Sample Lesson
Welcome to Social Studies Alive! Regions of Our Country. This document contains
everything you need to teach the sample lesson “Exploring Regions of the United
States.” We invite you to use this sample lesson today to discover how the TCI
Approach can make social studies come alive for your students.
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Contents
Letter from Bert Bower, TCI Founder and CEO
2
Benefits of Social Studies Alive! Regions of Our Country
3
Program Contents
4
Student Edition: Sample Lesson 2: Exploring Regions of the United States
5
Lesson Guide
22
Assessment
35
Interactive Student Notebook
36
Visuals
42
Study Your State
51
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Welcome!
So c i a l Stu d i e s A l i ve ! Re g i o n s o f O u r Co u n try
You have in your hands a sample of Social Studies Alive! Regions of
Our Country from TCI. This sample lesson is intended to give you the
opportunity both to review our program and to try it out in your own
classroom so you can join the growing body of elementary teachers
who are turning to Social Studies Alive! to reinvigorate their social
studies and language arts programs.
As a high school teacher who teaches only one subject, I am in awe of
elementary teachers. You not only teach all subjects—math, language
arts, science, and social studies—you juggle a myriad of other teaching
and nonteaching responsibilities as well. That’s why we created Social
Studies Alive! Regions of Our Country—to make it easier for you to
integrate language arts skills and social studies skills, to create active
lessons to keep kids engaged, and to provide meaningful content to
inspire young learners to care about the world around them.
I’m confident you and your students will enjoy this sample lesson. I
look forward to welcoming you to the TCI community of inspired, active
welcome
social studies teachers!
2
Best,
Bert Bower, TCI Founder and CEO
Social Studies Alive! Regions of Our
Country was created by teachers, for
teachers. The program is flexible and easy
to use, providing a variety of ways to meet
student needs. Teachers can
•Cover state standards in history,
geography, economics, and government.
•motivate student reading with the
Reading Further feature in each lesson—a
high-interest case study that drills down
into interesting events, concepts, and
people discussed in the lesson.
H
ow can we help our students to
understand their world? How do we
prepare them to participate in it effectively?
To these core social studies goals, TCI adds
another: How do we get students excited
about this learning? Social Studies Alive!
Regions of Our Country delivers on all
three goals. Interactive classroom
experiences, coupled with fascinating
reading, engage all learners in today’s
diverse classroom.
benefits
TCI recognizes the challenge to teachers of
fitting social studies into a school day that
must concentrate so heavily on the three
R’s. To meet this challenge, TCI has created
a social studies program that serves double
duty: reinforcing reading and language arts
skills at the same time that students learn
social studies.
3
•support language arts instruction in the
social studies curriculum with vocabulary
development, reading strategies, a variety
of writing activities, and numerous
opportunities to develop speaking and
listening skills.
•Measure student mastery with rigorous
assessments that cover comprehension,
skills, and critical thinking.
•modify instruction for English language
learners, learners with special education
needs, and enrichment.
•extend learning with recommended
additional reading opportunities and TCI’s
online Enrichment Resources, including
a Biography Bank, Enrichment Readings,
and Study Your State activity booklet.
Social Studies Alive! Regions of Our
Country will help you ignite your students’
passion for learning social studies and your
passion for teaching it!
So c i a l Stu d i e s A l i ve ! Re g i o n s o f O u r Co u n try
Benefits of Social Studies Alive!
Regions of Our Country
Welcome!
Program Contents
2 Exploring Regions of the United States
3 The Peopling of the United States
4 A Train Tour of the Northeast
5 Population Density and Life in the Northeast
6 A Boat and Bus Tour of the Southeast
7 The Effects of Geography on Life in the Southeast
In Social Studies Alive! Regions
of Our Country, an Essential
Question organizes each lesson
and its corresponding activity. By
reading the Student Edition and
participating in the classroom
activity, students gain a deeper
understanding of the content.
8 A Crop Duster Tour of the Midwest
9 Agricultural Changes in the Midwest
10 A Big Rig Tour of the Southwest
11 A Case Study in Water Use: The Colorado River
12 A Van and Airplane Tour of the West
13 Cities of the West
14 Researching Your State’s Geography
15 Researching Your State’s History
16 Researching Your State’s Economy
17 Researching Your State’s Government
Sample Lesson:
2 Exploring Regions of the United States
contents
F R E E 3 0 DAY T R I A L
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So c i a l Stu d i e s A l i ve ! Re g i o n s o f O u r Co u n try
1 Discovering the Social Sciences
West
Southeast
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Southwest
Northeast
Midwest
6
2
How do geographers study the regions
of the United States?
2.1 Introduction Because Earth is so large, geographers divide it into regions to study.
A region is an area with common features that set it apart from
other areas. In this book, we have divided the United States into five
regions to study.
In this chapter, you will learn how geographers study regions.
One way is by using maps. Geographers use maps to help them
think about five topics, or themes, of geography. These are the five
themes of geography:
Location: Where is this place located? What is it near?
Place: What is this place like?
Human-environmental interaction: How does this place affect the
people living here? How do the people who live here affect this place?
Movement: How do people, goods, and ideas move to and away
from this place?
Regions: What features
Regions of the United States
about this place set it
apart from other places?
Try answering the
questions above about
a place you know
well—your school. Now
you are thinking like
a geographer. Keep
thinking that way as
you read more about
the regions of the
United States.
Exploring Regions of the United States 15
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Exploring Regions of the United States
7
North Pole
South Pole
Cardinal Directions
16
Chapter 2
Every place has its own location. A location is the site
where something can be found. People describe locations
in many ways. You might describe the location of your
home by talking about what it is near. This is the relative
location of your home. Or you might use your street
address. This is the exact location of your home.
Geographers use globes and maps to show the locations
of places on Earth. Globes are round like Earth. They are
useful when you want to know where places are on the
planet. When you need to see where many places are all at
once, maps can be more useful. Maps show all or part of
Earth on a flat surface.
To use a map, you need to know the four cardinal
directions. North is the direction toward the North Pole.
When you face north, your back is facing south. East is to
your right. West is to your left. On a map, the letters N, S, E,
and W stand for the cardinal directions.
The intermediate directions are halfway between the
cardinal directions. Northeast, for example, lies halfway
between north and east. The other intermediate directions
are southeast, southwest, and northwest. On a map, the
letters NE, SE, SW, and NW stand for the intermediate
directions.
Most maps use a compass rose to show directions. It sits
on each map with N pointing toward the North Pole. This
tells you which way is north.
Intermediate Directions
Compass Rose
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2.2 Location and Direction
8
Maps never show sizes and distances as they really are.
They are always much smaller than the part of Earth they
represent. A short distance on a map stands for a much
greater distance on Earth.
The scale of a map shows the relationship between map
distances and real distances. A map’s scale can be shown
in many ways. The most common is a line scale. The maps
on this page have two line scales. One is for miles, and the
other is for kilometers.
