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Social Studies

Week 13 December 10,11,12

Unit 2 Lesson 2: Our Country’s Regions

Vocabulary Words: region, economy, agriculture, interdependent

Summary: The United States can be divided into five regions: the Northeast, the Southeast, the Midwest, and the West. These regions vary geographically, economically, and culturally.

What students should learn from Unit 1 Lesson 2: Our Country’s Regions:
- Recognize that dividing the United States into regions helps us understand it more easily.
- Identify the five regions of the United States.
- Understand that states in a region share resources.

Background Information: Cultural Divide- During the Civil War, cultural and economic differences were enough to cause one part of a state to actually secede from the rest of the state. When Virginia voted to secede from the Union, delegates from the western part of the state declared the move illegal and refused to take part. Instead, they established a new state, West Virginia.

Quick Check Questions:
Pg. 79: How are geographic regions and cultural regions different?
Pg. 81: Besides landforms, what are some other things that states in a region may have?
Pg. 83: How does sharing resources in a region make states interdependent?

Tuesday 12.10.13

1. Create Vocabulary Cards for Unit 2 Lesson 2.
2. Read 2.2 in popcorn style. Have students answer quick check questions and fill out vocabulary cards as they read.
Homework: Student Workbook, Page 16, “My Region”

Wednesday 12.11.13

1. Review of 2.1 and 2.2 vocabulary and main concepts.
2. Idea Factory, Page 16 “Create a Patriotic Stamp”.
Homework: Complete Idea Factory Project and study for 2.1 and 2.2 test.

Thursday 12.12.13
1. 2.1 and 2.2 Test

Week 14 December 17,18,19

Unit 2 Lesson 3: Our Country’s Climate

Vocabulary Words: precipitation, rain shadow, lake effect, tornado, hurricane

Summary: The U.S. climate is affected by many things. Distance from the equator and elevation are two factors. Rain and snowfall are affected by large bodies of water and mountains.

What students should learn from Unit 1 Lesson 3: Our Country’s Climate
- Recognize the various factors that affect climate.
- Understand how mountains affect rainfall.
- Describe the lake effect.
- Identify two types of extreme weather and the regions in which it occurs.

Background Information: Alaska is the most northern part of the United States-in fact, nearly one third of its land lies within the Arctic Circle. This part of the state is sparsely settled, and its ground remains permanently frozen. Alaska makes up nearly 17% of the nation’s land area, yet its population accounts for onlu .2% of the nation’s total.

Quick Check Questions:
Pg. 85: How do temperatures at the North Pole and the equator differ?
Pg. 87: Why does the eastern side of the mountains in Oregon get very little rain or snow?
Pg. 89: Why do places near the Great Lakes often get a lot of snow?

Tuesday 12.17.13
1. Create Vocabulary Cards for Unit 2 Lesson 3.
2. Read 2.3 in popcorn style. Have students answer quick check questions and fill out vocabulary cards as they read.
Homework: Student Work book Page 18.

Wednesday 12.18.13
Video: National Geographic: Extreme Alaska: Denali National Park

National Geographic: Extreme Alaska: Denali National Park
2007TV-PG45m
Spanning an awe-inspiring 6 million acres of wilderness, located just 200 miles from the Arctic Circle, Alaska's Denali National Park is home to Mount McKinley, the tallest mountain in North America. Journey from the subarctic vistas of the frozen tundra to the seemingly endless taiga forest, and get up close and personal with the wolves, grizzlies, moose and other creatures that call this natural wonder home.

Homework: None.

Thursday 12.19.13
2.3 Test

Week 16 December 31, January 1,2

Topic: Unit 2 Lesson 4: Running a Business, Unit 2 Lesson 5: Our Economy


Vocabulary Words: profit, investor, supply, demand, opportunity, producer, capital resource, human resource, natural resource, interest, credit

Summary: Our country works on a free-enterprise system, in which any one can start a business. The goal of a business is to make a profit. To do so, a business owner must find a product, idea, or service that people want to buy. A successful business requires a clear plan and teamwork. The economy of the United States is based on needs and wants. Those who make goods to fulfill those needs and wants are called producers. The people who use those goods are consumers.

What students should learn from Unit 1 Lesson 4: Running a Business
- Understand that in a free enterprise system, everyone makes his or her own economic decisions.
- Discuss why profit, investors, and supply and demand are important in any business.
- Explain the importance of planning and teamwork in business.
- Recognize the difference between needs and wants.
- Understand that businesses are producers.
- Describe the role that banks play in the economy.
- Summarize the circular flow of the economy.

Background Information: Bill Gates one of the world’s best known entrepreneurs is Bill Gates, cofounder of the Microsoft Corporation. Gates wrote his first computer program at the age of 13. Today, Gates has a fortune worth billions of dollars.

Quick Check Questions:
Pg. 93: What is the difference between a planned economy and a free enterprise?
Pg. 95: How did the class organize the business?
Pg. 97: What choices did the students have about using the profit their business?
Pg. 99: What is the difference between needs and wants?
Pg. 101: What are the three kinds of resources describe in this section?
Pg. 103: How is using a credit card different that using a bank card?
Pg. 104: How is the economy helped when businesses hire new workers?

