Draw a poster and include the answers to the questions or write a paragraph about the Statue of Liberty.

Support:  the student can give an oral responses instead of written.

Looking at Liberty by Harvey Stevenson

Naming Liberty by Jane Yolen

The Story of the Statue of Liberty by Xavier Niz

Read one of the books and draw a picture that depicts the story.  Write 2-3 sentences that describe the drawing.

DVD  Reading Rainbow. Sea to Shining Sea:  Stories of America
 

Lessons 3-5:  Where in the United States is Our Community?  Part 2
   
Duration:  3 - 30 minute days

Materials Needed: Social Studies Alive! Our Community and Beyond  pages 13-19; map ruler and compass rose from packet of materials

Assessment:  Assessment 2 (pages 19-21 in packet of materials) 

Activities 

1. Look at the pictures on pages 16-19.  Describe the pictures, then read the pages about the famous places.  Discuss the information.  As you read, complete pages 14-23, using the map ruler and compass rose.

2. Practice measuring distance between 2 places, using the ruler/scale and the map on page 14.

3. Review the cardinal directions and intermediate directions.

4. Discuss the Wrap Up on page 19 with your classmates. 

5. Make a poster or drawing of the places described in the chapter. 

Differentiation

Extension: Write a postcard from one of the places mentioned in this chapter. Pretend you are visiting the landmark.  Draw a picture and write 4-5 sentences describing it.

Support: Pick a destination from the map on page 13, then write a letter asking you to go there. Make sure you give reasons in the letter for wanting to visit the place.

Supplemental Resources: Young Geographers by Marcia Freeman

Computer Fun Geography by Lisa Trumbauer

Stringbean's Trip to the Shining Sea by Vera B. Williams 

Lessons 6-7:  What is the Geography of Our Community?  Part 1
   
Duration:  2 - 30 minute days

Materials Needed:  Social Studies Alive! Our Community and Beyond  pages 20-25

Assessment:  What is geography?  What is physical geography?  Name 3 physical features of Colorado. 
 

Activities

1. Discuss the word "geography" and the pictures on pages 20-21.

2. Look at the picture on page 22.  Name the physical features on this page.  They are part of physical geography.  What are some physical features of Colorado?  Make a list of physical features in Colorado. 

3. Read pages 21-23. to learn more about geography.  Discuss climate and natural resources of Colorado.

4. Read pages 24-25 about the geography of Roseburg, Oregon.  Point out the map where Roseburg, Oregon, is located. Describe Roseburg from the pictures.

5. Fill in the chart on page 25 in the Interactive Student Notebook for Roseburg. 

Differentiation

Extension:   Looking at the map on page 14, list the states that the Rocky Mountains go through.  How do the mountains benefit us? What are some of the activities people do in the mountains?  Have your child draw a picture of the Rocky Mountains with himself/herself in it, enjoying the mountains.

Support:  Explain the climate in Colorado.  Is it dry or rainy?  Why do people like the climate in Colorado?  Draw a picture of your favorite season.  Write a sentence explaining why it is your favorite season.
 

Lessons 8-11:  What is the Geography of Our Community?  Part 2
   

Duration:  4 - 30 minute days

Materials Needed:  Social Studies Alive! Our Community and Beyond  pages 26-29; Student Interactive Notebook page 25-31

Assessment 3 (29-31 in materials packet)

Assessment: (Lesson 8-11: Assessment 3: What is the Geography of Our Community?), and your grade (Grade 3). 

Activities

1. Review the terms:  geography, physical geography, climate, and natural resources.

2. Discuss the pictures on pages 26-27.  Looking at the pictures, what is the geography (physical features, climate, and natural resources) like in Las Cruces, New Mexico.  Read these pages.

3. Fill in the chart for Las Cruces, New Mexico in the Interactive Student Notebook.

4. Discuss the pictures on pages 28-29.  What is the geography of Gloucester, Massachusetts?  Read these pages.

5. Fill in chart on page 25.

6. Create a travel brochure, using pages 26-29 to plan the brochure.  Then design a brochure by folding a large piece of construction paper in thirds.  Follow the steps on pages 30-31.

7. Present the brochure to your classmates.

Differentiation

Extension: Create a travel brochure for another area of Colorado, maybe a place you have visited. 