Maps use symbols to show other kinds of information.
A symbol is anything that stands for something else.
Sometimes symbols look like what they stand for. For
example, mapmakers often use tiny airplane symbols to
stand for airports.
Color is another important map symbol. The color blue
usually stands for water. Mapmakers often use different
colors to show separate states or countries.
Mapmakers use a map key to explain their symbols.
(A key is also called a legend.) The map key tells what each
symbol stands for. Look at the maps on this page. What
does the star stand for?
scale a diagram that
shows the relationship
between distances on a
map and real distances
on Earth
map key an explanation
of what the symbols on a
map stand for
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2.3 Scales and
Symbols
a
9
A boat’s location on the
ocean can be pinpointed
using latitude and longitude.
2.4 Lines of Latitude
Suppose you want to describe the exact location of a place
on Earth. To help you do this, mapmakers invented a
system of imaginary lines around the globe. Some of these
lines run east and west around the globe. They are called
lines of latitude. Lines of latitude are also known as
parallels because they are always the same distance apart.
Lines of latitude tell us how far north or south of
the equator a place on Earth is. The equator is a line of
latitude. It divides Earth into two halves. They are called
the Northern Hemisphere and the Southern Hemisphere.
Because the United States lies north of the equator, it is in
the Northern Hemisphere.
The equator is the starting point
for measuring latitude. It is labeled
0°, or zero degrees. Parallels north of
the equator are labeled N. The North
Pole is 90° N. Parallels south of the
equator are labeled S. The South Pole
is 90° S. Lines of latitude measure
between 0° and 90° N or 90° S. The
closer a parallel is to the equator, the
smaller its number of degrees. The
closer it is to one of the poles, the
greater its number of degrees.
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line of latitude an
imaginary line that runs
east and west around
the globe; also called
a parallel
10
Lines of longitude tell us how far to the east or west we
need to go to locate a place. Look at the map on this page.
It shows lines circling Earth. They are called lines of
longitude. Lines of longitude are also called meridians.
Unlike lines of latitude, meridians are not parallel to
each other. All meridians meet at the North Pole and the
South Pole. The distance between meridians is greatest at
the equator. That distance shrinks as you move from the
equator to the poles.
Can you find the line that is labeled prime meridian on
the map? This imaginary line divides the world into the
Eastern Hemisphere and the Western Hemisphere.
Because the United States lies west of the prime
meridian, it is in the Western Hemisphere.
The longitude of the prime meridian is 0°.
Lines of longitude west of the prime meridian
are labeled W. Meridians east of the prime
meridian are labeled E.
Lines of longitude measure between
0° and 180°. The closer a meridian is to
the prime meridian, the smaller its
number of degrees. The farther it is
from the prime meridian, the greater its
number of degrees.
line of longitude an
imaginary line that runs
around the globe
between the North and
South Poles; also called
a meridian
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2.5 Lines of Longitude
11
2.6 The Global Grid
Mapmakers combine lines of latitude and longitude to
form a grid. A grid is a set of crisscrossing lines. The grid
you see on the map below is called a global grid because it
covers all of Earth.
Using the lines of latitude and longitude on the global
grid, you can locate places anywhere in the world. For
example, suppose you want to locate New Orleans on the
map below. It is 30 degrees north of the equator, or 30° N.
It is also 90 degrees west of the prime meridian, or 90° W.
When locating places on a map, latitude is stated first, then
longitude. So the location of New Orleans is 30° N, 90° W.
The city of Uíge, Angola, is located at 8° S, 15° E. To find
this location, put your finger on the map where the equator
and the prime meridian meet. Move your finger east to the
15° E meridian. So far, so good.
Now you have a problem. The 8° S parallel is not marked
on this map. You know, though, that 8° S must lie between
the equator and 15° S. If you move your finger along the
15° E meridian to the spot halfway between these two
parallels, you will find the city you are looking for.
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global grid the grid
formed by crisscrossing
lines of latitude and
longitude on a map
12
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2.7 Kinds of Maps
Geographers make di erent kinds of maps for di erent
purposes. Maps that show natural features are called
physical maps. Physical maps show landforms, such as
mountains, valleys, and plains. Physical maps also show
bodies of water, such as rivers, lakes, and oceans. Other
maps show human features. For example, a political map
shows cities, capitals, states, and countries.
Special-purpose maps show just one kind of information. Rainfall maps, for example, show how much rain
falls in di erent parts of the world. Population maps show
how many people live in di erent areas. Language maps
show what languages people speak in di erent places.
e special-purpose map above is an elevation map of
the United States. Elevation is the height of the land above
the ocean. e surface of the ocean, called sea level, is at
zero elevation. e highest point in North America is
Mt. McKinley in Alaska. Its elevation is 20,320 feet. What
does the map show about your state’s elevation?
13
special-purpose map
a map that shows just
one kind of information,
such as rainfall or
elevation
2.8 The Northeast and Southeast
The maps on this page show the Northeast and Southeast
regions of the United States. These regions share a number
of features. Both lie beside the Atlantic Ocean. A low, flat
plain runs along the coast in both regions. It is known as a
coastal plain.
The Appalachian mountain range also runs through
both of these regions. Large
rivers flow out of these
mountains. The rivers that
flow east cut across the
coastal plain to the Atlantic
Ocean. The rivers that flow
west drain into the Gulf of
Mexico.
While they are alike in
some ways, the Northeast
and Southeast regions
have different climates.
The climate of a place
is the kind of weather it
has over time. It includes
temperature, rainfall, and
wind conditions.
In the Northeast region,
winters are long and cold.
Snowstorms are common.
Summers are warm and
sometimes can be hot.
The Southeast region
has a mild winter climate.
Winters are usually warmer
than in the Northeast.
Summers are hot and
humid. Humid means
damp or moist.
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coastal plain low, flat
land that runs along a
coast
14
maps on this page show the Midwest and Southwest
regions of the United States.
two regions lie in the
center of our country.
e Midwest is an inland region. It does not border
any ocean. However, the Great Lakes form part of the
Midwest’s northern border. ese lakes are so large that
they hold one- h of all the
fresh water on Earth.
Most of the Midwest
is at plains. e Central
Plains and Great Plains are
covered with some of the
best soil on Earth. at
soil makes the Midwest an
important farming region.
e Mississippi River
runs through the Central
Plains. It is the largest river
in the United States. It is
also a busy water highway
used by boats and barges.
Plains also cover the
eastern part of the
Southwest. Farther west,
the land rises to form the
Colorado Plateau. A plateau
is a high, at landform that
rises steeply from the land
around it.