Tuesday 12.31.13

1. Create Vocabulary Cards for Unit 2 Lesson 4.
2. Read 2.4 in popcorn style. Have students answer quick check questions and fill out vocabulary cards as they read.
Homework: Student Work book Page 19.

Wednesday 1.2.14

1. Create Vocabulary Cards for Unit 2 Lesson 4.
2. Read 2.4 in popcorn style. Have students answer quick check questions and fill out vocabulary cards as they read.
Homework: Student Work book Page 20.

Thursday 1.3.14

1. Introduce Business Plan project.
2. Brainstorm ideas for what product to sell.
3. Finalize marketing, producing, and accounting teams.
Homework: None.

Week 17 January 7,8,9

Topic: Unit 2 Lesson 4: Running a Business, Unit 2 Lesson 5: Our Economy

Vocabulary Words: profit, investor, supply, demand, opportunity, producer, capital resource, human resource, natural resource, interest, credit

Summary: Our country works on a free-enterprise system, in which any one can start a business. The goal of a business is to make a profit. To do so, a business owner must find a product, idea, or service that people want to buy. A successful business requires a clear plan and teamwork. The economy of the United States is based on needs and wants. Those who make goods to fulfill those needs and wants are called producers. The people who use those goods are consumers.

What students should learn from Unit 1 Lesson 4: Running a Business
- Understand that in a free enterprise system, everyone makes his or her own economic decisions.
- Discuss why profit, investors, and supply and demand are important in any business.
- Explain the importance of planning and teamwork in business.
- Recognize the difference between needs and wants.
- Understand that businesses are producers.
- Describe the role that banks play in the economy.
- Summarize the circular flow of the economy.

Background Information: Bill Gates one of the world’s best known entrepreneurs is Bill Gates, cofounder of the Microsoft Corporation. Gates wrote his first computer program at the age of 13. Today, Gates has a fortune worth billions of dollars.

Quick Check Questions:
Pg. 93: What is the difference between a planned economy and a free enterprise?
Pg. 95: How did the class organize the business?
Pg. 97: What choices did the students have about using the profit their business?
Pg. 99: What is the difference between needs and wants?
Pg. 101: What are the three kinds of resources describe in this section?
Pg. 103: How is using a credit card different that using a bank card?
Pg. 104: How is the economy helped when businesses hire new workers?

Tuesday 1.7.14

1. Building a business project continued: The three teams will meet to begin production, advertisement, and accounting of the business and begin drafting a business plan.

Homework: Advertising team: Work on drafts of advertisements. Production: Spend time producing the product. Finance : Make a chart for the cost of projection.

Wednesday 1.8.14
1. Building a business project continued: The three teams will meet to begin production, advertisement, and accounting of the business and begin drafting a business plan.

Homework:Finalize business plan and study for 2.4 and 2.5 test.

Thursday 1.9.14
1. Finalize Business Plan
2.4 and 2.5 Assessment

Week 18 January 14,15,16

Topic: Unit 2 Lesson 6: State and Local Governments

Vocabulary Words: constitution, legislation branch, executive branch, judicial branch, veto, municipal

Summary: In the United States, government powers shared among national, state, and local governments are divided into legislative, executive, and judicial branches. Local governments provide services and make laws.

What students should learn from Unit 1 Lesson 6: State and Local Governments
- Recognize that government power is shared.
- Understand how state governments work.
-Describe the work done by local governments and the main way in which they raised money.

Quick Check Questions:
Pg. 107: How are d
Pg. 108: What can the state court do if it thinks a law is wrong?
Pg. 109: What is the first step in making a bill into a law?
Pg. 111: What are some kinds of taxes that people pay?

Tuesday 1/14/14

Anticipated Set:
1. Building a business project continued: The three teams will wrap up production, advertisement, and accounting of the business and begin drafting a business plan.
Homework: Advertising team: Work on drafts of advertisements. Production: Spend time producing the product. Finance : Make a chart for the cost of projection.

Wednesday 1/15/14

1. Create Vocabulary Cards for 2.6.
2. Read 2.6, answer quick check questions, and fill out vocabulary cards.
Homework: Student Work Book Page 21.

Thursday 1/16/14

1. Business Meeting: Discuss sales, expenses, supply, demand, and profit so far.
2. Prepare for next weeks sales.

Week 19 January 21,22,23

Unit 2 Lesson 7: Our Nation's Government; Unit 2 Lesson 8: Our Democratice Values
Vocabulary Words: federal, democracy, citizen, reservation, sovereign, jury, patriotism, rule of law, justice
Summary 2.7: The Unites States is ad emocracy, which means that the people run the government through elected representatives. That government consists of legislative, executive, and judicial branches.
Summary 2.8: Our government is based on the idea that all people are equal and entitled to certain rights. With these rights come important responsibilities. Although Americans are diverse, we share certain beliefs, such as the importance of the rule of law, justice, truth, and equality.

What students should learn from Unit 1 Lesson 6: State and Local Governments
- Describe the type of government we have in the United States.
-Understand the powers and duties of the three branches of the national government.
-Discuss the role of tribal government in the Unites States.
- Recognize that citizenship involves both rights and responsibilties.
-Understand that citizens have the power to change things.
-Identify the values and beliefs that unite Americans.