Support: Have your child draw a picture of his/her favorite place in Colorado.  Write a sentence that describes the picture.
 

Lesson 12-14: Early Pikes Peak Region: Historic People and Events – General Palmer
     
Duration: 3 - 30 minute days                              

Pacing: Week 4

Materials Needed: Discovering Colorado Springs and the Pikes Peak Region pages 20-23;

Assessment:  Which event in the life of General Palmer was most important to the people living in Colorado Springs? Explain the reasons for your choice. 
 

Activities 

1. Make a time line of the time that General William Jackson Palmer spent in the Pike Peak region by reading pp. 20-23 Discovering Colorado Springs and the Pikes Peak Region.
   Start the time line with 1870, and make 5-year increments through 1900.  Draw a picture to illustrate each event. Draw your time line vertically, then turn the paper horizontally.  This gives you more room to write and draw the pictures.
   Read and discuss The Man on the Iron Horse.

2. Discuss why people like Palmer moved to Colorado Springs after visiting Doing History Archives, Villages, Towns, and Cities Colorado Springs – Their Own Words, Springs Government. Now, complete a map of the original city locating places named for city builders (including a compass rose on the map)

Differentiation
Extension: Research another individual such as Spencer Penrose and write a short biography. Construct a model of early Colorado Springs. Locate other points of interest on the map and create an informative summary of these locations. Design a map representing the physical as well as human features of the Pikes Peak Region.

Support: Read aloud with student allowing them focus on listening to the information. Assist the student in taking notes to be used in creation of the timeline and map. Provide the student with a timeline with several entries already made and offer the names of people and events to complete. Allow oral responses to questions rather than written.

Supplementary Resources: Plan a visit to Old Colorado City. 

Lesson 15-16: Early Pikes Peak Region: Historic People and Events – Technological Changes  Part 1
     

Duration: 2 - 30 minute days

Materials Needed:  Discovering Colorado Springs and the Pikes Peak Region; Social Studies Alive! Our Community and Beyond

Assessment: Constructing a T-chart or Venn diagram the student compares and contrasts technology used by placer miners to coal miners. Student defines the term technology and is able to explain how technology changed the production of mining over time. 

Activities 

1. Discuss technology and explain how technology changes have influenced history. Talk about the following technological changes that have changed is/her life: computers, microwaves, cell phones.
   Student looks through Social Studies Alive!: Our Community and Beyond to identify picture examples of technology. (pages 86-89).
   Read pages 24-27 in Discovering Colorado Springs and the Pikes Peak Region. Take notes on the jobs and industries in the 1900's.

2. Explore the Western Museum of Mining and Industry Website to discover the enormous impact mining had on the development of our society. 

3. Explore the Doing History Archives Website to experience life of a miner and his family. Take notes on the life of a miner.

Differentiation
Extension: Explore the websites further and report on an observation or detail of particular interest.

Expand the discussion to include the technologies that are available today that were not just a few years ago

Support: Read texts aloud and discuss what technology is an how it changes people and societies. Draw an example of a technology of the past and its form, or complete change in form today.

Supplementary Resources: Visit to the Western Museum of Mining and Industry.

Lesson 17-18: Early Pikes Peak Region: Historic People and Events - Technological Changes – Part 2
   

Duration: 2 - 30 minute days

Materials Needed:  Discovering Colorado Springs and the Pikes Peak Region; The Man on the Iron Horse

Assessment: Student will explain the sequence of events which led to the development of the railroad through a time line or outline. Student will write a paragraph describing goods and services that railroads brought in to our region.

Activities

1. Visit the Doing History Archives Transportation Main Website. Click on "Railroads Their Own Words."  Read about the workers on the railroad and take notes.

2. Read the resource book The Man on the Iron Horse.

3. Discuss the human influences on the physical environment in the construction of the railroads with your classmates.

4. Discuss the effects of building a railroad on the environment.

5. Discuss the goods and services that the railroads made possible.

Differentiation
Extension: Allow students additional time to explore the topics and evaluate why the railroad was the best method of transportation in Colorado. Encourage students to research those people who were instrumental in the creation and success of the railroad. Students will read a biography of Henry McAllister (visit McAllister House; Old Colorado City) as a response to the restrictive social/political environment of Colorado Springs.

