District 11 curriculum is designed to prepare and equip students to be successful in the 21st Century. Curriculum resources and lessons included here have been aligned to the Colorado Standards for each content area. In addition, the entire program has been aligned with the knowledge, skills, and learner attributes the Partnership for 21st Century Skills promotes as necessary for success in the 21st Century. You will see the highlighted core values embedded in these lessons and activities. 

Standards and Benchmarks

Standard Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Standard Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark G2 A: Students know the physical and human characteristics of places.
Benchmark G2 B: Students know how and why people define regions.
Standard Geography 4: Students understand how economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
Benchmark G4 B: Students know the nature and spatial distributions of cultural patterns.
Benchmark G4 E: Students know how cooperation and conflict among people influence the division and control of the earth's surface.
Standard Economics 2: Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.
Benchmark E2 A: Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services.
Standard Economics 3: Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.
Benchmark E3 A: Students understand that the exchange of goods and services creates economic interdependence and change.

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Lesson 1: Interpreting Maps of United States Geographic Regions
Standard Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Standard Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark G2 A: Students know the physical and human characteristics of places.
Benchmark G2 B: Students know how and why people define regions.
Enduring Understanding: Maps, globes and other geographic tools show places events occur. Physical and human characteristics of places define regions. Human activity changes and is changed by the physical environment.
Essential Questions:  What are the physical regions of the U.S. and what are characteristics that define them? Assessment: completed map of US Regions 

Activities

1. Listen to the Fifty Nifty United States song while you look at the song lyrics. See how well you can memorize the words to the song.

2. Identify the regions of the United States using the following:
   Defining Regions of the United States 
   Regions of the United States    
   Types of Land in the United States  
   US Regions (several units)
   Midwest Region and Wildtimes New England
   Color Landform Maps of Each State

3. Play any of the following games to develop your skill in identifying the 50 states:
   National Geographic: MapMachine
   National Geographic: Xpeditions Activity—Geographic Groceries
   National Geographic: Xpeditions Atlas
   State Games & Activities
   Place the States on the Map Easy Version
   Place the States on the Map Game Advanced 
   Interactive Map of U.S. Regions 

Lesson 2: Causes and Effects of Geographic Regions 
Duration:  

Standard Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Standard Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark G2 A: Students know the physical and human characteristics of places.
Benchmark G2 B: Students know how and why people define regions.
Enduring Understanding:  
Essential Questions:  
Assessment: completed Cause and Effect Chart 

Activities

1. Listen to the Fifty Nifty United States song while you look at the song lyrics. See how well you can memorize the words to the song.

2. The activity will help you listen for important facts as you learn about each one of the fifty states. First, fold a sheet of paper in half lengthwise. Label the first column Effect and list all fifty states below that title. The title of the second column is Cause. As you listen to your classmates present important information about their state, write a fact about the state in the first column. Then write a sentence that explains why in the Cause column. Here's a sample:

   EFFECT	CAUSE
   Florida is a major producer of fruits and vegetables.	Florida has mild weather all year.
   Fishing is a major industry in Louisiana.	Louisiana is located on the Gulf of Mexico.
   Iowa is known as the breadbasket of America.	Wheat is a major crop grown in Iowa.

3. Practice becoming familiar with the location of each state in the United States. Use either the Color Landform Maps of Each State,  Explore the States, Postcard Tour of the United States, or CyberSleuth Kids

Lesson 3: Research a State
Duration: 1 class period
 
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Benchmark G2 A: Students know the physical and human characteristics of places.
Literacy Standard 1 Comprehension: Students read and understand a variety of materials.
c. Locate and paraphrase the key/main ideas and supporting details in fiction and non-fiction.
Standard 5 Research: Students read to locate, select, and make use of relevant information from a variety of media, references, and technological sources.
b. Use organizational features of electronic information (for example, keyword searches and icons) to locate information.
c. Summarize and organize information about a topic in a variety of ways (for example, graphic organizer, Venn diagram, outline, time line) from references, technical sources, and media.
Writing Standard 2:
a. Write in a variety of modes such as narrative, expository or descriptive for various audiences and purposes (for example, to entertain or to inform).
b. Organize writing using a logical arrangement of ideas.
d. Plan, draft, revise, and edit for a final copy.
e. Use transitions to link ideas.
f. Select and use a variety of sentence structures.
Enduring Understanding:  People access, read, evaluate, and use a variety of resources to get information.
Essential Questions:  Why do I need a variety of resources? How do I access information and use it responsibly? How do I evaluate resources?
Assessment: Frayer Model page for each of the vocabulary words

Activities

1. Is it important to know where each of the states is located? It sure is! We all are depend upon the other states to provide products and services that we cannot provide for ourselves here in Colorado. Depending on other states and sharing our resources with them is called interdependence. People often migrate to an area that has an abundance of natural resources. When a state or community has very little of a needed resource, it is called scarcity. Identify some states in the United States that have a scarcity of water, of wood or timber from forests, of oil or natural gas, of fruits and vegetables, etc. These states depend on other stated to provide the things that are scarce in their state. Click on each vocabulary word and discuss the meanings of scarcity, abundance, interdependence and migration as a class and complete steps 1-3 for learning new vocabulary. Use the Visual Thesaurus to help with word meanings.