Quick Check Questions:
Pg. 115: What is the difference between a citizen and a representative?
Pg. 117: What does the judicial branch do?
Pg. 119: What do tribal governments do?
Pg. 121: What is the right difference between the rights and responsibilties of voting?
Pg. 123: What are some ways you can show your patriotism?
Pg. 125: Why is truth an important American value?

Tuesday 1/21/14
1. Map and Globe Skills, pg. 112 and 113 in Text book. Complete as a class.
2./ Homework Students Workbook, p.22 "Locate Cities"

Wednesday 1/22/14
Create Vocabulary Cards for 2.7.
Read 2.7, answer quick check questions, and fill out vocabulary cards.
Homework: Student Work Book Page 23

Thursday 1/23/14
Create Vocabulary Cards for 2.7.
Read 2.7, answer quick check questions, and fill out vocabulary cards.
Homework: Student Work Book Page 23.for next weeks sales.

Week 20 January 28,29,30

opic: Unit 2 Lesson 8: Our Democratic Values

Vocabulary Words: jury, patriotism, rule of law, justice

Summary 2.8: Our government is based on the idea that all people are equal and entitled to certain rights. With these rights come important responsibilities. Although Americans are diverse, we share certain beliefs, such as the importance of the rule of law, justice, truth, and equality.

Quick Check Questions:
Pg. 121: What is the right difference between the rights and responsibilities of voting?
Pg. 123: What are some ways you can show your patriotism?
Pg. 125: Why is truth an important American value?


Tuesday 1/28/29

Anticipated Set:
1.Create Vocabulary Cards for Unit 2 Lesson 8.
2. Read 2.8, answer quick check questions, and fill in vocabulary cards
Homework: Page 24 in Student Workbook “Which Rights Are Real?”

Wednesday 1/29/14

1. Read and discuss Pages 28, 29, 52: “Branches of the Government” and “How a bill Becomes a Law”, “Bill of Rights”.
2. Hand out Unit 2 Study Guide

Homework: Begin filling out Unit 2 Study guide.

Thursday1/30/14

1. In groups of 2, fill out the Unit 2 Study Guide.

Homework: Study for Unit 2 Exam that will be held on Tuesday In Shaa Allah.

Week 21 February 4,5,6


Topic: Unit 3 Lesson 1: The Geography of the Northeast
Vocabulary Words: glacier, bay, fuel, fall line, tourist

Summary 3.1: The geography of the Northeast includes mountains, lakes, rivers, and forests. The coastline is dotted with bays. Trees from northeastern forests have been an important recourse since ancient times.

Quick Check Questions:
Pg. 135: How were the Appalachian Mountains shaped?
Pg. 137: When did early settlers anchor their ships?
Pg. 139: What are some resources found in the Northeast?
Pg. 140: How is the climate in coastal Maryland different from the climate in the mountains of Maine?


Tuesday 2/4/14
Anticipated Set:
1. Unit 2 Assessment

Wednesday 2/5/14

1. Create vocabulary cards for Unit 3 Lesson 1.
2. Read Unit 3 Lesson 1. Answer Quick Check Questions. Fill out vocabulary cards.
Homework: Pg. 26 in Student Workbook “ Postcard from the Northeast”

Thursday2/6/14

1. Page 141 Map and Global Skills.
2. Page 27 in Student Workbook “Mapping Your Vacation”

Homework: Make a list of the different industries you see in Delaware over the weekend.

Week 22 February 11,12,13


Topic: Unit 3 Lesson 2: The Economy of the Northeast & Unit 3 Lesson 3: The People of the Northeast
Vocabulary Words: industry, service, urban, suburban, megalopolis, culture, diverse

Summary 3.2: Most people in the Northeast live and work in cities and suburbs. They have service jobs, or jobs that help people in some way. Another source of employment is the manufacturing industry. A sizeable number of people still work in fishing and farming.

Summary 3.3: Native Americans were the Northeast’s first inhabitants. They were joined in the 1600’s by immigrants from Europe. Later, immigrants arrived from Asia, and other places.

Quick Check Questions:
Pg. 143: What do the Northeast’s grasslands do for its economy?
Pg. 145: How did cloth production in the Northeast change over time?
Pg. 147: What are some service jobs in the Northeast?
Pg. 149: What did the first Northeast Cities look like?
Pg. 151: Describe Native Americans of the Northeast.
Pg. 153: Why did many immigrant groups come to the Northeast?
Pg. 154: Why do cultural groups in the Northeast hold celebrations?
Pg. 157: What are some of the things that people in the Northeast can do for fun?

Students will:
-Understand that the Northeast’s natural resource provide a living for many people.
-Describe how the manufacturing industry got its start.
-Recognize that many people in the Northeast work in service jobs.
-Discuss the past and present of cities and suburbs in the Northeast.
- Know that Native Americans were the Northeast’s first people. Discuss the variety of cultures in this region.
Recognize that festivals are one way people show cultural pride.
-Identify the variety of activities available in the Northeast.

