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Social Studies Thematic Unit Curriculum Map

Theme, Enduring Understandings, Standards-based How Students will Demonstrate Their Understanding Strategies / Best Practices Used to Explicitly Teach the Skills & Resources for
& Essential Questions for This Unit Essential Skills Concepts this Multi-Genre
(GLE) & Concepts Unit
to be Targeted Unit

GLES What students will know : Describe the strategies the teacher will use to help students
Theme(s): Common Core Learning Target develop the targeted understanding. Anchor Text(s):
● Culture Success Criteria Formative Assessment Then and Now
● Time, Continuity, and Change OSPI Then and Now ● Time, Continuity, and Change
● People, Places, and I will know how the environment and people affect each other. ● How do we affect our environment and visversa?
Environment Formative Assessment: Students will write two ways the environment ● 3.2.1 Understands how the environment affects cultural groups
History: affects people that they learned about in class and two ways people affect and how cultural groups affect the environment
4.2.2 Understands the environment. Classroom market
Essential Question(s): how contributions Classroom market ● Culture
made by variuos I will trade items to achieve my needs and wants. ● How do we meet our needs and wants?
 How do we affect our cultural groups have Formative Assessment: With the information students learned, students ● 2.2.1 Understands how the economic systems of groups are
environment and visversa? shaped the history of will trade items they don’t need or want for items they do need and want. influenced by laws, values, and customs
 How do we meet our needs the community and Students must show that they put strategic thinking into their trades by Interactive map
and wants? the world. explaining why they made the trades. ● Time, Continuity, and Change Short Stories:
 How do people from differeing Interactive map ● How do people from differeing cultural groups and ways of life
cultural groups and ways of Geography: I will determine how other countries shape our community by food. work together to solve problems?
life work together to solve 3.2.1 Understands Formative Assessment: Students will list/explain how other countries are ● 4.2.2 Understands how contributions made by variuos cultural
problems? how the environment represented in community by looking at the maps provided.
groups have shaped the history of the community and the
Interactive Globe
affects cultural world.
I will color a map showing the affects of the environment and people. ● http://www.dailymail.co.uk/sciencetech/article-3643363/How-
groups and how Formative Assessment: Students will be given a world map that they will
cultural groups affect far-food-travelled-Interactive-map-shows-world-s-food-comes-
color in with the wind streams and chemical areas.
the environment from.html
Totem Pole
Interactive Globe
I will build a totem pole that represents a native tribe.
Economics: ● People, Places, and Environment
Formative Assessment: Build a totem pole that accurately represents, the Nonfiction:
2.2.1 Understands ● How do we affect our environment and visversa?
climate, animals, food, and values of a chosen native tribe.
how the economic Summative Assessment ● 3.2.1 Understands how the environment affects cultural groups
systems of groups What students will be able to do? and how cultural groups affect the environment
are influenced by Does the final test, project, or performance align with the learning ● https://earth.nullschool.net/#current/chem/surface/level/ov
laws, values, and target(s)? erlay=cosc/orthographic
customs. ● Complete a story with pictures and words that ask for information Totem Pole
they learned through out the unit ● People, Places, and Environment
● How do we meet our needs and wants?
● 2.2.1 Understands how the economic systems of groups are
influenced by laws, values, and customs
Fiction: