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E - Life and Times of Historical Figures- American Heroes (AH)- |
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discuss the life of the American Hero and his/her efforts to expand people's rights and freedoms in a democracy (GPS) (3SS_E2008-30) |
30a - discuss (AH) and his/her efforts to expand our rights through independence
30b - explain social barriers, restrictions, and obstacles that(AH) had to overcome and how he was able to succeed
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describe the cultural and geographic systems associated with (AH) (GPS) (3SS_E2008-31) |
31a - identify specific locations on a political map significant to the life and times of (AH)
31b - describe how place (physical and cultural) impacted the life of (AH)
31c - describe how (AH) adapted to and was influenced by his environment
31d - trace examples of travel and movement of (AH) and the movement of his ideas across time
31e - describe how the region in which (AH) lived affected his life and impacted his cultural identification
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describe how (AH) displayed positive character traits (GPS) (3SS_E2008-32) |
32a - relate cooperation, diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of authority to (AH)
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In order for the students to understand the American Heroes and why we indeed consider them heroes, we are going to introduce enduring themes!!!!
Here are the themes and some questions to help them understand the meaning!!!!
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Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society
· How can the decision that you make affect the world around you?
· What are some beliefs that are important to you and your family?
· How do you decide if one belief is more important than another one? |
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Conflict and Change: The student will understand that when there is conflict between or within societies , change is the result
· What happens when you disagree with others?
· How could having disagreements with your friends change your friendship?
· Why do things change when you disagree with others?
· How does solving a disagreement with your family differ from solving a disagreement with your friends? |
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Distribution of Power: The student will understand that laws and people’s beliefs help decide who gets to make choices in government
· What are some of your responsibilities as a member of your family?
· How do your responsibilities as a son or daughter differ with those of your parent(s)?
· What are your responsibilities as a citizen of your school?
· How do your responsibilities as a student compare to being a principal of a school? |
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Individuals, Groups, Institutions: The students will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not?
· How do your choices affect people around you?
· Why do we have rules in school?
· What are consequences?
· What are the positive and negative consequences of not following your school’s rules?
· What are some examples of ways to help others?
· What are some ways in which kids can hurt each other by the way they treat or speak to someone? |
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Location: The student will understand that where people live matters
· How does where you live affect the choices you have for things like food, clothing, and recreation?
· Why do people eat different foods in different parts of the world?
· Why did your family decide to move to Georgia?
· How does living in your community impact the choices your family makes? |
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Production, Distribution, Consumption: The student will understand that they ways people make, get, and use goods and services may be different from how people in other places make, get and use goods and services
· How does where you live affect the products available to you?
· How do stores get things you want to buy?
· How are different cultures represented in our favorite restaurants?
· How do you decide what to buy?
· How does your family decide to make and spend money? |
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