Geography

Standard
1 Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
 

Benchmarks
1.1 Knows the basic elements of maps and globes (e.g., title, legend, cardinal and intermediate directions, scale, grid, principal parallels, meridians, projection)
Unit/Mexico
Activity
Students use the legend and cardinal directions of a North America map tpo locate countries and oceans.
 
 

Standard
2 Knows the location of places, geographic features, and patterns of the environment

Benchmarks
2.1 Knows the location of major cities in North America
Unit/Civil Rights Movement
Activity
Students locate cities and states where historical events happened during the Civil Rights Movement

2.2 Knows the approximate location of major continents, mountain ranges, and bodies of water on Earth
Unit/Immigration
Activity
Students locate and mark their ancestors' countries on a world map.
 
 

Standard
3 Understands the characteristics and uses of spatial organization of Earth's surface

Benchmarks
3.1 Knows different methods used to measure distance (e.g., miles, kilometers, time, cost, perception)
Unit/Measurement
Activity
Unit 3 in Everyday Math book.

Standard
4 Understands the physical and human characteristics of place

Standard
5 Understands the concept of regions

Benchmarks
5.1 Knows the characteristics of a variety of regions (land form, climate, vegetation, shopping, housing, manufacturing, religion, language)

Unit/Mexico
Activity
Students identify 4 major regions of Mexico, the landform. vegetation and location in Mexico to create a relief map of Mexico

Standard
6 Understands that culture and experience influence people's perceptions of places and regions
 

Standard
7 Knows the physical processes that shape patterns on Earth's surface

Benchmarks
7.1 Knows the physical components of Earth's atmosphere (e.g., weather and climate), lithosphere (e.g., land forms such as mountains, hills, plateaus, plains), hydrosphere (e.g., oceans, lakes, rivers), and biosphere (e.g., vegetation and biomes)

Unit/Dinosaurs
Activity
Students studied the different periods of the Mesozoic Era including weather, climate, vegetation, and landforms. Students made a diorama reflecting those elements of one of the periods.

7.2 Knows how Earth's position relative to the Sun affects events and conditions on Earth (e.g., how the tilt of the Earth in relation to the Sun explains seasons in different locations on Earth, how the length of day influences human activity in different regions of the world)

Unit/Astronomy
Activity
Students do an experiment to show why we have night and day on planet Earth.
 

History

Standard
1 Understands family life now and in the past, and family life in various places long ago

Benchmarks
1.1Knows the ways that families long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, art, religion, community celebrations, mementos, food, and language (e.g., celebration of national holidays, religious observances, and ethnic and national traditions; visual arts and crafts; hymns, proverbs, and songs)

Unit/ Immigration
Activity
Students study family ancestory history and write a report and create a display board sharing information about special celebrations, foods and languages.

Standard
2 Understands the history of a local community and how communities in North America varied long ago

Benchmarks
2.1 Knows geographical settings, economic activities, food, clothing, homes, crafts, and rituals of Native American societies long ago (e.g. Sioux and Navajo)

Unit/ Native Americans
Activity
Students read the book,  Turquoise Boy, a Navajo legend.  Based on the information presented in the book, students identify the geographical setting, clothing, food, home, crafts and rituals of the Navajo to complete an outline.
 

Standard
3 Understands the people, events, problems, and ideas that were significant in creating the history of their state

Standard
4 Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols

Benchmarks
4.1 Understands how people over the last 200 years have continued to struggle to bring to all groups in American society the liberties and equality promised in the basic principles of American democracy (e.g., Sojourner Truth; Harriet Tubman; Frederick Douglass; W.E.B. DuBois; Booker T. Washington; Susan B. Anthony; Martin Luther King, Jr.; Rosa Parks; Cesar Chavez)

Unit/Chicano Movement
Activity
Students read the book, Harvest of Hope, a story about Cesar Chavez  and the book, My Dream of Martin Luther King to compare the lives of the two leaders using a Venn diagram.

