Social Studies Thematic Unit Curriculum Map

Theme, Enduring Understandings, Standards-based How Students will Demonstrate Their Understanding Strategies / Best Practices Used to Explicitly Teach the Skills & Resources for
& Essential Questions for This Unit Essential Skills Concepts this Multi-Genre
(GLE) & Concepts Unit
to be Targeted Unit

Unit Outline 3: WA-Being Citizens in Common Core

Washington
Theme(s):
Culture
Time, Continuity, and Change
People, Places, and Environment
Individual Development and Identity
Individuals, Groups, and Institutions
Power, Authority, and Governance
Production, Distribution, and
Consumption
Science, Technology, and Society
Global Connections
Civic Ideals and Practices
Essential Question(s):
To what extent do native American
lifestyles relate to non native
American lifestyles?
To what extent do treaties affect tribal
rights?
To what extent is the tribal
governance linked to Washington
state governance?
OSPI What students will know: Philosophical Chairs Anchor Text(s):
History: Learning Target Following a guided student research, students will do an activity called Everyone Counts:
4.4.1 Understands Target: I can make a graphic organizer tree chart of the different branches philosophical chairs to connect to the GLE standard 1.2.2, This A Citizens Number
that significant of government in Washington State and Tribal Governments to show and discussion will also relate to the theme civic ideas and practices. Book By: Elissa
historical events in explain hierarchy of their roles. During this activity the teacher will give the students an overview of the Grodin
Washington State Success Criteria: Students will create a circle in circle bubble chart standing rock pipeline. After this quick overview session, students will
have implications for
explaining each side of the governments and explain the hierarchy of their then be given a worksheet that has guided questions about the topic Short Stories:
current decisions.
roles within each of their bubbles. so the students will know what they have to research, students who
want to dig deeper into the topic can go above what is being asked
Social Studies:
Target: I can research a treaty and explain to my classmates how it affects from the worksheet. The teacher can tell the students If you want to
Civics:
the tribal community and Washington state citizens. dig deeper into the topic you can because any further information you Nonfiction:
1.2.1 Understands
Success Criteria: Students in groups of 4 will research and become a can give during our philosophical chairs discussion will help prove your How the U.S.
that governments are
expert on a treaty and create a poster to display their knowledge. Students point. This may be an incentive to go further than expectations. For government
organized into local,
state, tribal, and will be able to present events leading up to the decision, why the decision students who are struggling, I will suggest topics to search in a search Works By: Syl
national levels. was made, the outcome of the decision, and who was involved in the engine to help guide their research and have a guided notes Sobel
decision-making. worksheet. After students have researched the topic, students will
1.2.2 Understands discuss the topic through philosophical chairs debating the standing
how and why state Target: I can discuss my opinion to the class about the standing rock rock pipeline and why the treaty is not being upheld. Fiction:
and tribal pipeline. Philosophical Chairs Example House Mouse,
governments make,
Success Criteria: Students will research the standing rock pipeline and Senate Mouse By:
interpret, and carry
come up with arguments for both sides of the party. Field Trips Peter W. Barnes
out policies, rules,
and laws. Students will attend a field trip to a local Indian reservation to the tribal
house to speak with local people about lifestyle and governance in
Geography: Formative Assessment their tribe. This will connect to GLE standard 1.2.1, 1.2.2 and connects
Economics: Venn Diagram to the theme individuals, groups and institutions. This field trip will be a
Students will be given a printed venn diagram template. With this template great way for students to get a feel for the environment they are
students will make a venn diagram of the similarities, and differences of studying. All the information they receive from this trip can be applied
the different branches of government. On one side of the venn diagram to their formative assessment, summative assessment, and other
students will have to insert the words Native American Government and projects they will be doing in this unit. I will group up students, two at a
on the other side students will write Washington State Government. I will time, to create a question they want to get answered that they could
have students put three ideas in each section of the venn diagram. find on the internet or in a textbook about their government or native
Students will be able to recall this information from the Tree Chart American lifestyle. I will strategically pair up a student who needs extra
activity. support with a student who has a bigger grasp on the content. This will
ensure a high quality question that will help others in the class with
1 2 3 their research. For students who struggle in particular I will use a
Student filled out no Student filled out one Student filled out the guided notes sheet. This will help everyone in the class be more
headings on the venn of the headings on the chart with correct successful with the field trip experience.
diagram. venn diagram. headings on each side
of venn diagram. Skit
Student had no Student had 1-2 Student had 3 Students will look up different treaties that will relate to GLE standard