Support: Read aloud and discuss the text and website selections. Provide the student with a brief outline or partially completed time line to complete. Discuss the meaning of “goods and services” and the importance of railroad construction in making more/varied trade possible. Have your child draw pictures of the goods and services that the railroads provided.

Supplementary Resources: Visit to the Colorado Historical Society and the Colorado Springs Pioneers Museum. 

Lesson 19:  Early Pikes Peak Region: Historic People and Events –  Technological Changes – Part 3
     
Duration: 1 - 30 minute day

Assessment:  Make a list of goods and services that the railroads brought to our region and their value to the residents.  

Activities 

1. Explore the Transportation Railroads to learn of the impact of railroads for Coloradoans.

2. Create a map of the railroads that Palmer brought to the area, and explain their role in distributing goods and services.   

Differentiation
Extension:  Using a T-chart or other graphic organizer, ask the student to construct a comparison as to how goods were  distributed in Palmer’s time and to the present time.

Make a poster advertising the goods and services the railroads provided.
Support: Discuss the meaning of “goods and services” and the importance of railroad construction in making more/varied trade possible. Have your child draw pictures of the goods and services that the railroads provide.

Assist student in creating a poster advertising a good or a service made available by the railroad.
 

Lesson 20-21: How do People Become Part of Our Country?
     

Duration:  2  - 30 minute days

Materials Needed: Social Studies Alive!  Our Community and Beyond  pages 31-37; Assessment 4 pages 44-46 (in the packet of materials)

Assessment:   Complete Assessment 4. 

Activities 

1. How do you feel going to a new place?  Do you enjoy moving to a new area?  How does it feel to be in an unfamiliar place?

2. Complete page 33 in the Student Interactive Notebook.

3. Discuss the picture on pages 30-31 in Social Studies Alive!  Our Community and Beyond, then read page 31.

4. Read pages 32-37, discussing the information and pictures about immigrants and how they were treated.

5. Complete pages 34-36 in the Student Interactive Notebook. 

Differentiation
Extension: Complete page 37 in the Student Interactive Notebook. Interview a person who immigrated to the United States.

Support: Create an advertisement for immigrants coming to America.  What are the benefits for living in America?

Supplemental Resources: Literature Connections: A Day's Work by Eve Bunting; Coming to America by Betsy Maestro.
 

Lessons 22-24: How Do People Become Part of Our Country?
     

Duration: 3 - 30 minute days

Materials Needed: Social Studies Alive! Our Community and Beyond  pages 38-47; Assessment Chapter 5  (pages 58-60  in the packet of materials provided)

Assessment: Complete Assessment 5. 

Activities

1. Discuss the activities on pages 38-39 in Social Studies Alive! Our Community and Beyond.

2. Listen to the song "Diverse Cultures",  Diverse Cultures . What are the parts of culture mentioned in the song?

3. Watch video: What Is Culture. Talk about the video clip.

4. Read page 30, then complete page 39-42 in the Student Interactive Notebook.

5. Read pages 40-47 in Social Studies Alive! Our Community and Beyond, adding notes to your Notebook. Discuss these terms with your child: diverse, culture, and traditions.

6. Watch video clip: People Have Similarities and Differences and take notes or discuss.

7. Complete “Defining Culture” graphic organizer in the packet of assessments/information masters.

Differentiation
Extension: Research the traditions of a particular culture different from the student’s own.  Design a presentation (PowerPoint, etc.) to demonstrate understanding of both the similarities and differences. Demonstrate a personal connection with the traditions of this culture and the traditions of the student’s own.  Watch video clip:  Bringing People Together  Make a poster that illustrates the video.

Support: Read aloud Ch. 5 in Social Studies Alive!: Our Community and Beyond with your child. List/draw different aspects of culture as you read the chapter. Provide assistance with defining the terms diverse, culture, and traditions. Complete the assessment activities together providing suggestions for possible lists of traditions. Watch video clip:  Bringing People Together  Have your child draw a picture that illustrates the video.

Supplementary Resources: Visits to local ethnic restaurants or shops to experience the cultural traditions.

