Little Rock School District
4th Grade
Social Studies
Aligned with Journeys Unit 4 Lesson 18 Week 21
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary
Unit: Mid-West
Essential Questions:
1.
What is unique about the Midwest Region?
2.
What characteristics make this a region?
Guiding Questions:
A.
How do geography, climate and natural resources affect the way people live
and work in this region?
B.
What are the economics of this region?
Social Studies Focus :
Literacy Focus:
Geography of the Midwest
Skill: Understanding Characters
Economics of the Midwest
Strategy: Question
Genre: Realistic Fiction/Informational Text
Writing:
Sentence Writing
Using the Midwest Gallery Walk
PowerPoint Presentation, students will
write correct sentences as captions to
the photos.
Vocabulary :
Prairie, drought, tornado, ore, Interior Plains,
Great Plains, Central Plains, Corn Belt,
survey township, ordinance, advertising
steamboat, entrepreneur, stockyard,
assembly
line, mass production, industrial economy.
urbanization, America’s Breadbasket,
agriculture,
ASSESSMENT:
Midwest Region Chart
Document Based Questions-States and Regions—Midwest—Introduce the Unit 4
Document and work on the different parts throughout the Midwest Unit. Suggestion:
Following this lesson do Part B: Map of the Middle West.
Question: Describe ways in which the Middle West became an important agriculture
region.
Introduce Billboard Activity Midwest Geography and Agriculture Lesson
Taken from TLC Lesson U.S. Geography: The Midwest
Billboard advertising an agricultural product found in the Midwest. Continues into
Week 22.
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
Journeys/MINI LESSON Understanding Characters CLLG p.74 use
one of the books on the Midwest with this lesson, Riding
Freedom from Journeys Lesson 16.
Book pass on the Midwest Region
Introduce Midwest by providing other books from the library on the MW
or states in the MW. Provide other printed related MW—
brochures, advertisements, news articles, magazine articles,
train schedules.
•
Fill in chart Content Book Pass
www.harcourtschool.com/ss1/Grade4/g4_unit2_.html
•
Book Pass—Use anchor chart to identify fiction/nonfiction
books. (See fiction/nonfiction mini-lesson 1A.)
•
STW2 Strategy Lesson—Building Background Knowledge of
Nonfiction Features pp. 150-161/
•
SUW 8-16—(Good Listening Skills) pp344-347/
•
Books to Use for the Daily 5—Read to Someone and Listen to
Reading to Introduce the Midwest Region: Little House on the
Prairie series, Heartland, Corn Belt Harvest, The Great Lakes:
Stories from Where We Live, Dakota Dugout, Century Farm
One Hundred Years on a Family Farm, Death of the Iron Horse,
Children of the Dust Bowl, Prairie Town, River Town, The Gift
of the Sacred Dog, Across the Wide and Lonesome Prairie,
The Diary of Hattie Campbell, Lawn Boy, Seaman’s Journal:
On the Trail with Lewis and Clark;
Reading Maps Role of the Geographer Lesson (Use to complete
map of Midwest Region)
Midwest Map w/o States
Midwest Map with States
Picture/Text Feature Walk
PowerPoint Presentation on Midwest Galley Walk. Following the
presentation the students will write a sentence caption for the different
pictures.
Little Rock School District
Social Studies
4th Grade
Geography and Role of Geographer in the MW Region: (Focus on
Harcourt Social Studies TE/SE pp. 246-251, Geography of the Midwest)
Lesson: How to Read and Create a Map (If you taught this lesson with a
prior region this year, complete the Apply portion of the lesson
using the Midwest.
Midwest Region Chart Resource
Using the textbook and other resources complete Physical
Geography and Climate, Major Cities, Leading Products/Resources,
and Major Industries/Businesses sections on the chart.
MW Region—Geography & Industry: Review the terms economy and
economist. Use the text and Midwest Land Use and Resources
map (Harcourt Social Studies TE/SE: 250 & other resources) to
identify resources, major industries and businesses of the
Midwest.
