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Fourth Grade Geography/Regions Unit Calhoun ISD Collaborative K-8 Social Studies Curriculum is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 3.0 Unported License . Essential Questions Enduring Understandings GLCEs Assessments District Resources Geography How is the Mid-West Region comparable to other regions of the US? What characteristics make each region unique? (weather, climate, elevation, population, landforms, and economy) Why did people migrate to different regions of the US? Why did people immigrate to the US? What types of tools and technologies are used to identify characteristics of a region? The US is divided up into 5 separate regions with their won characteristics. (SE, SW, NE, NW, W) Map skills and reading different types of maps using different technologies is important. People migrated to the US and settled in different regions. People have positive and negative effects on the environment. Each US region has its own cultural make- up. Key Terms & Vocabulary Geography terms Cardinal directions, case study, Characteristics of geography, tools and technologies, climate, cultural development of place or region, maps, migration, negative effect, patterns of population, density, physical characteristics, physical environment, political regions, positive effects, purposes of geographic tools and technologies, push/pull factors, regions, relative location, United States, vegetation regions, Identify: immigration, impact of immigration, intermediate directions, landform regions G1.0.1 Identify questions geographers ask in examining the United States. G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the U.S. G1.0.3 Identify and describe the characteristics and purposes of a variety of geographic tools and technologies (measure distance, determine relevant location, classify a region, globe, map, satellite.) G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the U.S. G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the U.S. G2.0.1 Describe ways in which the U.S. can be divided into different regions (political regions, economic regions, landform regions, vegetation). G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (Great Lakes, Midwest) with those of another region in the U.S. G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came?) that influence the migration. G4.0.2 Describe the impact of immigration to the U.S. on the cultural development of places or regions of the Required: Fourth Grade Geography/Regio ns Unit Assessment Formative: District: 04/06/2011 Calhoun ISD K-8 Collaborative Social Studies Curriculum is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. 1

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Fourth Grade Geography/Regions Unit

Calhoun ISD Collaborative K-8 Social Studies Curriculum is licensed under a Creative Commons Attribution-NonCommercial-

ShareAlike 3.0 Unported License.

Essential Questions

Enduring Understandings GLCEs Assessments

District Resources

Geography How is the Mid-West Region comparable to other regions of the US? What characteristics make each region unique? (weather, climate, elevation, population, landforms, and economy) Why did people migrate to different regions of the US? Why did people immigrate to the US? What types of tools and technologies are used to identify characteristics of a region?

The US is divided up into 5 separate regions with their won characteristics. (SE, SW, NE, NW, W) Map skills and reading different types of maps using different technologies is important. People migrated to the US and settled in different regions. People have positive and negative effects on the environment. Each US region has its own cultural make-up. Key Terms & Vocabulary Geography terms Cardinal directions, case study, Characteristics of geography, tools and technologies, climate, cultural development of place or region, maps, migration, negative effect, patterns of population, density, physical characteristics, physical environment, political regions, positive effects, purposes of geographic tools and technologies, push/pull factors, regions, relative location, United States, vegetation regions, Identify: immigration, impact of immigration, intermediate directions, landform regions

G1.0.1 Identify questions geographers ask in examining the United States. G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the U.S. G1.0.3 Identify and describe the characteristics and purposes of a variety of geographic tools and technologies (measure distance, determine relevant location, classify a region, globe, map, satellite.) G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the U.S. G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the U.S. G2.0.1 Describe ways in which the U.S. can be divided into different regions (political regions, economic regions, landform regions, vegetation).G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (Great Lakes, Midwest) with those of another region in the U.S. G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came?) that influence the migration. G4.0.2 Describe the impact of immigration to the U.S. on the cultural development of places or regions of the

Required: Fourth Grade Geography/Regions Unit Assessment Formative: District:

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1

Fourth Grade Geography/Regions Unit

Calhoun ISD Collaborative K-8 Social Studies Curriculum is licensed under a Creative Commons Attribution-NonCommercial-

ShareAlike 3.0 Unported License.

Economics How does competition affect buyers and sellers? How does specialization and division of labor effect productivity? How is the US economy affected by global competition? How does price influence buyers? What would an economist want to know about the U.S. economy? What are the interactions between the producer and consumer? What are the differences between privately owned and

The US is a market economy. Division of labor impacts productivity positively. The US is affected by a global competition. The U.S. economy is affected by supply and demand. Price influences buyers. An economist studies what is produced, how it is produced, how much is produced, who gets what is produced, and what role the government plays. The producer and consumer are dependent on each other. Public property and goods are available to all U.S. citizens. Private owned property and goods are controlled by their owners. There is a direct relationship between employment and the strength or weakness of the U.S. economy. Key Terms and Vocabulary Economic terms

U.S. (forms of shelter, language, food).G5.0.1 Assess the positive and negative effects of human activities on the physical environment of the U.S. E1.0.1 Identify questions economists ask in examining the U.S. (what is produced, how is it produced, how much is produced, who gets what is produced, what role does the government play in the economy?). E1.0.2 Describe some characteristics of a market economy (private property rights, voluntary exchange, competition, consumer sovereignty, incentives and specialization). E1.0.3 Describe how positive and negative incentives influence behavior in a market economy. E1.0.4 Explain how price effects decisions about purchasing goods and services (substitute goods). E1.0.5 Explain how specialization and division of labor increases productivity (assembly line). E1.0.6 Explain how competition among buyers results in higher prices and competition among sellers results in lower prices (supply, demand). E1.0.7 Demonstrates the circular flow model by engaging in a market simulation, which includes households and business and depicts the interactions among them. E1.0.8 Explain why public goods are not privately owned (Mackinac Bridge, parks, etc.) E2.0.1 Explain how changes in the U.S. economy impacts levels of employment and unemployment

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Fourth Grade Geography/Regions Unit

Calhoun ISD Collaborative K-8 Social Studies Curriculum is licensed under a Creative Commons Attribution-NonCommercial-

ShareAlike 3.0 Unported License.

publicly owned? How does the U.S. economy effect employment? Public Discourse How is the US economy effected by global competition? How does price influence buyers? Should all states in the United States require a bottle deposit?

Economic regions, elevation, geographic questions, human activity, human characteristics, human-environment interaction, Issues in the United States influence citizens. Different interpretation of the Core Democratic Values lead people to differ on resolutions to public issues. Key Terms & Vocabulary Conflict Core Democratic Values Public Policy Resolution Alternative resolution

(change and demand for natural resources, changes in technology, changes in competition). E3.0.l Describe how global competition effects the national economy (outsourcing of jobs, increase supply of goods, opening new markets, quality controls).

P3.1.1 Identify public issues in the United States that influence the daily lives of its citizens.

P3.1.2 Use graphic data and other sources to analyze information about a public issue in the United States and evaluate alternative resolutions. P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the United States. P3.3.1 Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument. P4.2.1 Develop and implement an action plan and know how, when, and where to address or

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Fourth Grade Geography/Regions Unit

Calhoun ISD Collaborative K-8 Social Studies Curriculum is licensed under a Creative Commons Attribution-NonCommercial-

ShareAlike 3.0 Unported License.

inform others about a public issue.

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Calhoun ISD Social Studies Curriculum Design Project

Fourth Grade Northeast Region Lessons Breakdown Title GLCE

s Included Resources

Needed Resources

Suggested Resources

Lesson 1

Geography of the Northeast

G2.0.2 G2.0.1

Northeast region and U.S. maps Postcard templates

United Streaming video: Northeast Region, The: Environment (20 minutes)

http://www.earth.google.com

Lesson 2

Human Activity of the Northeast

G5.0.1 G1.0.4

Websites on the Nashua River

A River Ran Wild by Lynne Cherry

The Great Kapok Tree by Lynne Cherry

Lesson 3

Circular Flow Model

E1.0.7 E1.0.2

Circular Flow information

Candy or other “payment”

Lesson 4

Migration/Immigration and Cultural Development

G4.0.1 G4.0.2

Websites on iimmigration

United Streaming Video: Dear America: So Far from Home: The Story of Mary Driscoll, an Irish Mill Girl, Lowell, Massachusetts, 1847 (29:56) http://pbskids.org/stantonanthony/irish_girl.html Ireland Immigration interactive quiz http://www.uscis.gov/portal/site/uscis Immigration Citizenship Test

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Northeast Region

States of the Region: Map with/without state names: http://www.eduplace.com/ss/maps/usa.html Maine Vermont New Hampshire Massachusetts Rhode Island Connecticut New York New Jersey Pennsylvania Maryland Delaware The Land: Information found on: http://www.sheppardsoftware.com/web_games.htm http://www.wikipedia.org/ Portions of the Northeastern states are called New England and Middle Atlantic. In the states that make up New England there are long rolling hills, mountains, and jagged coastline. The coast of the region, extending from southwestern Connecticut to northeastern Maine, has lakes, hills, swamps, and sandy beaches. Further inland are the Appalachian Mountains, extending through Connecticut, Massachusetts, Vermont, New Hampshire, and Maine. Among them, in the White Mountains of New Hampshire is Mount Washington, which at 1,917 m (6,288 ft), is the highest peak in the northeast United States. It is also the site of the highest recorded wind speed on Earth. Vermont's Green Mountains, which become the Berkshire Hills in western Massachusetts and Connecticut, are smaller than the White Mountains. Valleys in the region include the Connecticut River Valley and the Merrimack Valley. In the Middle Atlantic States, there is a combination of flat, gently rolling hills, sometimes-rugged land with many peaks. This area also includes the Appalachian Plateau and the Catskill Mountains. There are also marsh and swamp areas. Natural Resources: Information found on (go to each specific state): http://www.sheppardsoftware.com/web_games.htm Iron, steel, coal, granite, marble, timber, commercial fishing, and farming

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Northeast Region

Location: Look at a map to obtain this information: There is an ongoing dispute on which states belong to this region. The Northeastern region is located in the North East part of the United States. A number of the states border Canada or the Atlantic Ocean. Pennsylvania and New York border two of the Great Lakes. Ohio and West Virginia are also bordering states. Climate and Weather: Gives a regional look at weather: http://weathereye.kgan.com/cadet/climate/climate_atlantic.html Native Americans (orginal): Maine- The Maliseet tribe The Passamaquoddy tribe The Abenaki tribe The Penobscot Indians The Micmac tribe http://www.native-languages.org/maine.htm Vermont- The Abenaki tribe The Mohican tribe The Massachusett tribes (Pennacook and Pocomtuc) http://www.native-languages.org/vermont.htm New Hampshire- The Abnaki The Pequawket The Pennacook http://www.accessgenealogy.com/native/newhampshire/index.htm Massachusetts- The Wampanoag tribes (including the Massachusett, Nauset, Nantucket, Pennacook, Pokanoket, and Pocasset) The Mohegan tribe (including the Nipmuc and Pequot) The Mohican tribe (including the Pocumtuc) http://www.native-languages.org/massachusetts.htm Rhode Island- The Narragansett tribe The Niantic tribe The Wampanoag tribe http://www.native-languages.org/rhode.htm Connecticut- The Mahican tribes (including the Pocomtuc) The Minisink (Munsee) tribe

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Northeast Region

The Mohegan tribes (including the Niantic) The Pequot tribe The Nipmuc tribe The Quiripi tribes (Mattabesic, Paugusett, and Schaghticoke) http://www.native-languages.org/connecticut.htm New York- The Abenaki tribe The Cayuga tribe The Erie tribe The Laurentian tribes The Mohawk tribe The Mohican tribe (including Wappingers) The Mohegan tribe (including Montauk and Shinnecock) The Munsee Delaware tribe The Oneida tribe The Onondaga tribe The Poospatuck/Unkechaug tribe The Seneca tribe http://www.native-languages.org/york.htm New Jersey- The Unami (Lenape) tribe The Minisink (Munsee) tribe The Unalachtigo tribe http://www.native-languages.org/jersey.htm Pennsylvania- The Lenape tribe The Susquehannock tribe http://www.native-languages.org/pennsylvania.htm Maryland- The Nanticoke tribe (including the Piscataway and Conoy) The Powhatan tribe (including the Accohannock) The Susquehannock tribe Delaware- The Lenni Lenape tribe (the Delawares) The Nanticoke tribe http://www.native-languages.org/delaware Famous Landmarks: Maine - Fort Knox, Harriet Beecher Stowe House, Portland Observatory Vermont- Robert Frost Farm, St. Johnsbury Athenaeum, Emma Willard House New Hampshire- John Paul Jones House, E.E. Cummings House (Joy Farm), Robert Frost Homestead Massachusetts- John Adams Birthplace, Cole's Hill Rhode Island- The Arcade, Old Slater Mill

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Northeast Region

Connecticut- Emma C. Berry (One of the oldest surviving commercial vessels in the United States), Mark Twain House, Yale Bowl New York- American Stock Exchange, Louis Armstrong House, Bell Laboratories Building, Brooklyn Bridge, Carnegie Hall, Central Park, Empire State Building, Holland Tunnel, Statue of Liberty National Monument, ome of Franklin D. Roosevelt National Historic Site, New Jersey- New Jersey State Aquarium at Camden, Edison laboratories, Edison mansion, President Grover Cleveland, the Cape May Historic District, Liberty State Park, the Pine Barrens Wilderness area, Princeton University and numerous Revolutionary War historical sites. Pennsylvania- Horseshoe Curve, America's Oldest Gasoline Station, Maryland, The Historic Altoona PA Mishler Theatre, Historic Bakers Mansion Delaware- Holy Trinity Church, the oldest Protestant church in the U.S. still in use, in Wilmington; The Delaware Museum of Natural History; New Castle, an almost unchanged 18th-century city center; the Delaware Seashore Famous People: Katherine Lee Bates Theodor Geisel Elizabeth Cady Stanton Andrew Carnegie Robert Frost Winslow Homer Norman Rockwell Louisa May Alcott Rudolph Giuliani Nydia M. Velazquez Alvin Ailey Benjamin franklin Food: http://www.nutrition.cornell.edu/foodguide/archive/abundant.html From apples and chickens in West Virginia to fish caught off the coast of Maine, the Northeast region produces a variety and abundance of food. Cattle, sheep, and goats are raised to provide dairy products and meat; chickens furnish meat and eggs; pigs, turkey, and deer supply meat; and fish farms add to the area's natural