Most of the Colorado
Plateau is fairly level. But it
is crisscrossed by many deep
canyons. e largest and
most famous is the Grand
Canyon.
inland not bordering an
ocean
plateau a high, at landform that rises steeply
from the land around it
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2.9 The Midwest and Southwest
15
basin a bowl-shaped
landform that is lower
than the surrounding land
Mountain ranges stretch across much of the West. e
Rocky Mountains begin far to the north, in Alaska. From
there they stretch south through Canada, Montana, Idaho,
Wyoming, and Colorado.
e Great Basin lies to the west of the Rockies. A basin
is a bowl-shaped landform that is lower than the land
around it. Small ranges of mountains circle around the
Great Basin.
ere are several mountain ranges along the Paci c
coast. e Coast Ranges are low hills that seem to rise right
out of the Paci c Ocean. e Cascade Range and the Sierra
Nevada are f arther inland. (Sierra Nevada means “snowy
range” in Spanish.)
Between the Coast Range mountains and the inland
mountains are two rich farming valleys. One is California’s
Central Valley. e other is Oregon’s Willamette Valley.
Hawaii is also mountainous. Volcanoes formed its
islands long ago. A volcano is an opening in Earth’s surface
through which hot, melted rock and ash may pour out. As
the liquid rock cools, it forms a cone-shaped mountain.
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2.10 The West
16
As you have just read, each region of the United
States is different. Did you remember to think like a
geographer as you looked at the maps of each region?
You now know that there are different kinds of
maps. Some maps show locations of places around
the world. Lines of latitude and longitude help us find
exact locations of places and measure distances north
to south and east to west. Map scales also help us
measure distances from place to place.
As you read about each region of the United States,
you looked at physical maps. There are many other
kinds of maps, including special-purpose maps. To
compare climates around the country, you might use
a climate map. A product map might show what each
region grows or manufactures.
Each region also has its own history and culture.
People in different regions eat different foods.
They celebrate different holidays. They wear
different kinds of clothing. They tell particular stories and honor special heroes.
Often part of what gives a region
its special character is an important
natural feature—an ocean, a chain of
mountains, a desert,
a series of lakes,
or a great river.
Exploring Regions of the United States 25
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Summary 17
2
Mark Twain’s The
Adventures of Tom Sawyer
was published in 1876. Ever
since, Americans have
enjoyed reading about Tom
and Huck’s adventures.
The Mississippi River—the largest river in the United
States—runs down the middle of the United States.
It flows through ten states. But the Mississippi
influences many more. Why do geographers call it
one of the most important rivers in the nation?
It was dark. But Tom Sawyer
and Huck Finn could hear
the great river drifting
along in front of them.
They continued to their
raft, untied it, and then
pushed it from shore.
Then they climbed on. In
his book The Adventures of
Tom Sawyer, Mark Twain tells
what happens next:
Mark Twain
“The raft drew beyond the
middle of the river; the boys
pointed her head right, and then
lay on their oars...They came
near to letting the current drift
them out of the range of the
island. But they discovered the
danger in time...”
The boys were off on an adventure
down the great Mississippi River.
Although Tom and Huck are made-up
characters, the Mississippi is a real
river. It is just as remarkable as the
two friends soon discovered.
Many readers enjoyed Twain’s
story. He soon followed it up with
The Adventures of Huckleberry Finn.
This book, too, featured the Mississippi
River. Twain’s writings brought the
river into the minds of a great many
Americans.
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Reading
Further
The Mighty Mississippi
18
Mark Twain’s real name was Samuel Clemens. He
based Tom and Huck’s adventures on his own life
growing up in a small town on the Mississippi.
To the young boy, one of the most exciting sounds
in the world was the cry “S-t-e-a-m-boat a-comin’!”
The steamboats brought interesting
people and new things—like goods for
the store or letters from faraway places.
In 1859, Twain became a steamboat
pilot. Standing behind the wheel of his
boat, he learned to avoid dangers in the
muddy waters. He took his name as a
writer from the calls the boatmen made
to tell the pilot how deep—and safe—
the water was: “M-a-r-k three! . . . Half
twain! . . . M-a-r-k twain!”
In Twain’s time, the Mississippi was
like a great highway. People could travel
down smaller rivers and then into the
Mississippi, all the way from Minnesota
to the Gulf of Mexico.
People used rafts and boats to carry
goods down the Mississippi to the busy
port at New Orleans. After the invention
of the steamboat, people could send
goods up the river as well as down it.
As a boy, Mark Twain
loved to watch
steamboats like
these travel down the
Mississippi River.
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Life on the Mississippi Long Ago
19
levee a wall, typically
made of dirt, built along
a river to keep it from
flooding
In 1882, the Mississippi
flooded people out of
their homes.
People depended on the Mississippi River. But they
could never quite rely on it to be safe. At low water,
its sandbars made travel dangerous for boats, which
could run aground. In the spring and during very rainy
times, the river sometimes overflowed. Mark Twain
remembered that during one flood, the river became
70 miles wide.
So people began to change the river. First, they
built levees to stop the river from flooding farms and
towns. The levees did their job well some of the time.
At other times, the river seemed to have a mind of its
own. It pushed right through the levees. Then people
fixed the levees and built more of them. They hoped
the new ones would hold better.
People also changed the river to improve travel.
They built bridges across the river. They dug mud out
of the river bottom to make it deeper so that large
boats could travel the river more easily.
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Changing the River
20
28
Chapter 2
The changes people made to the river have made it
easier to use. If Mark Twain visited the river today, he
would see huge barges. These barges carry millions
of tons of goods up and down the river each year.
But changing the river does not mean people
control it. In 2005, a hurricane called Katrina hit the
city of New Orleans and proved that. Huge winds
and heavy rains from the storm made the Mississippi
overflow. One by one, the levees failed. Most of the
city was under water. Lots of people climbed onto
roofs to get away from the water. But many did not
get away and died. Thousands of people lost their
homes and their businesses. The storm and the flood
cost billions of dollars. It was one of the greatest
disasters in our nation’s history.
Since that time, people have worked hard to rebuild
New Orleans. They have looked to geographers
for help. Geographers study the river and the ways
human changes influence it. Their knowledge helps
people plan well for the future.
Today the Mississippi
is still a major water
highway. Barges carrying
goods regularly travel
down the river.
Exploring Regions of the United States 29
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The River Today
21
S t u d i e s
S k i l l
C H A P T E R
B u i l d e r
2
Exploring Regions of
the United States
How do geographers study the regions
of the United States?
Overview
Materials
Students apply basic map skills to learn about the regions of the United States.
In the Preview activity, they draw a map of their own home showing its different
“regions.” In a Social Studies Skill Builder, they interpret a series of specialpurpose maps depicting five regions of the United States and attempt to identify
the locations at which five images of the United States were taken. In Reading
Further, students discover why the Mississippi River is the most important river
in the United States. In the Processing activity, students use their new map skills
to explore three locations of their choice.
Social Studies Alive!
Regions of Our Country
Objectives
Transparencies 2A–2I
Interactive Student
Notebooks
Lesson Masters
• Student Handouts 2A
and 2B
• Information Master 2
Interactive Desk Maps
Social Studies
• Interpret a physical map of the United States by using directions and latitude
and longitude.