Tuesday 2/11/14
1. Create vocabulary cards for Unit 3 Lesson 2.
2. Read Unit 3 Lesson 2. Answer Quick Check Questions. Fill out vocabulary cards.
Homework: Pg. 28 in Student Workbook “True or False”

Wednesday 2/12/14
1. Create vocabulary cards for Unit 3 Lesson 3.
2. Read Unit 3 Lesson 3. Answer Quick Check Questions. Fill out vocabulary cards.
Homework: Pg. 29 in Student Workbook “ Welcome to America”


Thursday2/13/14
1. Travel Brochure for the Northeast. Students will create a Trifold Brochure encouraging people to visit the Northeast. The Brochure should cover the geography, economy, and people of the Northeast. And example will be shown in class.

Homework: Complete Brochure. Due on Tuesday, Feb. 18.

Week 23 February 18,19,20


Topic: Unit 4 Lesson 1: The Geography of the Southeast, Lesson 2: The Economy of the Southeast, and Lesson 3: The People of the Southeast
Vocabulary Words: source, mouth, wetland, peninsula, levee, renewable resource, petroleum, refinery, nonrenewable resource, dialect, segregation.

States of the Southeast Region: Florida, Georgia, Alabama, Missouri, Lousiana, Arkansa, Tennessee, Kentucky,West Virginia, Virginia, North Carolina, South Carolina.

Summary 4.1 The Geography of the Southeast: The Southeast region includes mountains, hills, a coastal plain, many islands, and lots of water. The climate is generally warm and humid. Hurricanes and flooding threaten many areas along the coast in the Southeast.

Summary 4.2 The Economy of the Southeast: Cotton and tobacco have become less important farm products in the Southeast, while food products have become more important natural resources, including trees, petroleum, and coal. Many industries are located in the Southeast.

Summary 4.3 The People of the Southeast: Native American culture mixed with the cultures of immigrants from Spain, England, Ireland, Africa, Scotland, and France. Civil Rights Movement worked to give all Americans equal rights. The SOutheast also has a rich musical history.

Quick Check Questions:
Pg. 167: How are wetlands valuable?
Pg. 169: What are the landforms in the Southeast?
Pg. 171: What is the climate of the Southeast?
Pg. 172: What damage may happen when rivers overflow?
Pg. 175: What crops are grown in the Southeast today?
Pg. 177: How are renewable and nonrenewable resources different?
Pg. 179: What are some of the products made in the Southeast?
Pg. 181: Why is the Southeast a popular place to visit in the winter?
Pg. 183: Why were the Cherokee forced off their land?
Pg. 185: Which immigrant groups came to the Southeast?
Pg. 187: What was the civil rights movement?
Students will:
-Identify the Mississippi River and the wetlands of the Southeast.
-Explore the coast, hills, mountains, and islands of the Southeast.
-Describe the warm climate and effects of the Gulf of Mexico.
-Show the continuing threat of hurricanes to the Southeast.
-Describe products produced by farms in the Southeast.
-Identify renewable and nonrenewable resources found in the Southeast.
-Summarize the importance of several industries to the Southeast’s economy.
-Describe the importance of tourism to the economy of the Southeast.
- Identify Native American groups who first lines in the Southeast.
-Identify the immigrant groups that settled in the Southeast.
-Trace the progress of the civil rights movement.

Tuesday 2/18/14
Anticipated Set:
1. Create vocabulary cards for Unit 4 Lesson 1.
2. Read Unit 4 Lesson 1. Answer Quick Check Questions. Fill out vocabulary cards.
Homework: Pg. 31 in Student Workbook “Peninsula Puzzle”

Wednesday 2/19/14
Textbook, notebook, index cards, student workbook
1. Create vocabulary cards for Unit 4 Lesson 2.
2. Read Unit 4 Lesson 2. Answer Quick Check Questions. Fill out vocabulary cards.
Homework: Pg. 33 in Student Workbook “Weeding out Words”

Thursday2/20/14
1. Create vocabulary cards for Unit 4 Lesson 3.
2. Read Unit 4 Lesson 3. Answer Quick Check Questions. Fill out vocabulary cards.
3. Page 32 in Student Workbook “Studying Rice Production”
Homework: Pg. 34 in Student Workbook “Famous Faces of the Southeast”

Week 24 February 25,26,27 2nd Trimester Exam Guide




Topic: 2nd Trimester Review Sheet: Unit 2,3 and 4
Unit 3
Lesson 1: The Geography of the Northeast
Lesson 2: The Economy of the Northeast
Lesson 3: The People of the Northeast

Unit 4
Lesson 1: The Geography of the Southeast
Lesson 2: The Economy of the Southeast
Lesson 3: The People of the Southeast


Unit 3 Vocabulary Words: glacier, bay, fuel, fall line, tourist, industry, service, urban, suburban, megalopolis, culture, diverse

Summary 3.1: The geography of the Northeast includes mountains, lakes, rivers, and forests. The coastline is dotted with bays. Trees from northeastern forests have been an important recourse since ancient times.

Summary 3.2: Most people in the Northeast live and work in cities and suburbs. They have service jobs, or jobs that help people in some way. Another source of employment is the manufacturing industry. A sizeable number of people still work in fishing and farming.