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9

Northeast Region

supply of freshwater fish, ocean fish, and shellfish. Our region also yields a wide variety of fruits and vegetables, including many types of dry beans. Grains such as wheat, oats, rye, barley, corn, and buckwheat are cultivated in the Northeast, and sweet treats such as honey and maple syrup are regional specialties. Meats, grains, and dairy products with many low-fat options are usually available year round. But because of the northeastern climate, fruits and vegetables have definite seasons-specific periods of time when crops are planted, when they grow, and when they are harvested and taken to market. But no matter what the season, plenty of northeastern produce is always available in a variety of forms-fresh, canned, frozen, dried, or stored. The Northeast Regional Food Guide poster can help you get an idea of the diversity available in each group of foods that come from the region. Fresh produce is listed under the season(s) in which it is available. History: 1500s- Europeans begin to explore the NE 1600s- English settlers establish eight colonies in the NE 1773- Britain has 13 colonies along the Atlantic Coast 1776- Colonial leaders sign the Declaration of Independence 1882- Thomas Edison opens the world’s first electric power plant Present- The NE is one of most crowded regions of the U.S. Plants: http://plants.usda.gov/about_plants.html Animals: http://www.fws.gov/northeast/index.cfm Economy: Iron, textiles, steel, coal, granite, marble, timber, manufacturing, farming, commercial fishing, leather making, and jewelry production. Places of Interest: Swan Boat in the Boston Commons Empire State Building Liberty Bell Atlantic City Boardwalk Baltimore National Aquarium

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Fourth Grade Northeast Region Unit

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Lesson 1 Title: Geography of the Northeast Grade Level: Fourth Unit of Study: Northeast Region GLCE: G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g. Great Lakes, Midwest) with those of another region in the United States (i.e. Northeast region). G2.0.1 Describe ways in which the United States can be divided into different regions. Abstract: Students will identify physical and human characteristics of the Northeast region so that they may make comparisons to their home state. Key Concepts: Use maps of human and physical characteristics to ask geographic questions about regions. For example, we can observe that Michigan belongs to a region with common physical characteristics, such as bordering the Great Lakes. We can also ask a geographic question like, “What do people do there?” By making similar observations and finding answers to the same question about another region in the United States, we can then compare two regions. Sequence of Activities:

1. Begin by having a classroom discussion of what kind of landforms students think are in the Northeast Region.

2. Distribute student maps of Northeast region and have students record/label physical characteristics, such as the Appalachian Mountains, White Mountains, Erie Canal, various harbors, and Atlantic coast. Geographic features can be viewed/displayed in detail from Google Earth. (http://www.earth.google.com)

3. Identify other physical regions that may reside in the Northeast region (New England, Middle Atlantic states, etc- see Northeast Region Teacher Resource Information document).

4. Show and discuss population density in the Northeast region and how it compares to the United States (maps found below under Resources).

5. Population density increased in the Northeast making this the ideal location for the beginnings of the U.S. federal government. The original 13 colonies formed as another region in the Northeast. www.Congressforkids.net/games/thirteencolonies/2_thirteencolonies.htm has many resources for exploring 13 colonies.

6. Show video found on United Streaming: Northeast Region, The: Environment (20 minutes).

7. Students will write a “postcard” from the Northeast region to a friend in Michigan telling about the physical similarities and differences they have observed in the Northeast region

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Fourth Grade Northeast Region Unit

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and Michigan. (See postcard template in resources.) Connections: English Language Arts: Compare the physical geography of the Northeast region to your home state in a written response. Resources Kid-friendly resource for all regions: http://www.dembsky.net/regions/ Northeast Region map: http://www.eduplace.com/ss/maps/pdf/ne_us.pdf (map with labels) http://www.eduplace.com/ss/maps/pdf/ne_us_nl.pdf (no labels) For viewing physical features use Google Earth United States Population Density Map: http://maps.howstuffworks.com/united-states-population-density-map.htm Northeast Region Population Density Map: http://maps.howstuffworks.com/northeast-region-population-density-map.htm Land Use map of U.S.: http://maps.howstuffworks.com/united-states-land-use-map.htm Climate map of U.S.: http://maps.howstuffworks.com/united-states-climate-map.htm United Streaming Video: www.unitedstreaming.com search: Northeast Region, The: Environment Postcard template link available on Wikispaces site.

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Northeast Region

Inventions, Discoveries and Firsts: Maine- Percy L. Spencer, Microwave Vermont- John Deere, Steele Plow New Hampshire- Dean Kamen, Segway Human Transport Massachusetts- Eli Whitney, Cotton Gin Rhode Island- George Herman Babcock and Stephen Wilcox, water tube boiler Connecticut- Samuel Colt invented, first revolver; Edwin Land, Polaroid photography New York- John Stevens, American Railroad; New Jersey Pennsylvania Maryland Delaware Interesting Facts:

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13

Fourth Grade Northeast Region Lesson 2 Title: Human Activity of the Northeast/Nashua River Rescue Grade Level: Fourth Unit of Study: Northeast Region GLCE: G5.0.1: Assess the positive and negative effects of human activities on the physical environment of the United States. G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. Abstract: A study of the Nashua River and the positive and negative impact of human interaction with this area. Key Concepts: Effect of industries on the environment Sequence of Activities:

1. The students will begin to learn about the Nashua River and how the industrial revolution affected the river. Show a transparency of the Nashua River (using links below), or project for the class to see using link:

www.google.com and choosing images for present day Nashua River

http://www.placenames.com/us/p617989/

http://terraserver-usa.com/image.aspx?T=1&S=16&Z=19&X=23&Y=369&W=1 (satellite interactive map)

2. See link and teach about the Nashua River, both positive and negative human activity, use link: www.nashuariverwatershed.org/history.html

3. Follow up discussion of the problem and solution.

4. Use link for teacher background of the book A River Ran Wild:

http://www.lynnecherry.com/a_river_ran_wild_19410.htm

(A possible note for the teacher background could be the value system of the Native Americans compared to the early Colonial American of the 1700’s.)

5. Use book titled A River Ran Wild by Lynne Cherry. This is a historical fiction book about the Nashua River. An objective to the book is to teach cause-and-effect relationships. See suggested lesson plan link:

http://www2.scholastic.com/browse/lessonplan.jsp?id=808 **There is a nice writing activity in the above lesson:

Calhoun ISD Social Studies Curriculum Design Project 04/06/2011

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Fourth Grade Northeast Region

6. Writing: Have the students think about environmental issues that might be occurring in their community. Students can write a letter to a local government official explaining the problem, why it’s important to address the problem, and solutions they have to solve the problem.

For additional lesson plans for A River Ran Wild, see suggested link: http://www.lessonplanet.com/search?keywords=a+river+ran+wild&rating=3 Here is another resource to use as a possible positive/negative human effect on the environment (not the northeast). The Great Kapok Tree by Lynne Cherry

7. Cause and Effect Relationships: Use the attached form to draw student attention to cause and effect relationships while reading the story A River Ran Wild to address positive and negative impact of human interaction with the environment.

Instructional Resources: Equipment/Manipulative Teacher/student copy of A River Ran Wild Teacher Resources Internet capability

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Fourth Grade Northeast Region

Calhoun ISD Social Studies Curriculum Design Project

Name: __________________

Date: _________ HR: _____

A River Ran Wild by Lynne Cherry

A book demonstrating how human activity of the Northeast region impacted the environment.

While reading this historical fiction book, record the cause and effect relationships you find on this chart.

Cause Effect Example: I didn’t study for my social studies test.

Example: I didn’t know how to respond to many of the questions, therefore I earned a low grade.

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Fourth Grade Northeast Region

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Lesson 3 Title: Circular Flow Model Grade Level: 4 Unit of Study: Northeast Economics GLCE: E1.0.7: Demonstrate the circular flow model by engaging in a market simulation, which included households and businesses and depicts the interaction among them.

E1.0.2: Describe some characteristics of a market economy.

Abstract: A market simulation can depict the interaction between households and business and demonstrate the circular flow model. For example, students can sell their labor to businesses in return for a wage, which they spend for goods and services. Businesses purchase goods and services from other businesses which employ labors who also spend their wages for goods and services. Household can provide capital for business by investing in stocks or purchasing bonds.

Key Concepts: How does a market economy work?

Key Vocabulary: Goods, Services, Income, Provider, Market Economy, Wages, Labor

Sequence of Activities:

1. The Marketplace Talk with your students about the market economy that exists in the United States. Buying and selling creates the marketplace. People start businesses to earn a profitable income. They decide whether they would like to provide a good and/or a service to consumers. People who pay for goods and services are called buyers or consumers. Buyers and sellers come together in the marketplace.

2. Introduce the circular flow model. Background information is included at the end of this lesson.

3. The teacher will act as the employing firm. The teacher will give jobs for completion in the school or classroom such as picking up trash, cleaning, dusting, library helper, office assistant, etc.

4. Students will be “paid” for their work in the form of a Hershey Kiss. The chocolate can then be immediately consumed, or saved for a future goods or services. For example, the student may save the chocolate, and later pay the firm for a particular service, such as extra recess, or extra work time on a past due assignment. The chocolate could also be saved to buy certain goods such as pencils, erasers, etc.

5. Expand or modify this lesson as needed.

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Fourth Grade Northeast Region Additional options available at:

http://members.scope.oakland.k12.mi.us/lessondetail.aspx?id=1285&el=55&unit=58 Local Junior Achievement Organization ( www.ja.org ) Economics in Action ( www.producingohio.org/action/circular/index.html )

The Circular Flow of Economic Activity J. Bradford DeLong

[email protected] http://www.j-bradford-delong.net

The flow of payments in an economy is a circular flow. Individuals--people living in households--work for businesses, rent their property (or their capital) to businesses, and manage and own the busineses. All these activities generate incomes--flows of payments from businesses to households. But households then spend their incomes--on consumption goods, in taxes paid to governments (that then spend the money on goods and services), and on assets like stock certificates and bank CDs that flow through the financial sector and are then used to buy investment and other goods. All these are expenditures

The two flows--of incomes and of expenditures--are equal: all expenditures on products are ultimately someone's income, and every piece of total income is also expended in some way.

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Fourth Grade Northeast Region

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Fourth Grade Northeast Region Lesson 4 Title: Migration/Immigration and Cultural Development Grade Level: Fourth Unit of Study: Northeast migration, immigration, and culture GLCE: G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food). Abstract: In the early 1900s, the United States was known as a “melting pot” because of the number of immigrants who came to our country. Almost all U.S. citizens and their ancestors have come here from other lands. Immigrants came to escape poverty, war, hunger, or persecution. Some people were forced to come here to work as slaves (African immigrants). Until 1880, most immigrants came from northern and western Europe (Great Britain, Ireland, Germany, Holland, and Scandinavia). However, after 1880, more than half of the newcomers came from southern and eastern Europe. In their homeland, they traveled by train or wagon to the seaports. Then, they took huge ships across the Atlantic Ocean. For most, this trip was very crowded and miserable. Between the years of 1880-1920, more than 23 million immigrants came to the U.S. This period of time was known as the “Great Wave.” Today, more than 1 million immigrants come from all different places (mostly from Asia and Latin America). They mainly come for the same reasons—to find a better life. Key Concepts: Migration/Immigration in the Northeast Region Cultural Development Ellis Island Vocabulary: immigrant, migration, culture, persecution, poverty (Students can do a vocabulary activity with an online Word Wizard Dictionary http://teacher.scholastic.com/dictionary/) Sequence of Activities: 1. Ask the students what prior knowledge they have about immigration and Ellis Island. Ask

students why they thought people came to the United States? Have them write their thoughts on post-it notes. Students put notes up on a graphic organizer. Continue discussion. Locate Ellis Island on a map.

2. Go to http://teacher.scholastic.com/activities/immigration/index.htm show the students the interactive story of Seymour Rechtzeit from Poland. Show the students how to use the website. Point out the questions (that are part of the story) that they need to think about while learning about the particular immigrant.

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Fourth Grade Northeast Region 3. Ask students why Seymour Rechtzeit came to America. He came for more singing

opportunities. What were some of the problems and risks for making the journey? He was separated from his family, he might not have been let into the country since he was sick, etc. Start making a list of why the case study immigrant came.

4. Have partners read the second case study of The Three Recent Immigrants. Talk with the class about the reasons why they came to America today. Compare/contrast immigration push/pull factors of 1900s to today.

5. Have the kids take an interactive tour of Ellis Island. http://teacher.scholastic.com/activities/immigration/tour/index.htm

6. Discuss how it would feel to come to a new land. What would be the challenges and celebrations you would encounter?

7. Discuss the idea of culture. What influences have immigrants had on American culture? For example, language, recipes, music, dress, etc. Use Seymour Rechtzeit (Polish) as an example. Polish culture examples: polka music, perogies (pasta filled with potato), paczki (Polish doughnuts), Polish sausage, cabbage rolls.

Connections:

1. English Language Arts Letter Writing: Write a letter home to your family describing your experience in America. Classroom Play: Scholastic News, March 30, 2009 Edition 4 “Coming to America.”

Order- http://www.scholastic.com/SN4

2. Writing Response Questions:

Q. Why do you think immigrants were willing to leave their homelands and move to a foreign country? Would you want to do something like that? Explain.

Q. Imagine you were an immigrant arriving at Ellis Island in the late 1800s or early 1900s, what thoughts and emotions might you have experienced? Explain.

