RoxanneS1

//**Stage 1 Identify Desired Results Establish Goals: (G)**// B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government Grade 3-5 Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States. D1. Geographic Knowledge, Concepts, Themes, and Patterns Grade 3-5 Students understand the geography of the community, Maine, the United States, and various regions of the world. D2. Individual, Cultural, International, and Global Connections in Geography Grade 3-5 Students understand geographic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.
 * Maine Learning Results: Social Studies-B. Civics and Government**
 * Maine Learning Results: Social Studies-D. Geography**
 * Maine Learning Results: Social Studies-D. Geography**

//**What understandings are desired? Students will understand: (U)**// 1.the political differences between the United States and Canada/Mexico. 2.the environment shapes our culture and the way we live 3.culture changes with time

//**What essential questions will be considered? Essential Questions: (Q)**// 1.What is the relationship between Canada/Mexico and the United States? 2.How does the geographic area and weather reflect the culture and way of living? 3.Why do some cultures hold to their traditions?

Students will know and: (K)//**
 * //What key knowledge and skills will students acquire as a result of this unit?
 * interconnectedness of the United States to Canada/Mexico
 * certain geographical features lend themselves well to the growth of communities
 * unique values, languages, political systems, and belief systems of Mexico/Canada as compared to the United States
 * how cultural groups develop distinctive aspects of traditions, food, clothing and shelter

//**Students will be able to: (S)**//
 * explain the differences between Canada/Mexico and the United States in their polities and government practices.
 * locate major rivers, mountains, cities of the county - Use legends, keys, scale, compass rose on a map of Canada/Mexico - looking at population and why these areas are or are not populated.
 * demonstrate and explain on a geological and weather map why some areas are more densley populated than others
 * give examples of Canada/Mexico's culture, food and way of living.
 * construct a time line of history events that are important to Canada/Mexico

2004 ASCD and Grant Wiggins and Jay McTighe