WGU C104 Elementary Social Studies Methods
b1 b1 b1 b1 b1
Erin Hansen
b1
Student ID # 000913805
b1 b1 b1
A. Create a six- to eight-week unit outline of a social studies unit.
b1 b1 b1 b1 b1 b1 b1 b1 b1 b1 b1
Unit Topic- Idaho History
b1 b1 b1 Specific Elementary Grade – 4th Grade
b1 b1 b1 b1 b1
Measurable
Week SS Themes
b1 Standards Descriptions
Objectives
b1
Week One b1 People, Places, and
b1 b1 IDAHO CONTENT b1 Given a map of b1 b1 b1 This week students will begin to
b1 b1 b1 b1 b1
Environments STANDARDS Idaho, students will b1 b1 lean about the five federally
b1 b1 b1 b1
GRADE 4 b1 be able to identify
b1 b1 b1 recognized NativeAmerican b1 b1
SOCIAL STUDIES b1 and label the four
b1 b1 b1 tribes in Idaho. We will discussb1 b1 b1 b1 b1
4.SS.1.3.1 Identify the b1 b1 current reservation b1 the first people coming to
b1 b1 b1 b1
five federally
b1 lands as well as the b1 b1 b1 b1 America across the Bering Strait b1 b1 b1 b1
recognized American b1 five federally
b1 land bridge betweenAsia and
b1 b1 b1 b1
Indian tribes in Idaho:
b1 b1 b1 recognized American b1 North America.We will talk b1 b1 b1 b1
Coeur d’Alene,b1 Indian tribes in Idaho b1 b1 b1 about the people searched the b1 b1 b1 b1
Kootenai, Shoshone- b1 with 7 out of 9 b1 b1 b1 b1 new country for food and good
b1 b1 b1 b1 b1
Bannock, Nez Perce, b1 b1 labeled correctly. b1 places to live, which led to b1 b1 b1 b1 b1
and Shoshone-Paiute
b1 people living all over North and b1 b1 b1 b1 b1
Tribes and current
b1 b1 South America.We will then b1 b1 b1 b1
reservation lands. b1 learn about the 5 major tribes that
b1 b1 b1 b1 b1 b1
settled in Idaho: Coeur d’Alene, b1 b1 b1 b1
Kootenai, Shoshone-Bannock, b1
Nez Perce, and Shoshone-Paiute
b1 b1 b1
Tribes. We will go over the b1 b1 b1 b1 b1
regions that each tribe settled in, b1 b1 b1 b1 b1
as well as where the current
b1 b1 b1 b1 b1
reservation lands are located. We b1 b1 b1 b1
will look at maps of each area
b1 b1 b1 b1 b1 b1
and discuss why the tribes might
b1 b1 b1 b1 b1
have decided to settle there.
b1 b1 b1 b1
Students will be assessed with a b1 b1 b1 b1 b1
map where they will need to
b1 b1 b1 b1 b1
identify and label the four current b1 b1 b1 b1 b1
, reservation lands in Idaho as well b1 b1 b1 b1 b1
as the five federally recognized
b1 b1 b1 b1 b1
American Indian tribes and the
b1 b1 b1 b1 b1
regions that they lived in with 7
b1 b1 b1 b1 b1 b1 b1
out of 9 labeled correctly.
b1 b1 b1 b1 b1
This week’s lessons aligns with
b1 b1 b1 b1
the standard of identifying the
b1 b1 b1 b1 b1
five federally recognized
b1 b1 b1
American Indian tribes in Idaho
b1 b1 b1 b1 b1
and current reservation lands
b1 b1 b1 b1
because students will be learning
b1 b1 b1 b1 b1
what the five tribes are and where
b1 b1 b1 b1 b1 b1 b1
the current Indian reservations
b1 b1 b1 b1
bare in Idaho.
