map

Recite the Pledge of Allegiance & discuss its meaning

Make an American Flag out of construc-tion paper

Read story of Betsy Ross & our flag from an encyclopedia and/or library book

Student textbook

pp 6-8 Teacher’s

GuideUnit 1, Lesson 2 pp T14-16

American Flag

Construc-tion Paper

Encyclo-pedia

Leviticus 25:10(indirectly ties to liberty/freedom as noted in Unit 3; our flag represents our country which is free)

Teacher-created written test on the meaning and history of the flag.

Draw or create a flag from construction paper. Use the correct number of stars, stripes and colors.

Create a family or class flag with a group. Explain to the class what the symbols on the flag mean.

Unit 3 My America’s Freedoms: Worship, Speech, Press, & Assembly

1st Grade - 6


First Grade 2 Weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Define the basic freedoms of our Country

Compare & contrast our freedoms with other countries

Discuss the impor-tance of laws

Explain what helps keep our Country free

Define freedom of worship & discuss its impor-tance

Summa-rize what the freedom of speech allows us to do

Look at daily newspa-per & find “Letter to Editor” section

Creative Writing-write 2-3 sentences about freedom of worship (may include words, such as pray, worship, Bible, church, God)

List on board good qualities of a leader

Student textbookpp 9-13, p 66

Teacher’s GuideUnit 1, Lesson 3 & 4, pp T16-20

Newspaper Sample

Election Ballot

Presidential nominee information for current election year

Leviticus 25:10

Because we had a firm foundation in God, our country could proclaim liberty through the land from its beginning.

Teacher-created written test.

Oral reports—Pick one of our basic freedoms. Explain to the class.

Compare and contrast our freedoms with other countries

Explain how we show respect for our flag.

Explain the importance of laws

1st Grade - 7


First Grade

1st Grade - 8

Unit 3 My America’s Freedoms: Worship, Speech, Press, & Assembly con’t (2) 2 Weeks


StudentActivities


BiblicalIntegration

Assessment

Discuss the impor-tance of freedom of press

Identify ways to respect our flag

Name various leaders we can elect in America

Recognize the qualities of a good leader

Read poem “The Leader” & discuss

(T20) List on

board ways to show respect for our flag

Discuss Election Day & voting proce-dures

Do mock class-room election


First Grade

Unit 4 Symbols of My America-Flag, Great Seal, Eagle, Liberty Bell, Uncle Sam 2 Weeks (includes Chapter 7 & 8) InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Define a symbol

Recognize various symbols of our Country & discuss their meanings

Recognize the good qualities of our govern-ment

Examine a dollar bill & find the Great Seal on the back & discuss its signify

Make a paper bag eagle

Make the Liberty Bell from construc-tion paper

List on board good qualities of our govern-ment

Student textbookpp 14-18

Teacher’s guideUnit 1, Lessons 5 & 6, pp T20-24

One dollar bills

Paper bags Construc-

tion paper

Leviticus 25:10(Refer to Unit 3)

Teacher-created written test

Color and label the symbols on the Great Seal.

Identify and explain the symbols

Create a class symbol with a small group. Present to the class

1st Grade - 9


First Grade

Unit 5 Symbols of My America-Statue of Liberty2 Weeks (includes Chapter 5, 6, 8) InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Describe the Statue of Liberty & discuss for what it stands

Read last lines of “The New Colussus” by Emma Lazarus

Find information & photos of Statue of Liberty on the internet

Make the Statue of Liberty’s torch


Teacher’s guideUnit 1, Lesson 7, pp T24-26

Computer Construc-

tion paper & cellophane

Leviticus 25:10(Refer to Unit 3)


Write a letter of thanks to the French

Memorize the last lines of The New Colussus; the poem on the statue.

1st Grade - 10


First Grade

Unit 6 Symbols of My America-Documents & Coins2 Weeks (includes Chapter 5-7) InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify our Country’s early important documents & writings & discuss why they were (are) important

Explain the importance of praying in our Country

Express the importance of God & Bible in our Country’s growth & strength

Exam poster-size Declar-ation of Indepen-dence, Constitu-tion, & Bill of Rights

Exam coins & one dollar bill & find words on each (In God We Trust & Liberty)

Say prayer of Thanks-giving for our free country

Read & discuss 2 Chronicles 7:14


Teacher’s GuideUnit 1, Lesson 8, pp T26-27

Coins One dollar

bill Bible

2 Cor. 7:14

We must turn the nation back to our Biblical heritage


Individual oral –Each child will identify the words “In God We Trust” and “Liberty” on coins and dollar bills.

Memorize 2 Chronicles 7:14

Identify copies of the Declaration of Indepen-dence, Constitution, and Bill of Rights

1st Grade - 11


First Grade

Unit 7 Great People of America-The Pilgrims 3 Weeks (includes Chapter 10-13) InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify groups of people & individuals who helped build the foundation of our country & summarize their contribu-tions (i.e. pilgrims & Indians)

Discuss the importance of celebrat-ing Thanks-giving

Art Projects:Teepee,Mayflower,Indian Corn with seeds,Columbus Ships

Host classroom Thanks-giving celebration with related activities

Make pilgrim hats & collars

Make Indian head dress & vests


Teacher’s guideUnit 1, Lesson 9 pp T28-29

Paint Construc-

tion Paper Brown

Paper Bags (grocery size)

Feathers-assorted colors

Indian Corn

Proverbs 9:9-12

Our founding fathers found wisdom in God’s Word.


Write a story about being a child at the 1st Thanks-giving

Divide into groups, each group will create and act out part of the Pilgrim story—ex. moving to Holland, on the Mayflower, the first hard year, the First Thanks-giving. Graded for accuracy

1st Grade - 12


First Grade

Unit 8 Great People of America-George Washington, Paul Revere, Benjamin Franklin, Abraham Lincoln3 Weeks (includes Chapter 9) InstructionalObjectives

Student Activities


BiblicalIntegration

Assessment

Recognize George Washing-ton & Abraham Lincoln & recall important details of their lives

Infer why George Washing-ton & Abraham Lincoln were great leaders of our Country

Identify other great leaders & early Americans & discuss their contribu-tions to our Country (i.e. Paul Revere & Benjamin Franklin)

Read book George Washing-ton and the General’s Dog by Frank Murphy

Read book Abe Lincoln’s Hat by Martha Brenner

Make silhouettes of George Washing-ton & Abraham Lincoln


Teacher’s guideUnit 1, Lessons 10-13, pp 30-38

Book: George Washing-ton and the General’s Dog by Frank Murphy

Book: Abe Lincoln’s Hat by Martha Brenner

Construc-tion paper

Sticks or Twigs

Proverbs 9:9-12(Refer to Unit 7)


Write a story “If I was President”

Make a collage using items that are associated with Washington and Lincoln. Present to the class, explaining how each picture is related to the President.

1st Grade - 13


First Grade

Unit 8 Great People of America - George Washington, Paul Revere, Benjamin Franklin, Abraham Lincoln con’t (2)3 Weeks (includes Chapter 9) InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Compare the good qualities of these famous Americans

Identify the location of our U.S. capital & several memorials located there

Discuss ways we can be good Americans

Make collages of Washing-ton & Lincoln using pictures or drawings associated with each (i.e. cherry tree, nickel, flag, log cabin, penny, etc.)

Make Cherry Tree

Cut & paste together puzzles of Washing-ton & Lincoln

Draw both Washing-ton & Lincoln using step by step instructions

1st Grade - 14


First Grade

Unit 9 My America Grows/Talks2 Weeks (includes Chapter 15)


Student Activities


BiblicalIntegration

Assessment

Define communica-tion & discuss advances we have made with it thru the years

Compile a list of ways to communi-cate with people within our own Country & overseas

Look thru daily newspaper & discuss different kinds of news it contains (world, national, local, society, sports, etc.)

Play “Telephone” game to illustrate effective/in-effective communi-cation


Teacher’s guideUnit 1,

Lesson 14, pp T38-39

Daily Newspaper

John 14:6Numbers 23:19

God is the author of communication; His plan is for us to communicate with Him & with others. Communication needs to be clearly understood & evaluated by the truth of the Bible.


Working in groups the children must find types of newspaper articles, ex.: sports, world national, local news, editorial

Put in order of age of the various ways of communic-ation: smoke signals, pony express, town crier, telegraph, telephone, tv, radio, computer

1st Grade - 15


First Grade

Unit 10 My America Grows/Talks con’t (2)2 Weeks (includes Chapter 14) InstructionalObjectives

Student Activities


BiblicalIntegration

Assessment

List, discuss, & compare different methods of transporta-tion from early America to the present time

Devise & formulate a plan to take an imaginary trip across the U.S.

Read poem “What Am I” (Teacher’s guide T40)

Look at U.S. Road Atlas and map out imaginary trip across the U.S.

Bring toys, models, books about or pictures of modern day or old time means of transpor-tation

Set up travel display on table with items brought to class



U.S. Map U.S. Road

Atlas Poem

“What Am I” Teacher’s guide T40)

Ezekiel 39:21

God’s glory is displayed throughout the nations.


Draw 3 methods of transporta-tion ordering them by speed or age

With a group design a new method of transporta-tion. Explain to the class how it will work

1st Grade - 16


First Grade

Unit 11 My America Travels4 Weeks (includes Chapter 16-23) InstructionalObjectives

Student Activities


BiblicalIntegration

Assessment

Identify famous places throughout the U.S. & discuss their signifi-cance

Recite (& sing) “The Star Spangled Banner”

Explain the meaning of the words or phrases in “The Star Spangled Banner”

Summa-rize the growth & change in our Country

Sing “The Star Spangled Banner”

Read Flat Stanley

Color & cut out “Flat Stanley”

Write & mail letter to friend/rela-tive with “Flat Stanley” inside; ask them to take Stanley on adventures for a week & write a letter back (with pictures) on his adven-tures


Teacher’s guideUnit 1, Lesson 16-23, pp T 42-59

Book: Flat Stanley by Jeff Brown

U.S. Map: laminated

Flat Stanley Cut Outs

Paint Construc-

tion paper

Ezekiel 39:21(Refer to Unit

10)


Present Flat Stanley to the class. Identify Colorado and the state where Stanley went on a map. Explain at least one activity Flat Stanley experience

Identify pictures of various US landmarks ex. Niagara Fall, Mt. Rushmore

1st Grade - 17


First Grade

Unit 11 My America Travels con’t (2)4 Weeks (includes Chapter 16-23) InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify who the imaginary character “Flat Stanley” is & devise a way for him to travel across the U.S.

Experience sending & receiving mail

Trace Flat Stanley’s adventures across the U.S. on laminated map in classroom as letters come in

Make desert scene with paint & construc-tion paper

1st Grade - 18


First Grade

Unit 12 My America Sings1 Week InstructionalObjectives

Student Activities


BiblicalIntegration

Assessment

Recite (& sing) “America”

Recall “America the Beautiful” & “The Star Spangled Banner”

Compare & contrast these three famous songs

Infer how the authors of each of these songs felt when writing the lyrics to these songs

Sing “America”*

Sing “America the Beautiful”*

Sing “The Star Spangled Banner”(possibly give mini concert for 5-6th gr.)

Draw & color a picture to show a scene from one of the patriotic songs they enjoyed singing



Psalm 19:1-2

God is revealed in His creation.


Memorize and recite or sing a patriotic song

Draw, color a picture to show a scene from a patriotic song

Give an oral report to the class about why a patriotic song was written.

1st Grade - 19


First Grade

Unit 13 Mexico1 day InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explore food, weather, cultures, animals, alphabet of Mexico

Identify famous people, events in Mexico.

Compare and contrast Christmas customs in the United States with Mexico

Find Mexico on a globe and map.

Make Christmas crafts repre-senting different countries’ traditions.

Learn to say and/or write Felize Navidad, adios amigos

Creative writing story: Christmas in Mexico.

Make and use a pinata

Student textbook My America and My World pages 68-71

Teacher’s guide My America and My World pages T64-T67 (Unit 2 Lesson 25

Osborn, Susan Titus; Children Around the World Celebrate Christmas

Globe, world and US maps

Craft supplies: paper bag, paints, glue, tissue paper, construction paper

Candy and small toys

Pictures, books and souvenirs from Mexico

Matthew 28:19,20Encouraging a mission’s interest by learning about other countries.

Ezekiel 39:21 God’s glory is displayed throughout the nations.


Oral Testingsay “Merry Christmas” in several languages: ex. Feliz Navidad,

Find a specific number (4 out of the 23) countries on a globe

Identify directions, oceans crossed, nearby countries to get to various countries from the US

Written testing:pick one country to write a story about that country celebrates Christmas

1st Grade - 20


First Grade

Unit 14 Peru, Virgin Islands, Puerto Rico, Bahamas, Brazil2 daysInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explore food, weather, cultures, animals, alphabet from Peru, Virgin Islands, Puerto Rico, Bahamas, Brazil

Identify famous people, events.

Compare and contrast Christmas customs with those in the US

Find these countries on the globe and world map.

Identify oceans, continents, rivers and mountains.

Make Christmas Bird, representing Brazil’s traditions

Learn to say and/or write foreign words including Merry Christmas. In Portuguese (spoken in Brazil) it is feliz natal.

Play games from various countries

Creative writing story: Choose one of the countries and write about what you imagine it would be like to live there, including celebrating Christmas in that culture.

Student textbook pages 72-75

Teacher’s guide pages T68-T70

Sullivan, Teacher Created Materials, Inc.: Christmas Activities Around the World. Pp.8,9

Osborn, Susan Titus Children Around the World Celebrate Christmas!


Craft supplies: Construction paper, paints markers, tinsel

Pictures, books and souvenirs from these countries

Matthew 28:19,20

Encourage mission’s interest by learning about foreign countriesEzekiel 39:21 God’s glory is displayed throughout the nations.






1st Grade - 21


First Grade

Unit 15 England, The Netherlands, Norway, Denmark, Finland6 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explore food, weather, cultures, animals, alphabet of these countries

Identify famous people, events from these countries.

Compare and contrast Christmas customs in the United States with these cultures.

Locate these countries on the globe and world map.

Make Christmas crafts representingDenmark (soldier and elf), Finland (star)

Learn to say and/or write foreign words including Merry Christmas (Gud Jul in Norwegian)

Make Grud rice pudding, from Norway


Teacher’s guide pages T74-T76,

Lessons 27& 28

Unit 2 Chapters

Sullivan, Teacher Created Materials, Inc.: Christmas Activities Around the World pp. 18,19

Osborn, Susan Titus; Children Celebrate Christmas Around the World.


Matthew 28:19,20

Encourage interest in missions by learning of other countries.Ezekiel 39:21God’s glory is displayed throughout the nations.






1st Grade - 22


First Grade

Unit 15 England, The Netherlands, Norway, Denmark, Finland con’t (2)6 weeksInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Find oceans, continents, cities, mountains, rivers associated with these countries


Craft supplies: Construc-tion paper, glue, paints, tinsel, clay, pipe cleaners, markers

Pictures, books and souvenirs from different countries

Milk, regular rice, salt, vanilla, whipped cream, almond or walnut, double boiler, bowls

1st Grade - 23


First Grade

Unit 16 France, Germany, Switzerland, Italy4 days InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explore the food, weather, cultures, animals, alphabet of these countries

Identify famous people, events in each country.

Compare and contrast Christmas customs in the United States with the cultures of these countries.

Define the geography of the globe, including continents, oceans, and locations of these countries.

Make Christmas crafts represent-ing France (Santoons—clay nativity figures and sabots—wooden shoes) and Germany (light-up Christmas tree, write to Christ-Child)

Learn to say and/or write Merry Christmas in French (Joyeaux Noel)

Play games from various France—French Christmas:Concentra-tion and soccer

Student textbook ,My America and My World pages 81-85

Teacher’s guide, My America and My world. pages T74-T80 (Unit 2, Lessons 28,29

Sullivan, Teacher Created Materials, Inc.: Christmas Activities Around the World


Osborn, Susan Titus; Children Around the World Celebrate Christmas

Matthew 28:19,20

Encourage interest in missions by learning about other countries.Ezekiel 39:21God’s glory is displayed throughout the nations.