• Interpret special-purpose maps: elevation, annual rainfall, and population
density.
• Hypothesize the locations of five photographs, using geographic information.
• Analyze the relationship between river systems and people.
coins
classroom map of the
United States
22
Time Estimates
Preview: 40 min.
Social Studies Skill
Builder: 3 sessions
(45 min. each)
• Research geographic information.
Reading Further: 30 min.
Language Arts
• Write reasons to support answers. (writing)
Processing: 45 min.
Social Studies Vocabulary
scale, map key, line of latitude, line of longitude, global grid, special-purpose
map, coastal plain, inland, plateau, basin, levee
Note: TCI uses the terms “visual” and “transparency” interchangeably.
Also, have students consult atlases for the mapping section of this lesson.
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S o c i a l
Exploring Regions of the United States
11
G u i d e
Activity
Suggested Time
Materials
Preview
40 minutes
• Social Studies Alive! Regions of Our
Country, Section 2.1
• Connecting to Prior
Knowledge
• Interactive Student Notebooks
• Building Background
Knowledge
• Developing Vocabulary
Social Studies Skill Builder
Phase 1
Learning basic map skills,
interpreting special-purpose
maps, and identifying regions
of the United States
45-minute session
• Learning basic map skills
(Steps 1–5)
• Social Studies Alive! Regions of Our
Country, Sections 2.2–2.6
• Transparency 2A
• Interactive Student Notebooks
• Student Handout 2A (depending on
class size, 1 or 2 copies, cut apart)
• Interactive Desk Maps (1 per pair)
• coins (1 per pair)
Phase 2
45-minute session
• Interpreting specialpurpose maps (Steps 6–11)
• Social Studies Alive! Regions of Our
Country, Section 2.7
• Transparencies 2B–2D
• Interactive Student Notebooks
• Student Handout 2B (depending on
class size, 1 or 2 copies, cut apart)
• Interactive Desk Maps (1 per pair)
• coins (1 per pair)
45-minute session
• Social Studies Alive! Regions of Our
Country, Sections 2.8–2.10, Summary
• Identifying regions
(Steps 12–14)
• Interactive Student Notebooks
Phase 3
• Transparencies 2E–2I
• Interactive Desk Maps (1 per pair)
Reading Further
30 minutes
Exploring the Mississippi
River
• Social Studies Alive! Regions of Our
Country, Chapter 2 Reading Further
• Interactive Student Notebooks
• Information Master 2
• classroom map of the United States
Processing
45 minutes
Using new map skills to
acquire information about
locations
Assessment
• Social Studies Alive! Regions of Our
Country, Chapter 2
• Interactive Student Notebooks
• Interactive Desk Maps
30 minutes
• Chapter 2 Assessment
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P l a n n i n g
23
Preview
1 ConnectingtoPriorKnowledge: Introduce maps and regions by asking
students to draw a map of their home.
• Have students open their Interactive Student Notebooks to Preview 2 and
draw a picture of their home from a bird’s-eye view. Tell them to label
each room (bedroom, kitchen, living room, and so on) and the other main
parts of their home (hallway, porch, stairs, and so on).
• Once they have drawn a map of their home, have them choose a color for
each of five “regions” of their home. All bedrooms, for example, might
be blue; all outdoor porches might be red. Finally, have students create a
simple key with the names of each of the five regions of their homes.
• When they have finished, have them share their drawings with others
in the class and explain how and why they created their five regions.
Ask students to explain what sets each region of their home apart from the
others.
2 BuildingBackgroundKnowledge: Introduce the five themes of geography
and establish the last theme—regions—as a primary focus of students’ social
studies work this year.
• Introduce Chapter 2 of Social Studies Alive! Regions of Our Country. Tell
students that in this chapter, they will practice basic map skills as they
learn about the five regions of the United States. Have students read
Section 2.1.
• Conduct a brief review of the five themes of geography by asking volunteers to share their answers to the questions in Section 2.1 as they apply to
their school. Let them know that throughout the year they will be exploring different regions of the United States.
24
• Introduce the graphic organizer in Section 2.1. Ask students to examine
the graphic organizer. Then ask: What five regions are labeled on the map
of the United States? In which region of the United States is our school?
3 DevelopingVocabulary: Introduce key social studies terms—scale, map
key, line of latitude, line of longitude, global grid, special-purpose map, coastal
plain, inland, plateau, basin, and levee.
• Discuss each term before beginning the activity, using methods described
in Solutions for Effective Instruction.
• Review each term again with students as it appears in the activity reading,
and encourage them to use it in their writing.
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P r o c e d u r e s
Vocabulary Development:
Define Words
Have the class make a picture
dictionary. On a large sheet
of paper, create a class list of
the social studies terms covered in the lesson. For each
word, have a volunteer come
up to the paper and create an
illustration that represents its
meaning.
Exploring Regions of the United States
13
Social Studies Skill Builder
Phase 1: Learning Basic Map Skills
S t u d e n t
1 Prepare for the rst Geography Challenge. Make enough copies of Student
Handout 2A: Geography Challenge 2A Cards to give each pair one Geography
Challenge card and have a few extras. (It is helpful to have a pool for students
to pick from, in case other pairs are still using their cards.) en cut out the
cards. (Note: You may want to laminate the cards for future use.) Assign
students to pairs and seat them side by side at desks facing the front of the
classroom. Give each pair an Interactive Desk Map and a coin.
2 Introduce the activity. Explain to students that they will practice basic map
skills as they learn about ve regions of the United States: the Northeast,
Southeast, Midwest, Southwest, and West. Tell students that when they
have completed three Geography Challenges, they will have the skills and
knowledge they need to begin a deeper exploration of each of our nation’s
ve regions.
H a n d o u t
Question 6
2 A
2A
2A
2A
2A
2A
2A
2A
2A
2A
2A
Draw an X at 45º N latitude, 120º W
S t u d e n t
longitude. Label the name of the
state you are in.
H a n d o u t
2 A
Geography Challenge 2A Cards
Question 1
7 that lies
Label the nameQuestion
of the state
the farthest east in the United States.
Draw an X at 35º N latitude, 110º W
longitude. Label the name of the
state you are in.
Question 2
Label the nameQuestion
of the state
8 that lies
the farthest south in the United States
(not including Hawaii).
Draw a heavy line along the entire
115th meridian of longitude. Label
the names of the four U.S. states
this meridian passes through.
Question 3
Label the nameQuestion
of the only
9 state that
lies along the 60º N parallel.
Draw an X at 30º N latitude, 95º W
longitude. Label the name of the
state you are in.
Question 4
Label the names of the states that
Question 10
touch 155º W longitude.
Draw an X at 35º N latitude, 80º W
longitude. Label the name of the
state you are in.
Question 5
Draw an X at1040ºChapter
N latitude,
90º W
2
longitude. Label the name of the
state you are in.