4.2 Understands the accomplishments of ordinary people in historical situations and how each struggled for individual rights or for the common good (e.g., James Armistead, Sybil Ludington, Nathan Beman, Lydia Darragh, Betty Zane)

Unit/Civil Rights Movement
Activity
Students research a Black American leader and write a five paragraph report and create a  display board to presesent to the class.
 

4.3 Understands historical figures who believed in the fundamental democratic values (e.g., justice, truth, equality, the rights of the individual, responsibility for the common good, voting rights) and the significance of these people both in their historical context and today

Unit/Civil Rights Movement
Activity
Students read the book, If the Bus Coul Talk, the story of Rosa Parks. Students complee jpurnal entries to discuss the social justice changes brought about her beliefs and actions.

4.4 Understands how historical figures in the U.S. and in other parts of the world have advanced the rights of individuals and promoted the common good, and the character traits that made them successful (e.g., persistence, problem solving, moral responsibility, respect for others)

Unit/Civil rights Movement
Activity
Read aloud the book, Ghandi to the students to learn about his beliefs and his influence on Martin Luther King, Jr. and Cesar Chavez.

4.5 Understands how songs, symbols, and slogans demonstrate freedom of expression and the role of protest in a democracy (e.g., the Boston Tea Party, the abolition of slavery, women's suffrage, labor movements, the civil rights movement)

Unit/Chicano Movement
Activity
Students learn the spanish song, Viva Cesar Chavez in the book, Fieestas, and perform the song. Students learned Chavez's protest used the symbols of the Aztec eagle and the picture of the Virgin of Guadalupe

Standard
5 Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago

Unit/Immigration
Activity
Students create a timeline of the immigration of  the different ethnic groups and their reasons for immigrating to the United states.

Standard
6 Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

Benchmarks
6.1 Understands how regional folk heroes and other popular figures have contributed to the cultural history of the U.S. (e.g., frontiersmen such as Daniel Boone, cowboys, mountain men such as Jedediah Smith, American Indian Chiefs including Geronimo, and outlaws such as Billy the Kid)

Unit/Tall Tales
Activity
Students read the book, Sally Ann Thunder Ann Whirlwind, to learn that frontier women were as tough, hardy and resourceful as the men they accompanied into the wilderness.
 

6.2 Understands how stories, legends, songs, ballads, games, and tall tales describe the environment, lifestyles, beliefs, and struggles of people in various regions of the country
Unit/Tall Tales
Activity
Students read the book, Johnny Appleseed, by Steven Kellogg and located and labled on a map the states that Johnny Appleseed traveled through as he planted and gave away apple seeds and encouraged the settlers to start orchards.

7 Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe

Benchmarks
7.1 Knows significant historical achievements of various cultures of the world (e.g., the Hanging Gardens of Babylon, the Taj Mahal in India, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome)
Unit/Mexico
Activity
Students read the book, Mexico, to identify the contributions of the indian groups in Mexico.

7.2 Understands the experience of immigrants groups (e.g., where they came from, why they left, travel experiences, ports of entry and immigration screening, the opportunities and obstacles they encountered when they arrived; changes that occurred when they moved to the United States)

Unit/Immigration
Activity
Students make a timeline of times when immigrant groups entered the united States and their reasons for immigrating.
 

Historical Understanding
 

1  Standard
Understands and knows how to analyze chronological relationships and patterns

1.1  Benchmarks
Understands clendar time in terms of years, decades, and centuries

Unit/Dinosaurs
Activity
Students made a timelineof life on earth

1.2 Benchmarks
Knows how to interpret data prsented in time lines ( identify the time at which events occurred: the sequence in which events developed; what else was occurring at the time

Unit/ Dinosaur
Activity
Students compare the amount of time dinosaurs existed with the time that other animal species, including humans, have existed

1.3 Benchmarks
 Distinguishes between past, present, and future time

Unit/Civil Right Movement
Activity
Students compare the enforcement of the civil rights amendments to the past, present, and future.

2  Standard
Understands the historical perspective