Summary 3.3: Native Americans were the Northeast’s first inhabitants. They were joined in the 1600’s by immigrants from Europe. Later, immigrants arrived from Asia, and other places.

Unit 3:
Quick Check Questions:
Pg. 135: How were the Appalachian Mountains shaped?
Pg. 137: When did early settlers anchor their ships?
Pg. 139: What are some resources found in the Northeast?
Pg. 140: How is the climate in coastal Maryland different from the climate in the mountains of Maine?
Pg. 143: What do the Northeast’s grasslands do for its economy?
Pg. 145: How did cloth production in the Northeast change over time?
Pg. 147: What are some service jobs in the Northeast?
Pg. 149: What did the first Northeast Cities look like?
Pg. 151: Describe Native Americans of the Northeast.
Pg. 153: Why did many immigrant groups come to the Northeast?
Pg. 154: Why do cultural groups in the Northeast hold celebrations?
Pg. 157: What are some of the things that people in the Northeast can do for fun?

Students Should:
-Understand that the Northeast’s natural resource provide a living for many people.
-Describe how the manufacturing industry got its start.
-Recognize that many people in the Northeast work in service jobs.
-Discuss the past and present of cities and suburbs in the Northeast.
- Know that Native Americans were the Northeast’s first people. Discuss the variety of cultures in this region.
Recognize that festivals are one way people show cultural pride.
-Identify the variety of activities available in the Northeast.

UNIT 4

Unit 4 Vocabulary Words: source, mouth, wetland, peninsula, levee, renewable resource, petroleum, refinery, nonrenewable resource, dialect, segregation.

States of the Southeast Region: Florida, Georgia, Alabama, Missouri, Lousiana, Arkansa, Tennessee, Kentucky,West Virginia, Virginia, North Carolina, South Carolina.

Summary 4.1 The Geography of the Southeast: The Southeast region includes mountains, hills, a coastal plain, many islands, and lots of water. The climate is generally warm and humid. Hurricanes and flooding threaten many areas along the coast in the Southeast.

Summary 4.2 The Economy of the Southeast: Cotton and tobacco have become less important farm products in the Southeast, while food products have become more important natural resources, including trees, petroleum, and coal. Many industries are located in the Southeast.

Summary 4.3 The People of the Southeast: Native American culture mixed with the cultures of immigrants from Spain, England, Ireland, Africa, Scotland, and France. Civil Rights Movement worked to give all Americans equal rights. The SOutheast also has a rich musical history.

Unit 4 Quick Check Questions:
Pg. 167: How are wetlands valuable?
Pg. 169: What are the landforms in the Southeast?
Pg. 171: What is the climate of the Southeast?
Pg. 172: What damage may happen when rivers overflow?
Pg. 175: What crops are grown in the Southeast today?
Pg. 177: How are renewable and nonrenewable resources different?
Pg. 179: What are some of the products made in the Southeast?
Pg. 181: Why is the Southeast a popular place to visit in the winter?
Pg. 183: Why were the Cherokee forced off their land?
Pg. 185: Which immigrant groups came to the Southeast?
Pg. 187: What was the civil rights movement?

Students should:
-Identify the Mississippi River and the wetlands of the Southeast.
-Explore the coast, hills, mountains, and islands of the Southeast.
-Describe the warm climate and effects of the Gulf of Mexico.
-Show the continuing threat of hurricanes to the Southeast.
-Describe products produced by farms in the Southeast.
-Identify renewable and nonrenewable resources found in the Southeast.
-Summarize the importance of several industries to the Southeast’s economy.
-Describe the importance of tourism to the economy of the Southeast.
- Identify Native American groups who first lines in the Southeast.
-Identify the immigrant groups that settled in the Southeast.
-Trace the progress of the civil rights movement.


Tuesday 2/25/14
Anticipated Set:
1. Page 35 in Student Workbook “Vocabulary Review”.
2. Review of Unit 3 and 4 for 2nd trimester exams.

Homework: Study for 2nd Trimester Exam.

Wednesday 2/26/14
Trimester Exam: Quran, Math, Arabic

Thursday 2/28/14
2nd Trimester Exam: Social Studies and English (Study Guide is posted above)

Week 25 March 4,5,6


Topic: Unit 5 The MidWest Lesson 1 The Geography of the Midwest
Vocabulary Words: fertile, prairie

States of the Midwest Region: North Dakota, South Dakota, Minneapolis, Iowa, Minnasota, Indiana, Ohio, Michigan, Indiana, Wisconsin, Nebraska

Summary 5.1 The Geography of the Midwest: The landscape of the Midwest was formed by glaciers. The glaciers created many lakes, including the five Great Lakes, as well as rivers, which deposited fertile soil in the Midwest. The Midwest endures extremely cold temperatures in winter and hot temperatures in summer except near the Great Lakes.

Quick Check Questions:
Pg. 199: Where did the water in the Great Lakes first come from?
Pg. 203: Describe the landforms of the Midwest region.
Pg. 204: How do the Great Lakes cause climate changes in the Midwest?

Students will:
- Describe how glaciers carved the Midwest’s many lakes.
- Discuss the importance of rivers and soil fertility in the Midwest.
-Identify Midwest landforms.
-Discuss the climate extremes of the Midwest.