© Teachers’ Curriculum Institute
© Teachers’ Curriculum Institute
Exploring Regions of the United States 9
Student Handout 2A
3 Have students read Sections 2.2 through 2.6 in their Student Editions.
Tell them that they will use all the skills they read about during the rst
Geography Challenge.
4 Practice basic map skills with students. Project
Transparency 2A: Physical Map of the United States. Ask pairs
to take out a pencil and turn their Interactive Desk Maps to the
side showing the single large map of the United States. (Note:
You may want to tell students that this is a physical and
political map of the United States. Also, you may need to
show students how to trace the path of the longitude and
latitude lines over land areas.) Give students the following
tasks, allowing time for them to complete each task. Use
Transparency 2A to model each answer:
a. Place your coin on the compass rose. What are the four
main directions? (north, east, south, west)
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P r o c e d u r e s
25
Interactive Desk Map
b. What do we call the four main directions? (cardinal directions)
c. Place your pencil pointing north on the map. (Pencils should point north.)
d. Place your pencil pointing east on the map. (Pencils should point east.)
e. Place your pencil pointing southwest on the map. (Pencils should point
southwest.)
f. What do we call directions such as southwest? (intermediate directions)
g. Place your pencil pointing northeast on the map. (Pencils should point
northeast.)
h. Lay your pencil along 35 degrees north latitude. (Pencils should be placed
on the 35th parallel of north latitude.)
i. Lay your pencil along 45 degrees north latitude. (Pencils should be placed
on the 45th parallel of north latitude.)
Transparency 2A
j. Lay your pencil along 90 degrees west longitude. (Pencils should be placed
on the 90th meridian of west longitude.)
k. Lay your pencil along 115 degrees west longitude. (Pencils should be
placed on the 115th meridian of west longitude.)
l. Place your coin on 45 degrees north latitude, 80 degrees west longitude.
Which country are you in? (Canada)
m. Place your coin on 40 degrees north latitude, 115 degrees west longitude.
Which state are you in? (Nevada)
5 Have students take Geography Challenge 2A to test their new knowledge
of maps.
• Pass out a Geography Challenge 2A card to each pair.
• Have students open their Interactive Student Notebooks to Geography
Challenge 2A. Let them know that they will write the answers to each
challenge card on this page.
• Tell students to use their Interactive Desk Maps during this activity.
• As pairs finish each challenge card, use Guide to Geography Challenge 2A
to correct their work. Award pairs one point for a correct answer. If their
answer is incorrect, give them the option of trying a second time. After
scoring, lay the cards out on the table in front of you and allow
students to choose their next Geography Challenge 2A question.
• Continue until pairs have answered all the questions.
S t u d e n t
7 Have students read Section 2.7 in their Student Edition. Explain that during the second Geography Challenge they will be using the skills they read
about here.
8 Practice reading an elevation map with students. Project Transparency 2B:
Elevation Map of the United States. Ask pairs to locate the elevation map of
the United States on their Interactive Desk Maps. Give pairs the following
tasks, allowing time for them to accomplish each task. Use Transparency 2B
to model each answer:
2 B
Question 6
Phase 2: Interpreting Special-Purpose Maps
6 Prepare for the second Geography Challenge. Make enough copies of
Student Handout 2B: Geography Challenge 2B Cards to give each pair one
Geography Challenge card and have a few extras. Then cut out the cards.
Assign students to pairs and seat them side by side at desks facing the front
of the classroom. Give each pair an Interactive Desk Map and a coin.
H a n d o u t
Which region receives the least
annual rainfall?
2B
2B
2B
2B
2B
2B
2B
2B
2B
2B
S t u d e n t
Question
Which region
has the 7highest elevation?
2 B
Which state receives the least annual
rainfall?
8
Which stateQuestion
has the highest
elevation:
Iowa, Idaho, or Kentucky?
Which region has the highest population
density (most people per square mile)?
Question 3
Question 9
Which state has the most area at the
highest elevation?
Which two regions have the lowest
population densities (fewest people
per square mile)?
Question 4
Question
Which region
has the10
most area at
an elevation of less than 1,000 feet?
Which three states have the lowest
population densities (fewest people
per square mile)?
Question 5
12
Chapter 2
Which region receives the most
annual rainfall?
© Teachers’ Curriculum Institute
© Teachers’ Curriculum Institute
Exploring Regions of the United States
Student Handout 2B
a. Place your coin anywhere on the map at sea level. (Coins should be placed
on ocean areas of the map.)
b. Place your coin anywhere on the map that is between 0 and 1,000 feet in
elevation. (Coins should be placed on light green areas.)
c. Place your coin anywhere on the map that is between 1,000 and 5,000 feet
in elevation. (Coins should be placed on yellow areas.)
H a n d o u t
Geography Challenge 2B Cards
Question 1
Question 2
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P r o c e d u r e s
Transparency 2B
11
26
d. Place your coin anywhere on the map that is between 5,000 and 10,000
feet in elevation. (Coins should be placed on orange areas.)
e. Place your coin anywhere that is above 10,000 feet in elevation. (Coins
should be placed on brown areas.)
9 Practice reading an annual rainfall map with students. Project
Transparency 2C: Annual Rainfall Map of the United States. Ask students to
find the annual rainfall map of the United States on their Interactive Desk
Maps. Give pairs the following tasks, allowing time for them to accomplish
each task. Use Transparency 2C to model each answer:
a. Place your coin anywhere on the map that receives fewer than 16 inches
of rain per year. (Coins should be placed on orange areas of the map.)
b. Place your coin anywhere on the map that receives more than 96 inches
of rain per year. (Coins should be placed on dark green areas.)
c. Place your coin anywhere on the map that receives between 32 and 64
inches of rain per year. (Coins should be placed on light green areas.)
Transparency 2C
10 Practice reading a population density map with students. Project
Transparency 2D: Population Density Map of the United States. Ask students
to locate the population density map of the United States on their Interactive
Desk Maps. Give pairs the following tasks, allowing time for them to accomplish each task. Use Transparency 2D to model each answer:
a. Place your coin anywhere on the map where less than 10 people per
square mile live. (Coins should be placed on light yellow areas of the map.)
b. Place your coin anywhere on the map where more than 250 people per
square mile live. (Coins should be placed on purple areas.)
c. Place your coin anywhere on the map where between 50 and 250 people
per square mile live. (Coins should be placed on dark orange areas.)
11 Have students take Geography Challenge 2B to test their new knowledge
of special-purpose maps.
• Pass out a Geography Challenge 2B card to each pair.
• Have students open their Interactive Student Notebooks to Geography
Challenge 2B. Let them know that they will write the answers to each
challenge card on this page.
• Tell students to use their Interactive Desk Maps during this activity.
• As pairs finish each challenge card, use Guide to Geography Challenge 2B
to correct their work. Award pairs one point for a correct answer.
If their answer is incorrect, give them the option of trying a second time.