Q. Do you have family members or friends who were or are immigrants? Why did they come to America?

----See end of document for worksheet related to above questions.----

3. There are two books on Reading A-Z about immigration along with lesson plans (must be a subscriber).

4. Mathematics

Graphing: http://teacher.scholastic.com/activities/immigration/facts.htm Graphing: Citizenship graph with questions (pdf) Answers: 1. C 2.D 3.D 4.B 5.A 6.C

Instructional Resources:

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Fourth Grade Northeast Region Equipment/Manipulative Internet Computer Projector Student Resources United Streaming Video: Dear America: So Far from Home: The Story of Mary Driscoll, an Irish Mill Girl, Lowell, Massachusetts, 1847 (29:56)

• Mary, a young Irish immigrant, faces poverty, poor working conditions, and prejudice when she moves to the U.S.

Grade(s) : 6-8 Editable © 1999 Scholastic This video contains 7 segments Curriculum Standards http://pbskids.org/stantonanthony/irish_girl.html Ireland Immigration interactive quiz http://www.uscis.gov/portal/site/uscis Immigration Citizenship Test Citizenship Test (pdf) Answers: 1. The Bill of Rights 2. Congress; legislative; President; executive; the courts; or judicial 3. The Senate and House of Representatives 4. November 5. Joe Biden 6. Democratic and Republican 7. The Civil War 8. Freed the slaves 9. One of the following: ME, NH, VT, NY, PA, OH, MI, MN, ND, MT, ID, WA AK 10. Each star represents a state Teacher Resources Links: http://www.surfnetkids.com/ellis_island.htm http://www.history.com/content/ellisisland/timeline http://www.ellisisland.org/ http://memory.loc.gov/ammem/ndlpedu/features/immig/introduction.html

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Fourth Grade Northeast Region

Calhoun ISD Social Studies Curriculum Design Project

Name : Date: HR: Social Studies: Northeast Region (ch. 4), Immigration Immigrant-A person who comes to live in a country from another place. Respond to the following two questions. 1. a. Why do you think immigrants were willing to leave their homelands and move to a foreign country? b. Would you be willing to do something like that? Explain. 2. Imagine you were an immigrant arriving at Ellis Island (New York City) in the late 1800s or early 1900s, what thoughts and feelings might you have experienced? Explain. Watch the video Dear America: So Far From Home. 3. Describe what Mary Driscoll’s immigration experience was like. Include something positive and something negative about the experience.

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Calhoun ISD Social Studies Curriculum Design Project

Fourth Grade Midwest Region Lessons Breakdown Title GLCEs Included

Resources Needed Resources

Suggested Resources

Lesson 1

Geography of the Midwest

G2.0.2 G2.0.1

K-W-L chart Maps Venn Diagram

Google Earth: www.earth.google.com

Lesson 2

Migration to the Great Lakes States

G2.0.1 G4.0.1

Teacher background information

The Mitten-“The Model T”

United Streaming video segments: “Why Build the Erie Canal?” and “Construction of the Erie Canal http://blabberize.com/

Erie Trail West - Janie Lynn Panagopoulos (www.jlpanagopoulos.com ) We’ll Race you Henry

Lesson 3

How Does Competition Affect Buying and Selling of Goods?

E1.0.2 E1.0.6 E1.0.7

Circular flow model information

Consumers and Producers song

Lesson 4

Specialization and Division of Labor

E1.0.5 E1.0.2

Car model (Hummer) pattern

United Streaming video segment: “Assembly Line” (4 ½ minutes) from full length video Greatest Inventions with Bill Nye.

Henry Ford Lesson: http://my.econedlink.org/lessons/index.php?lesson=NN668&page=teacher Early carmakers edition of “Michigan History for Kids” magazine www.michiganhistorymagazine.com/kids/kids_products.html (The Automobile Industry)

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Midwest Info Sheet

States: North Dakota, South Dakota, Nebraska, Kansas, Minnesota, Iowa, Missouri, Wisconsin, Illinois, Michigan, Indiana, and Ohio History: See United Streaming video, “Middle West Region, The People and Heritage”, for background information on settlement, migration, culture, growth, and the Midwest region today. Economics: One of the Midwest’s nicknames, “America’s Breadbasket” pertains to farming in the Midwest (see farming below). Other industries in mass production, specifically assembly lines in factories. Detroit, MI is a pioneer in assembly line, dating back to Henry Ford. Today, Detroit, MI is known as the Motor City. The Midwest region has another nickname, “Heartland of America”. This nickname pertains to transportation in the Midwest that enable the “life flow” of America’s economic system. O’Hare International Airport in Chicago, IL is one of the busiest airports in the world. The Great Lakes serves as a waterway that reaches many port cities (Cleveland, Detroit, Chicago) and has access from the East Coast. Farming in the Midwest: corn, dairy, and wheat Other regions within the Midwest Great Lakes States: Michigan, Ohio, Illinois, Wisconsin, and Minnesota Great Plains States: North Dakota, South Dakota, Nebraska, and Kansas Energy and Minerals: Copper, iron, and silver (U.P. Michigan, Northern Wisconsin, Northern Minnesota) Landforms: Mississippi River, Great Lakes, Black Hills, Missouri River Points of Interest: Mount Rushmore, Mall of America, Soo Locks

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Fourth Grade Midwest Region

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Lesson 1 Title: Geography of the Midwest Grade Level: Fourth Unit of Study: Midwest Region GLCE: G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g. Great Lakes, Midwest) with those of another region in the United States (i.e. comparing regions within the Midwest). G2.0.1 Describe ways in which the United States can be divided into different regions. Abstract: Students will identify physical and human characteristics of the Midwest region. Key Concepts: Use maps of human and physical characteristics to ask geographic questions about regions. For example, we can observe that Michigan belongs to a region with common physical characteristics, such as bordering the Great Lakes. We can also ask a geographic question like, “What similarities and differences do states within the same region have with one another?” Sequence of Activities:

The students will create a K-W-L chart about the physical characteristics that are found in the region to which Michigan belongs. 1. Distribute K-W-L charts and have students label them “Midwest Region”. 2. Begin by having a classroom discussion about what kind of landforms students can

identify in the Midwest using their prior knowledge. Students may fill in “K” portion of K-W-L.

3. As a class and individually, identify what physical features students want to know about and record these questions under “W” on K-W-L chart.

4. Distribute student maps of the Midwest region and have students record/label physical characteristics, such as the Great Lakes, Great Plains, Black Mountains, Mississippi River, Missouri River. Geographic features can be viewed/displayed in detail from Google Earth. www.earth.google.com

5. Identify other physical regions that are found in the Midwest region (Great Lakes, Great Plains etc).

6. Identify vegetation and agricultural patterns within the United States and Midwest region (maps found under resources).

7. Show video found on United Streaming: The Middle West Region: Environment (19 minutes).

8. Students will complete K-W-L by filling in what they learned under “L”. 9. Students will use a Venn diagram, or other graphic organizer, to compare and

contrast the Great Lakes region to the Great Plains region (or other discussed region).

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Fourth Grade Midwest Region

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Connections: English Language Arts: Students are able to write a comparative response. Resources Kid-friendly resource for all regions: http://www.dembsky.net/regions/ Midwest Region map: http://www.eduplace.com/ss/maps/pdf/midwestus.pdf (with labels) http://www.eduplace.com/ss/maps/pdf/midwestus_nl.pdf (no labels) Natural Vegetation Map: http://maps.howstuffworks.com/united-states-vegetation-map.htm (United States) U.S. Farms with sales over $500,000: www.nass.usda.gov/census/census97/atlas97/map013.htm Agricultural Area Map: www.mapsofworld.com/usa/thematic-maps/usa-corn-barley-growing-area.html (U.S.A.) Climate map of (U.S.): http://maps.howstuffworks.com/united-states-climate-map.htm For viewing physical features, use Google Earth. United Streaming Video: www.unitedstreaming.com search: The Middle West Region: Environment Venn Diagram: http://www.eduplace.com/graphicorganizer/pdf/venn.pdf

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Fourth Grade Midwest Region

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Fourth Grade Midwest Region

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Fourth Grade Midwest Unit Lesson 2

Title: Migration to the Great Lakes States Grade Level: Fourth Unit of Study: Midwest Region GLCE: G2.0.1: Describe ways in which the United States can be divided into different regions. G4.0.1: Use a case study or story about migration within or to the United States to identify push and pull factors that influenced the migration. Abstract: The students will be able to identify the reasons people migrated to the Great Lakes states. Key Concepts: migration, transportation, assembly line Sequence of Activities: Activity One: Teacher Information: The Erie Canal provided the opportunity for migration to the Midwest region by making transportation easier. People and goods could now travel more quickly to this region.

1. Lead a discussion about push-pull factors (see below) and how they influence people to immigrate to a new land or area. Have them brainstorm reasons why early settlers might have come to the Midwest.

2. Ask students to brainstorm early forms of transportation to the areas west of the Appalachian Mountains. Discuss the challenges of traveling west during the horse and cart days of transportation. Ask students what man-made innovation was created to make transportation to the Midwest more accessible. (The Erie Canal)

a. View the video segments on United Streaming: “Why Build the Erie Canal?” and “Construction of the Erie Canal” to clarify the process and importance of the Erie Canal.

b. Ask students to create two images of travels heading toward the Midwest using www.blabberize.com . The first traveler should comment on the trials of traveling west through the treacherous terrain before the Erie Canal. The second traveler should comment about using the Erie Canal to more easily access the Midwest/Great Lakes region. Both should include a comment about why they are moving to that area (This activity can also be done with student drawings and written speech bubbles.).

Activity Two: Teacher Information: Henry Ford’s $5 per day salary brought many workers to the Midwest region. His technological advances allowed him to pay his workers well and

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Fourth Grade Midwest Unit thus attract more people to the region (or more specifically, Michigan), creating a pull factor. See the Henry Ford background information document for more details.

1. Discuss and research the technology (assembly line) that was adopted in the Great Lakes states that created many jobs. Use Henry Ford as a case study.

2. Using The Mitten: Model T and internet links provided (see below), students should research Henry Ford and his innovations that led to massive migrations to the Midwest. Their findings can be presented in a variety of ways: written report, individual or group presentations, designing employment ads that people might have seen during the height of Henry Ford’s hiring.

3. Review the influence of push-pull factors (see below) in motivating people to immigrate. Relate this to the case study of Henry Ford and how the appeal of jobs on the assembly served to pull people to the Great Lakes states.

Connections: English Language Arts: Report on Henry Ford Instructional Resources: Student Resources: Sites: http://cybersleuth-kids.com/sleuth/Science/Inventors/Henry_Ford/index.htm www.thehenryford.com http://www.michiganhistorymagazine.com/kids/pdfs/mittenfeb04.pdf www.edcopublishing.com – LAPs program has Henry Ford connections Books: Erie Trail West - Janie Lynn Panagopoulos (www.jlpanagopoulos.com ) We’ll Race you Henry Teacher Resources: Google Earth to show Erie Canal, Ford plants, etc. with satellite images

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Fourth Grade Midwest Unit

Teacher Background Information: From http://geography.about.com/od/geographyglossaryp/g/ggpushpull.htm Push-Pull Factors Definition: The push factor involves a force which acts to drive people away from a place and the pull factor is what draws them to a new location. Also Known As: push factor, pull factor Examples: Several push factors contributed to me wanting to leave my village and move to Cairo but, by far, the pull factor of the that amazing city was what made me decide to move. From http://www.shuntington.k12.ny.us/schools/middle/Scheiber/EighthGradeWebPage/PushAndPullFactors.html:

Why Immigrate?

1. Plentiful and cheap land in the West (until the frontier was closed) 2. Jobs and opportunities 3. Religious freedom 4. Political freedom 5. Irish-potato famine

Push and Pull factors:

1. Push Factors: Conditions that drive people to leave their homes Examples:

• Land scarce in home country • Political and/or religious persecution • Revolutions • Poverty

2. Pull Factors: Conditions that attract people to a new area Examples:

• Promise of freedom (religious and political) • Hope for a new life • Industry

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Fourth Grade Midwest Unit

• Jobs • Land • “Streets paved with gold”

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Henry Ford: The Innovator - Background Reading When Henry Ford was born in 1863 in Dearborn, Michigan, just a few miles from Detroit, the roads were all dirt and the automobile did not exist. By the time he died in 1947, the U.S.—especially Detroit—was driven by cars. Henry was a pioneer in automobile manufacturing. He became fascinated with machines and engines at an early age. Beginning with the inner workings of watches, Henry tinkered endlessly, taking them apart, fixing them, and putting them back together. His attention soon turned to the steam engine, then to the gasoline engine.

Ford began his career working for the local power company, overseeing the production of electricity for Detroit. At night, he retired to the workshop behind his home where he toiled for hours each night on his dream vehicle: the Quadricycle. Looking like a black box on four bike tires, with a seat and a steering mechanism, it resembled a carriage without horses. Realizing that he was on the edge of something great, Ford knew that a speedy vehicle was the key to his future. If he could build a fast car, people might give him the startup money he needed to get his own automotive factory in business. Then he could pursue his real goal; to build reliable cars quickly and cheaply so that the working man, not just the rich, would be able to drive a car.

Success was slow in coming. In 1903, after his first two companies failed, the Ford Motor Company was formed. His tinkering, once confined to the small shop behind his house, now took place in his office at his auto factory.

After rethinking and redesigning his first autos, Henry and his company offered a few different models, but he still had to find the right combination of speed, weight and cost. Then, in 1908, the first Model T rolled out of his factory. It was capable of carrying the family yet operable by one person. It was stylish, at least if you liked black, because that soon became the only color offered. And, most importantly, it was cheap.

Ford came up with a better way to produce the cars in a faster, cheaper way: the moving assembly line. Although he did not invent it, he improved on the concept to a point never before thought possible. By the following year, Ford Motor Company had turned out over 10,000 Model Ts. Over the next two decades, more than 15 million "Tin Lizzies," as they were called, rolled out of the factory. Henry Ford became of the wealthiest and most famous men of his day.

Henry Ford was one of many automotive pioneers whose combined efforts revolutionized life in America. Some were inventors; some were innovators in production, business organization, design or marketing. they created a diverse industry, producing all sorts of cars for all sorts of needs. They put Detroit and Michigan on the map, helping to draw in workers and their families from all over the nation and from overseas. They employed thousands who made money and who spent it in Detroit. This rise in consumer spending resulted in new business and retail shops hungry to meet the rising demands. The sudden popularity and availability (to even working class families) of the automobile gave rise to road construction, traffic lights, auto repair shops, and eventually, the drive through window! But these contributions did not come without cost. The loss of personal service, environmental pollution and changing social mores were only part of the cost.