Tuesday 3/4/14
1. Parent Teacher Conference.

Wednesday 2/19/14
1. Create vocabulary cards for Unit 5 Lesson 1.
2. Color in and label the states that make up the Midwest Region on a blank U.S. Map.
3. Read Unit 5 Lesson 1. Answer Quick Check Questions. Fill out vocabulary cards.
Homework: Idea Factory, page 46 “A Pioneer Journal”

Thursday 3/5/14
1. Turn in “A Pioneer Journal”
2. As a class complete Page 36 in Student Workbook “ Midwest Cause and Effect”.
3. Video: Tornado Rampage 2011 TV-PG. 42 Minutes.

Week 26 March 11,12,13


Topic: Unit 5 The MidWest Lesson 2 : The Economy of the Midwest and Lesson 3: The People of the Midwest
Vocabulary Words: iron,ore, open-pit mining, agribusiness, mass production, assembly line, descendants, pioneer, migration, tradition

States of the Midwest Region: North Dakota, South Dakota, Minneapolis, Iowa, Minnasota, Indiana, Ohio, Michigan, Indiana, Wisconsin, Nebraska

Summary 5.2: The Economy of the Midwest: The Midwest has many natural resources. Farming in the Midwest has shifted from small family farms to large farms owned by companies. Today many Midwesterners work in the service and technology industries.

Summary 5.3 The People of the Midwest: Before Europeans arrived, the Midwest populated with many Native American groups. Europeans came in search of cheap supply of furs and fertile farmland. Midwesterners today celebrate their many different cultural traditions.

Quick Check Questions:
Pg. 207: What energy resources can be found in the Midwest?
Pg. 209: How did steel change the economy of the Midwest?
Pg. 210: Describe how Midwestern farming has changed over time.
Pg. 213: How did Henry Ford change the car industry?
Pg. 215: What groups of people lived in the Midwest hundreds of years ago?
Pg. 217: Describe the different people that have come to the Midwest.
Pg. 221: What are some of the things people in the Midwest do for fun?

Students will:
- Identify natural resources found in the Midwest.
- Show the importance of iron to the economy of the Midwest.
-Identify important Midwestern farm products.
-Describe how the Midwestern economy has changed over time.
- Identify Native American groups that lived in the MIdwest.
- Trace the different groups who settled in the Midwest.
- Show how Midwesterners honor diverse cultural traditions.
-Describe the artistic, musical, and athletic traditions of the Midwest.


Tuesday 3/11/14
1. Create vocabulary cards for Unit 5 Lesson 2.
2. Read Unit 5 Lesson 2. Answer Quick Check Questions. Fill out vocabulary cards.
3. Idea Factory, Page 47 “ Assembly Line”.
Homework: Page 38 in Student Workbook “ True of False?”


Wednesday 3/12/14
1. Create vocabulary cards for Unit 5 Lesson 3.
2. Read Unit 5 Lesson 3. Answer Quick Check Questions. Fill out vocabulary cards.

Homework: Page 39 in Student Workbook “ Cultural Match Up”.

Thursday 3/13/14
1. Idea Factory Page 51” Midwest Who am I? (20-30 minutes activity).
2. Page 222 Numbers 1-8 in textbook “Review and Assess”.

Homework: Complete Page 122 #1-8 and use study guide to study for Unit 5 Exam to be held on Tuesday March 18.

Unit 5 Study Guide

Topic: Unit 5 The MidWest
Lesson 1 The Geography of the Midwest
Lesson 2 : The Economy of the Midwest
Lesson 3: The People of the Midwest
Vocabulary Words:fertile, prairie, iron,ore, open-pit mining, agribusiness, mass production, assembly line, descendants, pioneer, migration, tradition

States of the Midwest Region: North Dakota, South Dakota, Minneapolis, Iowa, Minnesota, Indiana, Ohio, Michigan, Indiana, Wisconsin, Nebraska

Summary 5.1 The Geography of the Midwest: The landscape of the Midwest was formed by glaciers. The glaciers created many lakes, including the five Great Lakes, as well as rivers, which deposited fertile soil in the Midwest. The Midwest endures extremely cold temperatures in winter and hot temperatures in summer except near the Great Lakes.

Summary 5.2: The Economy of the Midwest: The Midwest has many natural resources. Farming in the Midwest has shifted from small family farms to large farms owned by companies. Today many Midwesterners work in the service and technology industries.

Summary 5.3 The People of the Midwest: Before Europeans arrived, the Midwest populated with many Native American groups. Europeans came in search of cheap supply of furs and fertile farmland. Midwesterners today celebrate their many different cultural traditions.

Quick Check Questions:
Pg. 199: Where did the water in the Great Lakes first come from?
Pg. 203: Describe the landforms of the Midwest region.
Pg. 204: How do the Great Lakes cause climate changes in the Midwest?
Pg. 207: What energy resources can be found in the Midwest?
Pg. 209: How did steel change the economy of the Midwest?
Pg. 210: Describe how Midwestern farming has changed over time.
Pg. 213: How did Henry Ford change the car industry?
Pg. 215: What groups of people lived in the Midwest hundreds of years ago?
Pg. 217: Describe the different people that have come to the Midwest.
Pg. 221: What are some of the things people in the Midwest do for fun?

