Grade+2

"The learner will . . ." || **Standard and indicators:** || **No. of Days** || **Vocabulary Terms** || **Suggested Resources** || **Suggested Student Learning Activities** || **Assessment** || **Language Arts Standard(s) through whole year** || > SS 2.1.1 Students will identify and explain the responsibilities and rights of citizens in their communities. > SS 2.1.1.b Describe how individuals, groups, and communities manage conflict and promote justice > SS 2.1.2 Students will participate in making decisions using democratic traditions based on established rules. > SS 2.1.2.a Identify civic responsibilities that are important to individuals and their communities (e.g. voting, obeying laws) > SS 2.1.2.b Identify patriotic symbols, songs, actions, celebrations, and holidays (e.g., U.S. Flag, Bald Eagle, Pledge of Allegiance, Thanksgiving, Veteran’s Day, Martin Luther King Jr. Day, 4th of July, Memorial Day, President’s Day) > SS 2.1.2.c Describe ways to be actively engaged to improve family, school and community > SS 2.1.2.d Identify characteristics of good citizenship (e.g., establishing beliefs and justice, truth, equality, personal responsibilities for the common good, tolerance for diversity of opinions) || unit 6 Q4
 * Teachers** (list)**: Shiloh Hanzlicek, Renae Coleman**
 * Textbook** (Harcourt social studies, People We Know, 2010):
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 * **Unit** || **Objective:**
 * 6, 1, 5 || Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels. || Forms and Functions of Government
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 * SS 2.1.1.a Participate in developing rules that consider multiple points of view
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 * Civic Participation
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unit 5 Q3, Q4

unit 1- Q1, Q2 || categorize classify business occupation budget bank raw material human resources capital resources flow chart barter __6__ __*citizen__ __community__ __right__ __*respsonsibility__ __law__ __*consequence__ __problem__ __solution__ __main idea__ __details__ __government__ __*judge__ __government service__ __tax__ __election__ __mayor__ __*governor__ __*president__ __*vote__ __*ballot__ __capital__ __*congress__ __supreme court__ __*constitution__ __*council__ __*legislature__ __*map key__ __*border__ 1 recall retell language conflict custom assessment book, practice book, document based questions, I have Who has cards, leveled reader books, vocabulary cards, graphic organizers, study guides, maps, field trip to IGA – http://bensguide.gpo.gov/k-2/index.html || voting booth/election activity, role play levels of government, government mobiles, map activities, problem/solution activity – write letters to mayor, interview family heritage, share family traditions, field trip, || unit 6 assessment unit 1 assessment unit 5 assessment || LA 2.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.
 * producer
 * goods
 * services
 * comsumer
 * bar graph
 * income
 * free enterprise
 * want
 * factory
 * scarce
 * marketplace
 * trade
 * culture
 * immigrant
 * diversity
 * tradition
 * calendar
 * scientist
 * invention
 * Gloria Estefan
 * Thomas Edison || text book,
 * LA 2.1.5.a Use word structure elements, known words, and word patterns to determine meaning (e.g., contractions, plurals, possessives, basic parts of speech, compounds, syllables)
 * LA 2.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations
 * LA 2.1.5.c Identify and use context clues (e.g., word and sentence clues, re-reading) and text features (e.g., illustrations, graphs, titles, bold print) to help infer meaning of unknown words
 * LA 2.1.5.d Identify semantic relationships (e.g., patterns and categories, synonyms, antonyms, multiple meanings)
 * LA 2.1.5.e Identify meaning using print and digital reference materials (e.g., dictionary, glossary)
 * LA 2.1.5.f Locate words in reference materials (e.g., alphabetical order, guide words) ||
 * unit 6 || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">K-12 Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels. || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Markets

> <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.1 Students will recognize resources are limited, so other choices must be made and something must be given up (opportunity cost). > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.1.a Identify resources (inputs) that make up various good and services > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.1.b Identify what items are eliminated when a choice is made (tradeoff) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.2 Students will recognize that producers use resources to make goods, deliver services, earn a profit, and satisfy economic wants. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.2.a List various goods and services that can be produced with the same list of resources (e.g. soil, seed, and labor used to produce animal feed, plastics, cereal, or fuel)
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Institutions

> <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.3 Students will describe how people earn income/wages through work. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.3.a Match capital resources and human resources with jobs in the community or home. (e.g., tractors and farmers)
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Financial Literacy