1 b1 b1
The Social Studies theme for this
b1 b1 b1 b1 b1
week’s lessons is People, Places,
b1 b1 b1 b1 b1
and Environments since we will
b1 b1 b1 b1 b1
be learning about the people who
b1 b1 b1 b1 b1 b1
first settled Idaho, which areas
b1 b1 b1 b1 b1
they settled, and what
b1 b1 b1 b1
environmental factors led them to
b1 b1 b1 b1 b1
choose that area.
b1 b1 b1
Week Two
b1 IDAHO CONTENT b1 Given an assortment b1 b1 This week we will begin delving
b1 b1 b1 b1 b1
Production,Distribution
b1 STANDARDS
b1 of needed items,
b1 b1 b1 deeper into how the Native
b1 b1 b1 b1 b1
b1and Consumption
b1 GRADE 4
b1 b1 students will be able
b1 b1 b1 b1 American tribes in Idaho lived:
b1 b1 b1 b1 b1
SOCIAL STUDIES b1 to create a general
b1 b1 b1 b1 what they ate, how they got their
b1 b1 b1 b1 b1 b1 b1
CivicIdeals and Practices
b1 b1 b1 4.SS.3.1.1 Describe b1 diorama of where an
b1 b1 b1 b1 food, what they lived in, what
b1 b1 b1 b1 b1 b1
and analyze how
b1 b1 b1 Indian tribe might
b1 b1 b1 kind of clothes they wore, etc. We
b1 b1 b1 b1 b1 b1 b1
Science,Technology,and
b1 b1 b1 American Indians and
b1 b1 b1 have settled with a
b1 b1 b1 b1 will examine the ways in which
b1 b1 b1 b1 b1 b1
Society earlysettlers met their
b1 b1 b1 b1 minimum average
b1 b1 the Indians hunted and gathered
b1 b1 b1 b1 b1
basic needs of food,
b1 b1 b1 b1 score of 3 out of 4 on a
b1 b1 b1 b1 b1 b1 b1 b1 food, and the tools necessary to
b1 b1 b1 b1 b1 b1
shelter, and water.
b1 b1 b1 rubric assessing
b1 b1 accomplish both. We will talk
b1 b1 b1 b1 b1
quality of
b1 b1 about the differing roles of men,
b1 b1 b1 b1 b1 b1
construction,
b1 women, and children in the
b1 b1 b1 b1 b1
creativity, design, b1 Indian nations. We will consider b1 b1 b1 b1
, and attentionto the
b1 b1 b1 the ways in which Native
b1 b1 b1 b1
theme.
b1 Americans preserved food. We
b1 b1 b1 b1
will talk about the Indians using
b1 b1 b1 b1 b1 b1
all parts of the animal, if possible,
b1 b1 b1 b1 b1 b1 b1
so nothing was wasted.
b1 b1 b1 b1
We will discuss the types of
b1 b1 b1 b1 b1
homes that the tribes lived in and
b1 b1 b1 b1 b1 b1 b1
that the type of home they lived
b1 b1 b1 b1 b1 b1 b1
in depended on where they lived
b1 b1 b1 b1 b1 b1
and how often they moved
b1 b1 b1 b1 b1
around. We will also discuss the
b1 b1 b1 b1 b1 b1
fact that all tribes needed water to
b1 b1 b1 b1 b1 b1 b1
survive, so they always set up
b1 b1 b1 b1 b1 b1
their camps next to a water
b1 b1 b1 b1 b1 b1
source. We will extend this
b1 b1 b1 b1 b1
discussion by speculating what
b1 b1 b1 b1
kinds of shelter the early settlers
b1 b1 b1 b1 b1 b1
would have used, and if they
b1 b1 b1 b1 b1 b1
would have used the same
b1 b1 b1 b1 b1
methods as the Indians to meet
b1 b1 b1 b1 b1 b1
their food and water needs.
b1 b1 b1 b1 b1
Students will be assessed by b1 b1 b1 b1
creating a general diorama of
b1 b1 b1 b1 b1
where an Indian tribe might have
b1 b1 b1 b1 b1 b1
settled, scoring a minimum of 3
b1 b1 b1 b1 b1 b1
out of 4 on a rubric.
b1 b1 b1 b1 b1 b1
This week’s lessons aligns with
b1 b1 b1 b1
the standard of describing and
b1 b1 b1 b1 b1
analyzinghow AmericanIndians
b1 b1 b1 b1
and early settlers met their basic
b1 b1 b1 b1 b1 b1
needs of food, shelter, and water
b1 b1 b1 b1 b1 b1
by discussing the types of
b1 b1 b1 b1 b1
housing the Indians used, and
b1 b1 b1 b1 b1
how they got their food and
b1 b1 b1 b1 b1 b1
water.