1st Grade - 24


First Grade

Unit 16 France, Germany, Switzerland, Italy con’t (2)4 days InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment



Salt, flour, cater, bowl, oven, acrylic paints.

White, green, and yellow construc-tion paper, tree and wooden shoe templates, scissors, paints or makers, yarn, glue and tape

1st Grade - 25


First Grade Unit 17 Israel, Egypt, Saudi Arabia2 days InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explore food, weather, cultures, animals, alphabet of Israel and Egypt

Identify famous people, events from these countries

Compare and contrast Christmas customs in the United States with these countries.

Define the geography of the globe, including continents, oceans, and locations of Israel and Egypt

Recognize the Israel and Egypt are both countries we study in the Bible

Learn to say and/or write foreign words including Merry Christmas. In Arabic it is “Miladun Said” (mee-lah-dooon say-yeed)


Eat figs or a fig Newton cookie—representing Israel.

Make a scroll

Write words in Hebrew on the scroll

Look at pictures from the Holy Land


Teacher’s guide pages T80-T83 Unit 2 Lesson 30


Fig newton cookies

Pictures, books and souvenirs from these countries

Long strips of paper, dowel rods, glue

Matthew 28:19,20

Encourage interest in missions by learning about other countries.Ezekiel 39:21 God’s glory is displayed throughout the nations.Israel as God’s chosen nation






Unit 18 India, China1 day Instructional Student Instructional Biblical Assessment

1st Grade - 26


First Grade Objectives Activities Resources Integration

Explore food, weather, cultures, animals, alphabet of India and China

Identify famous people, events from these countries

Compare and contrast Christmas customs in the United States


Make a paper lantern represent-ting Chinese Christmas tradition.

Learn to say and/or write foreign words including Merry Christmas




Teacher’s guide pages T64-T90

Sullivan, Teacher Created Mater ials, Inc.: Christmas Activities Around the World


Craft supplies: Construc-tionpaper, glue, paints, tinsel, clay, pipe cleaners, markers


Matthew 18:19, 20

Jesus told us to go into all the world and spread the gospel.

Ezekiel 39:21 God’s glory is displayed throughout the nations.






1st Grade - 27


First Grade

Unit 19 Australia, Guam, American Samoa6 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explore food, weather, cultures, animals, alphabet of countries these

Identify famous people, events in these countries.


Learn to say and/or write foreign words including Australian terms such as lollies, bumpers, a bloke, etc.

Play Pin the Tail on the Kangeroo

Make boomer-angs

Creative writing story: Choose one of the countries and write about what you imagine it would be like to live there.

Make “icypoles” from Australia


Teacher’s guide pages T87-T90 Unit 2, Lesson 32



Unsweetened apple, pineapple and orange juice. Popsicle sticks and molds

Poster-board, “tail”

Cardboard& paints

Matthew 28:19, 20Encourage interest in missions by learning of other countries.

Ezekiel 39:21God’s glory is displayed throughout the nations.






1st Grade - 28


Second Grade

Course Description The second grade Social Studies program is a study of how people and

places change over time with an emphasis on knowing their place in God’s world. This is accomplished through the study of neighborhoods, rules and laws, people’s basic needs, and other cultures around the world.

General Objectives Students will develop a global sensitivity by studying different areas of the

world and how God can use them, in the world. Students are introduced to different places in which people live. During this

unit, the children will learn about simple maps and following directions. Students are introduced to caring for the earth’s natural resources by

conserving and protecting them. (Unit 2: 2 weeks) Students will learn about working together in communities and how this

relates to the use of goods and services. (Unit 3: 2 weeks) Students will discover the beginnings and growth of our country and its

people. They will develop a sense of patriotism while studying our country’s history and government. (Unit 4: 1 week)

Primary Text/Resources People and Places , Scott Foresman, 2005

Time Allotment

30 minutes per day, 5 days per week for one semester

Specialized Activities for this grade

Oral country reports Food tasting from around the world Make butter and breadMake a time capsule to be opened at the end of the year or make a model of a neighborhood

2nd Grade - 1


Second Grade

Unit 1 MapsTime:


StudentActivities


BiblicalIntegration

Assessment

Use map key, key symbols, and cardinal directions to read and draw simple maps. Locate cities, states, and countries on maps. Demon-strate map and globe skills. Use maps and photos to obtain inform-ation. Identify major landforms and bodies of water on a map.

Read Student Text pp. H16-H26. Make a classroom map on the chalkboard. Play “Find the Eraser” w/ the classroom map. Read Student Text pp.16-21, and pp. 30-33. Complete a City Map. Workbook. P. 6 Use transpa-rency #11 “Read a City Map.” Complete “Our State & Country” Map Workbook. P. 8.

Teacher Manual pp. H16-H26 Teacher Manual Unit 1, Lesson 2 p 16-21, and L4 p 30-33 Workbook p 6 Transparen-cy 11 Workbook p 8 Transparen-cy 12 Teacher Manual Unit 2 Lesson 1 p 56-61

God wants us to understand the world and it’s characteristics in order to reach the lost

Matthew 9:36-38

Complete Unit 1 Skills Test Locate a summer vacation spot on the class-room map and tell about your trip.

2nd Grade - 2


Second Grade

Unit 1 Maps continuedTime:


StudentActivities


BiblicalIntegration

Assessment

Use Transparency #12 “The United States” Read Student Text pp.56-61. Complete “Landform” Workbook. Pp. 14,15. Use Transparency #14 Landforms Read Student Text pp. 124-125. Complete “Compass Rose” Workbook. P. 30. Transpa-rency #18 “Compass Rose”

Workbook p 14-15 Transpa-rency 14 Teacher Manual Unit 3 Lesson 3 p124-125 Workbook p 30 Transpa-rency 18

2nd Grade - 3


Second Grade

Unit 2 Places People LiveTime:


StudentActivities


BiblicalIntegration

Assessment

Identify ways people can work together in the class-room and commu-nity by obeying rules and laws. Explain how rules can be made and changed by voting. Compare and contrast rural, urban, and suburban communities.

Read Student Text p 6-13, and p 24-27 Complete “Living in a Neighbor-hood” Workbook p 3 Complete “Comparing Communities” Workbook p 7 Vote for a new classroom or play-ground rule. Field trip idea: visit a farm? Administer Unit 1 Content and Skills Tests.

Teacher’s Manual Unit 1 Lesson 1 p 6-13, and L3 p 24-27 Workbook -p 3 Workbook -p 7 Assess-ment Book Content and Skills Tests p 1-3

Christians should submit to civil authorities, which are ordained by God

I Peter 2:13-17

Complete Unit 1 Content Test Participate in a classroom voting process

2nd Grade - 4


Second Grade

Unit 3 United States History & GovernmentTime:


StudentActivities


BiblicalIntegration

Assessment

Compare and contrast Native American cultures. Analyze the historical significance of the following Outstanding Americans: Columbus, Bradford, Revere, Washington and Franklin. Develop a love for our country by examining its birth and growth.

Read Student Text p195-209 Complete Workbook p 48 & 50 Make a “WigWam (Master 11) Read Student Text p 210-215 Complete Workbook p 52 & 53 Make and laminate a Thanks-giving placemat Read Student Text p 216-221

Big Book Unit 5 Teacher Manual Unit 5 Lesson 1 p 195-209 Workbook p 48 & 50 Master 11 Teacher Manual Unit 5 Lesson 2 p 210-215 Workbook p 52 & 53 Teacher Manual Unit 5 Lesson 3 p 216-221

Because God actively intervenes in and controls the course of events, history serves God’s purposes

Proverbs 21:1, Daniel 4:34,35)

Complete Unit 4 Content Test Make and describe the features of a U.S. flag.

2nd Grade - 5


Second Grade

Unit 3 United States History & Government continuedTime:


StudentActivities


BiblicalIntegration

Assessment

Integrate Storytime using the following books: Pilgrims of Plymouth, The Midnight Ride of Paul Revere,Magic Tree House: Thanksgiving, and Squanto Watch the following Animated Hero Classics: Columbus, Bradford, Washington and Franklin. Complete Workbook p 54 Read Student Text p 222-229 Complete Workbook 56 Read Student Text p 230-235 Complete Workbook p 57 & 58Administer Unit 5 Content and Skills Tests.

Storytime books:Pilgrims of Plymouth, The Midnight Ride of Paul Revere,Magic Tree House: Thanks-giving, and Squanto Workbook p 54 Teacher Manual Unit 5 Lesson 4 p 222-229 Workbook p 56 Teacher Manual Unit 5 Lesson 5 p 230-235 Workbook p 57,58 Assess-ment Book Content and Skills Tests pp. 17-20

2nd Grade - 6


Second Grade

Unit 4 God’s WorldTime:


StudentActivities


BiblicalIntegration

Assessment

Examine the world by hearing country reports. Compare different family heritage and backgrounds. Exhibit cultural awareness of others around us. Experi-ence different world cultures by sharing country report projects.

Read Student Text p 36-41, 186-187, 270-285 Complete world puzzles. Present an Oral Country Report. Create & explain a Country Report project. Memorize Matthew 9:36-38 Read “You Can Change the World” by Jill John-stone Read & discuss “Research Skills” p H10-H15 Complete “World Map” Workbook p 9

Teacher Manual Unit 5 Lesson 1 p 36-41, 186-187, 270-285 Puzzles “You Can Change the World” by Jill Johnstone (JR317, ECA Library) Teacher Manual Unit 5 Lesson 1 p H10-H15 Workbook p 9

Memorize Matthew 9:36-38.

God wants us to understand the world and it’s people in order to reach the lost

Matthew 9:36-38, Matthew 5:13-16

Give an oral report on a selected country

2nd Grade - 7


Second Grade

Unit 5 The Earth’s Natural ResourcesTime:


StudentActivities


BiblicalIntegration

Assessment

Identify major land forms and bodies of water on a map. Distin-guish between producing and consuming. Trace the development of a product from a natural resource to a finished product. Identify ways to conserve and replenish natural resources.

Read Student Text p 49-53 Complete Vocabulary Workbook p 12 Read Student Text p 68-75 Complete Workbook p 17 Read Student Text p76-81 Complete Workbook p 19 & 20 Read Student Text p 82-89 Complete Workbook p 22 Administer Unit 2 Content and Skills Tests

Teacher Manual p 49-53 Workbook p 12 Teacher Manual p 68-75 Workbook p 17 Teacher Manual p 76-81 Workbook p 19 & 20 Teacher Manual p 82-89 Workbook p 22 Assess-ment Book Content and Skills Tests p 6, and 8

God created the earth and instructed people to take care of it

Gen. 2:15

Complete Unit 2 Content Test Draw a picture illustrating the natural resources

2nd Grade - 8


Second Grade

Unit 6 Chapter 3 Using Goods and Services in a CommunityTime:


StudentActivities


BiblicalIntegration

Assessment

Explain how work provides income to purchase goods and services. Identify people who provide goods and services to our commu-nity. Compare and contrast goods and services. Evaluate the choices people make in spending income on wants and needs .

Read Student Text p 97-146 Visit “Old Chicago.” Make a familiar food from scratch (Ex.: bread & butter). Invite parents to visit & discuss their work. Complete Vocabulary Workbook p 24 Complete “Make a Decision” Workbook p 27 Complete “Business Basics” Workbook p 35

Teacher Manual Unit 5 Lesson 1 p 97-146 Food ingredients & utensils Workbook p 24, 27, 35

God provides for His people and He expects them to make wise decisions using what He has provided

Philippians 4:19, Matthew 6:25-34

Complete Unit 3 Content Test Give a short oral presentation of the items in your lunch, describing where they came from and how they were made.

2nd Grade - 9


Third Grade

In the 3rd grade, the science and social studies units are interchanged. In creating the curriculum, science and social studies are to be separate entities, yet develop together. Students will not only see that science and social studies are separate subjects, yet they are intertwined because God created our lives to be like that.

The science and social studies curriculum guides are one in the same. For each unit, it is written as to which textbook to use. The units are designed to be done in order, yet they may be used at other times of the year if needed

3rd Grade - 1


Third Grade

Course DescriptionAn overview of our land, people, traditions, communities, inventions and inventors, and our government from the Native Americans to present day.

General ObjectivesStudy the variety of cultures that have inhabited the United States and the world. Study the government and how it affects us.Identify characteristics of good citizenship. Examine a Variety of Cultures and their Celebrations.Explore inventions and inventors and see how these inventions have changed our society.

Primary Text/ResourcesCommunities, Scott Foresman, 2005Teacher created packetsClassroom booksSchool library booksInternet

Time Allotment45 minutes per day/5 days per week for 1 semester (units are interchanged with science)

Specialized Activities of this gradeCultural experience days (Indian Day, Christmas Around the World)Field trip to the Capitol and Denver MintWritten reports and packets

3rd Grade - 2


Third Grade

Course Description In the third grade curriculum, the students will learn to appreciate God’s creation by

observing and classifying weather, plants, and animals in their natural realm; and by analyzing and interpreting data about the earth, energy, simple machines, and our solar system.

General Objectives Classify plants and animals Describe life cycles of animals. Identify plant and animal habitats. Measure and identify different forms of matter. Explain the importance and use of force in the movement of objects. Identify simple machine and their uses. Identify what makes up the elements of our solar system. Learn the elements that create weather. Recognize that in an ecosystem the number and types of living things depend on the

resources available.

Primary Text/Resources Science , BJU Press, 2009 Teacher created packets Classroom books and workbooks School library books Internet

Time Allotment 45 minutes per day/5 days per week for 1 semester (units are interchanged with

social studies)

Specialized/Ancillary Activities Field trip to the Cheyenne Mountain Zoo Experiment days in ocean and weather Meteorologist from local TV station visit classes

3rd Grade - 3


Third Grade

Unit 1 Cold Blooded Animals3 Weeks


StudentActivities


BiblicalIntegration

Assessment

Differen-tiate between vertebrates and inverte-brates Define warm and cold-blooded animals Identify common characteris-tics of fish Describe how slime and scales are helpful and useful to fish Infer how a cold-blooded animal depends on the temperature of its environment Research and report on a fish that lives in the ocean.

Read Science 3 pp. 1-4 Cold Blooded Animals Student Activity Manual (SAM) p.1 Read Science 3 pp. 5-9, Inverte-brates, Vertebrates, and Cold Blooded Animals SAM p. 2 Read Science 3 pp. 10-11 Charac-teristics of Fish SAM p. 3-5 Students will research and report on a fish of their choosing, that lives in the ocean -

Science 3 Student Activity Manuals i.e. SAM Ocean Worksheet Packets Library and classroom books about the ocean and animals that live in it Shells and sand Crisco Baggies Water 5 Tubs Cucumbers Paper towels Balloons Clay Salt Mason jars Eggs Empty paper towel/tp tubes – 1 per person

Students will gain a wider appreciation for God’s creation by examining a variety of animals and plants. Genesis 1 God created everything in 7 days in an orderly manner. Genesis 1 God calls humans to take care of the earth and all that is on the earth. Genesis 1 and 2

Fish, amphibian, and reptile written reports Assessment: Chapter 1

3rd Grade - 4


Third Grade

Unit 1 Cold Blooded Animals continued (2)3 Weeks


StudentActivities


BiblicalIntegration

Assessment

Recognize the character-istics of amphibians and reptiles Define metamor-phosis Identify the 3 Stages of an Amphi-bian’s Life Cycle Research and report about a fish, an amphibian and a reptile

Ocean worksheet packets – includes worksheets on grouping, identifying, comparing, and incorporating English, Reading, and Math concepts. Study pictures and books about ocean life – student investigation time. Compari-sons of seashells – student investigation time.