MINI-LESSON: Midwest Geography and Agriculture taken
from TLC Elementary School Lesson Plan
U.S. Geography: The Midwest
Additional Resources:
Background Information: Two Hundred Years of
Midwestern Agriculture Feature Essay
Compare and Contrast Maps
Using Maps 101 locate and identify the Midwestern states, capitals,
large cities, Mississippi River, etc.
Lawn Boy Lesson Plan
Vocabulary Template (Use to type in vocabulary words for study)
Resources on Each Midwest State—Click on link below and then
click on each state.
https://sites.google.com/site/bridgeviewswebquests/midwestregion-of-the-us/resources
Kansas
https://sites.google.com/site/bridgeviewswebquests/midwestregion-of-the-us/kansas-resources
Little Rock School District
Social Studies
4th Grade
STANDARDS
Social Studies
G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a
region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4
G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5
G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5
G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5
G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5
G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial
technologies, and geographic representations D2.Geo.7.3-5
G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5
G.11.4.1 Describe global connections created through increased trade, transportation, communication, and technology D2.Geo.11.3-5
G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5
H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5
H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5
H.12.4.3 Compare specific regions of the United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization,
resources, population, density, environmental issues) D2.His.2.3-5
H.12.4.4 Analyze the impact of individuals and events on the past, present, and future D2.His.3.3-5
H.12.4.5 Formulate questions that relate to specific historical events in Arkansas and the United states to guide inquiry. D1.2.3-5 D2.His.12.3-5
Common Core
CCRI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCRI.4.3 Describe in depth a character, setting, or event in a story, drawing on specific details in text.
CCRI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCRI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it appears.
Little Rock School District
4th Grade
Social Studies
Aligned with Journeys Unit 4 Lesson 19 Week 22
Essential Question(s)/Guiding
Questions/Lesson Focus/Vocabulary
Activities/Materials/Resources
Unit: Mid-West
Essential Questions:
1. What is unique about the Midwest Region?
2. What characteristics make this a region?
Guiding Questions:
A. How do geography, climate and natural
resources affect the way people live and work in
this region?
B. What are the economics of this region?
C. What role does government have in the
Midwest?
Weekly Correlated Lesson Plan:
Journeys/MINI LESSON CLLG p. 81 Make the Switch Do the Interactive Read-Aloud/Shared
Reading Journeys TE T34-T36; SE 548-550.
Social Studies Focus :
Agriculture and Geography
Government
Literacy Focus:
Skill: Persuasion
Strategy: Infer/Predict
Genre: Biography
Writing:
Writing to Inform:
Technical
Create a flow chart of
how milk gets from the
cow to the store.
Vocabulary :
Prairie, Interior Plains,
Great Plains, Central
Plains,
Corn Belt, migration,
entrepreneur, stockyard,
industrial economy.
urbanization,
meatpacking,
America’s Breadbasket
Role of the Political Scientist Lesson
Use the 2010 Census State Population and Distribution of
Electoral Votes and Representation and List of Governors
website: http://www.nga.org/cms/render/live/governors/bios
to complete Chart of U.S. Data. (Provides practice reading
technical text.)
ASSESSMENT:
Document Based Questions-States and Regions—
Midwest—Introduce the Unit 4 Document and work on
the different parts throughout the Midwest Unit.
Suggestion: Following this lesson do Document 3:
Diagram of Modern Farm Technology.
Mini Lesson Midwest Geography and Agriculture (Continued from Lesson 18)
Journeys/MINI LESSON Informational Text CLLG p. 77
Chart and Graph Skills: Read a Flowchart—How Wheat is Made
into Bread Harcourt Social Studies TE pp. 252-253 Homework
and Practice Book: Read a Flowchart—The Lake Effect p. 70.