b1
b1 b1 b1 b1 b1
Erin Hansen
b1
Student ID # 000913805
b1 b1 b1
A. Create a six- to eight-week unit outline of a social studies unit.
b1 b1 b1 b1 b1 b1 b1 b1 b1 b1 b1
Unit Topic- Idaho History
b1 b1 b1 Specific Elementary Grade – 4th Grade
b1 b1 b1 b1 b1
Measurable
Week SS Themes
b1 Standards Descriptions
Objectives
b1
Week One b1 People, Places, and
b1 b1 IDAHO CONTENT b1 Given a map of b1 b1 b1 This week students will begin to
b1 b1 b1 b1 b1
Environments STANDARDS Idaho, students will b1 b1 lean about the five federally
b1 b1 b1 b1
GRADE 4 b1 be able to identify
b1 b1 b1 recognized NativeAmerican b1 b1
SOCIAL STUDIES b1 and label the four
b1 b1 b1 tribes in Idaho. We will discussb1 b1 b1 b1 b1
4.SS.1.3.1 Identify the b1 b1 current reservation b1 the first people coming to
b1 b1 b1 b1
five federally
b1 lands as well as the b1 b1 b1 b1 America across the Bering Strait b1 b1 b1 b1
recognized American b1 five federally
b1 land bridge betweenAsia and
b1 b1 b1 b1
Indian tribes in Idaho:
b1 b1 b1 recognized American b1 North America.We will talk b1 b1 b1 b1
Coeur d’Alene,b1 Indian tribes in Idaho b1 b1 b1 about the people searched the b1 b1 b1 b1
Kootenai, Shoshone- b1 with 7 out of 9 b1 b1 b1 b1 new country for food and good
b1 b1 b1 b1 b1
Bannock, Nez Perce, b1 b1 labeled correctly. b1 places to live, which led to b1 b1 b1 b1 b1
and Shoshone-Paiute
b1 people living all over North and b1 b1 b1 b1 b1
Tribes and current
b1 b1 South America.We will then b1 b1 b1 b1
reservation lands. b1 learn about the 5 major tribes that
b1 b1 b1 b1 b1 b1
settled in Idaho: Coeur d’Alene, b1 b1 b1 b1
Kootenai, Shoshone-Bannock, b1
Nez Perce, and Shoshone-Paiute
b1 b1 b1
Tribes. We will go over the b1 b1 b1 b1 b1
regions that each tribe settled in, b1 b1 b1 b1 b1
as well as where the current
b1 b1 b1 b1 b1
reservation lands are located. We b1 b1 b1 b1
will look at maps of each area
b1 b1 b1 b1 b1 b1
and discuss why the tribes might
b1 b1 b1 b1 b1
have decided to settle there.
b1 b1 b1 b1
Students will be assessed with a b1 b1 b1 b1 b1
map where they will need to
b1 b1 b1 b1 b1
identify and label the four current b1 b1 b1 b1 b1
, reservation lands in Idaho as well b1 b1 b1 b1 b1
as the five federally recognized
b1 b1 b1 b1 b1
American Indian tribes and the
b1 b1 b1 b1 b1
regions that they lived in with 7
b1 b1 b1 b1 b1 b1 b1
out of 9 labeled correctly.
b1 b1 b1 b1 b1
This week’s lessons aligns with
b1 b1 b1 b1
the standard of identifying the
b1 b1 b1 b1 b1
five federally recognized
b1 b1 b1
American Indian tribes in Idaho
b1 b1 b1 b1 b1
and current reservation lands
b1 b1 b1 b1
because students will be learning
b1 b1 b1 b1 b1
what the five tribes are and where
b1 b1 b1 b1 b1 b1 b1
the current Indian reservations
b1 b1 b1 b1
bare in Idaho.