Black construction paper (scrap) Cardboard 11x14 – one per group Liquid glue 2 containers Water Measuring cups Paper towels – 2 types Tongs Animal info folders

3rd Grade - 5


Third Grade

Unit 1 Cold Blooded Animals continued (3)3 WeeksInstructionalObjectives

StudentActivities

StudentActivities

con’t

BiblicalIntegration

Assessment

Read from Science 3 pp. 12-13 Amphi-bians SAM p. 8-13 Read from Science 3 pp. 14-17 Reptiles SAM p. 15-18 Read Science 3 pp. 18-24 – Do Activity on p. 24 Read Science 3 pp. 20-22, discuss Temperature of Lizards SAM pp. 27-28 Chapter Review

Students will research and write a ½ page report on the amphibian and reptile of their choosing. They will also draw pictures of chosen animals on the report covers and include the traits of their selected animal that distinguish it from other animals

3rd Grade - 6


Third Grade

Unit 2 Warm Blooded Animals/Ecosystems3 Weeks


StudentActivities

Instructional Resources

BiblicalIntegration

Assessment

Compare and contrast the traits that animals have. List the factors that all animals need to survive. Describe why animals are important and why they should be protected. Research and report about a bird and a mammal. Define “habitat.” Identify the various habitats of a variety of animals. Classify animals as omnivores, carnivores, or herbivores.

Read Science 3 pp. 23-24 Warm Blooded Animals SAM pp. 29-30 Read from Science 3 pp. 25-27 Birds Make Birdhouse TM A14 Read Science 3 pp. 28-29 SAM pp. 31-32 Study Guide Each student will research and write a ½ page report on a bird of their choosing.

Science 3 Student Activity Manual i.e. (SAM) Dictiona-ries Animal Information Cards Encyclo-pedia Internet Books from the classroom and school library Construc-tion paper Lined paper Colored pencils or markers Sharpies Toiletpaper tubes

Students will gain a wider appreciation for God’s creation by examining a variety of animals and plants. Genesis 1 God created everything in 7 days in an orderly manner. Genesis 1 God calls humans to take care of the earth and all that is on the earth. Genesis 1

Bird and mammal written reports on characteristics, habitats, food & mating

3rd Grade - 7


Third Grade

Unit 2 Warm Blooded Animals/Ecosystems continued (2)3 Weeks


StudentActivities


BiblicalIntegration

Assessment

Identify birds, mammals and humans as warm-blooded animals List four common characteris-tics of birds Explain how camouflage helps protect birds, nests and eggs Identify three characteris-tics of mammals Recognize that man has characteris-tics of a mammal, but is not an animal.

con’tStudents will draw the bird on the report cover and include the traits of their selected bird that distinguish it from the other animals. Read Science 3pp. 30-35 Mammals SAM pp. 33-36 Read Science 3 pp. 36-37 SAM p. 39 Read Science 3 pp. 59-63 Ecosystems SAM pp. 57-58 Read Science 3 pp. 64-67 Eating for Energy SAM pp. 65-66

Wax Paper Peanut Butter Plastic Knives String Hole Punch Birdseed Instruc-tions A-14 TM Vocabu-lary cards – run off on construction paper Zoo Scavenger Hunt Game with animal crackers as prizes

3rd Grade - 8


Third Grade

Unit 2 Warm Blooded Animals/Ecosystems continued (3)3 Weeks


StudentActivities

StudentActivities con’t

StudentActivities con’t

Assessment

Differen-tiate between population and community. Examine the differences between producers, consumers and decomposers. Contrast food chain and a food web. Recognize that ecosystems are always changing. Under-stand that living things depend on resources for life. Learn the zoo vocabulary and incorporate them into the reports and use them at the zoo.

Read Science 3 pp. 68-71 Food Chains and Webs SAM pp. 67-68 Read Science 3 pp. 72-75 Balance in An Ecosystem Science 3 Ecosystem Tag pp. 76-78 Create Vocabulary Cards. Student will match vocabulary word with definition by using a dictionary to look up. Each student will research and write a 1 page report over a zoo mammal.

The students will create a tri-fold cover displaying a hand-drawn picture of the mammal as well as the habitat. Students will also write a poem (acrostic or rhyming) that includes interesting information about the mammal which will be included on the back cover of the report.

Culminate unit with a trip to Cheyenne Mountain Zoo. There students will participate in a scavenger hunt using their vocabulary words.

3rd Grade - 9


Third Grade

Unit 3 History of Communities 6 weeks


StudentActivities


BiblicalIntegration

Assessment

Describe how individuals, events and ideas have changed communities. Conflict and revolution – why people create new communities and the ideas that shape it. Describe the exploration of the Americas by describing the accomplish-ments of Christopher Columbus, Hernando de Soto, Juan Ponce de Leon, Jacques Cartier, Samuel D. Champlain, and Lewis and Clark.

Read Communities pp. 208-213 – Explorers Come to North America. Read Communities pp. 214-223 – A Spanish Community. Read Communities pp. 224-229 – A French Community. Read Communities pp. 230-237 – An English Community. Native American (Northeast, Plains, Southwest, and Northwest communities) worksheet packets.

Commu- nities Social Studies Test Assessment Workbook pages 37-44. Teacher reads to the class: Sign of the Beaver, Paddle to the Sea, and Helen Keller biography Native American Worksheet Packets Library and classroom books about Native Americans, explorers, and scientists 5th graders as buffalos Berries Black permanent marker

Learn and respect all cultures and people created by God. Matthew 28:18-20 Appreciate the differences in cultures and discuss ways to present the Gospel to others and teach them to worship God, not His creation. Matthew 28:18-20 God gives each one of us specific gifts and talents to use so that we can make a difference in the community that we live in. Romans 12:6

Assessment: Chapter 7 & 8 Indian Packet

3rd Grade - 10


Third Grade

Unit 3 History of Communities continued (2)6 weeks


StudentActivities


BiblicalIntegration

Assessment

Explain how the natural environment influenced the way Native Americans dressed, built houses, and obtained food. Identify and use symbols to locate places on maps. Describe how individuals contributed to the expansion or creation of communities. Identify reasons why people formed and how they, such as Pocahontas and Helen Keller, helped change communities.

Field trip to Garden of the Gods – observing the terrain that the Native Americans lived, worked, and traveled through. Native American Experience Day – students dress in a matter conducive to the Native American groups studied. During the day, students will write their buffalo hunt story during journal time and transfer it to their buffalo skin using symbols during center time. Centers shall include at least the following: weaving, sand art, fry bread (SW), bolos, buffalo hunt, stick game, teepees(Plains), longhouses, canoes (NE),

Buffalo “skins” – tan/brown material or trash bags Cornstarch Flour Frying pan Glue Honey Indian symbol sheet Lanyard Leather burning Leather pieces Mallet and stampers Meat trays Oatmeal containers Oil Pans to bake beads Paper bags Paper clips Popsicle sticks Puncher tools Sand (salt with food coloring) Sculpy clay

3rd Grade - 11


Third Grade

Unit 3 History of Communities continued (3)6 weeksInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Describe historical times in terms of years, decades, and centuries. Compare ways people in the local communities and communities around the world meet their needs for communica-tion over time and in the present. Identify scientists and inventors such as Daguerre, McCormick, Edison, Latimer, Eastman, Pasteur, Jenner, Salk, and Elion.

con’t totem poles (NW).Assessment: Chapter 7 Test Assessment Workbook pages 37-40------------------ Read Communities pp. 242-249 – Transporta-tion over Time. Read Communities pp. 250-257 – Communica-tion over Time. Read Communities pp. 258-265 – Inventions over Time. Read Communities pp. 266-273 – Medicine Improves over Time.

Teepee formsTipi & polesWashable markersWire for baking beadsWire for tipiYarn------------------CansString

3rd Grade - 12


Third Grade

Unit 3 History of Communities continued (4)6 weeks


StudentActivities


BiblicalIntegration

Assessment

Write and create an advertise-ment over an invention (new or old) including what it is, who invented, when, and why it was created. Use the advertise-ments to create a timeline of inventions. Make a telephone using cans and string. Field trip to Sinton Dairy.

Assessment: Chapter 8 Test Assessment Workbook pages 41-44.

3rd Grade - 13


Third Grade

Unit 4 People Move From Place to Place2 ½ weeks


StudentActivities


BiblicalIntegration

Assessment

Explain that Americans are a people of diverse ethnic origins, customs, and traditions. Identify characteris-tics of good citizenship such as a belief in responsibility for common good. Identify reasons people form communities. Identify the importance of voting, a civic responsibility. Explain what is meant by the term Great Migration. Use cardinal and intermediate directions and a compass rose to locate places on maps.

Read Communities pp. 74-77 – Moving to a New Community. Read Communities pp. 78-83 – Learning New Customs. Read Communities pp. 84-89 – Where Did They Come From? Read Communities pp. 90-99 – A New Life in America. Prepare and present chapel presentation about Pilgrims/Native Americans. Take chapel presentation to Liberty Heights.

Commu- nities Social Studies Assessment Workbook pages 13-16 Workbook page 21 Open Court Reading Book White grid construction paper Black construction paper Pencils Fine point black Sharpie Colored pencils Scissors Glue Thanks-giving Chapel script, costumes, and Mayflower prop Various CDs of jazz and ragtime music

Develop respect for immigrants and the hardships that they endured to worship God freely. 2 Timothy 4:5 God calls us to show good citizenship by praying for our leaders and living our lives in a way that is reflective of Him. Hebrews 13:17

Assessment: Chapter 3 Explore a chosen invention; find & research an invention. Make an advertisement using relevant information, including why, why, where, and by whom.

3rd Grade - 14


Third Grade

Unit 4 People Move From Place to Place continued (2)2 ½ weeksInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explain the contributions of individual artists enriching the culture of the community.

Read Picasso in Open Court Reading books pages 248-256. Create individual Picasso art. Use maps in the book to find cardinal and intermediate and compass rose. Compare maps in books and classroom. Students will listen to various CDs of jazz and ragtime music. Assess-ment: Chapter 3 test Assessment book pages 13-16

3rd Grade - 15


Third Grade

Unit 5 Weather1 1/2 WeeksInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Learn the elements of weather by exploring and defining temperature, air pressure, water cycle, and storms. Predict future temperature and weather based on previous days and weeks temperatures and air pressure. Describe and explain the water cycle. Define and describe different types of weather instruments. Compare and contrast the different weather (tornadoes, hurricanes, rain, snow) and how each affects the communities.

Read from Science 3 pp. 163-167 Weather SAM pages 131-132 Read from Science 3 pp. 168-171 The Water Cycle – Learn Song – TM A32 SAM pages 133-136 Read from Science 3 pp. 172-175 Wind and Meteorologist SAM pages 137-138 Read from Science 3 pp. 176-177 Weather Watcher SAM page 139 Make Cloud Cards Read from Science 3 pp. 178-180

Science 3 Student Activity Manual i.e.(SAM) Card Stock Weather forecast charts Weather instruments – wind vane, barometer, rain gauge Paper plate Clay Water cycle poster Pencils Index cards Pins Straws Paper clips Tape 2 2-Liter empty soda bottle Tornado tube attachment

The world is created by God and governed by His physical laws (Ps. 135-3:7). God controls all things, including the weather. Job 37:15 God won’t flood the entire earth again, but He does allow natural disasters. Genesis 7-9 In Luke 12 Jesus explained that the clouds and wind were weather clues

Assessment: Chapter 9

3rd Grade - 16


Third Grade

Unit 5 Weather11/2 Weeks


StudentActivities


BiblicalIntegration

Assessment

Guest speaker: Meteorologist from channel 10/11 Weather stations: show a tornado, make a wind vane, make snow, look at various weather instruments, classroom clouds, salt sketch (salt & water colors), snow scene (aluminum foil & white construction paper) SAM pages 141-144 Study Guide and Review

Assessment: Chapter 9 Test

Water Snow (powder) – get from School Crossing Salt Water colors White construction paper Aluminum foil Scissors GlueSocial Studies Assessment Workbook pages 17-20 Internet – Bookmarked web pages Various books and resources from classroom and libraries

3rd Grade - 17


Third Grade

Unit 6 Celebrations 1 ½ weeks


StudentActivities


BiblicalIntegration

Assessment

Explain the significance of selected ethnic and/or cultural celebrations. Identify factors that make the local community unique. Compare and contrast Christmas celebrations from around the world. Discuss family traditions and celebrations that we have. Compare and contrast family and community celebrations.

Read Communities pp. 104-113 – Celebrating Cultures. Read Communities pp. 114-119 – Celebrating a Community’s Past. Read Communities pp. 120-125 – Celebrations Across Our Nation. Use the Internet, books, and other resources to learn about another country’s Christmas celebration. Prepare a food from that country to be shared with the 3rd grade classes.

Commu- nities Social Studies Assessment Workbook pages 17-20 Internet – Bookmarked web pages Various books and resources from classroom and libraries

God sent His Son to the earth to save us from our sin. John 3:16 We need to share the real meaning of Christmas. Luke 2 and Matthew 28:18-20

Assessment: Chapter 4 Create poster showing country’s Christmas traditions Make food from that country to share with the class

3rd Grade - 18


Third Grade

Unit 6 Celebrations continued (2)1 ½ weeks


StudentActivities


BiblicalIntegration

Assessment

Discuss the purpose of various celebrations and holidays. Identify, research, and present foods and customs from a country of their choice about Christmas celebrations.

Create a poster showing a country’s Christmas celebration including food, customs, dress, decorations, etc.


3rd Grade - 19


Third Grade

Unit 7 Measuring Matter2 Weeks


StudentActivities


BiblicalIntegration

Assessment

Define matter and mass. Explain the difference between mass and volume Identify physical properties of matter. Identify 3 states of matter Recognize that matter can change states Explain what causes matter to change from one state to another Differen-tiate between evaporation and condensation Identify tools by which length, mass, volume, and temperature is measured.

Read Science 3 pp. 81-83 Matter SAM pages 71-72 Observe a crayon; size, shape, & smell Crayon Art – melt shavings of crayons between two pieces of wax paper. After cooling, glue construction paper strips around the wax paper. Hang in window for all to see. Read from Science 3 pp. 84-87 Measuring Mass SAM pages 73-74 Read Science 3 pp. 88-91 States of Matter – Experiment with apple, bowl & cup

Science 3 Student Activity Manual i.e.(SAM) Crayons Wax paper – cut into 4”x4” squares Iron Pencil sharpeners Construc-tion paper – cut into 5”x2” strips for framing. Glue Paper towels – place on top of wax paper then iron over Hard surface to iron on Balance 2 paper clips Set of gram masses C battery New crayon New pencil Nail

The world is God’s created world governed by His physical laws (Psalm 135:3-7).

Although many things change, God does not change (Psalm 102:25-27


3rd Grade - 20


Third Grade

Unit 7 Measuring Matter continued (2)2 Weeks


StudentActivities


BiblicalIntegration

Assessment

Identify different forms of water Differen-tiate between a physical change and a chemical change Observe that a mixture is a physical change

SAM pages 75-78 Read Science 3 pp. 92-93 Do Frozen Treat Activity Read Science 3 pp. 94-99 Changes in States – Melting Chocolate Activity, Frozen water balloon experiment Read Science 3 pp. 100-104 Changes in Matter SAM pages 81-84


2 cylinders 2 rubber balls Measuring cups Apple Bowls Cup Spoons Plastic zip baggies quart size Gallon size baggie Milk Sugar Vanilla Ice cubes Salt Chocolate Molds Slow cooker Balloons

3rd Grade - 21


Third Grade

Unit 8 Governments, Presidents, and Money6 Weeks


StudentActivities


BiblicalIntegration

Assessment

Describe the importance and meaning of the Pledge of Allegiance. Analyze the contributions of specific communities to the formation of the U.S., its heritage, and its traditions. Identify how people formed communities to gain security and to live under fair laws. Explain the importance of the Magna Carta, the Mayflower Compact, the Declaration of Indepen-dence, the Constitution, and the Bill of Rights.