The assembly line system also had a human cost. Many workers felt that they were but cogs in the system. Machines were supposed to help workers, yet those on the assembly line felt that they had, in fact, become machines themselves. Each job was broken into dozens of simple tasks that required no thought, no skill, and could be done with great speed. To balance the demands of the factories, workers eventually organized into unions that successfully demanded a voice in how the work was done.  

From http://www.michigan.gov/hal/0,1607,7‐160‐17451_18670_18793‐53436‐‐,00.html  

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Iwill build amotor car for the greatmultitude,”Henry Ford

announced. “It will beso low in price,” headded, “that no manmaking a goodsalary will be unableto own one.” Withthese words Henry Fordintroduced the world to the Model T.

In October 1908, the Ford Motor Companyproduced its first Model T. It became one of theworld’s most celebrated cars.

The Model T (there were models A throughS) carried a 4-cyclinder motor, and traveled up to 45 miles per hour. It came in one color,black.

The Model T introduced drivers to newmechanical improvements. In a Model T, thedriver controlled the car with three floor ped-als: a brake and a pedal for forward and onefor reverse. This left the driver’s hands free tosteer the car. Unlike most cars of the day, thesteering wheel was on the left side of the car.

The Model T became popular because itwas cheap. The first Model T cost $850. Buteventually it went as low as $290.

The Model T also was easy to fix. All adriver needed were pliers and a screwdriver

to keep a Model T running.Spare parts were easily avail-

able, and the Model T neverseemed to wear out.

The popularity of the ModelT allowed the

Ford MotorCompany toopen a newfactory in

HighlandPark, a small

suburb of Detroit. AtHighland Park, Ford

introduced the moving assembly line.(See next page).

Americans loved the Model T. a womanfrom Georgia wrote Henry Ford, “Your car . . . brought joy into our lives.”

The Model T even developed internationalfame. As one newspaper noted, “The FordMotor Company has beaten out both the [U.S.]flag and the Constitution in carrying civiliza-tion into the wild places of the world.”

In 1927 the Ford Motor Company producedits last Model T. In 19 years, the company hadmade 15,007,033 Model Ts. In the 1970s,Germany’s Volkswagen “beetle,” finally surpassed the Model T in numbers made.

As the Ford Motor Company likes to say to this day, the Model T “put America on wheels.”

The MittenA Publication of Michigan History magazine FEBRUARY 2004

Model TFORD’S

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35

Kristin Phillips

The Highland Park manufac-turing plant was the home ofFord’s Model T and the firstautomobile moving assemblyline.

At Highland Park the job of making acar was broken down into basic tasks. Eachtask was assigned to a worker, who didthe job over and over again. The assemblyline made it cheaper to build a car. Beforeusing the assembly line, it took 13 hours to build a Model T. At first, it only took 90minutes to make a Model T using theassembly line. It even got quicker.

The two main parts of the Model Twere the frame, or “chassis,” and thebody. The chassis moved along the lineat six feet a minute. It took 41 separate

jobs to complete the chassis. Bodieswere built on the upper floor of theplant. Wood parts were buffed andvarnished and paint was poured overthe metal. Seat covers were stuffedwith horsehair.

The last step was to combinethe chassis and body. A body chute,called a “drop,” lowered the bodyonto the chassis. Thecompleted car wasthen brought to ashipping platformand went off to adealer to be sold.

Workin’ On the LineFORD’S HIGHLAND PARK ASSEMBLY LINE

Michigan Historical Museum/Tom Sherry

Car

oly

nD

amst

ra

The Michigan HistoricalMuseum’s recreated bodydrop shows the Model Tcar body and chassiscoming together.

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36

The Model T became a national institution. Americansjoked and shared stories about a car they nicknamed the“Tin Lizzie” because it rattled so much.

One joke asked the question, “What shock absorbers do youuse on your Ford?” The answer, “The passengers.”

A story told about a farmer who sent a tin roof that hadblown off his barn to the Ford factory as a joke. However, helater received a letter saying that although his Model T was“badly damaged,” it could be repaired.

Another story told about a woman who saved all of herempty cans and sent them to the Ford factory. A few weekslater, she got the following letter: “Dear Madam: We receivedthe cans that you sent and are shipping you back one Ford. We are also returning eight cans that were left over.”

The Henry Ford Museum

20900 Oakwood Blvd.

Dearborn, MI 48124

(313) 982-6100

TDD (313) 271-2455

Website: www.hfmgv.org/

museum

Email: [email protected]

The Henry

Ford

Museum

documents

and cele-

brates

American

ideas and

innovations.

This 12-acre indoor history

museum houses an astounding

collection of artifacts, one

theater, two restaurants, and

three retail stores.

Michigan Historical Museum

702 W. Kalamazoo Street

Lansing, MI 48909

(517) 373-3559

Website: www.michigan

history.org

The Michigan Historical

Museum tells the story of

Michigan’s past, from its early

settlers to the 20th century.

Where toTake Your

Family

Rattling onDown the Road

The

Hen

ry F

ord

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37

The Mitten is produced by the staff of Michigan Historymagazine, which is part of the Michigan Historical Center.The Michigan Historical Center is part of the Department of

History, Arts and Libraries. Dedicated to enhancing thequality of life in Michigan, the department also includes the

Mackinac Island State Park Commission, the Library ofMichigan, the Michigan Film Office, and the Michigan

Council of Arts and Cultural Affairs.

© Copyright Michigan Department of History, Arts & Libraries 2004

For more information, contact Michigan History at

(517) 373-3703, email [email protected] or visit us online at

www.michiganhistorymagazine.com

PRINTED ON RECYCLED PAPER

What Did You Learn?

Learning History CAN BE FUN!Subscribe today to the fun, colorful,Michigan history magazine that’s writtenespecially for young readers.

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MTN04

Vocabulary

WORDSMultitude: A large number

Salary: Money paid to a personregularly in exchange for work

Institution: An establishedorganization

9

2

5

1

3

7

6

4

ACROSS

1. On the Model T, the steering wheel was on the ___________ side of the car.

3. _________ Motor Company produced the first Model T.

4. Before using the first _____________ line, it took 13 hours to build a Model T.

6. Seat covers on the Model T were stuffed with _____________.

7. A body chute, called a ________ lowered the body onto the chassis.

DOWN

2. How many floor pedals did the Model T have?

5. What color were all Model Ts?

6. Model Ts were made at ____________ Park.

Word List(in random order)

BLACK HIGHLAND

THREE LEFT FORD

ASSEMBLY HORSEHAIR

DROP

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Kristin Phillips

Fourth Grade Midwest Region

Lesson 3

Title: How Does Competition Affect Buying and Selling of Goods?

Grade Level: Fourth grade

Unit of Study: Midwest Region/Economics

GLCE: E1.0.2: Describe some characteristics of a market economy.

E1.0.6: Explain how competition among buyers results in higher prices and competition among sellers results in lower prices.

E1.0.7: Demonstrate the circular flow model by engaging in a market simulation, which includes households and businesses and depicts the interactions among them.

Abstract: Students will:

• Explain that businesses make money by selling items or providing a service to a consumer.

• Explain that a market exists when buyers and sellers interact. • Explain that competition exists in the marketplace if there are multiple sellers of same

item or similar items. • Identify business competitors in their community.

Key Concepts: market economy, competition, incentives, supply, demand

This lesson is from http://www.econedlink.org/lessons/index.cfm?page=teacher&lesson=EM509

Sequence of Activities:

Activity One: What is Competition? Ask your students if they have ever run a race, entered an art contest, or played in a soccer game. Explain to them that races, art contests, and soccer games are all competitions. A competition is when people try their best to do something better than other people so they can win. Today your students will learn about a different kind of competition. More specifically, they will learn about business competition.

1. The Marketplace Talk with your students about the market economy that exists in the United States. Buying and selling creates the marketplace. People start businesses to earn a profitable income. They decide whether they would like to provide a good and/or a service to consumers. People who pay for goods and services are called buyers or consumers. Buyers and sellers come together in the marketplace.

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Fourth Grade Midwest Region

2. Competition in the Marketplace Do your students know a store that sells candy? Do they know a second, different, store that sells candy? Explain to your students that those two stores are competitors. They are competing for your money. Both stores want you to buy their candy.

3. Competition in Your Community Help your students to notice that there are competing businesses all around us.

Activity Two: Burger, Burger!

• Burger King© and McDonalds© are two hamburger restaurants. • Both sell soda, french fries, and hamburgers. • Both want you to eat at their restaurant. • Both want you to spend your money at their restaurant.

1. Split students into competing groups of Burger King and McDonalds. 2. The groups should devise a reasonable “business plan” to attract customers to their

restaurant. These plans should include at least three strategies for keeping customers away from the competition. (These may include, but are not limited to incentives, testimonials, pricing, etc.)

3. A Burger King group will present, followed by a McDonalds group. Students not presenting will evaluate which company they would choose to support and describe why.

4. Repeat this procedure for all competing groups.

Activity Three: Have students invent a concept car and market it for sale.

1. Ask students to imagine they are starting their own businesses. Focus on who your target audience is- competition will exist between groups who have the same target audience (families, sport-utility, sport car drivers,…)

2. Have students design and represent their concept cars through drawing or other means. 3. Students will present their concept car in front of the classroom audience, highlighting their

selling points (i.e. vehicle specs) and target audience. 4. Follow with a flow chart from the creation of the vehicle to the consumer purchasing the

final product. This should connect to the circular flow model. 5. This activity should culminate with students writing about how competition affects consumer

choices and pricing. (i.e. More consumers lead to higher prices and competition among sellers leads to lower prices.)

6. Use the song (below) to reinforce the relationship between consumers and producers.

Teacher Resources:

http://www.econedlink.org/lessons/index.cfm?page=teacher&lesson=EM509

http://www.econedlink.org/lessons/index.cfm?lesson=EM383

http://www.kidseconposters.com/songs/consumers_producers_ces.html:

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Fourth Grade Midwest Region

Calhoun ISD Social Studies Curriculum Design Project

Consumers and Producers

(Tune: The More We Get Together)

Adapted from an original song by a student from Carmel Elementary School, Carmel, Indiana

Consumers need producers Producers, producers Consumers need producers To make products they want Consumers shop for bargains For bargains, for bargains Consumers shop for bargains To get the best price Producers need consumers Consumers, consumers Producers need consumers To buy products they make Producers hope to make a profit A profit, a profit Producers hope to make a profit To continue to sell Children recite this sentence out loud before singing the last verse: "After studying economics, it seems very obvious to us that as far as Consumers and Producers are concerned….": The more they get together Together, together The more they get together The better off we'll be!

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Fourth Grade Midwest Region Lesson 4 Title: Specialization and Division of Labor Grade Level: Fourth Unit of Study: Midwest GLCE: E1.0.5: Explain how specialization and division of labor increase productivity. E1.0.2: Describe some characteristics of a market economy. Abstract: Specialization and division of labor lead to more efficient production of goods and services. This results in higher quality, lower cost goods and services for consumers. Key Concepts: specialization, division of labor, market economy Sequence of Activities:

1. In order to see the power of specialization/division of labor, students will use the car patterns provided to produce model cars using the following procedure:

• Give students 10 minutes to build as many complete cars as they can individually. • Students should record how many completed cars passed “inspection” (teacher or

designated student can be the quality control manager to make sure no “cars” leave the factory in less than ideal condition).

• Next, students should work in teams to recreate an assembly line with each student having a specific job (ex: build the body, attach wheels, attach steering wheel, install lights, etc.). The specific jobs should be the same in each team of students.

• Now the students will assemble cars in teams using division of labor. Give them 10 minutes to build as many complete cars as they can.

• Again, the quality control manager will inspect completed cars and groups will record the number of cars that passed inspection.

• Lead a discussion with students about the efficiency that was gained through specialization and division of labor.

2. Show video to connect Henry Ford’s major innovation to student work today: United Streaming video segment “Assembly Line” (4 ½ minutes) from full length video Greatest Inventions with Bill Nye.

Connections: English Language Arts Following specialization lesson, have students write about how specialization/division of labor impacts production and how this benefits consumers.

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Fourth Grade Midwest Region

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Mathematics Students can calculate the number of cars per hour/minute they assembled under the individual and specialized formats of car production. Teacher could create prices for determining profit or loss based on expenses and selling price of cars. Instructional Resources: Equipment/Manipulative Patterns for car models Glue/tape Crayons Teacher Resources Henry Ford Lesson: http://my.econedlink.org/lessons/index.php?lesson=NN668&page=teacher Early carmakers edition of “Michigan History for Kids” magazine www.michiganhistorymagazine.com/kids/kids_products.html (The Automobile Industry)

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Calhoun ISD Social Studies Curriculum Design Project

Fourth Grade Southeast Region Lessons Breakdown Title GLCEs Included

Resources Needed Resources Suggested Resources

Lesson 1

Geography of the Southeast

G2.0.2 G2.0.1

Southeast information sheet KWL chart Southeast maps

United Streaming video: American Geography Close-ups: The Southeastern Region, Volume Two (16 minutes) Google Earth: http://earth.google.com/

Lesson 2

Southeast Region Human Migration

G4.0.1 G4.0.2

Website links

Quilt square template

Lesson 3

The Impact of Price on Purchasing Decisions

E1.0.4 E1.0.3 E1.0.2

Information on market economy

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Southeast Regions 

States of the regions: 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

Alabama – 4,447,100 

Arkansas – 2,673,400 

Florida – 15,982,378 

Georgia – 8,186,453 

Kentucky – 4,173,405 

Louisiana – 4,468,976 

Mississippi – 2,844,658 

North Carolina – 8,049,313 

South Carolina – 4,012,012 

Tennessee – 5, 689,283 

West Virginia – 1, 814, 468 

Virginia – 7,769,089 

 

The Land Appalachian Mountains, swampland, landscapes of live oaks, magnolia trees, yellow Jessamine vines, flowering dogwoods, bayous (Gulf Coast), lowlands, sandhills 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

 

Natural Resources Cotton, phosphate rock, natural gas (Louisiana), rice, salt, sulfar, forest pine & hardwood, iron ore, coal, limestone, Palmetto trees, soils for growing crops 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

 

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Location Commonly disputed which states belonged to the Southeast Region.  