Students will:
- Describe how glaciers carved the Midwest’s many lakes.
- Discuss the importance of rivers and soil fertility in the Midwest.
-Identify Midwest landforms.
-Discuss the climate extremes of the Midwest.
- Identify natural resources found in the Midwest.
- Show the importance of iron to the economy of the Midwest.
-Identify important Midwestern farm products.
-Describe how the Midwestern economy has changed over time.
- Identify Native American groups that lived in the MIdwest.
- Trace the different groups who settled in the Midwest.
- Show how Midwesterners honor diverse cultural traditions.
-Describe the artistic, musical, and athletic traditions of the Midwest.

Week 27 March 18,19,20


Topic: Unit 6 The Southwest Lesson 1: The Geography of the Southwest
Vocabulary Words: mesa, butte, canyon, drought, aquifer

States of the Midwest Region: Texas, Oklahoma, New Mexico, Arizona

Summary 6.1 The Geography of the Southwest : The Southwest’s geography includes coastlines, plains, swamps, deserts, and mountains. Mesas, the Grand Canyon, and rivers like the Colorado River and the Rio Grande can also be found. Water is scarce and the climate is dry.

Quick Check Questions:
Pg. 231: How has the use of the prarie in the Southwest changed?
Pg. 233: What caused the strange rock formation seen in the Southwest?
Pg. 235: How did the Grand canyon form?
Pg. What are the problems with water in the Southwest?

Students will:
-Understand that the geography of the Southwest is varied.
-Describe the landforms that can be seen in the Southwest.
-Identify the major rivers of the Southwest.
-Recognize that the scarcity of water poses a challenge.

Tuesday 3/18/14
Unit 5 Test

Wednesday 2/19/14
1. Create vocabulary cards for Unit 6 Lesson 1.
2. Read Unit 6 Lesson 1. Answer Quick Check Questions. Fill out vocabulary cards.
3. Page 42 In STudent Workbook “ Studying Population”

Homework: Draw and color a picture for each the following vocabulary words:mesa, butte, canyon,aquifer

Thursday 3/20/14
1. Video:Grand Canyon Adventure, River at Risk, 45 minutes.

Week 28 March 25,26,27


Topic: Unit 6 The Southwest Lesson 2: The Economy of the Southwest and Lesson 3: The People of the Southwest


Vocabulary Words: kerosene, irrigation, silicon, solar energy, pueblo, adobe, powwow

States of the Midwest Region: Texas, Oklahoma, New Mexico, Arizona

Summary 6.2 The Economy of the Southwest : The economy of the Southwest is based on oil and other minerals, agriculture, and technology. While the oil and cattle industries are concentrated in Texas and Oklahoma, the cotton and technology industries are spread throughout the region.

Summary 6.3: Many Native American groups live in the Southwest today. Their ancestors were the first people to live in the region. Because of this land was once part of Mexico and was later claimed by Spain, many people in the Southwest have SPanish or Mexican heritage.

Quick Check Questions:
Pg. 241: What happened after underground petroleum was discovered?
Pg. 243: Why is the Southwest a good place for cattle ranches?
Pg.245: What different technology industries exist in the Southwest?
Pg. 247: How did Navajo life change after the SPanish brought sheep?
Pg. 249: What happened to the lands that Coronado began to explore in 1540?
Pg. 251: What things attract people to the Southwest today?

Students will:
-Discuss the Native American heritage of the Southwest.
-Identify the Spanish influence on the Southwest.
-Understand that immigrants and older Americans have moved to the Southwest in recent years.
-Describe the festivals and ceremonies of the Southwest.


Tuesday 3/25/14
1. Create vocabulary cards for Unit 6 Lesson 2.
2. Read Unit 6 Lesson 2. Answer Quick Check Questions. Fill out vocabulary cards.

Homework: Page 43 in Student Workbook “Southwest Product hunt”


Wednesday 2/26/14
1. Create vocabulary cards for Unit 6 Lesson 3.
2. Read Unit 6 Lesson 3. Answer Quick Check Questions. Fill out vocabulary cards.

Homework: Page 44 In Student Workbook “ Southwest Timeline”


Thursday 3/27/14
Textbook, notebook, index cards, student workbook
1. Page 44 In Student workbook “ Southwest Timeline”
2. Page 45 In Student Workbook “Vocabulary Review”
3. Page 254 “Unit 6 Review and Assess”. Vocabulary Sections 1-4 and Comprehension and Critical Thinking 5-8.

Homework: Study for Unit 6 Exam.

Week 29 April 1,2,3

Topic: Unit 7 Lesson 1:The Geography of the West

Vocabulary Words: earthquake, magma, geyser, timberline

States of the West: Washington, Oregon, California, Nevada, Idaho, Montana, Wyoming, Utah, Colorado

Summary 7.1: The west is the largest region of the United States and has a variety of landforms. The West also has a variety of climates, ranging from the cold of Alaska to the tropical climate of Hawaii.