Use textbook and other resources to complete the Environmental Issues on the Midwest Region
Chart. Use information regarding leading products and major businesses to discuss the types of
environmental issues that arise.
Use the following to examine the role of government in the problems
associated with the Chicago River.
The History of Your Chicago River Activity (Use to introduce and
discuss how the Chicago River has changed over time.)
I’ve Felt the Same Way Activity (Optional to reinforce how the river
has changed over time.
Brief History of the Chicago River---Put students in pair and assign
each pair a section of this article to read. They should be able to
share what is important and find examples of how the government
was involved in any actions found in their section when appropriate.
Make a class of things that the government has done to
create the problem or help solve it. What have citizens done to create
Little Rock School District
Use the information from the following website for writing
assignment.
http://milk.procon.org/view.resource.php?resourceID=000
658
How Milk Gets from the Cow to the Store
Billboard Advertisement—Introduced Week 21
MINI-LESSON: TLC Elementary School Lesson
Plan U.S. Geography: The Midwest
Social Studies
4th Grade
the problems and to help solve it. What do you think will happen to
the future of the river? Discuss the Children’s Bill of Rights.
Additional links below may be helpful.
http://www.chicagoriver.org/upload/I%27ve%20Felt%20the%20Same%20Way.pdf
I’ve Felt the Same Way Lesson
http://www.chicagoriver.org/upload/Chicago%20River%20History.pdf
A Brief History of the Chicago River
http://www.chicagoriver.org/upload/Chicago%20River%20History.pdf
What Are the Problems Facing the Chicago River Today?
http://www.chicagowilderness.org/files/4513/3035/6957/Childrens_Outdoor_Bill_of_Righ
ts.pdf
Children’s Outdoor Bill of Rights
http://www.chicagoriver.org/upload/The%20History%20of%20Your%20Chicago%20River.
pdf
A History of Your Chicago River: Chicago River Classroom Activity
Resources:
Growing a Nation: The Story of American Agriculture
http://www.agclassroom.org/gan/index.htm
Home on the Range Lesson Plan
http://www.kshs.org/teachers/read_kansas/pdfs/i11lesson.pdf
STANDARDS
Chicago Wilderness Climate Action Plan for Nature Community Action Strategies
Chicago Wilderness Climate Action Plan for Nature
Children’s Outdoor Bill of Rights
Social Studies
G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5
G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5
G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5
G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5
H.12.4.3 Compare specific regions of the United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization, resources, population,
density, environmental issues) D2.His.2.3-5
H.12.4.5 Formulate questions that relate to specific historical events in Arkansas and the United states to guide inquiry. D1.2.3-5 D2.His.12.3-5
Common Core
CCRI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCRI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCRI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text.
CCRI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it appears.
Little Rock School District
Social Studies
CCRI.4.8 Explain how an author uses reasons & evidence to support particular points in a text.
Writing
CCW.4.2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly.
CCW.4.2a Introduce a topic clearly and group related information in paragraphs and sections, include formatting, illustrations, and multimedia when useful to aiding
comprehension.
CCW.4.2b Develop the topic with topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCW.4.2c Link ideas within categories of information using words and phrases.
CCW.4.2c Use precise language & domain-specific vocabulary to inform about or explain the topic
4th Grade
Little Rock School District
4th Grade
Social Studies
Aligned with Journeys Unit 4 Lesson 20 Week 23
Essential Question(s)/Guiding Questions/Lesson
Focus/Vocabulary
Essential Questions:
1. What is unique about the Midwest Region?
2. What characteristics make this a region?
Guiding Questions:
A. How do geography, climate and natural resources affect the
way people live and work in this region?