Read Communities pp. 349-355 – Unit 6 Introduction Read Communities pp. 356-361 – The Past Governments Read Communities pp. 362-371 – US Government. Read Communities pp. 372-375 – Here & There Read Communities pp. 376-379 – Being a Good Citizen Assess-ment: Chapter 11 Test Assessment Workbook pages 61-64.

Communi- ties Social Studies Assessment Workbook pages 61-64, 65-68------------------ Internet – bookmarked web pages Various books and resources from classroom and libraries Individual Information Folders Presiden-tial Report Format Masters (Forms for taking notes) Paper Pencils Report covers

The Bible tells us to pray for and obey our government leaders (Hebrews 13). Matthew says that we need to pay our taxes (Matthew 22:16-18). We need to use what is given to us wisely. Luke 16:33 and Hebrews 13:5 We need to give back to God through tithing because He has given us all things (Lev. 27).

Assessment: Chapter 11 Research paper about a chosen president. Include introduction, birth & early life, First Lady, events in the world during presidency, accomplish-ments as president and conclusion. Report will be written & given orally with student dressed like their president or first lady. Grades will be given in both areas. Assessment: Chapter 9 Personal budget

3rd Grade - 22


Third Grade

Unit 8 Governments, Presidents, and Money con’t (2)6 Weeks


StudentActivities


BiblicalIntegration

Assessment

Compare and contrast the architecture of ancient Greece and Rome to that of Washington D.C. Identify characteristics of good citizenship and historic figures that have exemplified good citizenship. Identify important acts of civic responsibility such as obeying laws and voting. Explain why government is important in the school and classroom. Identify services provided by local governments.

Read Communities pp. 383-387 –Community Services. Read Communities pp. 388-389 – Map & Globe Skills; and read pp. 388-395 Community Leaders. Read Communities pp. 396-401 –Citizen Heroes & State Government. Read Communities pp. 402-403 – Meet Jimmy Carter. Assess-ment: Chapter 12 Test Assessment Workbook pages 65-68.------------------ Choose a President

President Costumes (from school or costume shop or home)------------------ Social Studies: CommunitiesSocial Studies Assessment Workbook pages 49-52

3rd Grade - 23


Third Grade



StudentActivities


BiblicalIntegration

Assessment

Explain how local government services are financed. Use latitude and longitude to locate places on a globe. Identify the basic structures of the local, state, and national government. Identify the different government officials and how they are chosen. Under-stand the difference between making laws, carrying out laws, and determining if laws have been violated and how the violation of the laws have consequences

Gather information about particular President Take notes on Presidential Report Format Masters (from teacher) Write rough draft of report Write final draft of report Draw a picture of chosen President for cover Find a costume for oral report depicting President or First Lady Be prepared to give oral report

3rd Grade - 24


Third Grade



StudentActivities


BiblicalIntegration

Assessment

Note: Presidential Reports – completed during Reading time from 3rd week of January (after Martin Luther King, Jr. Day) until the Presidents’ Day week. Done concurrently with Social Studies Chapters 9, 11, & 12

Presidential Parade around school – dress up as President/First Lady and go around school introducing self and telling 1 fact about President------------------- Read Communities pp. 281-287 – Introduction to Chapter 9. Read Communities pp. 288-295 – Earning, Spending, and Saving. Read Communities pp. 296-303 – History of Money and Choosing Wisely

3rd Grade - 25


Third Grade



StudentActivities


BiblicalIntegration

Assessment

Identify the U.S. Presidents. Research, write, and do an oral report over a self-selected President. Information required, but not limited to: Introduction (includes interesting facts about President), Birth and Early Life, The First Lady, Events in the World When He Was President, Accomplish-ments as President, Conclusion (includes date of death, burial information, monument/library), and biography of student author.

Read Communities pp.306-311 – A Community Business. Read Communities pp. 312-313 –Meet Madam CJ Walker. Create personal budget (using allowance, gifts, extra jobs, etc).


Culminate unit with a field trip to the State Capitol and Denver Mint.

3rd Grade - 26


Third Grade



StudentActivities


BiblicalIntegration

Assessment

Learn how to use the Internet and various research materials to locate information. Decipher information and write in own language important facts. Organize notes to write a final report. ------------------

3rd Grade - 27


Third Grade



StudentActivities


BiblicalIntegration

Assessment

Identify ways of earning, spending, and saving money. Analyze a simple budget that allocates money for spending and saving. Explain the difference between needs and wants. Explain how people make choices goods and services. Explain how supply and demand affect the price of a good or a service.

3rd Grade - 28


Third Grade

Unit 9 Solar System21/2 Weeks


StudentActivities


BiblicalIntegration

Assessment

Recognize that objects in the sky have patterns of motion Identify the sun as a star Explain what makes up our solar system Name, in order, the planets that orbit the sun Define what a planet is Recognize Earth as the only planet with liquid water and an atmosphere that allows life Identify varying cha-racteristics of each planet

Read Science 3 pp. 181-185 Solar System – Demonstrate the Earth’s Rotation & Orbit SAM pages 145-147 Teach 1st verse of Planet Song TM A34 Read Science 3 pp. 186-189 Inner Planets – Show and display distances from Sun to Each Planet TM –188 SAM pages 149-152 Planet Song Vs. 2 Read Science 3 pp. 190-195 Outer Planets Planet Song – All Verses TM A-34

Science 3 Student Activity Manual i.e.(SAM) 2 small balls Large ball Masking tape Bead Marble Small marble Basketball Soccer ball Soft ball Yarn Labels – Each planet name Meter stick Card stock Planet bars TM A-35 1 per student Glue sticks

Recognize that the heavens declare the glory of God Psalm 19:1 In the beginning God created the heavens and the earth. Gen 1:1 In the vast universe each person is important to God Psalm 40:5 Several constellations and star clusters are mentioned in the bible see Job 9:9, 38:31 and 26:13

Create model of solar system Assessment: Chapter 10

3rd Grade - 29


Third Grade

Unit 9 Solar System continued (2)21/2 Weeks


StudentActivities


BiblicalIntegration

Assessment

Describe what an asteroid is and identify where most are found Describe what an Astronomer does Recognize that a constellation is a group of stars Identify what a telescope does

SAM pages 153-154 Read Science 3 pp. 196-197 – Create Solar Mobile SAM pages 155-157 Read Science 3 pp. 198-199 Make Constellations on Navy blue paper using gold and silver star stickers. Give constellation a Name SAM pages 159-160 Study Guide Read Science 3 p. 200 and complete Chapter Review in SAM Pages 161-162

Assessment:Test Chapter 10

Scissors Hole punch 14 pieces of string Gold and silver stick on stars Navy construction paper

3rd Grade - 30


Third Grade

Unit 10 Energy in Motion2 Weeks


StudentActivities


BiblicalIntegration

Assessment

Define and identify examples of force and simple machines Identify friction, gravity, and magnetism Explain how weight relates to gravity Define motion Identify when work is done Recognize simple machines and explain how they make work easier Define energy and identify examples of energy

Read Science 3 pp. 125-129 Force – Pantomime Forces SAM pages 101-102 Read Science 3 pp. 130-131 Friction Do Friction Activity SAM pages 103-104 Read Science 3 pp. 132-133 Motion – Play Kickball as a class SAM pages 105-106 Read Science 3 pp. 134-137 Work – Simple Machines – Do Work Charades

Science 3 Student Activity Book i.e.(SAM) Meter stick Kick ball Examples of each (suggestions): force (scissors), simple machine (hand held fan), lever (a long stick), fulcrum (a smaller rock), effort (force – push from person), load (what is moved by the machine), wheel & axle (steering wheel, door knob), gear (bicycle), inclined plane (screw, ramp), wedge (door stop), screw, pulley (flag pole, window blinds), compound machine (pencil sharpener).

God’s creation is complete – man is given animals and plants for food (Genesis 1:28-29). God blesses us with His creation and the beauty that surrounds us. Isaiah 40:8

Assessment: Chapter 7 The student will create a simple machine at home out of everyday objects. Must be assessed as a simple machine.

3rd Grade - 31


Third Grade

Unit 10 Energy in Motion continued (2)2 Weeks


StudentActivities


BiblicalIntegration

Assessment

SAM pages 107-110 Read Science 3 pp. 138-141 Energy SAM pages 111-114 Read Science 3 pp. 142 – SAM pages 115-116

Assessment:Test Chapter 10

Jack-in-the-Box Dump truck

Assessment Chapter 7 Test

3rd Grade - 32


Third Grade

Unit 11 Flowers and Plants 21/2 Weeks


StudentActivities


BiblicalIntegration

Assessment

Recognize that a plant makes its own food Describe what each part of the plant is and does Define and describe Photosynthe-sis Differen-tiate whether a flower has monocot or dicot seeds Identify a variety of flowers that grow in Colorado.Prepare an individual report on a flower found in Colorado.

Read Science 3 pp. 43-45 Plants SAM page 44 – show experiment using a carnation and colored water Read Science 3 pp. 46-49 Making Food – Learn Photosynthe-sis Song SAM pages 45-48 Read Science 3 pp. 50-51 Measurement SAM pages 49-50 Read Science 3 pp. 52-53 A Time to Grow - Plant seeds in 2 separate cups – one in the sun the other in the shade and document how they grow SAM pages 51-52

Science 3 Student Activity Book i.e.(SAM) Food coloring Container – Vase Water White Carnation Metric Ruler 2 small cups per student Seeds Silk flowers Construc-tion paper Colored pencils Pencil Black marker Notebook paper Internet Books about Colorado flowers Flower Informational Folders

God’s creation is complete – man is given animals and plants for food (Genesis 1:28-29). God blesses us with His creation and the beauty that surrounds us. Isaiah 40:8

Flower Report: Research a native Colorado flower finding out type of leaves (monocot/dicot), perennial/annual, as well as a variety of other information. This will be presented orally. Flower identification quiz.

3rd Grade - 33


Third Grade

Unit 11 Flowers and Plants continued (2)21/2 Weeks


StudentActivities


BiblicalIntegration

Assessment

Choose a Colorado flower, research about the flower, write a short essay, draw the flower, and present report to class Read Science 3 pp. 54-57 Uses of Plants

SAM pages 53-56 Study and Review Guide

Assessment :

Written & Oral Report on Chosen Flower

Unit 12 Community Environments

3rd Grade - 34


Third Grade 2 Weeks


StudentActivities


BiblicalIntegration

Assessment

Identify communities in five regions in the United States. Compare how people in different communities adapt to and modify the physical environment. Explain how climate affects people living in different communities. Explain the significance of individual artists and their examples of cultural heritages to communities around the world.

Read together Communities pp. 140-147 – What is Your Community’s Environment? Read together Communities pp. 148-155 – Living in Different Climates, Communities pp. 156-157 – Meet Maria Martinez. Read together Communities pp. 160-165 – Communities and Its Resources. Read together Communities pp. 166-167 – Recycling. Assess-ment: Chapter 5 Test Assessment Workbook pages 25-28.Field Trip to Manitou Cliff Dwellings (include painting pots)

Commu- nities: Social Studies Chapter 5 Assessment Workbook pages 25-28

God’s word tells us to care for the land He created. Genesis 1 and 2 We need to respect all cultures because they were created by God. I Peter 2:17

Assessment: Chapter 5 Focus on Mexico: test on Spanish words using an in-class Scavenger Hunt, matching vocabulary words with meanings, on cards placed around the room.

3rd Grade - 35


Third Grade

Unit 12 Community Environments continued (2)2 WeeksInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Describe ways that people can conserve resources. Identify actions individuals and groups can take to improve the community.

3rd Grade - 36


Fourth Grade

Course Description The fourth grade Social Studies program spends one quarter of the year

studying the history of Colorado. This is done through the study of maps, packets, field trips and videos. Another quarter is devoted to the study of the regions of the U.S. and the early history and formation of the government of the United States.

General Objectives Acquaint students to their state by using field trips, maps, videos and packets Familiarize students with the regions of the U.S. Understand God’s purpose and plan in the lives of people who settled in

America

Primary Text/Resources A Rendezvous with Colorado History , Sterling Ties Publications, 1999 Regions, Scott Foresman, 2003 Maps

Time Allotment

45 minutes per day/5 days per week, for 1 semester


Bent’s Fort field trip 4 Mile Historical Park Art projects

o Billboard advertising Coloradoo Hairstreak Butterflyo Southwest art with watercoloro Farm scene

State report State brochure

4th Grade - 1


Fourth Grade

Unit 1 Colorado 1 Symbols of Colorado 1 week InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify various symbols of Colorado

Research and present information about a symbol of Colorado

Describe the Colorado state flag

Explain how symbols are chosen

Create a seal to represent students’ family (Art)

Create a seal to represent the class

Symbols of Colorado Vocabu-lary Matching

Make Colorado Hairstreak Butterfly (Art)

Split students into groups and report to class on one of Colorado’s symbols

Cornell Note Taking

Symbols of Colorado

Assess-ment:

Symbols of Colorado Chapter Test

Symbols of Colorado Vocabulary Matching

A Rendez-vous with Colorado History Chapter 1

Throughout the history of the church God has given symbols and tokens to represent his covenants to his people. It is not out of the ordinary, then, to continue the use of symbols by which people can associate themselves.

Genesis 9:12Exodus 3:12II Thessalonians 1:5

Chapter Tests

Workbook vocabulary pages

Maps of Colorado

Research and present information on one of Colorado’s state symbols.

Make a picture/model of the symbol.

Act out an interview with a famous person from Colorado.

Chapter Challenge Activities

Unit 1 Colorado 2 Geography of Colorado

4th Grade - 2


Fourth Grade 1 week InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Label the states that border Colorado

List and describe various landforms of Colorado

Identify the lowest and highest elevation in Colorado

Create a map showing major rivers of Colorado

Locate cities and points of interest using a map

On an outline map, have students mark the major highways, major landforms, rivers, and special places of interest in Colorado

Give each student a Colorado road map. Have them try to locate cities and points of interest using the grid lines on the map

Cornell Note Taking

Geography of Colorado

Fill in “Can You Name Colorado’s Neighbors” page

Assessment: Maps Geography of

Colorado Chapter Test

A Rendez- vous with Colorado History Chapter 2

Map of Colorado

We should praise God for forming the Earth.

Psalm 90:1-2

Chapter Tests


Maps of Colorado


Make a picture

/model of the symbol.



4th Grade - 3


Fourth Grade

Unit 1 Colorado 5 Exploration of Colorado 1 week


StudentActivities


BiblicalIntegration

Assessment

Examine the lives of Zebulon PikeStephen LongJohn FremontJohn Gunnison

Identify and locate the Louisiana Territory

Explain the advantages and disadvantages of the Cimarron Cut-Off

As a whole class, take a map of Colorado. Put a green mark every place you know that Pike saw when he was in Colorado. Place a blue mark for Long, a red mark for Gunnison, and a brown mark for Freemont

Cornell Note Taking Exploration of Colorado

Exploration Matching page and/or Crossword

Assessment: Exploration

of Colorado Chapter Test

Matching Page and/or Crossword


Map of Colorado

God’s plan in the settlement of Colorado

Ephesians 2:7

Chapter Tests


Maps of Colorado





4th Grade - 4


Fourth Grade

Unit 1 Colorado 6 Fur Trappers and Traders 1 week InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Define who a mountain man was and what he did.

Describe a cache.

Identify one of the first forts in Colorado which was a good stopping point along the Santa Fe Trail.

Field trip to Bents Fort

Add Forts to outline map in Chapter 2

In groups have students make a diorama of a fort.

Vocabulary Matching

Cornell Note Taking Fur Trappers and Traders

Assessment: Outline Map Vocabulary

Matching Fur Trappers

and Traders Chapter Test


Outline map of Colorado

I Timothy 6:8

Chapter Tests


Maps of Colorado





4th Grade - 5


Fourth Grade

Unit 1 Colorado 8 Gold 1 week InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explain how Denver got its name

Name three ways miners did placer mining

Explain how hydraulic mining was done

Examine what effect the discovery of gold had on Colorado becoming a state

Identify and explain the use of various mining tools

Field trip to Mining Museum

Vocabulary Matching

Challenge Activity Chapter 8

Cornell Note Taking – Gold

Assessment: Vocabulary

Matching Challenge

Activity Gold

Chapter Test


The earth is the Lord’s and everything in it, including natural resources.

