# data[].attributes.body
Describe early American Indian cultures and their development in North America

1. Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast.

2. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter.

3. Discuss how American Indians continue to contribute to American life (e.g., arts, literature).

# data[].attributes.body
The teacher will read this book to students to show them traditions of American Indian cultures. This will connect students to the history of American Indians and could help students understand their development within North America.
-Published: 2014

# data[].attributes.body
The teacher will read this book to students to give them an insight on American Indian life from a fictional view. It also shines light on the environmental issues in North America.
-Published: March 2020

# data[].attributes.body
Describe European exploration of North America

# data[].attributes.headline
The First Thanksgiving (interactive website)

# data[].attributes.subject
The First Thanksgiving (interactive website)

# data[].attributes.body
This is an interactive way for students to get involved with how Europeans traveled to North America

# data[].attributes.body
This will allow students to clearly see the path taken by explorers to discover North America. This will help students visualize the information given to them and will help them describe the journey with more detail.

# data[].attributes.body
Students will go over the regions of where each American Indian group lived. Once they have reviewed the regions, they will color in the blanket map and take the review quiz on the provided website.

https://www.ducksters.com/history/native_american_tribes_regions.php

# data[].attributes.body
Students will create a dream catcher based on each American Indian's region. Students will include: housing, food, crops, clothing, etc. This will also tie into the groups culture by showing how American Indians contributed their art and culture to the world.

# data[].attributes.body
To introduce this standard to students, the teacher will create an anchor chart with the students. This will be student led to first see what students already know about American Indians. Once the unit learning is over, the teacher will recreate the anchor chart again with the students and compare and contrast what the students learned.

# data[].attributes.body
The teacher will create an anchor chart with students to see what students already know about European exploration and what students need to learn/want to learn about this specific standard.

# data[].attributes.body
Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe.

# data[].attributes.body
Locate major topographical features on a physical map of the United States.

1. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence.

2. Locate major mountain ranges of the United States of America: Appalachian, Rocky

# data[].attributes.body
The teacher will read this book aloud to the students. This will introduce the standard to the students, show geographical features, as well as allowing students to have the experience of a read aloud because they do not experience them as often in later elementary school grades.
-Published: 2013

# data[].attributes.body
This book will introduce the standard to students while also giving the students a visual of wha the lesson will be about.
-Published: 2012

# data[].attributes.headline
Latitude and Longitude (interactive website)

# data[].attributes.subject
Latitude and Longitude (interactive website)

# data[].attributes.body
This website allows students to visualize the standard more as well as giving them the skills to practice using the standard.
https://www.abcya.com/games/latitude_and_longitude_practice

# data[].attributes.body
This website will help students locate the major rivers throughout the United States as well as quiz the students once they have learned exactly where the rivers are located.

# data[].attributes.body
For this activity, students will be in charge of locating the four features listed in the standard. They will be in charge of color coordinating each feature and assigning the correct label to each feature.

# data[].attributes.body
Students will be asked to bring in different assigned items (if the student cannot, the teacher will provide the materials). These materials will include different edible pieces. Each student will create their own activity, but the class will work with the teacher to ensure the students are putting their materials in the correct place. Students will be asked to locate the major rivers and mountain ranges in the United States.

# data[].attributes.body
To introduce the standard and help students visualize what they will be asked to do during this unit, the teacher will create an anchor chart with students while prompting students' thinking with different questions based on Bloom's Taxonomy.

# data[].attributes.body
The teacher will show students this anchor chart and review the content on the anchor chart. Once the teacher reviews the chart, the students will take the pre-assessment to see what students already know and what they still need to be taught about the standard.
https://quizizz.com/admin/quiz/57dac184febedb18e03259d4/latitude-and-longitude

# data[].attributes.body
Describe the elements of representative democracy/republic in the United States.

1. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States).

2. Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia)

3. State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair).

# data[].attributes.body
The teacher will read this book to students aloud so students see a fictionalized version of the standard that they will be learning.
-Published: 2004

# data[].attributes.body
This is a non-fiction book students can use as a reference throughout the teaching of the standard.
-Published: 2009

# data[].attributes.body
Describe the elements of representative democracy/republic in the United States.

1. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States).

2. Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia)

3. State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair).

# data[].attributes.headline
3 Branches Interactive Website (interactive website)

# data[].attributes.subject
3 Branches Interactive Website (interactive website)

# data[].attributes.body
Students will use the website below to fill out a brochure that will include each of the three branches of government. The students will include: who is in charge, what is the job of that branch, etc.
https://www.ducksters.com/history/us_government.php

# data[].attributes.body
Students will either play this game in teams with the entire class or will use it to test their knowledge of the standard.
https://www.sheppardsoftware.com/usa_game/government/branches_government.htm

# data[].attributes.body
Students will create a visual like the one below. Under each branch, the students will put the job of each branch and who is in charge of that job.

# data[].attributes.body
Students will create the 3D mobile below, but in accordance to Georgia's government.

# data[].attributes.body
The students and teacher will create the anchor chart below. Each day, they will go over the different types of government (national, state, local) and fill in the anchor chart. The teacher will create this chart at the beginning of the class to see what the students know and to introduce the new type of government, but once the lesson is over the student will create their own chart with the correct information.

# data[].attributes.body
To introduce this standard, students will fill out the vocabulary chart below. The vocabulary words come straight from the standard, so students will be able to understand the rest of the lesson if they understand the basic vocabulary of the lesson.