   Use the Visual Thesaurus and use the approved user name and password to the right:

   User Name: es35@d11.org  Password: d112009

   • Step 1: Teacher provides a description, explanation, or example of the term

   • Step 2: Student restates the description, explanation, or example in his/her own words

   • Step 3: Student designs a visual representation
      

2. Listen to the Fifty Nifty United States song while you look at a map of the United States. See if you can point to each state when the state name is sung. It's tricky trying to sing and find the state at the same time.

3. Use the following resources to research about the state you choose or are assigned to research:
   U.S. States Index  Explore the States, Postcard Tour of the United States CyberSleuth Kids
   As you research your chosen state, look for things that make that state unusual or unique. Look for national monuments, geographic points of interest, major industries, major cities, or sites of important historical events. Look for more important features than the state bird, tree, or symbol. Try to include things worth remembering about your state. Use a variety of sources to locate important information.
   First, find the facts and details.  Gather information and facts that you can use to write your report about a state. Be sure you include the following:
   Describe the geographic features of the state.
   Describe the major historical facts about the state including famous historical people or events.
   Describe the natural resources or goods produced in the state that are abundant and some that are scarce.
   Describe the population of the state including Caucasian, African American, Hispanic, Asian, and other major groups. Describe why people migrated to the state.

Resources
Online audio books: A Visit to Big Bend National Park  A Visit to Grand Canyon National Park  A Visit to Yellowstone National Park  The Amazing Grand Canyon

Lesson 4: Supporting Details and Main Ideas
Duration: 1 class period
 
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Benchmark G2 A: Students know the physical and human characteristics of places.
Literacy Standard 1 Comprehension: Students read and understand a variety of materials.
c. Locate and paraphrase the key/main ideas and supporting details in fiction and non-fiction.
Standard 5 Research: Students read to locate, select, and make use of relevant information from a variety of media, references, and technological sources.
c. Summarize and organize information about a topic in a variety of ways (for example, graphic organizer, Venn diagram, outline, time line) from references, technical sources, and media.
Writing Standard 2:
a. Write in a variety of modes such as narrative, expository or descriptive for various audiences and purposes (for example, to entertain or to inform).
b. Organize writing using a logical arrangement of ideas.
d. Plan, draft, revise, and edit for a final copy.
e. Use transitions to link ideas.
f. Select and use a variety of sentence structures.
Enduring Understanding:  
Essential Questions:  
Assessment:  Main idea and supporting details in first draft

Activities

1. Listen to the Fifty Nifty United States song while you look at a map of the United States. See if you can point to each state when the state name is sung. It's tricky trying to sing and find the state at the same time.

2. Use the notes from your research and begin writing the first draft of your report on a state. Discuss different ways of organizing your paper and use an advance organizer if your teacher chooses for you to do so.

3. After completing your first draft, receive feedback from your teacher and classmates, then write your final draft.

Differentiation
Support:  
Extension: Play any of the following games to develop your skill in identifying the 50 states:
National Geographic: MapMachine
National Geographic: Xpeditions Atlas
State Games & Activities
Place the States on the Map Easy Version
Place the States on the Map Game Advanced 
Interactive Map of U.S. Regions 

Lesson 5: Design a Visual Representation of Your State
Duration: 2 class periods 
 
Standard Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Standard Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark G2 A: Students know the physical and human characteristics of places.
Benchmark G2 B: Students know how and why people define regions.
Enduring Understanding:  
Essential Questions:  
Assessment:  Checklist of required items on the state float

Activities

1. Listen to the Fifty Nifty United States song while you look at a map of the United States. See if you can point to each state when the state name is sung. It's tricky trying to sing and find the state at the same time.