 Atlantic Ocean, Gulf of Mexico, Mississippi  River 

Region bordered by Virginia, West Virginia, Ohio, Indiana, Illinois, Nebraska, Texas, Oklahoma 

 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

http://www.eduplace.com/ss/socsci/books/content/maps/C_us_poli_phys.pdf 

 

Climate and Weather Climatic zones such as Alpine, temperate, subtropical, tropical, arid 

Very warm summers, mild winters 

http://weathereye.kgan.com/cadet/climate/climate_southeast.html 

 

Native Americans 

Woodland Native Americans – Cherokee, Chickasaw, Creek (Northern) Natchez, Biloxi, Seminole, (Southern) ancestors were mound builders 

The most important Native American nation in the region was the Mississippian people . 

Notable Native American nations that developed in the South after the Mississippians include what are known as "the Five Civilized Tribes": the Cherokee, Chickasaw, Choctaw, Creek and Seminole 

http://www.ahsd25.k12.il.us/Curriculum%20Info/NativeAmericans/SE.html 

http://en.wikipedia.org/wiki/History_of_the_Southern_United_States 

 

Famous Landmarks Appalachian Mountains, Cape Canaveral (FL), Florida Everglades, Disney World,  

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

Famous People 

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William Faulkner (author) 

Mark Twain, Margaret Mitchell (Author – Gone with the Wind), Harper Lee (Author – To Kill a Mockingbird), Bill Clinton, Jimmy Carter, Martin Luther King, Elvis Presley 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

 

 

 

Food Soybeans, rice, Hoppin’ John (rice & black eyed peas), grits, hot sauce, swamp cabbage, key lime pie, okra, Cajun, figs, plums, deep fried chicken, cornbread, sweet tea, mashed potatoes,  seafood, Oranges, grapefruit, peaches, corn, pecan, peanuts, soybeans, rice, sweet potatoes 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

http://en.wikipedia.org/wiki/Southern_US_cuisine#Cajun_cuisinehttp://en.wikipedia.org/wiki/Southern_US_cuisine#Cajun_cuisine 

  

History British Settlement, slavery, Civil war, WWII (economy), Civil Rights Act, Louisiana Purchase 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm  

 

Plants Dogwoods, oaks, magnolia trees, yellow jessamine vines 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

 

Animals Alligators, amphibians, crayfish, shrimp, pelicans, livestock 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

Economy 

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WWII – Great Depression, Cotton as a major farming industry has been replaced by tobacco farming,  textiles (Georgia), Tourism, Commercial fishing 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

 

Places of Interest  

Major cities:  Miami, FL, Atlanta, GA, Charlotte, NC, Nashville, TN, Jacksonville, FL, Memphis, TN, New Orleans, LA, Louisville, KY, Disney World, U.S. Space & Rocket Center (Alabama), Grand Ole Opry, Mammoth Cave (Kentucky), Key West Bridge (7 miles long) 

http://www.eduplace.com/ss/socsci/books/content/maps/C_us_poli_phys.pdf 

http://www.sheppardsoftware.com/usaweb/regions/Southern.htm 

 

Inventions, Discoveries, and Firsts 

Waldo Semon – inventor of vinyl 

Caleb Bradham (NC) – Pepsi Cola 

James Puckle – The Puckle Gun (musket) 

Chester Greenwood – earmuffs 

David Crosthwait – heating and ventilation methods 

 

Other Interesting Facts 

Vocabulary:  peninsula, bayou, swampland 

Louisiana:  cotton, rice, oil, natural gas, salt, sulfur, soybeans, sweet potatoes, pecans 

Georgia:  sunny, mild climate, corn, pecans, peanuts, peaches, tobacco, Jimmy Carter 

Alabama:  coal, iron ore, limestone, livestock 

South Carolina:  lowlands, sand hills, 2/3 of tourists visit the state coast 

North Carolina:  Mount Mitchell, beef & dairy cattle, commercial fishing 

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Additional resources 

Country map (United States): 

http://www.eduplace.com/ss/socsci/books/content/maps/C_us_poli_phys.pdf 

http://cg043.k12.sd.us/regions%20of%20the%20US%20webquest/southeast_region.htm 

http://www.ipl.org/div/kidspace/stateknow/ 

 

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Market Economy 

Ports (imports and exports, shipping goods) 

Research Triangle Park 

Appalachian Mountains –largest coal deposit 

Louisiana – largest oil deposit 

Geography 

Great Smoky Mountains, Ozark Mountains, Ouachita Mountains, Appalachian Mountains 

Federal Government 

Mississippi River  

Florida – peninsula 

Wetlands, beaches, swamp, coastal plain, mountains, plateaus 

Settlement & Migration 

Chesapeake Bay‐ important industry 

Cumberland Gap 

Missouri Compromise 

Tourism 

Cuba 

Environment & Society 

Climate (mild, warm, sunny, wet, sun belt) 

Tourism 

Immigration 

  

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Fourth Grade Southeast Region

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Lesson 1 Title: Geography of the Southeast Grade Level: Fourth Unit of Study: Southeast Region GLCE: G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g. Great Lakes, Midwest) with those of another region in the United States (i.e. Southeast region). G2.0.1 Describe ways in which the United States can be divided into different regions. Abstract: Students will identify physical and human characteristics of the Southeast region so that they may make comparisons to their home state. Key Concepts: Use maps of human and physical characteristics to ask geographic questions about regions. For example, we can observe that Michigan belongs to a region with common physical characteristics, such as bordering the Great Lakes. We can also ask a geographic question like, “What do people do there?” By making similar observations and finding answers to the same question about another region in the United States, we can then compare two regions. Sequence of Activities:

1. The students will create a K-W-L chart for the geography of the Southeast.

2. Distribute K-W-L Charts and have students label it, “Southeast Geography”.

3. Begin by having a classroom discussion of what kind of landforms students think are in the Southeast Region. Students may fill in “K” portion of K-W-L.

4. As a class and individually, identify what students want to know and record these questions under “W” on K-W-L chart.

5. Distribute student maps of Southeast region and have students record/label physical characteristics, such as the Appalachian Mountains, Everglades National Park, Mississippi Delta, Gulf Coast, and Atlantic Coastal Plain. Geographic features can be viewed/displayed in detail from Google Earth. www.earth.google.com

6. Identify other physical regions that may reside in the Southeast region (Gulf Coast States, Atlantic Coast, Appalachian States, Sun Belt etc).

7. Show and discuss annual rainfall in the Southeast region and how it compares to the United States. (See link below)

8. Show video found on United Streaming: American Geography Close-ups: The Southeastern Region, Volume Two (16 minutes).

9. Students will complete K-W-L by filling in what they learned under “L”.

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Fourth Grade Southeast Region

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10. Students need to write a 3-pararaph summary and response.

• Paragraph 1 identifies and describes the geographic features found in the Southeast region.

• Paragraph 2 compares similarities and differences between the Southeast region and their home state in geographic terms.

• In paragraph 3, students will choose one physical feature found in the Southeast that they would like to visit and explain why they chose it.

Connections: English Language Arts: Students are able to write a comparative response. Resources: Kid-friendly resource for all regions: http://www.dembsky.net/regions/ Southeast Region map: http://www.public.asu.edu/~clukinbe/southeastus.pdf Annual Rainfall Map (U.S.): http://maps.howstuffworks.com/united-states-annual-rainfall-map.htm Climate map (U.S.): http://maps.howstuffworks.com/united-states-climate-map.htm For viewing physical features use Google Earth United Streaming Video: www.unitedstreaming.com search: American Geography Close-ups: The Southeastern Region, Volume Two

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Fourth Grade Southeast Region Lesson 2 Title: Southeast Region Human Migration Grade Level: Fourth Unit of Study: Southeast Region GLCE: G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States (e.g. forms of shelter, language, food). Abstract: Students will learn about some of the human influences that affected the southeast. Key Concepts: migration, culture, diversity Sequence of Activities:

1. The southeast has had many factors throughout history that have affected human migration to the southeast area. Choose a link of teacher preference to begin lesson:

• http://www.missionsanluis.org/research/history.cfm • http://en.wikipedia.org/wiki/Southern_United_States (if using this site, use the

history headings for these influences)

2. Among the earliest arrivals were enslaved Africans who have contributed to the culture (food, music, art/design and languages). Europeans were sometimes transported as indentured servants who would eventually be freed. (can use this as your case study)

3. To teach about some of the food from Africa, use link:

• http://members.tripod.com/meganjohnston/p2africa/Africanfoods.html 4. To teach about some of the music from Africa, use the link:

• http://www.followthedrinkinggourd.org/ Lyrics, background information, resources for “Follow the Drinking Gourd.”

• http://pathways.thinkport.org/about - Go to “secrets: signs & symbols” Information on messages within slave songs. Also, follow tabs for information on “The Language of Quilts.”

5. To teach about some of the art/design from Africa, use the link:

• www.artprojectsforkids.org/2008/11/paper-weaving.html Resource for African paper weaving.

6. To teach about some of the languages that came from Africa, go to link:

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Fourth Grade Southeast Region

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• http://africanlanguages.com/

7. Divide the class into groups with each being responsible for one component of African culture that was brought to the Southeast (food, music, art/design languages).

• Each student in the group will create a 9-square quilt block (see below for template) to show a contribution for their component (food, music, art/design language).

• The contribution should be shown in the center square. • The mathematics concepts of translation, rotation, and reflection, as well as

symmetry, can be incorporated here either in individual student quilt blocks or in the quilt as a whole.

8. These migration influences have affected the development of the southeast leading to

greater diversity. Follow up with a discussion of modern human migration to the southeast (retired people, warm weather, etc).

Connections: Mathematics: Students also study transformations (reflection, rotation, translation) and symmetry in 4th grade. This terminology should be connected in the quilt activity. (If your district uses Investigations ©, this pattern can be found in the Shapes program. Otherwise, use link to print pattern http://www.mathwire.com/templates/quiltmats.pdf .) Additional Resources: http://teacher.scholastic.com/activities/bhistory/underground_railroad/plantation.htm An interactive journey along the Underground Railroad with photographs and primary sources.

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Fourth Grade Southeast Region

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Lesson 3 Title: The Impact of Price on Purchasing Decisions Grade Level: Fourth grade Unit of Study: Economics GLCE: E1.0.4: Students will explain how price affects decisions about purchasing goods and services (i.e. substitute goods). E1.0.3: Describe how positive and negative incentives influence behavior in a market economy. E1.0.2: Describe some characteristics of a market economy. Abstract: Students will make choices about purchasing goods based on a budget. Students will have to choose substitute goods or take advantage of incentives to stay within budget guidelines. Key Concepts: Market economy, Incentives, Substitute goods Sequence of Activities (2 days):

Introduction: 1. Ask students:

• Would you prefer Kmart or Nike brand shoes? • Would you rather attend a water park or go to the beach? • Would you rather eat name brand or generic cereal?

2. Discuss with students why people must choose a substitute good versus a name brand. (Responses should address comparing prices to make a decision when purchasing goods/services.)

Activity: Day 1

1. Tell students that we are planning a birthday party with 12 guests. We have $50 to spend. How are we going to spend it?

2. The following items are on our list:

Name Brand Generic/Homemade Invitations (12 per pack)

$10 (Color Printed) $5 (Homemade)

Entertainment $25 (Clown, etc.) $10 (Uncle Ned the Magician) Cake $20 (Bakery) $12 (cake mix and can of frosting) Ice Cream $5 (Breyer’s) $2 (Store brand) Juice $5 (Tropicana) $2 (Store brand) Plates (12 per $6 (Fancy design) $3 (Plain white)

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Fourth Grade Southeast Region

pack)

3. Ask students to consider ways to have as many items from the list as possible without spending more than $50. Students should work in groups to develop their plan for purchasing party items. 4. Groups will share plans and discuss rationale for their decisions. Ask students to discuss how they decided when to purchase substitute goods. How did the type of product and price affect their decisions?

Day 2:

1. After planning a party for $50, students will plan a party for $40. However, there are sales today!

a. Name brand ice cream is two for $5 today. b. Name brand juice is buy two get one free. c. Name brand napkins are free with the purchase of plates.

2. Students should create a new purchase plan using these sale incentives. Talk about how the sales affected the decision-making process for the consumers.

Connections: English Language Arts Written lists and explanations of purchase plans Mathematics Calculations of purchase plans Market economy

From Wikipedia, the free encyclopedia:

A market economy is an economic system based on the division of labor in which the prices of goods and services are determined in a free price system set by supply and demand.[1] This is often contrasted with a planned economy, in which a central government determines the price of goods and services using a fixed price system. Market economies are contrasted with mixed economy where the price system is not entirely free but under some government control that is not extensive enough to constitute a planned economy. In the real world, market economies do not exist in pure form, as societies and governments regulate them to varying degrees rather than allow self-regulation by market forces.[2][3] The term free-market economy is sometimes used synonymously with market economy,[4] but, as Ludwig Erhard once pointed out, this does not preclude an economy from having socialist attributes opposed to a laissez-faire system.[5] Economist Ludwig von Mises also pointed out that a market economy is still a market economy even if the government intervenes in pricing.[6]

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Fourth Grade Southeast Region

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Different perspectives exist as to how strong a role the government should have in both guiding the economy and addressing the inequalities the market produces. For example, there is no universal agreement on issues such as central banking, and welfare. However, most economists oppose protectionist tariffs.[7]

The term market economy is not identical to capitalism where a corporation hires workers as a labor commodity to produce material wealth and boost shareholder profits.[8] Market mechanisms have been utilized in a handful of socialist states, such as Yugoslavia and even Cuba to a very limited extent. The People's Republic of China is run by the Communist Party, but its economy involves considerable private enterprise and market forces in both private and public sectors. It is also possible to envision an economic system based on independent producers, cooperative, democratic worker ownership and market allocation of final goods and services; the labour-managed market economy is one of several proposed forms of market socialism.[9]

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Fourth Grade Southwest Region Lessons Breakdown Title GLCEs Included

Resources Needed Resources Suggested Resources

Lesson 1

Geography of the Southwest

G2.0.2 G2.0.1

Southwest region and U.S. maps U.S. maps Persuasion map

United Streaming video: West Region, the Environment

Google Earth: www.earth.google.com

Lesson 2

Migration to the Southwestern States

G2.0.1 G4.0.1

Background information on Native American culture

Hispanic population map

Persuasion map

United Streaming videos: • The Southwest

Region, (The People, The Heritage) 19 min.

