Geography Minilesson.

Lesson Title: The Regions of the United States


Resources Utilized
Map of the of the United States of America
http://www.doe.state.in.us/standards/welcome2.html
http://www.indianastandardsresources.org/index.asp
http://www.enchantedlearning.com/geography/outlinemaps/usa.shtml

Materials Needed:
Map of the United States of America
State cut-outs
Index cards labeled as the four big regions (Midwest, South, West, and Northeast)
Index cards labled as the nine smaller regions (i.e, West North Central, Mountain)
So Many Regions! handout
What is This Region Like? worksheet
Various resource materials on the fifty states


Procedure
1. Explain to students that a region is an area made up of places that have features in common. Tell the students that places near each other will look similar so people might say that these places are part of the same region.

2. Discuss and record on the board the different regions in the local community (i.e. downtown, certain neighborhoods such as Hessville in Hammond).

3. Tell students that like their community, the United States has many different regions.

4. Using the map of the United States of America, point out the different regions.

5. Explain that one place can be in more then one region. Point to Indiana on the map and tell the students Indiana belongs to the Midwest region and the Great Lakes Region.

6. Give students So Many Regions! handout and go over the nine smaller regions of the Untied States.

7. As a class, fill out What is this Region Like worksheet on one of the four big regions.

8. Pair students together to research one of the nine smaller regions and have them fill out What is this Region Like worksheet on their region.

Social Studies Trade Book Lesson

This is a lesson that I developed for the Teaching Social Studies in the Elementary School course that I took in the Fall of 2008.


I chose to use the book John, Paul, George & Ben by Lane Smith. My lesson was geared for use in a third grade classroom. The Indiana Academic Standards that I chose to address in this lesson were:


Social Studies: 3.1.7 Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories.

Language Arts: 3.4.4. Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources).



Part 1 - Exploratory Introduction
Materials Needed: Teacher made KWL chart, markers
Objectives: Connect what we already know to waht we want to know about the historical figures in the book: John Hancock, Paul Revere, George Washington, Ben Franklin, and Thomas Jefferson.
Procedures: Review what we "know" about the following: John Hancock, Paul Revere, George Washington, Ben Franklin, and Thomas Jefferson. Ask what we "want" to know about these people.
Assessment: Not participation of students


Part 2 - Lesson Development
Materials Needed: John, Paul, George, & Ben by Lane Smith.
Objectives: To give students a recollection of why these historical figures are important; Establish a purpose for listening to oral reading of John, Paul, George & Ben
Procedures: Read book to students; point out which parts are facts and which are fiction. Students will make fact or fiction list.
Assessment Lists written individually by students


Part 3 - Expansion
Materials Needed: various reference materials on John Hancock, Paul Revere, George Washington, Ben Franklin, and Thomas Jeffereson; poster boards
Objectives: Students will learn and understand the importance of the historical figures in history.
Procedures: Students will be broken up into five groups. Each group will research one of the five historical figures and create a fact board on the person.
Assessment: "Fact Board" made by each group

Models of Citizenship Lesson

Lesson Title: Models of Citizenship
Grade Level: 3rd
Time: 60 minutes


Objective: The objective of this lesson is to show students the importance of being a good citizen by using examples of historical people and how they were good citizens.

Indiana Academic Standards:
Social Studies:

• 3.2.5. Explain the importance of being a good citizen of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship.
  
  Example: Being respectful, trustworthy, practicing tolerance, and working with others to solve problems.
  

Literacy:

• 3.5.5 Write for different purposes and to a specific audience or person.

Materials Needed

• Minty: A Story of Young Harriet Tubman by Alan Schroeder
• 22 cereal boxes (one per student)
• 44 strips of white paper (two per student)
• 22 half sheets of white paper
• 22 half sheets of red construction paper
• Crayons, markers, glue, scissors
• Models of Citizenship PowerPoint (view at the bottom of entry)
  
• Example Citizenship Box
• Copes of PowerPoint slides about Thomas Jefferson, Harriet Tubman, Helen Keller, Martin Luther King Jr. and community helpers (This is for students to use as a reference while they are making their citizenship boxes)
• Brainstorming poster

Purpose
The purpose of this lesson is for students to gain an understanding of the importance of being a good citizen.


Procedure:

1. Read Minty: A Story of Young Harriet Tubman by Alan Schroeder to the class.
2. Discuss Harriet Tubman and why she was a good citizen. What characteristics did she have that made her a good citizen?
3. Brainstorm as a class various character traits a good citizen would have. Give a few examples of character traits so students get an idea of what you are looking for. List them on the brainstorming poster.
4. Share examples with students of people who were good citizens using the Models of Citizenship PowerPoint. (Individuals discussed in PowerPoint: Thomas Jefferson, Harriet Tubman, Martin Luther King Jr., Helen Keller, and community helpers.) Make sure to keep revisiting brainstorming poster as you go over each person
5. Explain to the students that they will be making citizenship boxes. Show students the example box that is already completed.
6. Go over each direction step individually. Directions will be displayed on a PowerPoint slide. Allow students to work on each step after demonstrating to the class. Directions to give:
   
   • Choose a person (Thomas Jefferson, Harriet Tubman, Helen Keller, Dr. Martin Luther King Jr., or community helpers)
   • Think of two good citizen character traits for the person you chose. Once you choose two, write one on each strip of white paper.
   • On the half sheet of white paper, write why the person you chose was a good citizen and how you can be a good citizen like that person.
   • Color the picture of your person and decorate your character traits. Cut out the picture when you are done coloring.
   • The strips of white paper get glued to the sides of your box. The half sheet is glued to the backside of the box on top of the red construction paper. The picture goes on the front of the box.
     
7. When everyone is done, students can share their citizenship boxes with the class.

Homework: None

Assessment: Students will be assessed based on their response of why the person they chose was good citizen and how they can be a good citizen.








Student Examples: