This Treasure Hunt concentrates on learning the effects of geography on the development of colonial Jamestown.  It was planned for use with third grade students.

 

Major Curriculum Area:  Social Studies

 

Integrated Curriculum Area:  Language Arts

 

New York State Standards

Social Studies:

Standard 1 History of the United States and New York

 

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Key Idea #1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Performance Indicator

á      know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.

 

Key Idea #3  Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Performance Indicator

á      gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities

 

 

Standard 3 Geography

 

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we liveÑlocal, national, and globalÑincluding the distribution of people, places, and environments over the EarthÕs surface.

Key Idea#1  Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.

Performance Indicators

á      study about how people live, work, and utilize natural resources

á      investigate how people depend on and modify the physical environment.

 

Key Idea #2  Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.

Performance Indicator

á      ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places

 

 

English Language Arts

Standard 1 Language for Information and Understanding

 

Students will read, write, listen, and speak for information and understanding.

Key Idea  Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Performance Indicator

á      gather and interpret information from childrenÕs reference books,magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams

Key Idea  Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in oneÕs own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Performance Indicator

á      use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference

 

 

Information gathered from Moravia Central School Website.