• American Southwest and its Hispanic Influence, American Geography Close Up: The Southwest States Vol. 1

• Bill Pickett: Rodeo Riding Cowboy by Andrea Davis Pinkney OR http://www.cowboyfun.com/

Lesson 3

Global Competition

E2.0.1. E3.0.1

Information on oil imports

Image of U.S./Mexico

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Calhoun ISD Social Studies Curriculum Design Project

border

Lesson 4

Human Impact on the Southwest Environment

G5.0.1 Water usage chart and tally

United Streaming video: Population Growth and Water in the Southwest

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Southwest Region

States of this Region: U.S. map with/without state names: http://www.eduplace.com/ss/maps/usa.html Create your own maps based on a variety of key components: http://nationalatlas.gov/natlas/Natlasstart.asp Arizona New Mexico Texas Oklahoma The Land: World Atlas Landform Map with descriptions: http://www.worldatlas.com/webimage/countrys/nalnd.htm

• Arizona and New Mexico include mountainous areas including Rocky Mountains, plains areas, plateaus, canyons (including the Grand Canyon), and desert areas such as the Painted Desert, among others.

• Oklahoma has wooded mountains, flat plains, and low hills. • Texas has forests, mountains, deserts, dry plains, and coastal low lands. It

borders the Gulf of Mexico. Natural Resources: Cattle Drive WebQuest: http://volweb.utk.edu/Schools/bedford/thomas/cattle.html Lack of abundant water-conservation strategies are currently in effect Oil Natural Gas Farming (cotton, cattle, sheep, wheat, lumber) Copper Location:

• The southwest region is bounded on the south by Mexico and the Gulf of Mexico.

• Bordering states include California, Nevada, Utah, Colorado, Kansas, Missouri, Arkansas, and Louisiana.

Climate and Weather: Mild winters and hot summers

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Southwest Region

Native Americans: The Southwest includes states with some of the highest concentrations of Native American population in the United States. Oklahoma was once thought of as the last homeland for several Native American tribes. New Mexico has the highest percentage of Native American population of any state. Famous Landmarks:

• The Alamo • Grand Canyon • Lake Mead • Carlsbad Caverns • National Atomic Museum • Roswell • Hoover Dam

Famous People:

• Stephen Austin • Jim Bowie • Lyndon B. Johnson • Dwight D. Eisenhower • Sandra Day O’Conner • Kit Carson • Geronimo • Billy the Kid • Toby Keith • Mickey Mantle • Carrie Underwood • Brad Pitt • John Madden

Food:

• Mexican influence in many Southwest dishes (chilies, jalapenos,…) • Beef • Corn Bread

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Fourth Grade Southwest Region

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Lesson 1

Title: Geography of the Southwest

Grade Level: Fourth

Unit of Study: Southwest Region

GLCE: G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States (i.e. West region). G2.0.1 Describe ways in which the United States can be divided into different regions.

Abstract: Students will identify physical and human characteristics of the Southwest region so that they may make comparisons to their home state.

Key Concepts: Use maps of human and physical characteristics to ask geographic questions about regions. For example, we can observe that Michigan belongs to a region with common physical characteristics, such as bordering the Great Lakes. We can also ask a geographic question like, “What do people do there?” By making similar observations and finding answers to the same question about another region in the United States, we can then compare two regions. Sequence of Activities: 1. Begin by having a classroom discussion of what kind of landforms students think are in the

Southwest Region. 2. Distribute student maps of Southwest region and have students identify physical

characteristics, such as the Navajo desert, Grand Canyon, Colorado River, Hoover Dam, Colorado Plateau, and Rio Grande River.

3. Identify other physical regions that may reside in the Southwest region (South, Sunbelt, Rocky Mountains, Gulf Coast).

4. Show and discuss unique features of the Southwest region using maps below. Specifically, students need to understand that the Southwest region is a hot and arid region that contains many areas that are categorized as desert. Also, much of the Southwest region was once Mexico and still has a high Hispanic population with ongoing immigration (see map).

5. Show video found on United Streaming: Southwest Region, the Environment (18 minutes). 6. While students are watching the video, they will take notes on the “Persuasion Map” (link

below) to take notes, forming a plan to convince a friend to visit or move to the Southwest region.

7. Students will write a 5-paragraph persuasive essay using their notes and planning to convince a friend to visit or move to the Southwest region; they may also take an opposing stance (such as: Do NOT visit the Southwest region).

Connections: English Language Arts: The students will write a persuasive essay.

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Resources Kid-friendly resource for all regions: http://www.dembsky.net/regions/ Southwest Region map: http://maps.howstuffworks.com/maps-of-the-southwest.htm Annual Rainfall map of U.S.: http://maps.howstuffworks.com/united-states-annual-rainfall-map.htm

Landforms map of U.S.: http://maps.howstuffworks.com/united-states-landforms-map.htm

Annual Sunshine map of U.S.: http://maps.howstuffworks.com/united-states-annual-sunshine-map.htm

Map of United States Summer Temperatures: http://maps.howstuffworks.com/united-states-summer-temperatures-map.htm

Map of United States Winter Temperatures: http://maps.howstuffworks.com/united-states-winter-temperatures-map.htm

Climate map of (U.S.): http://maps.howstuffworks.com/united-states-climate-map.htm

Energy and Minerals map of the U.S.: http://maps.howstuffworks.com/united-states-energy-minerals-map.htm

Map of United States Hispanic Population: http://maps.howstuffworks.com/united-states-hispanic-population-map.htm

Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf For viewing physical features use Google Earth United Streaming Video: www.unitedstreaming.com Search: Southwest Region, the Environment (17 minutes)

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Lesson 2 Title: Migration to the Southwestern States Grade Level: Fourth Unit of Study: Regions of the United States GLCE: G2.0.1: Describe ways in which the United States can be divided into different regions. G4.0.1: Use a case study or story about migration within or to the United States to identify push and pull factors that influenced the migration. Abstract: The students will be able to identify the reasons people migrated to the Southwestern states. Why they came, why they left, identifying the push/pull factors. Key Concepts: Migration, push/pull factors Sequence of Activities: Activity 1

1. View video from United Streaming called The People, The Heritage. 2. Start a discussion of the region, including the indigenous people of the Southwest. 3. Ask student their opinions on why people might have moved to the Southwest. 4. Define “push/pull” factors in regard to migration.

Activity 2

1. Read one or some of the following selections to introduce the history of the cowboy culture: Bill Pickett: Rodeo Riding Cowboy by Andrea Davis Pinkney or one or more of the pieces found on www.cowboyfun.com (Preview material from this site before classroom use.) 2. Discuss the people who migrated during the Western expansion (cowboys and wide open spaces). 3. Move into a discussion on the push/pull reasons of why people move in and out of the Southwest Region (jobs/lack of jobs, security/lack of security, climate/dry and hot vs. cold and wet). 4. Use a T-chart to compile data (why people come and why people leave).

Activity 3

1. The students will share their understanding by writing a persuasive paper to advertise the benefits of living in the Southwest.

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Fourth Grade Southwest Region

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2. Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf

Connections: English Language Arts : Bill Pickett: Rodeo Riding Cowboy by Andrea Davis Pinkney A story of a famous African American cowboy. Resources: United Streaming videos:

• The Southwest Region, (The People, The Heritage) 19 min. • American Southwest and its Hispanic Influence, American Geography Close Up: The

Southwest States Vol. 1. Map of United States Hispanic Population: http://maps.howstuffworks.com/united-states-hispanic-population-map.htm General info on history, geography, culture of southwest region: www.questconnect.org/sw_american_southwest.htm General info (kid-friendly): www.netplaces.com/kids-geography/the-united-states/the-southwest.htm From http://www.u-s-history.com/pages/h949.html:

The Southwest Culture

Native Americans

Some scholars date the origin of native cultures in the southwestern United States to immigrants who crossed the Bering land bridge from Siberia to Alaska, approximately 10,000 B.C. Others maintain that native cultures came to the Americas as early as 25,000 B.C. These immigrants settled in what is present-day southern Utah and Colorado, Arizona, New Mexico and northern Mexico. This culture area is contiguous with the Far West Culture, the Plains Culture (to the northeast) and the southern part of the Eastern Woodland Culture.

The Southwest's climate is generally hot and arid. Much of the land is desert dotted with cacti and other water-miser plants. Some areas are characterized by plateaus, spectacular rock formations and mineral wealth. There are forests at higher elevations. The land is graced by a few green river valleys; summer rains in some areas allowed farming by peoples of remote times.

Three significant cultures emerged in the region around 300 B.C. All three were based on a farming society augmented by hunting and gathering. They included the Anasazi, who erected cliff houses in northern Arizona and New Mexico, Utah and Colorado; the Hohokam, who dug complex irrigation systems in central Arizona; and the Mogollon, who hunted and farmed along the rivers of western New Mexico and eastern Arizona. Water was a precious natural resource in Southwestern societies, which kept strict rules about its use down to the youngest child. Some

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argue that these cultures were the most sophisticated of any Native American society north of present-day Mexico during the first 1,200 years A.D.

Early ways of life had changed by the time the Spanish arrived around 1600 A.D. The Southwest natives survived this contact, unlike the Mayan and Aztecan cultures in Mexico that were leveled by the Spanish. In some ways, the latter's influence actually enhanced Southwest cultures for a time. Introduced tools, plants, horses and sheep exerted a positive impact on native cultures.

Spaniards and later Europeans encountered three subsistence types in the Southwest: villagers, farmers and nomads as well as a mixture of the three.

Villagers were descended mainly from the Anasazi. They were dubbed Pueblo (village) by the Spanish. The Pueblo subsisted by farming. They erected imposing terraced houses of adobe (dried clay), which sometimes rose to five stories. The Pueblo raised maize, squash and beans. They also raised cotton and wove it. The men wore breechcloths and blankets and the women wore blanket dresses. When the Spaniards introduced sheep to the area, the Pueblo women began to weave woolen clothing. The Zuni people lived in the area now known as western New Mexico and eastern Arizona. For hundreds of years, the Zuni were farmers and traders. The oldest continuously inhabited village in the United States is the Hopi community of Old Oraibi, located on a mesa in northern Arizona. This village came into being around 1050 A.D. when the Hopi migrated to this area.

South of the Pueblo, other natives lived off the land. These groups include the Mojave and Yuma of the Colorado and Gila river valleys, the Pima of the southwestern Arizona desert, and the Yaqui, whose cultural roots are in Mexico. Some of these peoples were probably descended from the Hohokam of earlier times. The Mojave grew melons, pumpkin and maize, and built large houses with grass roofs covered by mud. Around 3,000 Yuma lived in the Southwest in the late 1600s. The Yuma were productive farmers in spite of the hot climate. The Pima were accomplished farmers and capitalized on the Hohokams' already large irrigation system with dams, reservoirs and some 200 miles of irrigation ditches. They developed drought-resistant maize and managed to cultivate several crops a year to barter and store.

The third group included the Navajo, Apache and Hopi, among others. They probably migrated from the northwest about a millennium ago, well after other Southwestern natives had settled. When these nomadic tribes arrived, they lived by hunting. Then the Navajo settled near the Pueblo and learned to raise maize and weave cotton. After the Spaniards brought horses and sheep, the Navajo lived by raising sheep, weaving colorfully attractive blankets and crafting fine silver jewelry. They lived in a hogan, or earth lodge. The warlike Apache did not settle down. They preferred hunting and raiding; few of them raised crops. Some lived in brush huts and others lived in tipis like the Plains natives. Most of them dressed in animal skins.

There were several language groups prior to European contact. They included Kerasan and Tanoan, languages of the Pueblo; Navajo, from the Athapascan linguistic family traceable to Northern Canada and Alaska; Yuman, spoken by the Havasupai and Mojave; Zuni Pueblo; and sign language, shared among the several tribes to overcome language barriers. Following European contact, the indigenous peoples acquired Spanish, English and a trader language (with whites) whose purpose was similar to sign language. In all, more than 600 native dialects were spoken among a dozen major tribes and their sub-groups.

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The people of the Southwest supported full-time religious leaders with shrines or temples. Most Southwestern Native Americans believed that in the universe there exists an Almighty, a formless spiritual force that is the source of all life. The sun was venerated as the power of the Almighty. They did not worship the sun, but prayed to the Almighty; the sun was its symbol. Some Southwest Native Americans believed the first people were created in a cavern below the surface of the earth. They climbed through two more caves, occupied by other living things, until they reached the surface. They emerged through a hole called sipapu, from which humans were born. They believed that this fourth world was sacred. Children listened to their parents tell legends, which recounted how people and nature work together. Catholicism was introduced by the Spanish.

White contact from the 1600s onward was greedy, ruthless and marginalizing. In addition, the legacy of the Southwest Native Americans following 1845 is marred by promises made and undone by the federal government. Title rights to this region's water and mineral resources lay at the root of the confrontation between native and white cultures. In the long run, native societies were restricted to increasingly smaller reservations—most lacking access to traditional natural resources.