2. This activity can be created in your art class or computer lab. You have been selected by the state tourism office to advertize your selected state by creating either a tri-fold or brochure. Choose to create either a tri-fold brochure or a state float.
   Tri-fold Brochure - If you create a tri-fold brochure, use the template provided in word and include the information from your research.
   State Float - If you create a float in your art class, use a shoebox as the form to create a miniature float advertising the state you researched. Use your creativity in designing your brochure or float, but make sure it includes the following design criteria:
   State flag, State name and slogan, US Map with state location identified, historical, physical and human characteristics of the state, major natural resources or goods produced
   If your entire class chooses to create state floats, you can use the template for consistency so all floats can be displayed in the library.
   For consistency, you can use the following guidelines for each float:
   Front - State flag
   Side 1 - State name and slogan
   Side 2 - State name and slogan
   Back - US Map with state location identified
   Top - 3D historical, physical and human characteristics of the state, major natural resources or goods produced

Differentiation
Support:  
Extension: Play any of the following games to develop your skill in identifying the 50 states:
National Geographic: MapMachine
National Geographic: Xpeditions Atlas
State Games & Activities
Place the States on the Map Easy Version
Place the States on the Map Game Advanced 
Interactive Map of U.S. Regions 

Lesson 6: Note Taking, Presentations and Billboard Design
Duration: 
 
Standard Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Standard Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark G2 A: Students know the physical and human characteristics of places.
Benchmark G2 B: Students know how and why people define regions.
Enduring Understandings:  Resources are used to produce and distribute goods and services. The exchange of goods and services leads to trade and interdependence.
Essential Questions:  How does scarcity of resources lead to trade, exchange and interdependence across the states?
Assessment:  Journal entry answering the essential question.

Activities

1. Listen to the Fifty Nifty United States song while you look at a map of the United States. See if you can point to each state when the state name is sung. It's tricky trying to sing and find the state at the same time.

2. As you listen to your classmates present information, take two-column notes about each state and how the exchange of goods and services leads to interdependence. Here's an example: Michigan is a major producer and manufacturer of automobiles. These are carried by trains and trucks to states all across America. Other states are dependent upon Michigan and other auto producing states to supply automobiles.

3. Use the suggested Vocabulary Activities for Steps 4-6 to practice use of the terms trade, scarcity, abundance, interdependence and migration.

   • Step 4: Student completes activities that provide practice for using terms in writing

   • Step 5: Students review and discuss word meanings 

   • Step 6: Students practice words with games 

4. Discuss the essential questions as a class. After discussing the questions, write an answer to each question in your journal.

Lesson 7: Note Taking, Presentations
Duration: 
 
Standard Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Standard Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark G2 A: Students know the physical and human characteristics of places.
Benchmark G2 B: Students know how and why people define regions.
Enduring Understandings:  Resources are used to produce and distribute goods and services. The exchange of goods and services leads to trade and interdependence.
Essential Questions:  How does the environment affect human activities?
Assessment:  Journal summary answering the essential questions and complete two column notes on each presentation.

Activities

1. Listen to the Fifty Nifty United States song while you look at a map of the United States. See if you can point to each state when the state name is sung. It's tricky trying to sing and find the state at the same time.

2. As you listen to your classmates present information, take two-column notes about each state and how the environment in the state influences human activity, Here's an example:

   Colorado Rocky Mountains	create perfect conditions for snow skiing, so Colorado is a major tourist attraction for ski resorts.
   Washington Redwood Forests	provide lumber for building houses and furniture in other states

Lesson 8: Using Two Column Notes to Study for Competition on the Fifty States
Duration: 
 
Standard Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Standard Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark G2 A: Students know the physical and human characteristics of places.
Benchmark G2 B: Students know how and why people define regions.
Enduring Understandings:  Resources are used to produce and distribute goods and services. The exchange of goods and services leads to trade and interdependence.
Essential Questions:  How does scarcity of resources lead to trade, exchange and interdependence across the states?
Assessment:  Journal summary answering the essential questions and complete two column notes on each presentation.

Activities

1. Listen to the Fifty Nifty United States song while you look at a map of the United States. See if you can point to each state when the state name is sung. It's tricky trying to sing and find the state at the same time.

Lesson 9: Class Competition: Are You Smarter Than a Fifth Grader?
Duration: 
 
Standard Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Standard Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark G2 A: Students know the physical and human characteristics of places.
Benchmark G2 B: Students know how and why people define regions.
Enduring Understanding:  
Essential Questions:  
Assessment:  

Activities

1. Listen to the Fifty Nifty United States song while you look at a map of the United States. See if you can point to each state when the state name is sung. It's tricky trying to sing and find the state at the same time.

Lesson 10: School Competition: Are You Smarter Than a Fifth Grader?
Duration: 
 
Standard Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Standard Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark G2 A: Students know the physical and human characteristics of places.
Benchmark G2 B: Students know how and why people define regions.
Enduring Understanding:  
Essential Questions:  
Assessment:  

Activities

1. Listen to the Fifty Nifty United States song while you look at a map of the United States. See if you can point to each state when the state name is sung. It's tricky trying to sing and find the state at the same time.

Parent Resources

ABCs of Elementary Years: These ABC Tips are designed to help you support your child’s learning in social studies during their years in elementary school.