Psalm 24:1

Deuteronomy 8:9 Haggai 2:8

Chapter Tests


Maps of Colorado





4th Grade - 6


Fourth Grade

Unit 1 Colorado 9 War 1 week InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify two reasons the Indian wars happen-ed

Explain the role that Black Kettle and John Chiving-ton had in the Sand Creek Massacre

Explain what is a reserva-tion and what it’s purpose is

War Vocabulary Matching

War Crossword

Cornell Note Taking War

Assessment: War

Vocabulary Matching

War Crossword

War Chapter Test

A Rende- vous with Colorado History Chapter 9

Chronicles 11: 4

Matthew 24: 6-8

Chapter Tests


Maps of Colorado


Make a picture

/model of the symbol.



4th Grade - 7


Fourth Grade

Unit 1 Colorado 10 Territory to Statehood 1 week


StudentActivities


BiblicalIntegration

Assessment

Describe the steps to become a state

Explain how Colorado got it’s name

Describe the early transportation and communi-cation of Colorado

Identify the year Colorado became a state and why it is called the “Centennial State”

Territory to Statehood Vocabulary Matching

Cornell Note Taking

Territory to Statehood

Challenge Activity Chapter 10

Assessment: Challenge

Activity Chapter 10

Test


Numbers 34:1-12

Chapter Tests


Maps of Colorado





4th Grade - 8


Fourth Grade

Unit 1 Colorado 11 Industries of Colorado 1 week InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Name three minerals still mined in Colorado today

Explain advantages and disadvan-tages of company towns for miners

Name three crops grown in Colorado

Describe a union and why they were formed

Explain the purpose of the Homestead Act

Identify five things that tourists like to do pr places they like to visit in Colorado

Industries Vocabulary Matching

Chapter 11 Crossword

Cornell Note Taking Industries

Have students design and draw a billboard to advertise Colorado. (Lang. & Art)

Assessment:

Vocabulary Matching

Crossword

Chapter 11 Test


Job 28:1- 11

Chapter Tests


Maps of Colorado





4th Grade - 9


Fourth Grade

Unit 1 Colorado 12 Famous People in Colorado 1 week


StudentActivities


BiblicalIntegration

Assessment

Identify a famous Colora-doan and explain their life

Crossword Cornell Note

Taking Famous People in Colorado

Have student in pairs report on a famous person from Colorado

Assessment Written and

oral report Chapter 12

Test


Library Books

Matthew 5:16

Chapter Tests


Maps of Colorado





4th Grade - 10


Fourth Grade

Unit 2 U.S. Regions 1 Living in the United States Two Weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify the five major regions of the United States

Explain the difference between regional and state boundaries

Explain the difference between climate and weather

Summarize the relationship between supply and demand

Explain what it means for regions to be economi-cally interdepen-dent

Describe what globalization is and why countries of the world depend on one another

Map the five major regions of the United States

Student Workbook pages 2,6,16,19

TE pgs. 20 (Lang.)

Poem about Climate

TE pg. 28 (Drama)

“I am the (Region)” speech

Make a bulletin board matching climate words to pictures

Assess-ment

Chapter 1 Test

Chapter 3 Test

Student Workbook pages

Map of Regions

Teachers edition

Chapter 1 (pages 1-35) and Chapter 3 (pages 64-89).

Student Workbook

United States outline map

Assess-ment Work-book.

Numbers 34:1-12Psalm 90:1-2

Chapter Tests Workbook

vocabulary pages

Maps of each of the five regions, and a U.S. map with all five regions identified.

Recite states and capitals for each region.

A written state report on the student’s choice of a state.

Oral presentation of the state report.

A parade float (a shoebox) designed by the student to represent the state.

4th Grade - 11


Fourth Grade

Unit 2 U.S. Regions 2 Midwest One Week InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify and describe major land forms of the Midwest region of the United States

Describe the climate of the Midwest

Identify ways in which resources of the Midwest are used

Name the states in the Midwest region and their capitols

Explain why the Midwest is an important agriculture region

Student Workbook pages 53,54

TE Leveled Practice

Pg. 233 Easy & On-level

Draw a farm scene (ART) encourage them to include landforms, crops and climate

Assess-ment

Workbook pages

Chapter 8 Test

TE pg. 223-249

Chapter 8 Pictures as

example of Midwest

Student Workbook

Assess-ment Workbook

Genesis 1:11-12Genesis 2:15Genesis 3:23


vocabulary pages






4th Grade - 12


Fourth Grade

Unit 2 U.S. Regions 3 Northeast Two Weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify and describe major land forms of the Northeast region of the United States

Describe the climate of the Northeast

Identify ways in which resources of the Northeast are used

Name the states in the Northeast region and their capitols

Map three main mountain ranges in the north-eastern part of the Appala-chian Mountains

Student Workbook pages 23, 26, 27, 28, 34, 35

Map landforms, states, and major cities of the NE

Watch Video of Cranberries

Pikes Peak Library

TE pg. 106 Writing about Appalachian Trail (Lang)

TE Leveled Practice- Challenge

Assessment: Student

Workbook pages

Map Chapter 4 &

5 Test

Teachers edition pages 96-156

Student Workbook

Outline map of states of the NE

Assessment Workbook

Genesis 1:20-21


vocabulary pages






4th Grade - 13


Fourth Grade

Unit 2 U.S. Regions 4 Southeast Two Weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify and describe major land forms of the Southeast region of the United States

Describe the climate of the Southeast

Identify ways in which resources of the Southeast are used

Name the states in the Southeast region and their capitols

Identify two causes of the Civil War and explain it’s effects on the Southeast

Student Workbook pages 39, 41, 43, 47.

TE pg. 181 Leveled Practice – Report on one crop of the SE

TE pgs. 195 Leveled

Practice – Easy

Assessment Student

Workbook pages

Chapter 6 test

Teachers edition Chapter 6p 166-183;Chapter 7 p 194-206;Lessons 2 & 3

Student Workbook

Assessment Workbook

2 Chronicles 11:1-4


vocabulary pages






4th Grade - 14


Fourth Grade

Unit 2 U.S. Regions 5 Southwest One Weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify and describe major land forms of the Southwest region of the United States

Describe the climate of the Southwest

Identify ways in which resources of the Southwest are used

Name the states in the Southwest region and their capitols

Describe how the technology of the Southwest has impacted the United States

Cactus Art (Art curr.) Student

workbook pages 69, 72, 73

TE page 301 Leveled Practice – Easy Examples of Erosion


test Student

Workbook pages

TE Regions Chapter 10 pages 298-321

Student Workbook

Assessment Workbook

Deuteronomy 8:15

Chapter Tests







4th Grade - 15


Fourth Grade

Unit 2 U.S. Regions 6 West One Week InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify and describe major land forms of the West region of the United States

Describe the climate of the West

Identify ways in which re-sources of the West are used

Name the states in the West region and their capitols

Explain and illustrate how the rain shadow works

Student Workbook pages 85, 88, 89

Curriculum connection – How Lava Flows (Science)

TE leveled Practice – Easy (Art)


test Student

workbook pages

TE Chapter 12

Pages 360-391

Student Workbook

Assessment Workbook

Haggai 2:8Leviticus 19:23-25Acts 4:24

Chapter Tests







4th Grade - 16


Fifth Grade

Course Description The fifth grade Social Studies program is designed to present and study the

exploration, colonization, founding and establishment of our country and its government, and the historical development of our country through the 22nd century.

General Objectives Identify the common symbols that represent our country; explain how our

country’s population varies and identify the ideals Americans share; identify the makeup of our government and recognize the rights and responsibilities of Americans.

Identify how the contributions of several early European explorers lead to the early colonization of the Americas; determine the effects of exploration on native people; explain the impact of the explorers’ varied experiences in America and how those experiences lead to England and Spain’s early settlements.

Describe life for the settlers in the English colonies; identify the cause of conflicts over land among the British, French, and Native Americans; analyze the major effects of the French and Indians War.

Identify the major events that lead to the conflict between England and the American colonists; analyze the causes and effects of events (i.e. The Boston Tea Party) leading to the American Revolution; identify the effects and results of the first battles of the Revolutionary War; analyze the effects of the Second Continental Congress and the Declaration of Independence; recognize the major events that lead to an American victory and the end of the American Revolution.

Understand the weaknesses of the American Government following the American Revolution; describe the process and decisions made to strengthen the government; demonstrate an understanding of the government created by the U.S. Constitution; explain why and how the United States expanded westward; describe major events and the results of the War of 1812.

Explain the political changes in the United States in the 1820’s and the effects of those changes on Native Americans; explain the effects of the Industrial Revolution; describe the western and southern expansion of the United States.

Recognize the differences and conflicts between the North and the South that led to the Civil War; describe the reality of slavery before and during the Civil War; identify the different stages, effects, and the results of the Civil War.

Analyze the developments in industry and invention that helped connect the eastern United States with the western United States; describe several reasons why immigrants came to the United States and what they encountered upon arriving to settle in a new country.

Become familiar with significant historical events of the 20th and 21st centuries.

5th Grade - 1


Fifth Grade Primary Text/Resources The United States , Scott Foresman, 2005

Time Allotment 45 minutes per day/5 days per week for 1 semester


Colonial Day Revolutionary War Unit Experience Days

o “No Taxation without Representation!”o “Capture King George’s Crown and the Declaration of Independence”

Revolutionary War game Annual three-day trip to Santa Fe and Taos, New Mexico, to study and

experience the history and culture of this part of our country.

5th Grade - 2


Fifth Grade

Unit 1 Overview: American People, American Land10 DaysInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 1: Explain why “E Pluribus Unum” is a good motto for the United States. Explain that the United States has a diverse population. Analyze how immigration has helped make the United States more diverse. Explain the importance of the Pledge of Allegiance.

Discuss first two questions in student packet Read history text-book pages 6-7—Out of Many, One; complete discussion questions from teacher’s manual as pages are read. Complete Out of Many, One questions in student packet.

The United States student textbook American People, American Land supplemental student packet Globe

God is the supreme ruler, controlling nations and rulers. Romans 13:1 “For there is no authority except from God; and the authorities that exist are appointed by God.

Overview Test

Non-traditional Assessments: Overview packet

5th Grade - 3


Fifth Grade

Unit 1 Overview: American People, American Land con’t (2)10 DaysInstructionalObjectives

Student Activities

Student Activities

con’t

BiblicalIntegration

Assessment

After discussing significance of The Great Seal of the United States, have students create their own seal following the instructions in the student packet. Read history textbook pages 8-9—Our Varied Population; complete discussion questions from teacher’s manual as pages are read.

Complete Our Varied Population questions in student packet.

Read history textbook pages 10-11—Where We Came From and One Nation; complete discussion questions from teacher’s manual as pages are read.

Complete Where We Came From and One Nation questions in student packet.

5th Grade - 4


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 2: Describe

the difference between a direct democracy and a republic. Identify the

rights and responsibilities of Americans. Explain the

importance of the words “We the people of the United States” in the Constitution.

Identify and discuss specific people who have been elected to lead our country and what they do for us. Read history textbook pages 14-15—Government by the People; complete discussion questions from teacher’s manual as pages are read. Complete Life in a Republic questions in student packet.

The United States student textbook American People, American Land supplemental student packet

Assessment: Overview Test Review Overview Test

Governments and government officials are to be respected for their positions and obeyed. Titus 3:1 “Remind them to be subject to rulers and authorities, to obey, to be ready for every good work.” Believers are responsible to pay their share for the support of the government. Romans 13:6-8 “For because of this you also pay taxes, for they are God’s ministers… Render therefore to all their dues… Owe no man anything except to love one another.”

5th Grade - 5


Fifth Grade


Student Activities


BiblicalIntegration

Assessment

Read history textbook pages 16-17—The Role of Citizens and We the People; complete discussion questions from teacher’s manual as pages are read. Complete The Role of Citizens and We the People questions in student packet.

Believers must pray for their leaders. I Timothy 2:1-2 “Therefore I exhort first… supplications, prayers, intercessions, and giving of thanks, be made for all men; for kings and all who are in authority, that we may lead a quiet and peaceable life in all godliness and reverence.

5th Grade - 6


Fifth Grade

Unit 2 Connections Across Continents14 Days Chapter 4: Spain Builds an Empire Chapter 5: The Struggle to Found ColoniesInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 4.1: Explain the purpose of Columbus’s voyages to the Americas and describe his first encounters with the Taino. Define the Columbian Exchange and explain its causes and effects. Explain the impact of Columbus’s voyage on the Americas.

Read history text-book pages 134-138—The Voyages of Columbus; complete discussion questions from teacher’s manual as pages are read Create Explorer Chart to be used throughout the unit. Write information about Columbus and Vespucci on chart.

The United States student textbook Materials to create Explorer Chart:-large white -construction paper

-ruler-pencil-markers

God directs people to spread the gospel. Matthew 28:18b-20 “All authority in heaven and on earth has been given to me. Therefore go ad make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.”

Chapters 4 and 5 Tests

Non-traditional Assessments: Workbook pages 36, 37, 38, 39, 40, 42, 43, 44, 46, and 47 Explorer Chart

5th Grade - 7


Fifth Grade

Unit 2 Connections Across Continents con’t (2)14 Days Chapter 4: Spain Builds an Empire Chapter 5: The Struggle to Found ColoniesInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 4.2: Describe the factors that enabled Cortes to defeat the Aztecs. Explain the changes the Spanish brought to New Spain. List the sequence of the Spanish conquests in the Americas after Cortes’s defeat of the Aztecs.

Read history text-book pages 134-138—The Voyages of Columbus; complete discussion questions from teacher’s manual as pages are read. Create Explorer Chart to be used throughout the unit. Write information about Columbus and Vespucci on chart.

The United States student textbook Explorer Chart

5th Grade - 8


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 4.3: Summarize the sequence of events involved in Spain’s search for gold in North America in the early to middle 1500s. Describe the structure of society in New Spain. Determine the effects of the Spanish conquests on native peoples. Explain the points of view of Spanish landowners regarding slavery.

Read history text-book pages 146-150—New Life in Spain; complete discussion questions from teacher’s manual as pages are read. Write information about deSoto and Coronado on chart.

The United States student textbook Explorer Chart

Assessment: Chapter 4 Test Review Chapter 4 Test

5th Grade - 9


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 5.1: Explain why the English founded a colony on Roanoke Island. Interpret the reasons for the conflict between Spain and England. Analyze the problems the first Jamestown colonists encountered and how they solved them. Describe the type of government set up by the Virginia Colony.

Read history text-book pages 156-162—Hard Times in Virginia; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 42, Hard Times in Virginia.

The United States student textbook Workbook page 42

True freedom comes through Christ. Galatians 5:1 “It is for freedom that Christ has set us free. Stand firm then, and do not let yourselves be burdened again by the yoke of slavery.”

5th Grade - 10


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 5.2: Evaluate the impact of the search for the Northwest Passage on the establishment of French and Dutch settlements in North America. Explain the factors responsible for the founding and growth of New France and New Amsterdam.

Read history text-book pages 164-167—New European Colonies; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 43, New European Colonies.


5th Grade - 11


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 5.3: Describe the motivations of the Pilgrims in coming to North America. Summarize the difficulties encountered by the Pilgrims and the significance of their Thanksgiving celebration. Explain how the Puritans applied the experiences of earlier English colonists to the growth of Massachu-setts Bay colony.

Read history text-book pages 168-173—The First Colonies; complete discussion questions from teacher’s manual as pages are read. Using supplemental instructions, build mini Mayflower boats.