Quick Check Questions:
Pg. 263: How do plants and animals survive in different enviroments?
Pg. 265: What forces formed the Rocky Mountains?
Pg. 267: What causes an earthquake?
Pg. 269: How are the climates of Alaska and Hawaii different?

Students will:
- Be introduced to the many environments of the west.
-Describe how western mountains, lakes, and rivers were formed.
-Trace the effects of the movement of the Earth’s plates.
-Discuss the West’s varied climates.

Tuesday 4/1/14
1. Unit 6 Assessment


Wednesday 4/2/14
1. Create vocabulary cards for Unit 7 Lesson 1.
2. Read Unit 7 Lesson 1. Answer Quick Check Questions. Fill out vocabulary cards.
3. Page 47 in Student Workbook “On the Road Again”

Homework: Page 48 in student workbook “Landscapes of the West”

Thursday 4/3/14
1. Review and grade homeworks.
2. Video: Ring of Fire (38 Minutes)

Week 30 April 8,9,10

Topic: Unit 7
Lesson 2: The Economy of the West
Lesson 3: The People of the West
Vocabulary Words: telecommunications, conservationist, bison, rodeo

States of the West: Washington, Oregon, California, Nevada, Idaho, Montana, Wyoming, Utah, Colorado

Summary 7.2: The West contains rish natural resources. Different crops and livestocks are raised in different parts of the West, and in some areas, commercial fishing is important. A wide variety of industries are very important to the Western economy.

Summary 7.3: Native Americans who lived in the West traditionally had different environments. Settlers of European and Asian descent made their way to the West over hundreds of years because they heard of economic oppurtunities.

Quick Check Questions:
Pg. 273: Why would is be useful to have oil in Alaska piped to an ice-free port?
Pg. 274: How do the landforms in the west affect the economy?
Pg.277: What makes a flat desert a perfect place to test cars or rockets?
Pg. 279: Why is tourism important to the economy of the West?
Pg. 281: How did Native Americans still live in the West?
Pg. 283: What events caused people to move to the West?
Pg. 285: Why do visitors comes to the West?


Students will:
- Describe the rich natural resources found in the West.
-Show how different landforms affect the local economies.
-Discuss different industries and employers in the West.
-Outline the importance of tourism and the service industry to the economy of the West.
-Describe ways of life of Native American groups in the West.
-Trace the movements of groups of people to the West.
-Discuss celebrations and other tourist attractions in the West.


Tuesday 4/8/14
1. Create vocabulary cards for Unit 7 Lesson 2.
2. Read Unit 7 Lesson 2. Answer Quick Check Questions. Fill out vocabulary cards.
Homework: Page 48 in Student Workbook “Products of the West”


Wednesday 4/9/14
1. Create vocabulary cards for Unit 7 Lesson 3.
2. Read Unit 7 Lesson 3. Answer Quick Check Questions. Fill out vocabulary cards.

Homework: Page 49 in student workbook “Culture Chaos”


Thursday 4/10/14
1. Page 50 in Student Workbook “Vocabulary Review”
2. Complete questions 1-8 on page 286 “Review and Assess” in Textbook.

Homework: Study for Unit 7 Exam

Unit 7 Study Guide

Topic: Unit 7
Lesson 1: The Geography of the West
Lesson 2: The Economy of the West
Lesson 3: The People of the West
Vocabulary Words: earthquake, magma, geyser, timberline,telecommunications, conservationist, bison, rodeo

States of the West: Washington, Oregon, California, Nevada, Idaho, Montana, Wyoming, Utah, Colorado

Summary 7.1: The west is the largest region of the United States and has a variety of landforms. The West also has a variety of climates, ranging from the cold of Alaska to the tropical climate of Hawaii.

Summary 7.2: The West contains rish natural resources. Different crops and livestocks are raised in different parts of the West, and in some areas, commercial fishing is important. A wide variety of industries are very important to the Western economy.

Summary 7.3: Native Americans who lived in the West traditionally had different environments. Settlers of European and Asian descent made their way to the West over hundreds of years because they heard of economic oppurtunities.

Quick Check Questions:
Pg. 263: How do plants and animals survive in different enviroments?
Pg. 265: What forces formed the Rocky Mountains?
Pg. 267: What causes an earthquake?
Pg. 269: How are the climates of Alaska and Hawaii different?
Pg. 273: Why would is be useful to have oil in Alaska piped to an ice-free port?
Pg. 274: How do the landforms in the west affect the economy?
Pg.277: What makes a flat desert a perfect place to test cars or rockets?
Pg. 279: Why is tourism important to the economy of the West?
Pg. 281: How did Native Americans still live in the West?
Pg. 283: What events caused people to move to the West?
Pg. 285: Why do visitors comes to the West?

Students will:
- Be introduced to the many environments of the west.
-Describe how western mountains, lakes, and rivers were formed.
-Trace the effects of the movement of the Earth’s plates.
-Discuss the West’s varied climates.
- Describe the rich natural resources found in the West.
-Show how different landforms affect the local economies.
-Discuss different industries and employers in the West.
-Outline the importance of tourism and the service industry to the economy of the West.
-Describe ways of life of Native American groups in the West.
-Trace the movements of groups of people to the West.
-Discuss celebrations and other tourist attractions in the West.
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