Write an acrostic poem, using the letters of Culture. 
Literature Connections: 

How My Family Lives in America by Susan Kuklin

Gracias, Rosa by Michelle Markel

Mama Provi and the Pot of Rice  by Sylvia Rosa-Casanova  

After reading the book, have your child draw a picture that has aspects of culture in it.

Lesson 25-27: How Do We Have a Voice in Our Community?
   

Duration: 3 - 30 minute days

Materials Needed:  Social Studies Alive! Our Community and Beyond  Chapter 12 pages 119-127; Assessment 12 (pages 160-162 in the packet of materials provided)

Assessment:  Complete Assessment 12.  

Activities

1. Think about a time when you were not included in the making of an important decision, such as moving to a new city or changing schools. How did you feel about not having a voice in your family's decision?  How could you have been included in the decision-making process?  Even if the final decision had been the same, would you  have felt differently if you had had a voice in the decision?  Why or why not?

2. Discuss the picture on page 118-119, then read page 119.

3. Read and discuss pages 120-121, then complete page 95 in the Student Interactive Notebook.

4. Read and discuss pages 122-123, then complete page 96 in the Student Interactive Notebook.

5. Read and discuss pages 124-125, then complete page 97 in the Student Interactive Notebook.

6. Read and discuss pages 126-127, then complete pages 98-99 in the Student Interactive Handbook.

7. Discuss the following terms with your child: candidate, voting, and responsibility in using one’s voice in the community. Write a sentence with each word.

Differentiation
Extension: Encourage the student to research one of more of the individuals discussed in these chapters. If possible, take the student to hear a candidate speak and experience the process of voting. Write a speech promoting him/herself as a candidate for an office.  Include what office, where, and when.

Support: Read aloud with the student the chapter texts. Provide definitions partially completed so that the student may fill in the missing words to finish the definitions. Talk about a time when a family decision needed to be made and everyone participated in the process.

Supplementary Resources: Visit to a political event and/or polling place.

Literature Connections: Kids Are Citizens by Ellen Keller

Granddaddy's Gift by Margaree King Mitchell

Freedom Summer by Deborah Wiles
 

Lesson 28-31: How Do People Improve Their Communities?
     

Duration: 4 - 30 minute days

Materials Needed:  Social Studies Alive! Our Community and Beyond  Chapter 6 pages 49-57; Information Master 6.1 on Rosa Parks; Assessment 6 (pages 70-72 in the packet of materials provided)

Assessment: Complete Assessment 6 pp. 70-72.  

Activities

1. Review the information previously studied about General Palmer and his hopes (vision) for Colorado Springs.  Listen to your teacher explain her vision for your class of third graders. Is her vision similar to yours in any ways? What is one of your individual goals/vision?

2. Read the selection about Rosa Parks (in the packet of assessments/information masters). Talk about Rosa Parks and what she did for her community. 

3. Listen to her story in the Interview with Rosa Parks.

4. Discuss the picture on page 49 in Social Studies Alive!: Our Community and Beyond.  Then read the introduction on page 49.

5. As you read pages 50-57, take notes on pages 44-47 in the Student Interactive Notebook.

6. Define the following terms: farm worker, strike, canal, disabled, statue.

7. Discuss how one person can make a difference in a community. If you could make a difference in your community, what would you want to change, and why would you want to see that change?

8. Choose one person in the chapter and create a monument in his/her honor.  It can be a symbol that represents that person, a plaque, or a statue.  Write what that person did to improve the life of other citizens inside the monument.  

Differentiation
Extension: Encourage the student to research one of more of the individuals discussed in these chapters. If possible, take the student to hear a candidate speak and experience the process of voting. Ask the student to write a speech promoting him/herself as a candidate for an office. Include what office, where, and when.

Support: Read aloud with the student the chapter texts. Provide definitions partially completed so that the student may fill in the missing words to finish the definitions. Have your child make a drawing that represents what Rosa Parks did for her community.  Write a sentence that describes the drawing.

Supplementary Resources: Visit to a political event and/or polling place.

Literature Connections:

Kids Are Citizens by Ellen Keller

Granddaddy's Gift by Margaret King Mitchell

Freedom Summer by Deborah Wiles

(Permission granted to use this material on the ACHIEVEk12 website by Teacher Curriculum Institute, June 2008)