B. How does the past affect this region and the U.S.?
C. What do historical maps tell us about the past?
Social Studies Focus :
Pioneer Life
Native Americans
Lewis and Clark
Historical Maps
Literacy Focus:
Skill: Main Idea and Details
Strategy: Visualize
Genre: Narrative, Non-fiction,
poetry
Writing:
Vocabulary :
Writing to Inform: Technical
dugout, sod, bedsteads, selfUse a map of the United
sufficient, Lewis and Clark,
States to trace the route of
Seaman, Sacagawea, Historical
Lewis and Clark, label
Maps, prairie, Homestead Act,
where Laura Ingalls Wilder
lived in “On the Banks of Plum Journal, Tecumseh
Creek”, and other key
historical events from the
region. Give the map a title
and create a Map Key.
ASSESSMENT:
Document Based Questions-States and Regions—Midwest—
Introduce the Unit 4 Document and work on the different parts
throughout the Midwest Unit. Suggestion: Following this lesson do
Part A: Short-Answer Questions—Document1: Excerpt from A Little
House on the Prairie
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
Journeys/Mini Lesson Main and Details CLLG. P. 78
• Sacagawea and Native American Poetry TE p. T289-T327/SE p. 498-521
• Lewis and Clark’s Packing List--Vocabulary Reader
• Writer from the Prairie—Leveled Reader
• Chief Washakie—Leveled Reader
• Laura Ingalls Wilder—Leveled Reader
Early History of the Midwest—Lesson 2—Harcourt Social Studies TE/SE pp. 254-259
Compare Historical Maps Harcourt Social Studies TE/SE pp. 260-261
Use textbook and other resources to complete the Environmental Issues on the
Midwest Region Chart. Use information regarding leading products and major businesses
to discuss the types of environmental issues that arise.
Tecumseh Background Information---Use Mini Lesson on Main Idea and Details
Lewis and Clark (Resources are listed below to teach about Lewis and Clark)
Read excerpts from the Journals of Meriwether Lewis to help
visualize the journey.
http://xroads.virginia.edu/~HYPER/JOURNALS/toc.html (Journals)
http://www.sierraclub.org/lewisandclark/journal/archive.asp?source=Clark&date=5/13/1804
(Journal Entries)
http://www.nps.gov/jeff/forteachers/upload/Lewis%20and%20Clark%20Handbook.pdf
(These lessons go with a Traveling Trunk. However, you can use the pictures to teach the
lessons instead. Great Way to look at journal entries of the expedition)
http://www.pbs.org/lewisandclark/inside/seaman.html (Seaman)
http://lewisandclarktrail.com/seaman.htm (Seaman)
http://nd.water.usgs.gov/lewisandclark/mapping.html (Mapping)
http://www.pbs.org/lewisandclark/archive/idx_map.html (Mapping)
http://www.econedlink.org/lessons/index.php?lid=314&type=student (Economic Lesson
Lewis and Clark)
In connection with the Leveled Readers Writer from the Prairie and
Laura Ingalls Wilder Read “On the Banks of Plum Creek”—Life on the
4th Grade
Little Rock School District
Social Studies
Introduce the following assignment that should be completed in
Week 22 of the study of the Midwest.
Prairie Harcourt Social Studies TE/SE 240-243 Pioneer Life Harcourt
Social Studies TE/SE 262-263.
Laura Ingalls Wilder Lesson---(Use the census documents)
http://www.archives.gov/education/lessons/wilder/#documents
http://www.archives.gov/education/lessons/wilder/activities.html
http://hoover.archives.gov/LIW/pioneering/index.html
http://hoover.archives.gov/LIW/DeSmet/desmet_map.html
http://hoover.archives.gov/LIW/chronology.html
Suggestions:
• Read aloud “On the Banks of Plum Creek” and students can keep a chart on how
the main character, Laura Ingalls change.
• Read the pieces about Tecumseh and students can describe how Tecumseh
changed throughout his life.
Resources:
TE/SE p.287—Laura Ingalls Wilder
TE/SE p. 269—Samuel Clemens
Little House Traveler, Writings from Laura Ingalls Wilder’s Journeys Across America by
Laura Ingalls Wilder—“Magic in Plain Foods” pp. 277-278 about wheat grown in Midwest
and pp. 294, 301, 305, and 315 discusses Great Depression era with failing farms and dry,
windy conditions.