Modern descendants of these tribes are noted for their symbol-rich spirituality, reverence for the earth, tightly knit clans, rousing dance and exquisitely rendered crafts. Water and mineral rights are an abiding concern and source of contention with the far more numerous non-natives of the Southwest. :

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Lesson 3

Title: Global Competition

Grade Level: Fourth

Unit of Study: Economics/The Southwest Region

GLCE: E2.0.1: Explain how changes in the United States economy impacts levels of employment and unemployment. E3.0.1: Describe how global competition affects the national economy.

Abstract: Students will be able to understand that the world is a global place and goods and services are often traded and purchased. Supply of goods, opening new markets, and outsourcing of jobs occurs from country to country. Key Concepts: supply and demand, competition, economy

Sequence of Activities:

1. Have students look at their labels on their clothing to see what country their clothes came from. They can also do a scavenger hunt at home to see where things were made.

2. Lead a discussion about how we import certain goods. Use oil and bananas as an example. Discuss how we need to import most of our oil because we do not have enough of that resource in our own country to fill the demand. We also cannot grow enough bananas to fill the demand for bananas so we need to import them.

3. Have students research the amount of oil we import each year (see information below). 4. Discuss how certain factories are moving to other countries because it is cheaper to make the

product in another place due to lower wages. 5. Discuss how the United States is one of the world leading producers of automobiles.

Recently, Michigan’s economy has declined due to the closing of automobile factories as a result of importation of foreign automobiles and moving automobile factories to other countries.

6. Students can look at visual images of the Mexico/Texas border at El Paso to start discussion of factories in Mexico that ship products across the border to the U.S. and the resulting loss of U.S. jobs due to cheaper production costs in Mexico. (www.airphotona.com/stockimg/images/00205.jpg )

7. Complete the attached cause and effect table for the impact of moving U.S. factories to other countries. (See suggested responses below for discussion. Students may also decide whether each scenario is more positive or negative by checking or highlighting the appropriate box. This is also an opportunity for students to connect global competition to their personal experiences.)

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Name _______________________ HR ___________

Global Competition Cause and Effect What are the effects on a U.S. factory worker in each situation?

Positive Effect

Negative Effect

U.S. factory is moved to another country

A new business opens in the U.S.

U.S. company uses incentives to stay

competitive

U.S. company uses products from other

countries

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Name KEY HR ___________

Global Competition Cause and Effect What are the effects on a U.S. factory worker in each situation?

Positive Effect

Negative Effect

U.S. factory is moved to another country

-Stay at home parent instead of child care -Opportunity to learn new job skills -Move to a new area/closer to or with family

-Loss of jobs/pay

-Loss of home/belongings (pets, cars, etc.)

-Loss of medical coverage

A new business opens in the U.S.

-Job opportunities

-Larger income/benefits

-Better working conditions

-Increased community activities

-More traffic/pollution

-Time away from home/family

-Move away from family to be closer to work

U.S. company uses incentives to stay

competitive

-Employees keep their jobs

-Customers benefit from incentives

-Consistent or increasing sales

-Possible less profit for company at beginning of incentive offerings

U.S. company uses products from other

countries

-Lower costs incurred by company

- Opportunity for international relations and travel

-Possible lower quality products

-Possible loss of U.S. jobs

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Instructional Resources: World Map, globes

Teacher Resources: Background Information From http://dunner99.blogspot.com/2006/05/how-much-oil-does-america-import.html: Every year, the United States pumps up some of its own oil (called "Field Production" according to the DoE) and imports the rest. Not surprisingly, American field production has been dropping over time. In the year 2000, American commercial field production made up 33.51% of its total supply of crude oil, while imports made up 52.21%. In 2005, those same percentages were 28.44% and 55.85%, respectively. And, of course, there's no reason to expect either of these trends not to continue going down and up, respectively, in the near future. The United States has been importing oil since at least 1910 (according to DoE statistics), when a mere 557 thousand barrels of oil were brought into the country. Last year, the U.S. imported 3,670,403 thousand barrels of oil. Of those 3.67 billion barrels of oil, the U.S. imported from a total of 42 different countries. The top 5 importing countries were Canada (16.34%), Mexico (15.42%), Saudi Arabia (14.30%), Venezuela (12.24%), and Nigeria (10.54%), for a total of 68.84% of all American imports. In contrast, imports from countries 6 through 10 (Iraq, Angola, Ecuador, Algeria and the United Kingdom) make up only 16.84% of the total, with countries 11 through 42 making up the remaining 14.33%.

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Looked at another way, only 21.69% of America's oil imports come from the Persian Gulf region. Per the DoE, the Persian Gulf includes Bahrain, Iran, Iraq, Kuwait, Qatar, Saudi Arabia, and the United Arab Emirates; however, Iran and Qatar export no oil to the United States. If we compare imports from OPEC countries vs. non-OPEC countries, we find that non-OPEC countries are now in the majority, 52.64% vs. 47.36%. And, with the exception of one year, 2001, non-OPEC countries have been in the ascendancy since 1994.

From the Energy Information Administration, http://www.eia.doe.gov/pub/oil_gas/petroleum/data_publications/company_level_imports/current/import.html:

Crude Oil and Total Petroleum Imports Top 15 Countries

December 2008 Import Highlights: February 27, 2009 Monthly data on the origins of crude oil imports in December 2008 has been released and it shows that two countries exported more than 1.30 million barrels per day to the United States. Including those countries, four countries exported over 1.00 million barrels per day of crude oil to the United States (see table below). The top five exporting countries accounted for 59 percent of United States crude oil imports in December while the top ten sources accounted for approximately 87 percent of all U.S. crude oil imports. The top sources of US crude oil imports for December were Canada (2.033 million barrels per day), Saudi Arabia (1.394 million barrels per day), Mexico (1.126 million barrels per day), Venezuela (1.028 million barrels per day), and Nigeria (0.869 million barrels per day). The rest of the top ten sources, in order, were Angola (0.553 million barrels per day), Iraq (0.519 million barrels per day), Ecuador (0.252 million barrels per day), Algeria (0.235 million barrels per day), and Brazil (0.208 million barrels per day). Total crude oil imports averaged 9.419 million barrels per day in December, which is a decrease of (.504) million barrels per day from November 2008. Canada remained the largest exporter of total petroleum in December, exporting 2.600 million barrels per day to the United States, which is an increase from last month (.068 thousand barrels per day). The second largest exporter of total petroleum was Saudi Arabia with 1.471 million barrels per day

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Crude Oil Imports (Top 15 Countries) (Thousand Barrels per Day)

Country Dec-08 Nov-08 YTD 2008 Dec-07 YTD 2007

CANADA 2,033 2,028 1,931 1,796 1,888

SAUDI ARABIA 1,394 1,487 1,506 1,675 1,447

MEXICO 1,126 1,296 1,185 1,234 1,409

VENEZUELA 1,028 1,080 1,041 1,246 1,148

NIGERIA 869 775 923 1,210 1,084

ANGOLA 553 450 504 439 498

IRAQ 519 476 627 378 484

ECUADOR 252 222 214 195 198

ALGERIA 235 381 311 348 443

BRAZIL 208 280 231 171 165

KUWAIT 194 292 206 158 175

COLOMBIA 148 160 178 113 137

CHAD 105 75 102 92 77

CONGO (BRAZZAVILLE) 95 61 67 31 63

AZERBAIJAN 78 71 73 134 57

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Fourth Grade Southwest Region Lesson 4 Title: Human Impact on the Southwest Environment Grade Level: Fourth Unit of Study: The Southwest Region Abstract: Students will examine their own water use in order to connect to water shortages in the Southwest region. Students will evaluate human impact on the physical environment (emphasis on water) in the Southwest region. GLCE:

G5.0.1: Assess the positive and negative effects of human activities on the physical environment of the United States. Key Concepts: Natural resources, industry Sequence of Activities:

1. Begin by discussing the importance of water: Ask students how they have used water during the past week. Discuss how businesses use water.

2. Have students track their water usage for a 24 hour time period using the attached table. (See below.)

3. During the next class session, ask students to calculate their total water usage in gallons using the second attached table. Share results as a whole group. You may choose to calculate a group total water usage for the 24 hour period.

4. Discuss with students how our water usage has an impact on the environment. Brainstorm solutions for minimizing water usage in our lives. (Examples: Use water-efficient shower heads and faucets, turn off water when brushing teeth and washing dishes, only using washing machines and dishwashers when they are full, etc.)

5. View the video segment Population Growth and Water in the Southwest from United Streaming that introduces the lack of available water in the Southwest region. Have students work in groups to develop larger-scale solutions to the drought in the Southwest. Each group should design a poster to advertise their solution and present to the class.

Connections: English Language Arts (Optional extension) Students write a letter to legislators in a southwest state that is experiencing drought. They should express their concern for the situation and support one solution they think should be implemented. Students should provide clear evidence to support their solution and may need to complete additional research to produce such evidential support.

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Fourth Grade Southwest Region Mathematics Students will complete several sets of calculations through determining their personal water usage and group water usage. Water usage could be tracked over the course of several days and line or bar graphs developed to show data.

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Fourth Grade Southwest Region Water Usage Chart Name ____________________________ Over a 24 hour time period, keep track of your water usage on the tally chart. Use the tally chart on the next page to help you.

To flush a toilet

To run a dishwasher

To wash dishes by hand

To water a small lawn

To take a shower

To take a bath

To wash a small load of clothes in a washing machine

To brush teeth (running water continuously)

Water Usage Chart Name ____________________________ Over a 24 hour time period, keep track of your water usage on the tally chart. Use the tally chart on the next page to help you.

To flush a toilet

To run a dishwasher

To wash dishes by hand

To water a small lawn

To take a shower

To take a bath

To wash a small load of clothes in a washing machine

To brush teeth (running water continuously)

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Fourth Grade Southwest Region

Action Tallies Approx.Water Usage Each

Total Water Usage

To flush a toilet 6 gallons

To run a dishwasher 20 gallons

To wash dishes by hand 20 gallons

To water a small lawn 35 gallons

To take a shower 35 gallons

To take a bath 50 gallons

To wash a small load of clothes in a washing machine

35 gallons

To brush teeth (running water continuously)

4 gallons

Total Daily Water Usage (add totals from column 4): _________________

Action Tallies Approx.Water Usage Each

Total Water Usage

To flush a toilet 6 gallons

To run a dishwasher 20 gallons

To wash dishes by hand 20 gallons

To water a small lawn 35 gallons

To take a shower 35 gallons

To take a bath 50 gallons To wash a small load of clothes in a washing machine

35 gallons

To brush teeth (running water continuously)

4 gallons

Total Daily Water Usage (add totals from column 4): _________________

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Fourth Grade Southwest Region

Calhoun ISD Social Studies Curriculum Design Project

Action Tallies Approx.Water Usage

EachTotal Water Usage

To flush a toilet 6 gallons

To run a dishwasher 20 gallons

To wash dishes by hand 20 gallons

To water a small lawn 35 gallons

To take a shower 35 gallons

To take a bath 50 gallons To wash a small load of clothes in a washing machine

35 gallons

To brush teeth (running water continuously)

4 gallons

Total Daily Water Usage (add totals from column 4): _________________

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Fourth Grade West Region Lessons Breakdown Title GLCEs Included

Resources Needed Resources Suggested Resources

Lesson 1

Geography of the West

G2.0.2 G2.0.1

Maps of West region and U.S.

United Streaming video: West Region, the Environment

Google Earth: www.earth.google.com

Lesson 2

Migration to the Western States

G2.0.1 G4.0.1 G4.0.2

Computers, internet

Lesson 3

Human Influences on Geography

G5.0.1 T-chart United Streaming video: World of Nature: Salmon: The Upstream Battle

Picture books on salmon migration: The Magic School Bus Goes Upstream by Joanna Cole OR Salmon Stream by Carol Reed-Jones

Lesson 4

The Mystery of is it Mine or Ours?

E1.0.8 E1.0.2

Econ Ed Link lesson Teacher background information Student texts: “You Are All Wet” and “Paradise” readers’ theater

Computers, internet

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West Region‐ General Introduction Guide 

 

States of the West  

Washington, Oregon, California, Nevada, Idaho, Montana, Wyoming,  

Utah, Colorado, Alaska, and Hawaii 

Natural Resources 

Oil 

 

Location 

West side of United States 

Native Americans 

 

 

Climate and Weather 

http://www.eduplace.com/ss/maps/pdf/usclim.pdf  

Famous Landmarks 

Golden Gate Bridge

Yellowstone Park

Great Red Wood Forest 

 

 

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Famous People 

http://www.pbs.org/weta/thewest/people/a_c/chiefjoseph.htm to view famous people from the west region. 

Food 

http://www.emints.org/ethemes/resources/S00000702.shtml  is about Pioneer foods 

History 

http://www.emints.org/ethemes/resources/S00000019.shtml  Lewis and Clark Expedition 

http://www.sheppardsoftware.com/usaweb/snapshot/California.htm used for further history for each state in the west 

Plants 

 

Animals 

 

Economy 

http://www.sheppardsoftware.com/usaweb/snapshot/Washington.htm can be used to find all economics of any state in the west 

 

Places of Interest 

http://www.sheppardsoftware.com/usaweb/snapshot/Washington.htm  can be used to find all points of interest for the west 

 

 

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Fourth Grade West Region

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Lesson 1 Title: Geography of the West Grade Level: Fourth Unit of Study: West Region GLCE: G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States (i.e. West region). G2.0.1 Describe ways in which the United States can be divided into different regions. Abstract: Students will identify physical and human characteristics of the West region so that they may make comparisons to their home state. Use maps of human and physical characteristics to ask geographic questions about regions. For example, we can observe that Michigan belongs to a region with common physical characteristics, such as bordering the Great Lakes. We can also ask a geographic question like, “What do people do there?” By making similar observations and finding answers to the same question about another region in the United States, we can then compare two regions. Key Concepts: landforms, characteristics, region, mountains, rivers, plains, ocean, coast, elevation Sequence of Activities: 1. Begin by having a classroom discussion of what kind of landforms students think are in the

West Region.