After scoring, lay the cards out on the table in front of you and allow
students to choose their next Geography Challenge 2B question.
• Continue until pairs have answered all the questions.
16 Chapter 2
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P r o c e d u r e s
27
Transparency 2D
Phase 3: Identifying Regions of the United States
12 PrepareforthethirdGeographyChallenge. Assign students to pairs and
seat them side by side at desks facing the front of the classroom. Give each
pair an Interactive Desk Map.
13 HavestudentsreadSections2.8through2.10andtheSummaryintheir
StudentEditions. Tell them they will be using the information they read
about the five regions of the United States—the Northeast, Southeast,
Midwest, Southwest, and West—during the third Geography Challenge.
14 HavestudentstakeGeographyChallenge2Ctotesttheirabilitytoidentify
regionsoftheUnitedStates.
• Tell students they will use their new map skills and knowledge of regions
of the United States to identify where each of five photographs of
communities and physical landmarks were taken. They should use their
Student Editions and Interactive Desk Maps as resources as they try to
determine the exact location of each image.
• Project Transparency 2E: Where Are We? Cover the clues with a sheet of
paper. As students try to determine where the image was taken, slide the
paper down to expose one clue at a time, hiding the answer at the bottom.
Uncover as many clues as students need to venture a reasonable guess
about the photograph’s location. Ask students not to shout out their
answers. Direct them to write their answers on Geography Challenge 2C
in their Interactive Student Notebooks. When all pairs are ready, reveal
the answer.
T r a n s p a r e n c y
2 G
Where Are We?
T r a n s p a r e n c y
2 F
Where Are We?
T r a n s p a r e n c y
2 E
Where Are We?
Clue 1 The elevation of this city is just above sea level.
Clue 2 This city is in an area where the population density is more
than 250 people per square mile.
Clue 3 This city is in an area that receives between 32 and
Clue 1 The population density in this area is between 10 and
64 inches of rain each year.
49 people per square mile.
Clue 4 This city lies just north of 40° N latitude.
Clue 2 The elevation of this area is above 1,000 feet.
Clue 5 This city lies just east of 75° W longitude.
Clue 3 This area lies between 19° N latitude and 20° N latitude.
Clue 1 The elevation of this city is between 0 and 1,000 feet.
Answer This is New York City, New York, in the Northeast region.
Clue 4 This area lies between 155° W longitude and 156° W longitude.
Clue 2 This city is in an area where the population density is more than
250 people per square mile.
Clue 5 This is a hillside leading up to a large mountain whose initials are M. L.
Clue 3 This city receives between 16©and
32 inches
of Institute
rain each year.
Teachers’
Curriculum
Social Studies Alive! Regions of Our Country
Answer This is a hillside of Moana Loa, Hawaii, in the West region.
8
Clue 4 This city lies between 30° N latitude and 35° N latitude.
Clue 5 This city lies between 95° W longitude and 100° W longitude.
Clue 6 This city lies south of the Red River and north of the Brazos River.
Social Studies Alive! Regions of Our Country
© Teachers’ Curriculum Institute
7
Clue 7 The name of this city begins with the letter D.
Answer This is the city of Dallas, Texas, in the Southwest region.
© Teachers’ Curriculum Institute
Social Studies Alive! Regions of Our Country
6
Transparencies 2E–2I
• Repeat the procedure for Transparencies 2F–2I: Where Are We?
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P r o c e d u r e s
28
Reading Further: The Mighty Mississippi
I n f o r m a t i o n
M a s t e r
2
On the River
1 ReadstudentsapassagefromMarkTwain’sThe Adventures of
Huckleberry Finn.
• Tell students that you are going to read them a passage from a story, but
do not tell them the name of the story or that it takes place on a river.
• Ask them to listen carefully and try to picture themselves in the scene.
Have them pay special attention to what they see, hear, smell, and feel, and
have them use these clues to help them figure out where they are. You can
suggest that they close their eyes while they listen to help them picture
themselves in this place.
“Two or three days and nights went by; I reckon I might say they swum
by, they slid along so quiet and smooth and lovely. Here is the way we
put in the time . . . we run nights and hid daytimes; soon as night was
gone we stopped . . . and tied up . . . and then cut young cottonwoods
and willows and hid the raft with them. Then we . . . had a swim, so
as to freshen up and cool off; then we set down on the sandy bottom
where the water was knee-deep, and watched the daylight come. Not a
sound anywheres—perfectly still—just like the whole world was asleep,
only sometimes the bullfrogs a-cluttering, maybe. The first thing to
see, looking away over the water . . . was the woods on t’other side . . .
and you make out a log cabin in the edge of the woods . . . then the nice
breeze springs up . . . so cool and fresh and sweet to smell on account of
the woods and the flowers; but sometimes not that way, because they’ve
left dead fish laying around . . . and maybe see a steamboat coughing
along up-stream, so far off towards the other side you couldn’t tell
nothing about her only whether she was a stern-wheel or side wheel . . .
Next you’d see a raft go sliding by, away off yonder, and maybe a [man]
on it chopping . . . you’d see the ax flash and come down—you don’t
hear nothing; you see that ax go up again, and by the time it’s above the
man’s head then you hear the k’chunk!—it took all that time to come
over the water.”
—Mark Twain, Adventures of Huckleberry Finn
© Teachers’ Curriculum Institute
Exploring Regions of the United States 13
Information Master 2
• You may want to tell students that there will be some unfamiliar words in
the passage. Let them know they should still be able to figure out where
they are.
• Read Information Master 2: On the River aloud to students.
Exploring Regions of the United States
17
2 After reading, ask the following questions to help students analyze the
passage and make some predictions:
• Where were you?
• What sights did you see? What sounds did you hear? What did you feel?
Smell? (Give students some time to describe details they remember.)
• Which details helped you figure out where you were?
• Is this a place you would want to visit? Why or why not?
• Is this a real place? Why do you think that? (After students have had a
chance to guess, you can let them know that, even though this is a fictional story, it is set on a real river. Tell them that the river is the largest
river in the United States, but don’t tell them the name yet.)
3 Using a classroom map of the United States, have students make and
defend guesses about which river they just visited. Ask them to point to
their guess on the map and explain their choice.
4 After students finish making predictions, introduce the Mississippi River.
• Let students know that the passage they just heard comes from a book
called The Adventures of Huckleberry Finn by Mark Twain. In the story,
a boy named Huck and a slave named Jim are are on a raft on the
Mississippi River—the largest and most used river in the United States.
• If students have not already found the Mississippi River on the classroom
map, point it out. Tell them they are about to read all about the
Mississippi River.
5 Have students read, independently or in small groups, Reading Further 2
in the Student Edition.
6 To help students understand how large an area of the United States is
affected by the Mississippi River, have students use a map to ask and
answer questions about the Mississippi River basin.
• Ask students to open their Interactive Student Notebooks to Reading
Further 2. Have them read the directions and complete the “Questions”
portion of the page.
