Social+Studies



These are the units we will study this year.

Unit 2: Community Profiles
=Summary of Unit:= Each local community is unique—the product of the physical environment found in the local area and also an expression of the activities of the residents, their values, levels of technology, and traditions. In this unit, students will construct a community profile of their hometown or local community. Through directed research and data gathering, students will describe the area around them in terms that can be clearly understood and compared. Examples of community characteristics and data include population, language, density, and land use. One of the key characteristics that shape the local community is transportation. The answers to these questions depend on the needs and activities of the people who live in the community. After the students have constructed a profile of the community and examined how transportation affects the local landscape, they will have a basis for comparison with other communities in Delaware, in the United States, and in the world. **Documents for Homework ** 
 * How do people here travel within the community?
 * How and why do they normally travel to other distant places, and how do people transport goods into and out of the community?
 * What are the consequences of the transportation choices people make?
 * Google Maps Zoom in on your neighborhood and compare what you see there, to the neighborhood around Brader. Then compare that to a section of Wilmington, and the area of Greenwood DE. How would transportation compare? **
 * Census for Kids We will be using census data to profile our community. Here's a site that explains the Census Bureau and has facts about the states. **

=**Optional But Exciting Geography Project: **=

===**Take a look at these ideas to explore geography in your community!! Bring in some of the activities for a surprise! **=== []

Unit 3: Liberty and Citizenship
**Summary of Unit: ** Among the fundamental ideals of American democracy are individual liberty, freedom of religion, representative democracy, equal opportunity, and equal protection under the law. Other principles and rights guaranteed to American citizens can be thought of as ways to achieve these fundamental ideals. For example, the principles of limited government and civil rights are means to achieve individual liberty.

This benchmark introduces civic responsibility, which implies duties of citizenship and requires engagement in civil affairs. Civic responsibilities refer to the things that a citizen is supposed to do, or not do, for the benefit of their community, state, and nation. A society based on the ideal of individual liberty aims to reduce the intrusiveness of government. Consequently, it relies on individuals to do certain things that advance the cause of liberty, promote the common good, and make government "by the people" possible.



Unit 4: Democratic Methods
=Summary of Unit: = The goal of this unit is for students to “identify and employ the formal and informal methods by which democratic groups function.” Since this benchmark focuses on civic participation, the lessons scaffold in such a way that students are able to learn various democratic methods, practice the methods, and then apply the methods to real world philanthropic efforts while working in groups. The verbs “identify” and “employ” imply understanding the principles of the methods used by democratic groups. The heart of such methods is the means groups use to make and implement decisions. The election of officers with defined responsibilities is an almost universal means for organizing both decision-making and implementation. Committees and project directors are also common. These hardly exhaust the list of methods used by democratic groups, but the list should stick to the more common methods rather than including all possible permutations. The benchmark requires some understanding of how groups make and implement decisions, which in turn requires understanding of why groups should operate on a democratic basis. The //how// would be unnecessary, of course, if a person in authority simply made the decisions and dictated the way in which they should be implemented. Democratic methods are far more cumbersome, but there are persuasive reasons why they are preferred, and these reasons are usually the same as those for preferring democracy in general. In addition, students should understand the organizational needs that give rise to the methods. If a group is based on the principle of everyone having a say in what it does and how it does it, then what process allows such input while arriving at a definite decision? Many groups adopt some form of parliamentary procedure to ensure order. How can such a group then assign tasks and responsibilities? What are the advantages and disadvantages of such rules?

Unit 5: Thinking Chronologically

 * Summary of Unit: **

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In this unit, the students will begin to understand that the study of history is grounded in chronology. Chronology is the main way historians arrange events and trends in history to see patterns of continuity and change in history. In addition, understanding the order of events is crucial if one is to understand the importance and meaning of those events.=====

The concept of time is introduced in grades K-3, while the 4-5 cluster requires an advancing and deeper understanding of the results and consequences of chronologies, such as cause and effect (while drawing logical inferences). In the 4-5 cluster, students add two new features: students learn how to create a chronology based on information given to them, using time frame devices. Secondly, the student uses the chronology to begin to apply the concept of cause and effect.

**Constitutiond Day-September 17**
[|Constitution for Kids]

[|Ben's Guide to Government] [|Government for Kids]

This Schoo lHouse Rock video show the branches of government. Make sure you have the volume on. Click the X at the top left when you finish viewing the video. media type="custom" key="6946213"

Watch the School House Rock video on the U.S. Constitution. Click the X at the top left when you finish viewing the video. media type="custom" key="6946233" Watch the School House Rock Viedo on how a bill is passed to become a law. Click the X at the top left when you finish viewing the video. media type="custom" key="7029675"