The United States student textbook Supplemental instructions for Mayflower boat Materials for boats:-brown construction paper-scissors-glue/tape-stirring straw-construction paper for flag

5th Grade - 12


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 5.4: Compare and contrast the geography of the New England, Middle, and Southern Colonies. Summarize the impact of religion on the founding of the New England Colonies. Explain how events in England affected the founding of the Middle and Southern Colonies. Outline the similarities and differences of the settlers in each region.

Read history text-book pages 176-182—The 13 English Colonies; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 46, The 13 English Colonies, and page 47, Vocabulary Review.

The United States student textbook Workbook pages 46 and 47Assessment: Chapter 5 Test Review Chapter 5 Test

5th Grade - 13


Fifth Grade

Unit 3 Colonial Life in North America8 Days Chapter 6: Life in the English Colonies Chapter 7: The Fight for a Continent InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 6.1: Analyze the advantages and disadvantages of working as an apprentice. Identify the main products of each colonial region. Describe a common triangular trade route. Compare the different types of jobs available to colonists.

Read history text-book pages 202-207—Working and Trading; complete discussion questions from teacher’s manual as pages are read. Complete supplementary packet pages.

The United States student textbook Colonial Unit Supplementary Packet

God plans the history of the nations; He has purpose in what He does. Zephaniah 3:20 “At that time I will gather you; at that time I will bring you home. I will give you honor and praise among all the peoples of the earth when I restore your fortunes before your very eyes.”


Non-traditional Assessments: Workbook pages 51, 53, 54, 55, 56, 58, 59, 61, and 62 Colonial Packet Participation in Colonial Day Essay question on Chapter 6 Test

5th Grade - 14


Fifth Grade

Unit 3 Colonial Life in North America con’t (2)8 Days Chapter 6: Life in the English Colonies Chapter 7: The Fight for a Continent InstructionalObjectives

Student Activities


BiblicalIntegration

Assessment

Lesson 6.2: Describe some of Benjamin Franklin’s important contributions to the colonies. Analyze the design of New England towns. Identify the types of crops raised on plantations. Compare and contrast life in cities, towns, and farms.

Read history text-book pages 210-214—Cities, Towns and Farms; complete discussion questions from teacher’s manual as pages are read. Complete supplementary packet pages.

The United States student textbook Colonial Unit Supplementary Packet

5th Grade - 15


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 6.3: Explain what it was like to attend school in the colonies. Describe some examples of colonial literature and newspapers. Analyze the causes of religious diversity in the colonies. Identify foods that were popular in the colonies.

Read history text-book pages 216-220—Everyday Life in the Colonies; complete discussion questions from teacher’s manual as pages are read. Complete supplemen-tary packet pages.

The United States student textbook Colonial Unit Supplemen-tary Packet

5th Grade - 16


Fifth Grade


Student Activities


BiblicalIntegration

Assessment

Lesson 6.4: Compare slavery in different regions of the colonies. Describe skills that enslaved people brought to the colonies. Explain how enslaved Africans were able to keep their traditions alive. Analyze ways in which people resisted slavery.

Read history text-book pages 224-227—Slavery in the Colonies; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 55, A Weak Government, and page 56, Vocabulary Review.

Colonial Day: Students have opportunity to experience Colonial life through crafts, activities, lunch, and games.

The United States student textbook Workbook pages 55 and 56


5th Grade - 17


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 7.1: Explain Spain’s reason for wanting a colony in Florida. Describe the early Spanish colonies in New Mexico. Analyze the causes and effects of the Pueblo revolt.

Read history text-book pages 232-236—The Spanish Move North; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 58, The Spanish Move North.


Unit 3 Colonial Life in North America con’t (6)8 Days Chapter 6: Life in the English Colonies

5th Grade - 18


Fifth Grade Chapter 7: The Fight for a Continent InstructionalObjectives

Student Activities


BiblicalIntegration

Assessment

Lesson 7.2: Identify ways in which French settlers learned from Native Americans. Analyze reasons the French explored the Mississippi River. Explain how La Salle’s explorations led to the expansion of New France. Relate the location of New Orleans to its success as a port city.

Read history text-book pages 240-243—French Explore the Mississipi; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 59, French Explore the Mississippi.

The United States student textbookWorkbook page 59

5th Grade - 19


Fifth Grade


Student Activities


BiblicalIntegration

Assessment

Lesson 7.3: Identify the cause of conflicts over land among the British, French, and Native Americans. Describe the beginning of the French and Indian War. Explain how the British were able to win the French and Indian War. Analyze the major effects of the French and Indian War.

Read history text-book pages 246-251—The French and Indian War; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 61, The French and Indian War, and page 62, Vocabulary Review.



5th Grade - 20


Fifth Grade

Unit 4 The American Revolution 16 Days Chapter 8: The Road to War Chapter 9: Winning the Revolution InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 8.1: Identify the causes of the Stamp Act and the Townshend Acts. Identify the contributions of significant individuals during the revolutionary period, including the Sons of Liberty and the Daughters of Liberty. Explain how British taxes lead to greater cooperation among the colonists. Evaluate the effect of colonists’ protests.

Divide students into two groups of British soldiers and Patriots. Allow students to create a flag for their side and arrange their desks on their side of the classroom. Read history text-book pages 268-273—Trouble Over Taxes; complete discussion questions from teacher’s manual as pages are read. Explain how colonists will be taxed by the British for all classroom items designated with a red star. Complete workbook page 66, Trouble Over Taxes.

The United States student textbook Workbook page 66 Paper for students to create flags Red stars Scholar dollars

God at times has had a specific hand in warfare, giving directions, insuring victory, causing others to recognize Him. Joshua 23:9-10 “The Lord has driven out before you great and powerful nations; to this day no one has been able to withstand you. One of you routs a thousand, because the Lord you God fights for you, just as he promised.”


Non-traditional Assessments: Workbook pages 66, 67, 69, 70, 72, 73, 74, and 76 Participation in Revolutionary War Unit activities Experience Journal

5th Grade - 21


Fifth Grade

Unit 4 The American Revolution con’t (2)16 Days Chapter 8: The Road to War Chapter 9: Winning the Revolution InstructionalObjectives

Student Activities


BiblicalIntegration

Assessment

Lesson 8.2: Analyze the causes and effects of events prior to the American Revolution, such as the Boston Tea Party. Identify the goal of the Committee of Correspon-dence. Explain the Intolerable Acts. Identify events and causes in Boston and their effects on the relationship between the colonies and Britain. Differen-tiate between the political ideas of Patriots and Loyalists.

Read history text-book pages 276-282—The Colonists Rebel; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 67, The Colonists Rebel.


5th Grade - 22


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 8.3: Identify the effects of the first battles of the American Revolution. Identify the contributions of significant individuals during the revolutionary period, including Paul Revere. Identify and describe key events in the American Revolution, including the battles of Lexington, Concord, and Bunker Hill. Analyze and interpret maps to explain historical events.

Read history text-book pages 286-291—The Revolution Begins; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 69, The Revolution Begins, and page 70, Vocabulary Review.



5th Grade - 23


Fifth Grade


Student Activities


BiblicalIntegration

Assessment

Lesson 9.1: Describe the decisions made by the Second Continental Congress. Evaluate the impact of Thomas Paine’s Common Sense. Analyze the main argument in the Declaration of Independence. Explain why signing the Declaration of Independence was a dangerous act.

Read history text-book pages 296-300—Declaring Independence; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 72, Declaring Independence.


5th Grade - 24


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 9.2: Explain how Washington was able to force the British from Boston. Analyze the causes and effects of American victories at Trenton and Saratoga. Summarize the contributions of African American Patriots. Describe ways in which women helped support the American Revolution.

Read history text-book pages 302-308—Patriots at War; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 73, Patriots at War.



5th Grade - 25


Fifth Grade


Student Activities


BiblicalIntegration

Assessment

Lesson 9.3: Explain how other nations helped the Continental Army. Compare the contributions of patriot heroes such as Francis Marion, George Rogers Clark, and John Paul Jones. Describe how Washington was able to trap the British at Yorktown. Analyze the significance of the American victory at Yorktown.

Read history text-book pages 314-319—The World Turned Upside Down; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 74, The World Turned Upside Down, and page 76, Vocabulary Review. Play “Capture the Flag” with British playing against Patriots.

The United States student textbook Workbook pages 74 and 76 Flag football flags (for game) Paper crown and Declaration of Independence (for game)

5th Grade - 26


Fifth Grade

Unit 5 Life in a New Nation14 Days Chapter 10: Forming a New Government Chapter 11: The Young United States InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 10.1: List the main goals in the Articles of Confederation. Identify the weaknesses of the Articles of Confederation. Describe the causes of Shays’ Rebellion. Explain the purpose of the Northwest Ordinance.

Read history text-book pages 338-343—A Weak Government; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 80, A Weak Government.


Human government was established by God as a means of controlling sinful man. Romans 13:1 “Everyone must submit himself to the governing authorities for there is no authority except that which God has established.”

Chapters 10 and 11 TestsNon-traditional Assessments: Workbook pages 80, 81, 82, 84, 86, 87, 89, and 90 Three Branches of Government Matchbook Packet

5th Grade - 27


Fifth Grade

Unit 5 Life in a New Nation con’t (2)14 Days Chapter 10: Forming a New Government Chapter 11: The Young United States InstructionalObjectives

Student Activities


BiblicalIntegration

Assessment

Lesson 10.2: Identify the purpose of the Continental Convention. Compare the competing plans for the Constitution. Describe the Great Compromise. List the goals of the Constitution.

Read history text-book pages 344-350—Debate in Philadelphia; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 81, Debate in Philadelphia. Make and complete “Three Branches of Government” Matchbook Book

The United States student textbook Workbook page 81 Materials for “Three Branches of Government” Book:-red and blue construction paper-cut red and blue construction paper-booklet names and pictures

The actions of believers, even few in number, can change the direction of government. Daniel 6:10,25-28-Daniel refused to cease praying to God when King Darius so decreed. God delivered Daniel from the lions; Darius proclaimed Daniel’s God as the eternal God to be worshipped.

5th Grade - 28


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 10.3: Compare the views of Federalists with those of Antifederalists. Describe the Bill of Rights. Describe the government created by the Constitution.

Read history text-book pages 352-355—Ratifying the Constitution; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 82, Ratifying the Constitution, and page 84, Vocabulary Review.



5th Grade - 29


Fifth Grade


Student Activities


BiblicalIntegration

Assessment

Lesson 11.1: Describe how President Washington organized the Executive Branch around the Cabinet. Explain how political parties emerged in the American government systems. Describe how the location and design of the nation’s capital was decided upon.

Read history text-book pages 362-366—Washington as President; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 86, Washington as President.


5th Grade - 30


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 11.2 Explain why and how the United States expanded westward. Describe the Louisiana Purchase, and tell what effect it had on the nation. Identify reasons for and findings of the Lewis and Clark Expedition.

Read history text-book pages 370-376—Jefferson Looks West; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 87, Jefferson Looks West.


5th Grade - 31


Fifth Grade


Student Activities


BiblicalIntegration

Assessment

Lesson 11.3: Identify reasons why the United States went to war a second time with Britian. Describe the main battles and the outcome of the War of 1812. Explain how and why “The Star-Spangled Banner” was written.

Read history text-book pages 380-384—Another War with Britain; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 89, Another War with Britain, and page 90, Vocabulary Review.



5th Grade - 32


Fifth Grade

Unit 6 A Growing Nation12 Days Chapter 12: Times of Change Chapter 13: People Moving West and South InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 12.1 Describe the goal of the Monroe Doctrine. Explain how the United States changed politically in the 1820s. Describe the causes and effects of the Indian Removal Act of 1830.

Read history text-book pages 402-406—The United States Turns Fifty; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 94, The United States Turns Fifty.


Problems and obstacles we face can teach us to trust in the Lord. Proverbs 3:5-6 “Trust in the Lord with all your heart and lean not on your own understanding; in all your ways, acknowledge him, and he will make your paths straight.”


Non-traditional Assessments: Workbook pages 94, 95, 97, 99, 101, 102, 103, and 105 Note-taking Skills Essay questions on tests

5th Grade - 33


Fifth Grade

Unit 6 A Growing Nation con’t (2)12 Days Chapter 12: Times of Change Chapter 13: People Moving West and South InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 12.2 Explain how the Industrial Revolution changed the ways goods were made. Describe how new inventions led to increased production of both manufactured and farm goods. Identify ways in which transportation changed in the United States in the early and middle 1800s.

Read history text-book pages 408-413—A New Kind of Revolution; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 95, A New Kind of Revolution.


5th Grade - 34


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 12.3: Describe the historical movements that influenced the development of the United States. Identify and analyze groups in the United States that have influenced patterns of national behavior. Describe characteristics of groups that have influenced the early development of the United States. Explain how groups, such as unions and political parties, have influenced the development of the United States.

Read history text-book pages 416-420—The Struggle for Reforms; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 97, The Struggle for Reforms, and page 99, Vocabulary Review.

The United States student textbook The United States student textbook Workbook pages 97 and 99


5th Grade - 35


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 13.1 Explain what brought settlers into the new southern frontier. Explain how the United States gained land from Mexico. Evaluate the reasons why United States settlers in Texas wanted independence from Mexico. Analyze the viewpoints of people in the United States who opposed annexation of Texas and who supported it. Relate the events that led to a United States victory in the Mexican War.

Read history text-book pages 430-436—Settling the South and Texas; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 101, Settling South and Texas.


5th Grade - 36


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 13.2 Analyze the different reasons people moved west. Describe life on the Oregon Trail. Identify the main trails leading west. Explain the events that led to Mormons moving west.

Read history text-book pages 438-441—Trails to the West; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 102, Trails to the West.

The United States student textbook Workbook pages 102

5th Grade - 37


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 13.3 Identify the effects of the California gold rush on the population and development of California. Identify routes used by people to travel to California. Describe the successes, failures, and hardships of California’s gold miners. Describe how the gold rush increased the size and diversity of the California population.

Read history text-book pages 442-445—The Golden States; complete discussion questions from teacher’s manual as pages are read.Complete Workbook page 103, The Golden State, and page 105, Vocabulary Review.



5th Grade - 38


Fifth Grade

Unit 7 War Divides the Nation16 Days Chapter 14: A Divided Nation Chapter 15: War and ReconstructionInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 14.1 Describe

the differences between the economies and populations of the North and South. Identify the

role that slavery played in the South in the mid-1800s. Explain

how and why views about slavery differed in the North and South.

Read history text-book pages 464-467—North and South Grow Apart; complete discussion questions from teacher’s manual as pages are read. Complete

Workbook page 109, North and South Grow Apart.

The United States student textbook Workbook

page 109

True freedom comes through Christ. Galatians 5:1 “It is for freedom that Christ has set us free. Stand firm then, and do not let yourselves be burdened again by the yoke of slavery.”

Chapter 14 Test Review

Chapter 14 Test


Chapter 15 Test

5th Grade - 39


Fifth Grade

Unit 7 War Divides the Nation con’t (2)16 Days Chapter 14: A Divided Nation Chapter 15: War and ReconstructionInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 14.2 Identify ways African Americans resisted slavery. Describe rebellions of African Americans against slavery. Explain how the Underground Railroad was used to free enslaved people. Describe the lives of free African Americans in the North and South.

Read history text-book pages 470-474—Resisting Slavery; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 111, Resisting Slavery.


God is interested in all nations and in all the people from those nations. John 3:16 “For God so loved the world that He gave His one and only Son, that whoever believes in Him shall not perish but have eternal life.”

5th Grade - 40


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 14.3 Describe the causes and effects of the Missouri Compromise and the Compromise of 1850. Explain the causes of violence in Kansas in 1854. Draw conclusions about how Dred Scott and John Brown affected the split between the North and the South. Compare the views on slavery of Abraham Lincoln and Stephen Douglas.

Read history text-book pages 476-482—The Struggle Over Slavery; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 112, The Struggle Over Slavery.