• Have pairs take turns asking each other questions about the Mississippi,
completing the “Answers” portion of the page as they work. (Option: If
time permits, you could instead divide the class into two teams and have
them ask and answer questions in a quiz show format.)
Processing
Have students complete Processing 2 in their Interactive Student
Notebooks. Students will need to consult their Interactive Desk Maps and
Student Editions to complete the assignment.
Speaking and Listening:
Retell a Story Aloud
After reading the passage to
students, ask a few volunteers to retell the story aloud.
Students may have trouble
recalling the full passage.
Encouage them to take one
minute to record the details
they do remember in the
correct order before telling
them aloud. Then read the
passage aloud again, having
students listen carefully for
the details they missed.
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P r o c e d u r e s
29
I n s t r u c t i o n
English Language Learners
Give students more time to work on vocabulary and become familiar with the
new language introduced in this lesson. Consider having students keep a vocabulary journal to record the new terms throughout the year. During activities, put
students into mixed-ability pairs so they have a partner from whom they can
learn. Allow students to use completed Reading Notes and Geography Challenge
pages, as well as vocabulary resources, on any assessments.
Students with Special Needs
Give students extra time to work on vocabulary and become familiar with the
new language introduced in the lesson. Provide them with a printed copy of the
vocabulary and definitions. Allow them to use this as a resource throughout the
lesson. During the Reading Further activity, read the feature aloud to students
and explain any new vocabulary.
Enrichment
Have students think of various places that they would like to visit across the
country. Have them write to both the visitors bureau of each state and the
chamber of commerce for each city and ask for information. When they get a
response, have them locate the place on a classroom map of the United States,
using a sticky note or thumb tack. Display the information and materials they
receive when the class studies the appropriate region.
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D i f f e r e n t i a t i n g
30
20 Chapter 2
Enrichment Resources
LearnTCI
Student Subscription
Have students find out more about map skills and regions of the United States
by exploring the following Enrichment Resources for Social Studies Alive!
Regions of Our Country at www.learntci.com:
Internet Connections These recommended Web sites provide useful and
engaging content that reinforces skills development and mastery of subjects
within the chapter.
Enrichment Readings These in-depth readings encourage students to explore
selected topics related to the chapter. You may also find readings that relate the
chapter’s content directly to your state’s curriculum.
TeachTCI
Teacher Subscription
For the teachers’ resources listed below, click on Enrichment Resources for Social
Studies Alive! Regions of Our Country at www.teachtci.com:
Biography Bank Hundreds of short biographies of notable people in history are
available in PDF format for you to share with your students.
Study Your State Resources Teaching directions and student activity pages
(PDF format) will help you guide your students through researching their state.
Additional Reading Opportunities
The following fiction and nonfiction books offer opportunities to extend the
content in this chapter.
Geography from A to Z: A Picture Glossary by Jack Knowlton (New York:
HarperCollins, 1988)
This book is a classic resource, with illustrations and definitions of just about
every geographical term students will need to know.
Maps and Plans by Pam Robson (Brookfield, CN: Stargazer, 2005)
This book provides detailed information about various types of maps. It also
includes mapping projects about direction, coordinates, fixing position, and
projection. A glossary and index are included.
National Geographic Our Fifty States by Mark H. Bockenhauer and Stephen F.
Cunha (Washington, DC: National Geographic Children’s Books, 2004)
This reference features a brief history of each state, along with maps, photographs, and information. Students can use it to practice locating states, cities,
and physical features.
L e a r n i n g
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E n h a n c i n g
31
L e a r n i n g
Purple Mountain Majesties by Barbara Younger. Illustrations by Stacey Schuett.
(New York: Puffin, 2002)
This story traces the journey across the United States that inspired the song
“America the Beautiful.” Beautiful illustrations of Niagara Falls, Chicago, and
“amber waves of grain” take the reader on a historical trip across the country.
Stringbean’s Trip to the Shining Sea by Vera B. and Jennifer Williams (New York:
HarperTrophy, 1999)
Stringbean Coe and his brother take a trip across the United States and send a
series of postcards to their family. There are postcards from several locations
in the United States. The page following each postcard includes a message with
information about that place.
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
E n h a n c i n g
32
22 Chapter 2
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
Follow the directions on the Geography Challenge cards.
Use your Interactive Desk Map to help you.
2 A
C h a l l e n g e
G e o g r a p h y
t o
G u i d e
33
t o
G e o g r a p h y
C h a l l e n g e
2 B
Answer each Geography Challenge 2B card in the correct space below.
Question 1
Which region has the highest elevation?
West
Question 2
Which state has the highest elevation: Iowa, Idaho, or Kentucky?
Idaho
Question 3
Which state has the most area at the highest elevation?
Colorado
Question 4
Which region has the most area at an elevation of less than 1,000 feet?
Southeast
Question 5
Which region receives the most annual rainfall?
Southeast
Question 6
Which region receives the least annual rainfall?
West
Question 7
Which state receives the least annual rainfall?
Nevada
Question 8
Which region has the highest population density
(most people per square mile)?
Northeast
Question 9
Which two regions have the lowest population densities
(fewest people per square mile)?
West, Southwest
Question 10 Which three states have the lowest population densities
(fewest people per square mile)?
Accept any three of the following: Wyoming, Alaska, North Dakota,
Montana, South Dakota.
24 Chapter 2
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
G u i d e
34
To protect the integrity of assessment questions, this
feature has been removed from the sample lesson.
These videos will help you learn more about our print and
online assessment tools.
Creating Printable Assessments (2:33 min)
Creating Online Assessments (2:25 min)
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r C
So
t am
tem u n i t y
Assessment
35
35
Create a map of your home as if you were looking down on it from
above. Label each room. Then, divide your home into five regions
and make each region a different color. Last, answer the question,
What sets each region apart from the rest of the house?
2
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
P r e v i e w
36
© Teachers’ Curriculum Institute
Exploring Regions of the United States 7
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
37
C h a l l e n g e
Answer each Geography Challenge 2B card in the correct space below.
2 B
2
Question 1
Question 2
Question 3
Question 4
Question 5
38
Question 6
Question 7
Question 8
Question 9
Question 10
© Teachers’ Curriculum Institute
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
G e o g r a p h y
Exploring Regions of the United States 9
2
C h a l l e n g e
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
G e o g r a p h y
2 C
Write the name of the city or physical landmark that
you and your partner think the photograph shows. Explain
your reasons.
1. We think Transparency 2E is a photograph of
2. We think Transparency 2F is a photograph of
3. We think Transparency 2G is a photograph of
39
4. We think Transparency 2H is a photograph of
5. We think Transparency 2I is a photograph of
10
Chapter 2
© Teachers’ Curriculum Institute
Use the map below to help you and your partner ask and answer
questions about the Mississippi River.
Questions
Write three questions to ask another
pair. For example: How many states
does the Mississippi River run through?