Homestead Case Files for Charles P. Ingalls, father of Laura Ingalls Wilder
Homestead Act
http://www.archives.gov/education/lessons/homestead-act/
http://www.liwfrontiergirl.com/homestead.html
Harcourt TE p. 258 Discusses the Homestead Act
Additional Resources:
Make an Advertisement TE/SE p. 259 with rubric
Imagine you work for the United States government in the 1860’s.
Make an advertisement for the Homestead Act to attract settlers to
the Midwest. Include a visual in your advertisement. This should be
completed in Week 22.
http://www.archives.gov/education/lessons/wilder/
STANDARDS
Social Studies:
G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5
G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5
G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5
C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time. D2.Civ.8.3-5
C.2.4.4 Use deliberative processes when making decisions and acting upon civic problems. D2.Civ.9.3-5
Common Core:
CCRL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCRL.4.2 Determine the main ideas of a text and explain how it is supported by key details; summarize the text.
CCRI.4.5 Describe the overall structure of event, ideas, concepts, or information in a text or part of a text.
CCRI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
Writing
Little Rock School District
Social Studies
CCW.4.2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly.
CCW.4.2a Introduce a topic clearly and group related information in paragraphs and sections, include formatting, illustrations, and multimedia when useful to aiding
comprehension.
CCW.4.2b Develop the topic with topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCW.4.2c Link ideas within categories of information using words and phrases.
CCW.4.2c Use precise language & domain-specific vocabulary to inform about or explain the topic.
4th Grade
Little Rock School District
4th Grade
Social Studies
Aligned with Journeys Unit 5 Lesson 21 Week 24
Essential Question(s)/Guiding Questions/Lesson
Focus/Vocabulary
Essential Questions:
1. What is unique about the Midwest Region?
2. What characteristics make this a region?
Guiding Questions:
A. How do geography, climate and natural resources affect the way
people live and work in this region?
B. How does the past affect this region and the U.S.?
C. What impact did transportation have on the settlement and
progress of the Midwest?
Social Studies Focus :
Literacy Focus:
Skill: Theme
Transportation Midwest Past and
Present
Strategy Summarize
Genre: Fantasy/Informational
Writing:
Vocabulary :
Writing to Persuade (Opinion)
Transportation, locomotive, steam
Choose which mode of
engine, internal combustion engine,
transportation you feel made the
Henry Ford, smog, air pollution, global
most impact on the development
warming, public transit
of the Midwest and tell why.
ASSESSMENT:
Make a timeline showing how transportation changed over the course of
history.
Document Based Questions-States and Regions—Midwest—Introduce the
Unit 4 Document and work on the different parts throughout the Midwest
Unit. Suggestion: Document 4: Graphs of Agricultural Production
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
Journeys story TE p.T1-T31/SE p.404-417—Use as introduction to the
Midwest and transportation of the Midwest.
Transportation and Public Transit
http://www.transitpeople.org/lesson/trancovr.shtml
Literacy Strategy Summarize: Harcourt Social Studies TE/SE 238-239.
Transportation in the Midwest Harcourt Social Studies TE/SE 264-268
Share with the class an image of an 1881 Through Train Schedule,
accessible via a link from the EDSITEmenthttp://cprr.org/Museum/Ephemera/CP-UP_Timetable_1881/index.html
•
•
Give students the chance to review the schedule and make
observations. Which cities were connected by the railroad?
What information can be ascertained from the schedule?
Which cities are served?
Give the students a map of the U.S. on which they can
indicate the cities being served and the connections
between them.
Refer back to Lesson 16 story—“Riding Freedom” to review early transportation.
Stress Background of the Stagecoach.
Discuss past and present forms of transportation. Discuss how Agriculture has
been affected by the changes in transportation.