2. Distribute student maps of West region and have students record/label physical characteristics, such as the Rocky Mountains, Sierra Nevada Mountains, Central Valley, Colorado River, Coastal Plain, and Pacific Ocean. Geographic features can be viewed/displayed in detail from Google Earth.

3. Identify other physical regions that may reside in the West region (Rocky Mountains, Northwest, Pacific Coast).

4. Show and discuss elevation in the West region and how it compares to the United States (map found in resources).

5. Show video found on United Streaming: West Region, the Environment (18 minutes).

6. Students will use a Venn diagram, or other graphic organizer, to compare and contrast Michigan to the West (or discussed region).

Connections:

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Fourth Grade West Region

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English Language Arts: Compare the physical geography of the West region to your home state in a written response. Resources Kid-friendly resource for all regions: http://www.dembsky.net/regions/ West Region map: http://www.eduplace.com/ss/maps/pdf/westus.pdf (map with labels) http://www.eduplace.com/ss/maps/pdf/westus_nl.pdf (no labels) Elevation Map of (U.S.): http://maps.howstuffworks.com/united-states-elevation-map.htm Climate map of (U.S.): http://maps.howstuffworks.com/united-states-climate-map.htm For viewing physical features use Google Earth United Streaming Video: www.unitedstreaming.com search: West Region, The: Environment Venn Diagram: http://www.eduplace.com/graphicorganizer/pdf/venn.pdf Interactive Map of U.S. History: http://www.learner.org/interactives/historymap/index.html http://cg043.k12.sd.us/regions%20of%20the%20US%20webquest/west_region.htm www.iknowthat.com Optional Learning Activities

1. Using a map of the US, label and color the states in the Mountain states. 2. Create a poster identifying the landforms. 3. Create a dough model of the Mountain region, showing the elevations, rivers, and other

geographical features. 4. Research national park with in the Mountain state region, creating a PowerPoint of their

region. Additional Information

1. The Rocky Mountains extend 3,000 miles from New Mexico through Canada to Alaska and are made up of a series of smaller ranges.

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Fourth Grade West Region

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2. The Continental Divide runs along the crest of the Rockies, determining which directions the rivers flow.

3. The Rockies have a timberline above which trees do not grow. 4. Rivers flowing from the mountains supply much of the water for this area.

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Lesson 2 Title: Migration to the Western States Grade Level: Fourth Unit of Study: The West Region GLCE: G2.0.1: Describe ways in which the United States can be divided into different regions.

G4.0.1: Use a case study or story about migration within or to the United States to identify push and pull factors that influenced migration.

G4.0.2: Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States. Abstract: The students will be able to identify the reasons people migrated to the western states. Key Concepts: Migration, Transportation, Gold Rush (Case study G4.0.1) Sequence of Activities: Day 1: 1. Explore, in a classroom discussion, what the students know about the West Region of the

Unites States. 2. Lead the discussion of why people would want to migrate clear across the United States. 3. Distinguish, (analyze), the difference between early transportation to current transportation

used today. Investigate the impact of the transcontinental railroad on U.S. culture. The railroad allowed U.S. citizens to more easily reach the west region and offered the opportunity for Asian workers to immigrate to the U.S. and find work. www.pbs.org/becomingamerican/ce_resources.html#railroad – Information, photos of Chinese American experience http://cprr.org/Museum/Chinese.html - Information, photos of Chinese American experience http://teacher.scholastic.com/activities/asian-american/notables.htm - Notable Asian Pacific Americans Coolies by Yin – potential read aloud Day 2:

4. Introduce the Gold Rush as one reason people traveled to the West. 5. Pretend, (synthesize), what a “Gold Rush” would be like during this period of time. 6. Use these websites to explore the California Gold Rush:

http://www.museumca.org/goldrush/fever01.html http://ceres.ca.gov/ceres/calweb/geology/goldrush.html http://www.answers.com/topic/gold-rush-california (This site is more suitable for teacher background information rather than student use.)

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Fourth Grade West Region

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7. After students have explored these web sites, they will decide, (evaluate), if the Gold Rush experience was worth leaving their home, and also decide if why they came was worth the trip. This can be done as a class discussion or in written form.

8. Although 80 percent of the "forty-niners" were from the United States and all states were represented, this migration also was a global event, drawing gold seekers from California Indian bands, East Asia, Chile, Mexico, and Western Europe. For the United States it was the largest mass migration to date.

9. From their research, (G4.0.2), describe the impact of migration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food).

Connections: English Language Arts 1. Written discovery from step nine above. Mathematics 1. Calculate the average amounts of gold value found in their research. Instructional Resources: Equipment/Manipulative 1. Internet access for students 2. Computer projector

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Fourth Grade West Region

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Lesson 3 Title: Human Influences on Geography Grade Level: Fourth Unit of Study: West Region GLCE: G5.O.1: Assess the positive and negative effects of human activities on the physical environment of the United States. Abstract: There are positive and negative consequences that could arise from changing the physical environment of the United States. Key Concepts: hatcheries, industry/industrial

Sequence of Activities:

1. Begin by introducing to the class the key terms used in the lesson: positive, negative, and human activities.

2. Have students determine if they can think of examples of positive or negative human activities.

3. Lead the discussion of positive or negative activities in the West region.

4. Introduce the Columbia River Gorge as having both positive and negative human

influences, particularly salmon depletion as a result of a dam being built. The salmon population has dropped by many millions in this river.

5. Before the class watches a Unitedstreaming.com video about salmon movement, have

students make a prediction of what kinds of positive or negative human activities they might see.

6. Show United Streaming video of salmon movement. Have students use a T-chart to

identify positive and negative human activities while watching the video. Use video titled World of Nature: Salmon: the Upstream Battle.

7. Have students share what they discovered.

8. Allow opportunities for students to discuss other possible ideas to help the salmon

population (some fish have radios to allow scientists to study them, bypass channels, fish actually transported around the dam by trucks or barges, fish hatcheries, etc).

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Fourth Grade West Region

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9. Have students write a position (persuasive) paper related to this topic. Possible topics might include:

i. What do you feel is the best possible idea for helping salmon populations? Support your position with at least three relevant details.

ii. Should companies be allowed to continue harvesting salmon in large quantities? Support your position with at least three relevant details.

iii. Overall, do you feel the human interaction with salmon has been positive or negative? Support your position with at least three relevant details.

Resources • Come Back, Salmon: How a group of dedicated kids adopted Pigeon Creek and brought

it back to life by Molly Cone

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Fourth Grade West Region Lesson 4 Title: The Mystery of is it Mine or Ours? Grade level: Fourth Unit of Study: The West Region/Economics GLCE: E1.0.8: Explain why public goods are not privately owned.

E1.0.2: Describe some characteristics of a market economy. Abstract: Students will categorize examples of public vs. private goods. Students will brainstorm a list of goods and services and explain whether they are publicly or privately owned. Key Concepts: private goods, public good Sequence of Activities:

1. Discussion: • Did you ride to school on a road today? • Yesterday did you skate in a public park? • Maybe mom or dad traveled home from one of your ball games on their

bicycles under a street light. Who do you think paid for the street lights? • Where do you ride your bike? • Who put the sidewalk in that you rode your bike on? • Who owns the roads that your parents and bus drivers drive on every day? • Why does your mom/dad mow your lawn and not the school’s lawn?

2. Following a lengthy discussion and brainstorming session, allow your students to do the

lesson on public vs. private goods at: http://www.econedlink.org/lessons/index.php?lesson=EM462&page=teacher (reproduced below).

The Mystery of is it Mine or Ours?

Key Economic Concepts: 1. Goods 2. Property Rights 3. Public Goods 4. Role of Government

Description: Did you ride to school on a road today? Yesterday did you skate in a public park? Maybe Mom or Dad traveled home from one of your ball games on their bicycles under a string

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Fourth Grade West Region of street lights? How did the road, the park or the street lights get there? Who paid for them? As a matter of fact, just who owns them? Sounds like a mystery worthy of Sherlock Holmes! Discuss with your class the following: Did you ride to school on a road today? Yesterday did you skate in a public park? Maybe Mom or Dad traveled home from one of your ball games on their bicycles under a string of street lights? How did the road, the park or the street lights get there? Who paid for them? As a matter of fact, just who owns them? Sounds like a mystery worthy of Sherlock Holmes! Lesson Objectives: Students will:

1. Categorize examples of public vs. private goods.

2. Brainstorm a list of goods and services and explain whether they are publicly or privately provided.

3. Explain why some goods and services are generally not provided by the private sector.

4. Explain why governments in market economies play a role in providing important goods and services.

5. Explain that goods and services will not be produced by private parties unless producers have sufficient incentive to produce and consumers have sufficient incentive to pay for them.

Introduction:

It can be a real mystery where some things come from and who is responsible for their upkeep. If you build a bridge to cross the stream, you may have paid for all the materials. Yet once it's there, everyone seems to take this short cut to school. After awhile you see that the bridge is beginning to have broken boards and is in general need of repairs and a new coat of paint. Hey, what's the deal here? Why don't the other students who use this shortcut, pitch in and help keep it in working order?

Resources:

• Teacher Background reading - refresh your own understanding of why some goods are clearly public and others are clearly private.

• You are all wet! - A text to be read aloud and discussed, providing an analytical exercise in which you and the students solve the problem of the crowded beach.

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Fourth Grade West Region For individual students:

1. Definition Activity pop up review - Here students are given a list of terms with definitions that pop-up when you roll over them. They will need to determine where to place them in the grid based on their knowledge of the terminology.

2. Interactive Activity - A drag and drop sorting activity to reinforce which activities and individuals are typically considered to be providers of public or private goods -- and perhaps ones that could be both.

3. Paradise - A reader's theater text focused on property rights, with discussion questions.

Process:

If you are unfamiliar with the concepts of public vs. private goods, you may wish to print out the Teacher Background sheet to provide you with a concept briefing. You will want to begin with an introductory discussion about the distinction between private and public goods and services.

• In order to introduce the concepts, use the short reading, 'You are all wet!' Either present this as a topic for class discussion, assign it to students as home work, requesting that they write a position statement on the use of the beach, or divide the class up into small groups and have each group present a solution.

The following answers are only suggested possible responses to the questions in regards to 'You are all wet!':

1. Why do communities have property rights? [In a market based economy private property rights define who has use of the resource. We often think of private property as only land, however private property also extends to other items of value, such as chickens, cattle, oil, gold, small lakes, boats, etc.]

2. What purpose do property rights serve? [It defines a legal owner for an item of value.] 3. Are these kinds of rights fair? Why? [This probably depends on which side of the

discussion you are on. If you bought a home and paid for the beachfront access, kept it clean, built a nice deck and boardwalk, you would probably believe that being able to exclude others was and is fair. After all, you have spent money and energy to improve and maintain the area. However, if you could not afford this type of property, you might believe that the beachfront should be without restriction.]

4. What are some of the advantages of property rights? [In the long run the resource is better cared for - whether it is grazing land, a lake, a farm field, or whatnot. It keeps the resource from becoming fully exhausted by those who use it.]

5. What are some of the disadvantages that occur because of private property rights? [Some people may be excluded from the use of a particular resource due to lack of time or money.]

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Fourth Grade West Region 6. Where do you think the idea of property rights came from? [This is a lesson that has

been known for thousands of years. A good example can be found medieval times when the property (land) and everything on it belonged to the king or to whomever he granted the title.]

7. Are property rights the same in every society/country? [No, other economic systems may limit or prohibit many activities such as property ownership, e.g. societies governed by socialist or communistic principles.]

After discussing the preceding questions, would you advise them to go ahead or not? Why or why not? [Answers here will vary with the students. The outcome to this question may even have to be decided by a vote.]

1. Using the Definition Activity students can review the pop up definitions of public and private goods; then they can move on to the Interactive Activity.

2. As a quick concept review students may use the Interactive Activity to identify public, private or either, goods and services. You may do this by printing out the activity and having the students use different colored highlighters or markers.

3. Print out the reader's theater, Paradise. Select five students to read the parts as the narrators. After the class has heard the play, divide the students into three groups. Have one group, step away from the discussion and plan to serve a the jury to decide this mediation. Of the other two groups, one will portray the Colonists, and one the Aliens. Have each side develop 5-10 statements that would be their argument before a mediation panel. Excuse the panel to deliberate and create a verdict/solution as to what should be done.

Conclusion:

It is important to understand the concept of goods and services. There are many differences between goods and services, and goods and services make an impact on the publics’ daily life.

[Note to teacher: This lesson provides many opportunities for extension activities. You may consider taking this opportunity to discuss public protection, pollution, regulation, or taxation with your students.]

Assessment Activity:

1. Create an extended list of goods and services -- some public, some private, and some with characteristics of both categories.

2. Place each listed item on a file card. 3. Have the students help in this activity by creating cards to generate a pool of items

you can use -- about 50 to 100 examples. 4. Use these as you would a 'spell down' where the class is divided into teams (2-3

students per team). 5. Line the teams up along the walls and give each in turn an example.

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Fourth Grade West Region 6. For each example, a team member must say whether it is public, private, or both. 7. An explanation also must be given for each answer. 8. When a student answers incorrectly, he or she sits down. 9. Continue alternating between teams until you have a 'last person standing.' 10. That student's team wins the game. 11. If you prefer to do so, you may also devise a system for awarding points and keeping

track of scores. 12. Print out the attached quiz for an alternative assessment. 13. Use the attached to check students’ answers. Connections: 1. Discuss how Michigan roads were built long ago. Talk about plank roads: who

maintained them? 2. Talk about the government’s responsibility to maintain publicly owned roads. Discuss

all the publicly owned sites in your town. Why are they publicly owned? 3. What are examples of privately owned sites? 4. Connect to National Parks located in the West region following same discussion

pattern as above. Instructional Resources: Student Resources http://www.econedlink.org/lessons/index.php?lesson=EM462&page=teacher Teacher Resources Text http://www.econedlink.org/lessons/index.php?lesson=EM462&page=teacher (or search www.econedlink.org follow the link for lessons and search for public goods) See “You are all Wet” pdf file as a supplement to this lesson.

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