1 b1 b1
The Social Studies theme for this
b1 b1 b1 b1 b1
week’s lessons is People, Places,
b1 b1 b1 b1 b1
and Environments since we will
b1 b1 b1 b1 b1
be learning about the people who
b1 b1 b1 b1 b1 b1
first settled Idaho, which areas
b1 b1 b1 b1 b1
they settled, and what
b1 b1 b1 b1
environmental factors led them to
b1 b1 b1 b1 b1
choose that area.
b1 b1 b1
Week Two
b1 IDAHO CONTENT b1 Given an assortment b1 b1 This week we will begin delving
b1 b1 b1 b1 b1
Production,Distribution
b1 STANDARDS
b1 of needed items,
b1 b1 b1 deeper into how the Native
b1 b1 b1 b1 b1
b1and Consumption
b1 GRADE 4
b1 b1 students will be able
b1 b1 b1 b1 American tribes in Idaho lived:
b1 b1 b1 b1 b1
SOCIAL STUDIES b1 to create a general
b1 b1 b1 b1 what they ate, how they got their
b1 b1 b1 b1 b1 b1 b1
CivicIdeals and Practices
b1 b1 b1 4.SS.3.1.1 Describe b1 diorama of where an
b1 b1 b1 b1 food, what they lived in, what
b1 b1 b1 b1 b1 b1
and analyze how
b1 b1 b1 Indian tribe might
b1 b1 b1 kind of clothes they wore, etc. We
b1 b1 b1 b1 b1 b1 b1
Science,Technology,and
b1 b1 b1 American Indians and
b1 b1 b1 have settled with a
b1 b1 b1 b1 will examine the ways in which
b1 b1 b1 b1 b1 b1
Society earlysettlers met their
b1 b1 b1 b1 minimum average
b1 b1 the Indians hunted and gathered
b1 b1 b1 b1 b1
basic needs of food,
b1 b1 b1 b1 score of 3 out of 4 on a
b1 b1 b1 b1 b1 b1 b1 b1 food, and the tools necessary to
b1 b1 b1 b1 b1 b1
shelter, and water.
b1 b1 b1 rubric assessing
b1 b1 accomplish both. We will talk
b1 b1 b1 b1 b1
quality of
b1 b1 about the differing roles of men,
b1 b1 b1 b1 b1 b1
construction,
b1 women, and children in the
b1 b1 b1 b1 b1
creativity, design, b1 Indian nations. We will consider b1 b1 b1 b1
, and attentionto the
b1 b1 b1 the ways in which Native
b1 b1 b1 b1
theme.
b1 Americans preserved food. We
b1 b1 b1 b1
will talk about the Indians using
b1 b1 b1 b1 b1 b1
all parts of the animal, if possible,
b1 b1 b1 b1 b1 b1 b1
so nothing was wasted.
b1 b1 b1 b1
We will discuss the types of
b1 b1 b1 b1 b1
homes that the tribes lived in and
b1 b1 b1 b1 b1 b1 b1
that the type of home they lived
b1 b1 b1 b1 b1 b1 b1
in depended on where they lived
b1 b1 b1 b1 b1 b1
and how often they moved
b1 b1 b1 b1 b1
around. We will also discuss the
b1 b1 b1 b1 b1 b1
fact that all tribes needed water to
b1 b1 b1 b1 b1 b1 b1
survive, so they always set up
b1 b1 b1 b1 b1 b1
their camps next to a water
b1 b1 b1 b1 b1 b1
source. We will extend this
b1 b1 b1 b1 b1
discussion by speculating what
b1 b1 b1 b1
kinds of shelter the early settlers
b1 b1 b1 b1 b1 b1
would have used, and if they
b1 b1 b1 b1 b1 b1
would have used the same
b1 b1 b1 b1 b1
methods as the Indians to meet
b1 b1 b1 b1 b1 b1
their food and water needs.
b1 b1 b1 b1 b1
Students will be assessed by b1 b1 b1 b1
creating a general diorama of
b1 b1 b1 b1 b1
where an Indian tribe might have
b1 b1 b1 b1 b1 b1
settled, scoring a minimum of 3
b1 b1 b1 b1 b1 b1
out of 4 on a rubric.
b1 b1 b1 b1 b1 b1
This week’s lessons aligns with
b1 b1 b1 b1
the standard of describing and
b1 b1 b1 b1 b1
analyzinghow AmericanIndians
b1 b1 b1 b1
and early settlers met their basic
b1 b1 b1 b1 b1 b1
needs of food, shelter, and water
b1 b1 b1 b1 b1 b1
by discussing the types of
b1 b1 b1 b1 b1
housing the Indians used, and
b1 b1 b1 b1 b1
how they got their food and
b1 b1 b1 b1 b1 b1
water.
b1