5th Grade - 41


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 14.4 Describe the reasons why Southern states seceded from the Union. Identify the immediate cause of the start of the Civil War. Describe the goals the North and the South hoped to achieve by fighting the Civil War.

Read history text-book pages 484-487—The First Shots are Fired; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 113, The First Shots are Fired, and page 114, Vocabulary Review.



5th Grade - 42


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 15.1: Identify the resources of the North and the South. Compare the strategies of the North and South in the Civil War. Describe the battles in the Civil War. Explain how new military technology affected the way the war was fought.

Read history text-book pages 492-496—The Early Stages of the War; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 116, The Early Stages of the War.


5th Grade - 43


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 15.2 Compare and contrast life for Northern and Southern soldiers. Analyze the effect of the Emancipation Proclamation on African Americans. Describe the contributions of African American soldiers to the Union war effort.Identify the different ways women contributed to the war effort in the North and South.

Read history text-book pages 498-503—Life During the War; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 117, Life During the War.


5th Grade - 44


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 15.3 Describe the events of the Battle of Gettysburg. Analyze President Lincoln’s Civil War goals as expressed in the Gettysburg Address. Identify the location and results of the major battles of the Civil War. Explain the reasons for the use of total war and its consequences.

Read history text-book pages 506-511—How the North Won; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 118, How the North Won.


5th Grade - 45


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 15.4 Explain why Congress disagreed with Johnson’s plan for the Reconstruc-tion. Analyze the effect of the Reconstruc-tion Acts. Evaluate the impact of the Thirteenth, Fourteenth, and Fifteenth Amendments. Describe life for African Americans after the Reconstruc-tions.

Read history text-book pages 516-521—The End of Slavery; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 120, The End of Slavery, and page 121, Vocabulary Review.


Assessment Chapter 15 Test Review Chapter 15 Test

5th Grade - 46


Fifth Grade

Unit 8 Expansion and Change12 Days Chapter 16: Crossing the Continent Chapter 17: Industry and ImmigrationInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 16.1 Analyze the developments that helped link the East and the West. Explain why the telegraph replaced the Pony Express. Describe the difficulties faced in building the transcontinental railroad. Predict how the transcontinental railroad might change the United States.

Read history text-book pages 538-541—Rails Across the Nation; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 125, Rails Across the Nation


Genesis 1:28 “Be fruitful and increase in number; fill the earth and subdue it.”


Chapter 15 Test


Chapter 17 Test

5th Grade - 47


Fifth Grade

Unit 8 Expansion and Change con’t (2)12 Days Chapter 16: Crossing the Continent Chapter 17: Industry and ImmigrationInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 16.2 Explain how the Homestead Act worked. Describe the hardships of farming on the Great Plains. Analyze the reasons why different groups came to the Great Plains. Evaluate the causes of the rise and fall of cattle drives.

Read history text-book pages 546-552—Farmers and Cowboys; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 128, Farmers and Cowboys.


5th Grade - 48


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 16.3: Describe the ways that transcontinental railroads, farmers, and ranchers changed the Great Plains. Evaluate the reaction of Plains Indians to changes on the Great Plains. Compare the struggles of the Lakota and the Nez Perce in the 1870s. Explain ways in which Native Americans are keeping their traditions alive today.

Read history text-book pages 554-557—War in the West; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 129, War in the West, and page 130, Vocabulary Review.



Whatever good things we have are gifts from God. I Timothy 6:17-18 “Command those who are rich in this present world not to be arrogant nor to put their hope in wealth, which is so uncertain, but to put their hope in God, who richly provides us with everything for our enjoyment. Command them to do good, to be rich in good deeds, and to be generous and willing to share.”

5th Grade - 49


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 17.1 Identify important inventions of Alexander Graham Bell and Thomas Edison. Explain the significance of the Bessemer steel-making process. Evaluate the accomplish-ments of Andrew Carnegie. Describe the rise of the oil industry in the United States. Explain how industry changed the American way of life.

Read history text-book pages 562-567—Inventions and Big Business; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 132, Inventions and Big Business.


5th Grade - 50


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 17.2 Describe several reasons why immigrants came to the United States. Identify the hardships immigrants faced in American cities. Explain the reasons labor unions were formed. Analyze the accomplish-ments of labor unions in the United States.

Read history text-book pages 568-574—New Americans; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 133, New Americans.


5th Grade - 51


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 17.3 Evaluate the American decision to purchase Alaska. Explain how the United States acquired Hawaii. Describe the events leading up to the Spanish-American War. Analyze the effects of the Spanish-American War.

Read history text-book pages 578-582—Expansion Overseas; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 134, Expansion Overseas, and page 136, Vocabulary Review.



5th Grade - 52


Fifth Grade

Unit 9 The United States and the World16 Days Chapter 18: Becoming a World Power Chapter 19: Into the Twenty-first CenturyInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 18.1: Define who the muckrakers were and explain what they waned to do. Identify major reforms that Theodore Roosevelt spearheaded as President. Explain how and why the United States built the Panama Canal.

Read history text-book pages 602-605—A Time of Reforms; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 140, A Time of Reform.


God holds believers responsible for fitting into His plan and being his instruments. Ephesians 2:10 “We are God’s workmanship, created in Christ Jesus for good works, which God prepared beforehand that we should walk in them.” God is never taken by surprise; things that happen fit into His plan.


Chapter 18 Test


Chapter 19 Test

5th Grade - 53


Fifth Grade

Unit 9 The United States and the World con’t (2)16 Days Chapter 18: Becoming a World Power Chapter 19: Into the Twenty-first CenturyInstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Lesson 18.2: Describe why and how World War I was fought. Explain the role of the United States in World War I. Explain how and when women got the right to vote. Identify the causes and effects of the Great Migration.

Read history text-book pages 608-614—World War I; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 142, World War I.


God plans the history of the nations; He has purpose in what He does. Zechariah 14-All nations to be gathered to battle in Jerusalem (vs. 2); the Lord to appear and set up His kingdom (vs. 3,9); all nations to worship the King (vs. 16).

5th Grade - 54


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 18.3: Identify the

effects of new industrial developments on the nation’s economy. Describe

major developments in American culture during the 1920s. Explain

how the New Deal was created to respond to the Great Depression. Relate

what life was like in the United States during the Great Depression.

Read history text-book pages 616-622—Times of Plenty, Times of Hardship; complete discussion questions from teacher’s manual as pages are read. Complete

Workbook page 144, Times of Plenty, Times of Hardship

The United States student textbook Workbook

page 144

5th Grade - 55


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 18.4 Identify the causes of World War II. Explain how the United States was drawn into World War II and how it prepared to fight the war. Describe how the Allies won victory in both Europe and Asia. Analyze the costs of World War II.

Read history text-book pages 624-630—World War II; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 145, World War II, and page 146, Vocabulary Review.



5th Grade - 56


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 19.1 Describe the beginning of the Cold War. Analyze the American decision to fight in the Korean War. Explain how Cold War conflicts led to the Cuban Missile Crisis. Evaluate the causes of the arms race.

Read history text-book pages 636-641—A Dangerous World; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 148, A Dangerous World.


5th Grade - 57


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 19.2 Evaluate the importance of Brown v. Board of Education. Explain the major events of the Montgomery bus boycott. Describe the efforts of Martin Luther King, Jr., in the Civil Rights Movement. Identify the goals of the women’s rights movements.

Read history text-book pages 642-648—Struggle for Equal Rights; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 149, Struggle for Equal Rights.


5th Grade - 58


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 19.3 Identify some of the major events of the space race. Analyze major causes and effects of the Vietnam War. Evaluate President Richard Nixon’s trips to China and the Soviet Union. Describe the level of Cold War tensions at the beginning of the 1980s.

Read history text-book pages 650-655—The Cold War Continues; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 150, The Cold War Continues


5th Grade - 59


Fifth Grade


StudentActivities


BiblicalIntegration

Assessment

Lesson 19.4 Describe how relations between the United States and the Soviet Union changed during the 1980s. Explain how the Cold War ended. Identify key post-Cold War events, including the Persian Gulf War, the Clinton impeachment, the rise of the Internet, and the struggle against terrorism. Evaluate a variety of questions about the future of the United States.

Read history text-book pages 658-665—Looking Toward the Future; complete discussion questions from teacher’s manual as pages are read. Complete Workbook page 152, Looking Toward the Future, and page 153, Vocabulary Review.



5th Grade - 60


Sixth Grade

Course Description The sixth grade Social Studies is structured to provide the student with an

overview of past civilizations and their development, including eastern Asia, Africa, South America and the Middle East.

General Objectives Understand the unfolding of God’s plan in the growth of civilization. Understand God’s plan in history is the same yesterday, today, and forever. Appreciate past and developing civilization’s traditions and cultures. Identify countries and their various geographical aspects. Extract and comprehend important facts from texts. Answer historical essay questions, correctly and completely. Comprehend terms needed for understanding World History in high school.

Primary Text/Resources

The World , Scott Foresman, 2005 Social Studies activity and assessment workbooks, Scott Foresman International guest speakers

Time Allotment

25 minutes per day, 5 days per week


Medieval banquet Design medieval shields and castles Country research paper and display board International banquet

6th Grade - 1


Sixth Grade

Unit 1 Chapter 11 Byzantine Empire and Ancient Arabia 2 weeks


StudentActivities


BiblicalIntegration

Assessment

Identify the geography of the Byzantine Empire. Describe how the physical geography and climate of the Byzantine Empire affected how people lived. Explain the significance of Constantinople to the Byzantine Empire.

Participate in trade game. Interpret fine art Read or listen to sections from textbook Locate Byzantium on map Participate in open discussions Answer questions on worksheets Define vocabulary words Work with partners Demonstrate supporting sentences in essays

Scott Foresman, Social Studies: The World. Text Book- p 313-343 Scott Foresman, Social Studies: The World. Workbook p 77-83 (Optional use of ALL) Scott Foresman, Social Studies: The World. Social Studies Plus! Wall Map Assessment Book p 57-60

Deuteronomy 1:1-4:2- God wants us to know history I Corinthians 10:11- God expects us to learn from knowledge of history. Nehemiah 9:6- God is responsible for the contour of the earth. Zephaniah 3:8- God plans the history of nations; He has purpose in what He does.

Conventional written tests including essays Designing shields with oral reports Designing & building castles Participation in medieval banquet Note Taking Worksheets

6th Grade - 2


Sixth Grade

Unit 1 Chapter 11 Byzantine Empire and Ancient Arabia con’t (2) 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Tell how Constan-tinople became a center of trade. Define icons and identify their role in the split of the Christian church Explain why Justinian built the Hagia Sophia in part to maintain close ties with the church

Create paper mosaics Listen to “Islamic Visitor” Read line graphs Take chapter test

Colored pieces of paper, cut in various small mosaic shapes Scott Foresman Posters 9 and 10Scott Foresman, Audio CD series

6th Grade - 3


Sixth Grade

Unit 1 Chapter 11 Byzantine Empire and Ancient Arabia con’t (3) Time: 2 weeks


StudentActivities


BiblicalIntegration

Assessment

List the major beliefs and roots of Islam. Summarize the significance of the Quran and it’s affects the daily lives of Muslims Describe how and why non-Muslims were treated in the Islamic world. Interpret line graphs

6th Grade - 4


Sixth Grade Unit 2 Chapters 12, 4 Asian Empires and Ancient China 3 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify the rise and fall of the Mogul Empire. Describe the variety of cultures of Asia. List and describe some of the major contribu-tions made by the medieval Chinese dynasties. Explain how the Khmer kingdom was ruled and thrived. Evaluate how Japan’s policy of isolation affected Japanese trade and culture.

Read or listen to sections in textbook Locate Asia and various Asian countries on map Answer questions on worksheets Participate in open discussions Define vocabulary words Work with partners Demonstrate supporting sentences in essays Watch Taj Mahal history video.

Scott Foresman, Social Studies: The World. Text Book- p 344-367, 98-119 Scott Foresman, Social Studies: The World. Workbook p 23-28. 84-90. (Optional use of ALL) Assessment Wall Map White paint/oil pastels and black paper “The Last Samurai” movie

Daniel 4:17- God controls the rise and fall of rulers. Jeremiah 5:15-17- God uses even heathen nations to accom-plish His purposes. Revelation 15:4- All nations will ultimately worship God.

Conventional written tests including essays Designing shields with oral reports Designing & building castles Participation in medieval banquet Note Taking Worksheets Conventional Written Test Including Essays Note Taking Rough Drafts for Country Reports Final Country Report Participation in Country Banquet Oral Report on a Country Including a Board Worksheets

6th Grade - 5


Sixth Grade

Unit 2 Chapters 12, 4 Asian Empires and Ancient China con’t (2) 3 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explain how the Huang River is both benefi-cial and disas-trous to the people. Describe how the geography in China makes it a diverse country. Interpret climo-graphs List and describe some of the major achievements of the Han dynasty.

Create Chinese art. Watch clips from, “The Last Samurai.” Read climographs charts

Taj Mahal history video Scott Foresman, Social Studies: The World. Social Studies Plus!

Genesis 1:27- God created man with the ability to produce and appreciate beauty. Ezekiel 4:1- God gives a variety of artistic abilities. Joshua 24:1-13- God wants us to know history.

6th Grade - 6


Sixth Grade

Unit 2 Chapters 12, 4 Asian Empires and Ancient China con’t (3) 3 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explain how Chinese culture became unified during the Han dynasty. Describe how some inventions made were used to improve daily life in ancient China Outline why Qin Shi Huangdi connected the defensive walls to make the Great Wall. Depict how Confucianism, Daoism, and other ways of thought have influenced Chinese history and culture.

Celebrate a Chinese New Year Design creative projects to show Chinese dynasties. Discuss various eastern Asian beliefs.

Scott Foresman Posters 3, 4, 9 and 10, Scott Foresman, Audio CD series. Japanese and Chinese Art books Chinese New Year information

6th Grade - 7


Sixth Grade

Unit 3 Chapter 13 African Empires 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Describe how the physical geography of Africa is diverse with many physical features. List and locate the major rives in Africa. Explain how gold and trade made the kingdoms and empires of West Africa wealthy.

Read or listen to sections from textbook Locate Africa and various African countries on map Answer questions on worksheets Participate in open discussions Define vocabulary words Work with partners Demonstrate supporting sentences in essays Watch video on African geography Create African tribal masks Take chapter test

Scott Foresman, Social Studies: The World. Text Book- p 368-389. Scott Foresman, Social Studies: The World. Workbook p 91-96. (Optional use of ALL) Assessment Book p 65-68 Wall map Scott Foresman, Social Studies: The World. Social Studies Plus!

Exodus 17:14- God has directed that written records be kept. Psalm 78-God wants us to know history.

Conventional written tests including essays Designing shields with oral reports Designing & building castles Participation in medieval banquet Note Taking Worksheets

6th Grade - 8


Sixth Grade

Unit 3 Chapter 13 African Empires con’t (2) 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Analyze the history and origin of Ethiopia. List and describe goods that were traded in and out of eastern, central, and southern Africa.

Scott Foresman Posters 9 and 10 Various shades of sturdy construction paper and raffia African video on the geogra-phy of Africa Scott Foresman Audio CD series.

Isaiah 45:18- God has a plan He is carrying to completion; history records the progress of that plan. Proverbs 8:15, 16- God controls the rise and fall of rulers. Genesis 12:3- God is interested in all nations and in persons from those nations.

6th Grade - 9


Sixth Grade

Unit 4 Chapter 14 Medieval Europe 6 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify the geogra-phic landforms of Europe. Explain how the different regions of Europe affect how people live and work. Name the contributions of significant individuals such as Charle-magne, during the Middle Ages. Compare and contrast the social divisions during the Middle Ages.

