3-Social-Studies-December

Main Concept
Human Systems; Environment and Society:

Physical, human, and cultural characterstics of world communities

Guiding Questions

 * Why do people move to different places?
 * What do people need to survive?
 * How are seasons different in different parts of the world?
 * How and why do people live differently in different parts of the world?

Theme/Content Skills

 * The causes and effects of human migration vary in different world regions.
 * The physical, human, and cultural characteristics of different regions and people throughout the world are different.
 * Interactions between economic activities and geographic factors differ in world communities.
 * The factors that influence human settlements differ in world communities.

Key Terms
environment, culture, migration, geography, physical map

Holidays
Christmas, Hannukah, Kwanzaa

Student Outcomes

 * Students will be able to discuss the causes and effects of human migration in different world regions
 * Students will identify the physical, human, and cultural characteristics of different regions and people throughout the world
 * Students will recognize how lifestyles in world communities are influenced by environmental and geographic factors
 * Students will understand that not all countries/regions experience four seasons
 * Students will understand what humans need to grow and live and why they settle in the places they do and how they change their environment to make places more habitable.

Assessment/Project
> || Winter || || || > || Spring || || || > || Summer || || || > || Autumn || || ||
 * Have students examine a physical map of a country. They should decide on good places to settle and list the advantages of each. Students should also think about the challenges of settling in that country and explain how these challenges might be overcome. Have different students do this for different countries.
 * Have students compare climate and seasons of a given country to climate and seasons in the United States. Have students record their answers on a graphic organizer:
 * || United States || Another Country ||
 * Have students examine the geography of a country and then make a physical map of that country.
 * Have students do a compare/contrast study focusing on climate and physical features
 * Have students compare and contrast countries in terms of lifestyle, occupations, food, shelter, clothing, and recreation.
 * Have students create a travel brochure for different regions of the world.

Resources for Students

 * As the Crow Flies by Gail Hartman
 * I Read Symbols by Tana Hoben
 * If the World Were a Village by David J. Smith
 * Me on the Map by Sweeney
 * My Map Book by Sara Fanelli
 * Scholastic Atlas of the World by Philip Steele

Resources for Teachers
[|www.nationalgeographic.com/mapmachine] [|www.si.edu] (The Smithsonian) [|www.pbskids.org] [|www.edsitement.neh.gov] (social studies sites by grade level; lesson plans included)