differences in Native differences in Native accurate differences 4.4.1 and the theme of civic ideals and practices. In groups of four,
 American American on Native American students will become experts on the events that lead up to the making
Government. Government. Government. of that treaty. Some examples of treaties could be fishing laws, land
Student had no Student had 1-2 Student had 3 rights, and fireworks. Students will then create, as a group, an
similarities. similarities. accurate similarities. informational poster about their treaty. This poster will have general
Student had no Student had 1-2 Student had 3 information about their chosen treaty they want to focus on. Students
differences in differences in accurate differences must present events leading up to the decision, why the decision was
Washington State Washington State on Washington State made, the outcome of the decision, and who was involved in the
Government. Government. Government. decision-making. This poster will help my students with the end goal of
creating a skit for the class. Students will inform their peers on their
treaty by first presenting their knowledge on their poster, and then by
Philosophical Chairs performing a rehearsed skit to the class demonstrating theatre
Students will participate in philosophical chairs to show what they learned common core GLE 3.2.1 Uses theatre to communicate for a specific
about the standing rock pipeline, during this discussion, students would purpose.
need to provide evidence from their findings. Since students are required Performing a Skit Example
to speak in this activity, I will know students understood the topic. If it is
unclear in their discussion that that did not meet standard, I will also be Guest Speaker
collecting students research on the topic to see the evidence they did The teacher will bring in local politicians to come into the classroom to
have. inform students on how Washington States government is set up. This
strategy will relate to standard 1.2.1 and to the theme of power,
1 2 3 authority, and governance. The main topics to be covered in the guest
Did not participate or Sometimes Participated in speakers presentation will be the 3 different types of government;
following along. participated and discussion and executive, legislative, and judicial. They should touch on the
followed along. followed along. responsibilities of what each of the branches do and what they have
Student did not Student used opinion- Student used
control over. Students will also come to this presentation with a
participate. based comments to evidence form
question they want to ask. They will end up using the answers they
support their ideas. research in
receive in their paper, tree chart, and venn diagram. I will then again
discussion.
pair up students who need more scaffolding with those who have a
Student did not Student had ideas to Student had well
bigger grasp on the content to create a well thought out question to ask
participate. support their claim. thought out ideas to
the local politician.
support their claim.
Tree Chart
Students will create a visualization to represent the different
Summative Assessment
governance to support the GLE standard 1.2.1 and 1.2.2 and to the
theme of power, authority, and governance. Students will create two
Students will pick a treaty discussed in class, either one they presented on
different tree charts to show each government system. The
or another one that other students presented on, and write about if the
government structure of Washington state will look a lot like the picture
treaty was made today, would the treaty still have been made today and
I provided below. The Government of the local Native American tribe
why. Students will use knowledge built over this unit to answer the topic
will look more like a hierarchy but still using the tree chart concept.
question. This summative assessment connects to 4th grade common core
This concept of a tree chart will start helping students develop the
GLE standards 4.4.1, 1.2.1, and 1.2.2. This summative assessment will
concept of the similarities and the differences of the two types of
also directly target the three themes of this unit.
government to target their formative assessment.
Tree Map Example

To what extent is the tribal governance linked to Washington state

governance?

1 2 3 4
Student did not Student Student wrote to Student wrote to
write to topic attempted to topic with no topic with
question. write to topic supporting supporting
question. details (opinion details from
based). class.
Student did not Student wrote Student wrote Student wrote
write about about native about native about native
native American American American American
lifestyles lifestyles lifestyles lifestyles
relating to non relating to non relating to non relating to non
native American native American native American native American
lifestyles. lifestyles. lifestyles using lifestyles with
evidence that supporting
did not fully evidence.
articulate main
claim.
Student did not Student wrote Student wrote Student wrote
write about about treaties about treaties about treaties
treaties affecting tribal affecting tribal affecting tribal
affecting tribal rights. rights using rights with
rights. evidence that supporting
did not fully evidence.
articulate main
claim.
Student did not Student wrote Student wrote Student wrote
write about about tribal about tribal about tribal
tribal governance and governance and governance and
governance and its relation to its relation to its relation to
its relation to Washington Washington Washington
Washington state state state
state governance. governance governance with
governance. using evidence supporting
that did not fully evidence.
articulate main
claim.