Harcourt Social Studies Solve a Problem TE/SE 280-281
Harcourt SS TE/SE p. 276 A Changing Economy
Harcourt SS TE/SE p. 284 Changes in Farming
Harcourt SS TE/SE p. 285 Cities
Little Rock School District
Social Studies
4th Grade
Additional Resources:
http://americanhistory.si.edu/onthemove/games/game2/game2.html
http://www.sikeston.k12.mo.us/moe/gilmer/transportation.htm
http://www.sscde.org/lessons/files/H_45_LES_TransportationChangeOverTime.pdf
http://www.essortment.com/history-transportation-21230.html
STANDARDS
Social Studies:
G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5
G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5
G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial
technologies, and geographic representations D2.Geo.7.3-5
G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5
G.11.4.1 Describe global connections created through increased trade, transportation, communication, and technology D2.Geo.11.3-5
G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5
G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial
technologies, and geographic representations D2.Geo.7.3-5
G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5
Common Core Standards:
CC4RI.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CC4RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical text based on specific information in
the text.
CC4RI.4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to grade 4 topic or subject area.
CC4RI.5 Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
CC4RI.8 Explain how an author uses reasons & evidence to support particular points in a text.
Little Rock School District
4th Grade
Social Studies
Aligned with Journeys Unit 5 Lesson 22 Weeks 25/26
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary
Activities/Materials/Resources
Essential Questions:
1. What is unique about the Midwest Region?
2. What characteristics make this a region?
Guiding Questions:
A. How does the past affect this region and the U.S.?
B. Why do we study Henry Ford?
Weekly Correlated Lesson Plan:
Journeys/ Mini Lesson Biography Lesson 19 CLLG p. 76
Social Studies Focus :
Henry Ford
Economics
What were the effects of the assembly line on car
manufacturing.
Literacy Focus:
Skill: Cause and Effect
Strategy: Infer/Predict Author’s Purpose
Genre: Biography and Play
Writing:
Vocabulary :
Opinion/Persuasive Writing and
Assembly line, automobiles, Henry Ford,
Speeches
Create a speech to persuade people to
persuade settler to come to the Midwest
in the 1860’s. Use your advertisement
as a visual for your speech. You can
modify this to the year 2013.
ASSESSMENT:
Complete work on advertisement assigned in Week 20
Make an Advertisement TE/SE p. 259 with rubric
Imagine you work for the United States government in the 1860’s. Make an
advertisement for the Homestead Act to attract settlers to the Midwest. Include a
visual in your advertisement.
Document Based Questions-States and Regions—Midwest—Introduce the Unit 4
Document and work on the different parts throughout the Midwest Unit. Suggestion:
Following this lesson do Part B: Essay
Harcourt Social Studies TE/SE pp. 267-268 Assembly Line
Henry Ford PowerPoint
Moving Into Automation: The Life of Henry Ford Lesson
Harcourt Social Studies Homework and Practice p. 80 Solve a
Problem.
Little Rock School District
Social Studies
4th Grade
STANDARDS
Social Studies:
G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial
technologies, and geographic representations D2.Geo.7.3-5
G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5
G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5
G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5
G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a
region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4
H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5
H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5
H.12.4.3 Compare specific regions of the United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization,
resources, population, density, environmental issues) D2.His.2.3-5
H.12.4.4 Analyze the impact of individuals and events on the past, present, and future D2.His.3.3-5
H.12.4.5 Formulate questions that relate to specific historical events in Arkansas and the United states to guide inquiry. D1.2.3-5 D2.His.12.3-5
Common Core:
CCRI.4.1 Refer to details and examples in a text when explaining what the test says explicitly and when drawing inferences from the text
CCRI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCRI.4.3 Explain events, procedures, ideas, or concepts in a historical scientific, or technical text, including what happened and why, based on specific
information in the text.
CC4RI.4 Determine the meaning of words and phrases as they are used in a text including those that allude to significant characters found in mythology.