1.
2.
3.
F u r t h e r
2
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R e a d i n g
40
Answers
Write the answers to three questions
another pair asks you.
1.
2.
3.
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
P r o c e s s i n g
2
Choose three locations around the United States that you
would like to visit. For each location,
• list the exact latitude and longitude.
• list the average annual rainfall.
• list the population density.
• list the approximate elevation.
• draw a simple picture of the location.
Location 1
Latitude and longitude
Average annual rainfall
Population density
Approximate elevation
Location 2
41
Latitude and longitude
Average annual rainfall
Population density
Approximate elevation
Location 3
Latitude and longitude
Average annual rainfall
Population density
Approximate elevation
12
Chapter 2
© Teachers’ Curriculum Institute
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
42
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
43
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
44
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
45
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
46
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
47
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
48
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
49
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
50
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
Study Your State
51
Teachers’ Curriculum Institute
P.O. Box 1327
Rancho Cordova, CA 95741
Copyright © 2010 by Teachers’ Curriculum Institute
Student materials in this booklet may be reproduced for classroom use only.
Customer Service: 800-497-6138, ext. 0
www.teachtci.com
To the Teacher
As your class works its way through Social Studies Alive! Regions of Our Country, your
students will learn to think like social scientists—historians, geographers, economists,
and political scientists. After each chapter, you can challenge your students to apply the
concepts they’ve learned to the study of their own state by using the activities in this
booklet. Responding to research, writing, and illustrating prompts, they will be using
higher-order thinking skills as they create their own books or portfolios about their state.
Preparation
Before you start, it’s a good idea to gather materials and plan for space and time for
studying your state. What your students learn will enrich their appreciation of their local
environment. It will also help them question and think and learn about places throughout
their lives. Here are some suggestions to help you:
•
Determine how students will store and present their work. Gather binders or folders.
Encourage students to create original covers for them.
•
Obtain a large wall map of your state to post on a bulletin board. You can usually get
these for free from your state office of tourism.
•
Download and duplicate many copies of an outline map of your state, as your
students will be making many maps. If possible, find an outline map with a scale.
•
Write or have students write for information from the town/city chambers of
commerce in your state. You’ll get lots of good photos and promo materials (good
practice for learning to separate fact from fiction!). When a packet arrives, have
students locate the town/city in the state wall map and place a gold star or pin on that
location. Keep a file of materials in your classroom.
•
Set up a classroom library of materials, both freebies you send away for and library
books. Locate materials near a bulletin board where you can display student work.
•
If your students have access to cameras, encourage them to photograph places of
interest in your state. Students can add them to your bulletin board or to appropriate
pages of their Study Your State work.
•
If you have a computer with Internet access in your classroom, make it available for
research. You may want to preselect research sites (see list at end of the handbook),
and then teach students how to search for information. Be sure also to teach
information literacy—how to determine what’s relevant, current, accurate,
authoritative and/or biased.
•
Whenever possible, bring in “guest speakers” or people with relevant experience that
students can interview.
© Teachers’ Curriculum Institute
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Study Your State
52
How to Use This Booklet
This booklet has been carefully planned to address all state topics that appear in
standards. It may have more than you need for your state or your students’ abilities, so
feel free to pick and choose those activities you think are most relevant to your needs.
Reproduce copies of the activity pages you choose for your students. Please note that
some activities include more than one page. Consult the following notes for each chapter
to help you conduct the activity. Before you start any activity, you may want to teach or
review with students how to do the research that will be needed. Model how to locate
information and record it on the activity page. Then “think out loud” to show students
how to analyze information and respond to prompts.
Because your students are still new to research, it is often a good idea to have them work
in pairs and tackle one piece of the topic at hand. Once students have finished their work,
reconvene the class so that students can learn the other parts of the topic from each other.
Be sure to conduct a “debrief” discussion to make sure that your students have learned
the facts. Even more important, this is the time to push them to think critically about the
information they have uncovered. You will find sample questions to help you do this in
the notes for these activities.
One excellent Web site with information about agriculture in the 50 states, as well as
other information that students can use to complete these activities, is
http://www.agclassroom.org/teacher/ag_profiles.htm
If your school or library database offers the World Book Online, Student Edition, you
might review how to access the encyclopedia, or another suitable encyclopedia.
Study Your State
Encyclopedia articles about the 50 states in the World Book Student Edition cover state
regions, industries, agriculture, history, government, symbols, celebrations, plant and
life,and
climate,
economy,
population
density,
communication,
and
•animal
Research
provide
URLs, or
guide students
to transportation,
use search terms
that will deliver
more.
appropriate
materials. Alternatively, make library books available.
of these
activities
askConduct
studentsatogallery
recordwalk
theirso
sources,
in order
to view
establish
•Many
Exhibit
students’
posters.
that students
can
one good
habits.
Provide
some
guidance
on
what
you
expect,
such
as
a
URL,
or
the
book
title and
another’s work. Review information for each major group represented.
author, or the name of the encyclopedia.
• If students research more than one group of first people, compare them.
Have fun with this project! You and your students are sure to uncover lots of fascinating
•facts
If your
requirewant
it, talk
aboutthem
the kinds
of empires—especially
trading
and state
greatstandards
stories. You’ll
to share
with other
classes and with parents.
empires—that the first people developed or participated in, as well as how the
Activity Notes
environment
helped create or affect the group’s economic patterns or activities.
1, Activity 1
Chapter 2,
The FirstofPeople
in Our State
Regions
Our State
Explain
that social
scientists
have
us the
learn
aboutStates
the first
inhabitants
of our
• Have
students
locate
your state
on helped
a map of
United
before
they begin
andstate.
identify your approximate latitude and longitude within the state.
• Explain that search terms may include prehistoric, as well as, depending on your state,
archaic,
and Mississippian.
•Paleo-Indian,
Distribute state
outlineWoodlands,
maps.
• Provide atlases and other reference materials, or direct students to an online or print
encyclopedia
article about
their state that includes regions. (World Book Online Student 2
© Teachers’ Curriculum
Institute
Edition is one good source for this information.)
Chapter 3, Activity 1
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Study Your State
53
Name: ___________________
Chapter 2, Activity 1
Regions of Our State
Step 1 : Your teacher will give you an outline map of your state.
On it, draw the following:
• a compass rose
• lines of latitude and longitude
• major bodies of water
• neighboring states
• the capital and major cities
Step 2 : Use the library or the Internet to find the geographic
regions of your state, such as coastal plains, basins, or mountain
ranges. List them below.
| Stu d e n t E d i ti o n | L e s s o n G u i d e | A s s e s s m e n t | I n te ra c ti ve Stu d e n t N o te b o o k | V i s u a l s | S tu d y Yo u r S t a te
Study Your State
54
Step 3 : Label the map with the regions of your state.
© Teachers’ Curriculum Institute
© 2010 by Teachers’ Curriculum Institute
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