Read or listen to sections from textbook Locate Europe and various European countries on map Answer questions on work-sheets Define vocabulary words Work in groups and with partners Participate in open discussion Demonstrate supporting sentences in essays

Scott Foresman, Social Studies: The World. Text Book- p 390-420. Scott Foresman, Social Studies: The World. Workbook p 97-103. (Optional use of ALL) Assessment Book p 69-72 Wall Map Scott Foresman, Social Studies: The World. Social Studies Plus! Scott Foresman Posters 9 and 10

Acts 10:34,35- God is concerned about all kinds of people, wherever they live and wha-tever their status. Joshua 24:1-13- God wants us to know history.

Convention-al written tests including essays Designing shields with oral reports Designing & building castles Participation in medieval banquet Note Taking Worksheets

6th Grade - 10


Sixth Grade

Unit 4 Chapter 14 Medieval Europe con’t (2) 6 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Apply knowledge of the church system, feudalism, manor system, and guilds through dramati-zation. Explain how they led to the growth of towns and cities. List and explain some of the major events that affected Europe in the late Middle Ages. Discover who issued the call for the Crusades and why.

Make stained glass window art out of paper Act out various systems (Church, feudalism, manor and guilds) during the Middle Ages. Watch “First Knight,” / Viking video

Scott Foresman, Audio CD series. Chapter 14 vocabulary cards, p TR32

I Corinthians 10:11- God expects us to learn from a knowledge of history. Exodus 4:21-23- God is never taken by surprise; things that happen fit into His place.

6th Grade - 11


Sixth Grade

Unit 4 Chapter 14 Medieval Europe continued 6 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Recognize and describe some of the major trade goods that traveled over trade routes, such as the Silk Road in the Middle Ages. Explain what a bubonic plague is and how it affects humans. Interpret a time zone map Illustrate various aspects of a medieval castle, shield and banner

Create medieval shields and banners Design and build models of medieval castles using various mediums. Interpret time zone map Participate in and experience an authentic medieval banquet. Take chapter test

Possible video on Vikings or the Black Plague “First Knight” video, to show various clips of medieval lifestyles Various art mediums; paint, glue, construc-tion/ tissue paper, etc Information concerning proper colors and artwork on shields and banners Information sheets discussing a proper medieval banquet and medieval clothing

6th Grade - 12


Sixth Grade

Unit 5 Chapter 1 Digging up the Past 1 ½ weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Define archaeologist and explain their roles. Describe how historians and archaeolo-gists use artifacts to study the past. Identify who the Clovis people were and how we know about them Explain why we still do not know who the first Americans were. List the characteristics of the different stages of the Stone Age.

Read or listen to sections from textbook Locate areas with early people and artifacts on map Answer questions on worksheets Define vocabulary words Work in groups and with partners Demonstrate supporting sentences in essays Create “cave drawings” on concrete Participate in open discussions Use parallel time lines Sample early peoples food item

Scott Foresman, Social Studies: The World. Text Book- p 1-31. Scott Foresman, Social Studies: The World. Workbook p 1-7. (Optional use of ALL) Assessment Book Pg. 1-4 Wall Map Scott Foresman, Social Studies: The World. Social Studies Plus! Scott Foresman Posters 1 and 2 Scott Foresman, Audio CD series

Luke 1:1-4- God has directed that written records be kept. Deuteronomy 1:1-4:2- God wants us to know history. Leviticus 26: 4-6- God controls His creation-i.e., what we commonly call Nature. Psalm 102: 25, 26- The earth will experience major physical changes.

Conventional Written Test Including Essays 100 Note Cards for Country Research Paper Hieroglyphics Art Note Taking Worksheets

6th Grade - 13


Sixth Grade

Unit 5 Chapter 1 Digging up the Past con’t (2) 1 ½ weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Compile reasons on how the domestication of crops and animals changed the way people lived. Interpret parallel time lines. Describe how complex cultures developed and how landforms and climate influence them.

Use milling stones to experience grinding corn kernels Actively visit a “dig site” (sandbox) and carefully excavate various “artifacts” with archeological tools. Watch various clips of “Indiana Jones” Take chapter test

Bible book p 237-246 Spoons, toothpicks, OLD paint brushes and small “artifact” items Possible movie: “Indiana Jones” to show various clips of archeological aspects Sidewalk chalk Milling stone Corn and yams

6th Grade - 14


Sixth Grade

Unit 6 Chapter 2 Early Civilizations 2 weeks


StudentActivities


BiblicalIntegration

Assessment

Explain how and where Mesopota-mian civilization began and grew. Identify where the Fertile Crescent was and why people settled there. Describe the early agricultural techniques people used in Mesopotamia. Demonstrate Sumerian writing and explain how it changed over time. Define the origin of ancient Israel and its civilizations.

Read or listen to sections from textbook Locate the fertile crescent and surround-ing areas on map Answer questions on worksheets Define vocabulary words Work in groups and with partners Demon-strate supporting sentences in essays Participate in open discus-sions Make personal cuneiform messages with a key

Scott Foresman, Social Studies: The World. Text Book- p 32-65. Scott Foresman, Social Studies: The World. Workbook p 8-14. (Optional use of ALL) Assess-ment Book p 5-8 Wall Map Scott Foresman, Social Studies: The World. Social Studies Plus! Scott Foresman Posters 1 and 2 Scott Foresman, Audio CD series.

I Samuel 7:3-The history of nations is dependent on their responses to God and to His people. Psalm 135:4- God has a special place and future for Israel.


6th Grade - 15


Sixth Grade

Unit 6 Chapter 2 Early Civilizations con’t (2) 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Recognize the origin and significance of Judaism as one of the first monotheistic religions Compare and contrast the Sumerian civilization, the Babylonians, Assyrians, Hebrews, Phoenicians, and Lydians. Recognize differences between Biblical creation and the Epic of Gilgamesh.

Listen to parts of the Epic of GilgameshTake chapter test

Ezekiel 7:27- All nations are responsible to God. Hosea 13:11- God controls the rise and fall of rulers.

6th Grade - 16


Sixth Grade

Unit 7 Chapter 3 Ancient Egypt and Nubia 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Explain how the various aspects of the Nile were both beneficial and disastrous to the Egyptian civilization. List the ways the Egyptians understood and used the Nile to help their civilization thrive and last for thousands of years. Compare maps at different scales. Describe and explain the importance of pharaohs and pyramid building in ancient Egypt.

Read or listen to sections from textbook Locate the Egypt and Nubia on map Answer questions on worksheets Define vocabulary words Work in groups and with partners Demon-strate supporting sentences in essays Participate in open discussions Write messages using Hieroglyphics


Daniel 7- God plans the history of nations; He has purpose in what He does. John 1:12- God deals with individuals as well as with nations. 2 Chronicles 20:6-13- God expects us to learn from a knowledge of history.


6th Grade - 17


Sixth Grade

Unit 7 Chapter 3 Ancient Egypt and Nubia con’t (2) 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Illustrate Egyptian hieroglyphics and explain the similarities and differences between Egyptian and Sumerian culture. Compile reasons why trade was important to Egypt’s economy. Contrast and compare the geography,relationship, and history of Nubia and Egypt.

Create pots and paint hieroglyphics on them Watch the National Geographic video on Pyramids and Mummification Look at and compare maps at different scales Take chapter test

Scott Foresman Audio CD series. National Geographic video on Pyramids Clay or paper Mache’ for pots, paints and paint brushes

Romans 15:4-Written records enable us to know the past and learns from past events.

6th Grade - 18


Sixth Grade

Unit 8 Chapter 5 Ancient India and Persia 1 ½ weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Identify and describe the main physical features in South Asia. Label the main countries located in South Asia. Describe how the climate and weather affected how people farmed and thrived economically.

Read or listen to sections from textbook Locate south Asia and various geographic features on a map Answer questions on worksheets Define vocabulary words Work in groups and with partners Demon-strate supporting sentences in essays Participate in open discussions Present information on south Asian beliefs


John 4:36-38-Believers do not have the same understanding on every point; each is to live as unto God and respect others. Isaiah 40:13-17- God is sovereign; no man or nation can overrule Him. Psalm 78- God wants us to know history.

Conventional Written Test Including Essays Note Taking Rough Drafts for Country Reports Final Country Report Participation in Country Banquet Oral Report on a Country Including a Board Worksheets

6th Grade - 19


Sixth Grade

Unit 8 Chapter 5 Ancient India and Persia con’t (2) 1 ½ weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

List and describe some of the ways the Persian culture influenced Indian culture and civilization. Explain how the Vedas and other literature left by the Aryans affected Indian beliefs. Compare and contrast Hinduism and Buddhism with Christianity.

Have a Hindu or Buddhist “visitor” (teacher) speak about beliefs Create Rangoli artwork using pointillism and Rakhis. Take chapter test

Scott Foresman Audio CD series. Art supplies

2 Kings 17:6-18- God uses even heathen nations to accom-plish His purposes. Zechariah 14- God plans the history of nations; He has purpose in what He does.

6th Grade - 20


Sixth Grade

Unit 9 Chapter 6 Mesoamerican Civilizations 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Describe the location of Meso-america. List and describe the major physical features, crops, climate and landscape of the Mes-american people. Explain how the early people of Meso-america used the natural resources of their environ-ment. Develop skills to read different map projections.

Read or listen to sections from textbook Locate Meso-america on a map Answer questions on worksheets Define vocabulary words Work in groups and with partners Demonstrate supporting sentences in essays Participate in open discussions Look at and discuss various map projections Play a modified version of Ulama

Scott Foresman, Social Studies: The World. Text Book- p 153-183. Scott Foresman, Social Studies: The World. Workbook p 37-43. (Optional use of ALL) Assessment Book p 29-32 Wall Map Scott Foresman, Social Studies: The World. Social Studies Plus!

Genesis 10- God originated nations and languages to keep man scattered. Acts 17:26- All nations are related. Isaiah 30:8-11- Written records enables us to know the past and learn from past events. Philippians 2:9-11- All nations will ultimately worship God.


6th Grade - 21


Sixth Grade

Unit 9 Chapter 6 Mesoamerican Civilizations con’t (2) 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Compare and contrast the Olmec and Mayan civilizations. Identify how the Aztec Empire developed over time and explain why and how the empire fell.

Scott Foresman Posters 5 and 6 Scott Foresman Audio CD series. An orange for map projections

Joshua 24:1-13- God wants us to know history.

6th Grade - 22


Sixth Grade

Unit 10 Chapter 7 The Early Peoples of South America 2 weeks


StudentActivities


BiblicalIntegration

Assessment

List and describe the major physical features of South America. Explain the importance of South American ancient people settled near Lake Titicaca. Describe the diverse landscapes, landforms, and biomes in South America.

Read or listen to sections from textbook Locate South America on a map Answer questions on worksheets Define vocabulary words Work in groups and with partners Demonstrate supporting sentences in essays Participate in open discussions Color map of South America into different geographic regions and biomes

Scott Foresman, Social Studies: The World. Text Book- p 184-205. Scott Foresman, Social Studies: The World. Workbook p 44-49. (Optional use of ALL) Assessment Book p 33-36 Copy of Map on pg. 187 Wall Map Scott Foresman, Social Studies: The World. Social Studies Plus! Scott Foresman Posters 5 and 6

Revelation 1:11, 19- God has directed that written records be kept. Deuteronomy 1:1-4:2- God wants us to know history. Psalm 107- God’s dealings in history show us what He is like. Proverbs 20:28- God controls the rise and fall of rulers.


6th Grade - 23


Sixth Grade

Unit 10 Chapter 7 The Early Peoples of South America con’t (2) 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Compare and contrast the Chavin and Mochica cultures and civilizations. Locate places on a map or globe using latitude and longitude. Name and explain the major achievements and govern-ment of the Inca people. Outline the basic job requirements of an Inca runner and construct a basic quipu.

Use maps to determine latitude and longitude Create a Incan quipu Participate as an Inca runner in a message delivery run.

Scott Foresman Audio CD series. Different colored string Art supplies Possible video, “The Emperor’s New Groove”

James 2:1-9- God is concern-ed about all kinds of people, wherever they live and what-ever their status.

6th Grade - 24


Sixth Grade

Unit 11 Country Report 12-18 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Demonstrate how to write a research paper. Model how to fill out research note cards. Produce a format on how to organize an outline. Describe how to put together a correct bibliography. Point out valuable aspects of writing rough drafts. Exemplify the parts of a final draft of the country report.

Research country topics at the library and find a minimum of five sources Write a bibliography rough draft Read and analyze sources to find sufficient material to fill 100 note cards of restated information

Various books on different countries Encyclopedias Magazines Computers and internet Scott Foresman, Social Studies: The World, p 144-145 A Beka Book, God’s Gift of Language 2nd edition, p 95-119 Librarian

Ecclesiastes 12:9-12- Effective writing demands careful research, documentation, and wise expression. Luke 1:1-4- The use of written materials in teaching makes it possible for learners to review what has been presented in other ways, and to study it more deeply. I Corinthians 14:15-19- We must speak clearly, both in enunciation and in explanation.

Conventional Written Test Including Essays Rough drafts for country reports Final country reports Participation in country banquet Oral report on country including a board Note Taking Worksheets

6th Grade - 25


Sixth Grade

Unit 11 Country Report con’t (2) 12-18 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Compose an outline Use note cards to write rough drafts for entire body of paper Create a final paper with cover, body of information, and pictures. Present oral presentation on country report. Participate in country banquet

6th Grade - 26


Sixth Grade

Unit 12 ACSI :THUMB 1.5- 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Develop a greater understanding of the biblical mandate for missions and how as individuals, they fit into the greater picture of God’s purpose to redeem all nations Explore the concept of ethne (people) as described in the Bible to represent all peoples of the world, thus broadening their understanding of current strategies in missions

Create THUMB drawing to label the 10/40 people groups Watch videos on the five different groups Make a toy charpoy Repeat various Bhili and Hindi phrases Have students try chapati Listen to daily devotions and information

ACSI, Mission Focus “The Dawning of a New Light” ACSI Travel Journal ACSI, Kids Around the World video Chopsticks Copy of map on pg. 75, in teacher kit Copy of prayer request cards on pages 127-128 Elephant pattern for embroil-dery Three different types of bread, each type cut into 100 pieces

Matthew 28:19- Make disciples of all nations. Matthew 4:16- Dawning of a new light. Genesis 12:2-3, Psalm 67:1-2- We are created to be a blessing to the nations. Acts 13:47; Matthew 5:14, 16- Being a light to the world.

Class discussion Test

6th Grade - 27


Sixth Grade

Unit 12 ACSI :THUMB con’t (2) 1.5- 2 weeks InstructionalObjectives

StudentActivities


BiblicalIntegration

Assessment

Simulate the embroidery work done in Rajas-than Make Numkin (refer to binder) Fill in Travel Journal Color people group areas on map

2 Corinthians 4:4- Strongholds, not of God, blinding the minds of unbelievers Psalm 27:1- Christ being our stronghold. Isaiah 58:10- Give of ourselves to others Psalm 96:2-3, I Peter 2:9-Proclaiming the glory to the nations.

6th Grade - 28


Sixth Grade


StudentActivities


BiblicalIntegration

Assessment

Examine their own hearts. Look for areas of prejudice and for barriers that have been created toward people in other cultures. In a spirit of unity and love, begin to develop a heart of compassion and a sense of responsibility and partnership in the expansion of the gospel around the world Examine five individual people groups that represent distinct worldviews

Learn how to use chop-sticks and use them to pull prayer request slips out of bowls Partici-pate in “Sharing Food in a Hungry World” activity on page 137 Act out various roles in Completing the Task of World Evangelization Pray for the five groups of unreached people Take THUMB test

6th Grade - 29


Sixth Grade


StudentActivities


BiblicalIntegration

Assessment

Develop a greater awareness and understanding of the cultural differences of each people group Understand the inherent difficulties associated with reaching unreached people of the world. Understand why traditional methods of presenting the gospel do not work Learn to pray specifically for the needs of individual people groups and for the expansion of the worldwide Christian movement.

6th Grade - 30

Course Description - Evangelical Christian Academy · Web viewIdentify the cause of conflicts...

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Transcript of Course Description - Evangelical Christian Academy · Web viewIdentify the cause of conflicts...