> <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.6 Students will demonstrate knowledge of currency, its denominations, and use. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.6.a Make transactions using currency emphasizing its use as a medium of exchange (e.g., school store, buying pencils)
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Government

> <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.10 Students will understand what goods and services governments provide. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.2.10.a Identify goods and services that governments provide and where they get the money to pay for the services (taxes) (e.g., water, fire department, police, schools) || unit 6 Q4 || categorize classify business occupation budget bank raw material human resources capital resources flow chart barter __*citizen__ __community__ __right__ __*respsonsibility__ __law__ __*consequence__ __problem__ __solution__ __main idea__ __details__ __government__ __*judge__ __government service__ __tax__ __election__ __mayor__ __*governor__ __*president__ __*vote__ __*ballot__ __capital__ __*congress__ __supreme court__ __*constitution__ __*council__ __*legislature__ __*map key__ __*border__ || text book, assessment book, practice book, document based questions, I have Who has cards, leveled reader books, vocabulary cards, graphic organizers, || field trip, || Unit 6 assessment || LA 2.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.1 Students will explore where (spatial) and why people, places and environments are organized locally. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.1.a Identify the globe as a model of Earth > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.1.b Identify and describe locations in the neighborhood (e.g., home, the park, friend's house, fire station, grocery store) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.1.c Identify map elements (i.e., title, scale, symbols, legend, and cardinal directions) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.1.d Locate community, Nebraska, and the United States on maps and globes > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.1.e Analyze why things are located where they are (e.g., "Why are stores on a main street?") > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.1.f Distinguish between continents/islands, oceans/seas, countries/continents, and cities/states
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 * producer
 * goods
 * services
 * comsumer
 * bar graph
 * income
 * free enterprise
 * want
 * factory
 * scarce
 * marketplace
 * trade
 * LA 2.1.6.a Identify author’s purpose(s) (e.g., explain, entertain, inform, persuade) to support text comprehension
 * LA 2.1.6.b Identify elements of narrative text (e.g., characters, setting, plot)
 * LA 2.1.6.c Retell information from narrative text including characters, setting, and plot
 * LA 2.1.6.d Explain the ways authors use words (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia)
 * LA 2.1.6.e Retell and summarize the main idea from informational text
 * LA 2.1.6.f Identify organizational patterns found in informational text (e.g., sequence, description, compare/contrast)
 * LA 2.1.6.g Use text features to locate information and gain meaning from a text (e.g., table of contents, maps, charts, illustrations, titles, bold print, captions)
 * LA 2.1.6.h Identify the basic characteristics of familiar narrative and informational text genres (e.g., fairy tales, nursery rhymes, picture books, how-to books)
 * LA 2.1.6.i Compare and contrast connections between characters or events in narrative or informational text, to own life or other cultures
 * LA 2.1.6.j Generate and/or answer literal, inferential, and critical questions, supporting answers using prior knowledge and literal and inferential information from the text
 * LA 2.1.6.k Identify and explain purpose for reading (e.g., information, pleasure, understanding)
 * LA 2.1.6.l Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading
 * LA 2.1.6.m Self-monitor comprehension by applying appropriate strategies to self-correct when errors detract from meaning
 * LA 2.1.6.n Make and confirm/modify predictions before, during, and after reading (e.g., illustrations, personal experience, events, character traits)
 * LA 2.1.6.o Respond to text verbally, in writing, or artistically ||
 * Unit 2, 3 || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions. || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">The World in Spatial Terms
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Places and Regions > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.2 Students will identify places and regions. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.2.a Identify and differentiate between physical and human features of neighborhood and community (e.g., vegetation, housing) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.2.b Describe local places and regions with other places and regions (e.g., prairie, forest, farm land, ranch land, local community) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.2.c Explain how places and regions change over time
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Physical Systems > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.3 Students will identify natural processes in their physical world. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.3.a Identify basic components of Earth’s physical processes (e.g., landforms, water, climate and weather) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.3.b Identify the relationship between the Earth and the Sun (e.g., day/night, length of day, seasons)
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Human Systems > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.4 Students will identify the characteristics of culture. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.4.a Identify patterns of cultural traits (e.g., language, religion, food) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.4.b Identify patterns of land use (e.g., agricultural, residential, industrial, commercial, educational, recreational)
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Human/Environment Interaction > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.5 Students will identify the relationship between humans and the physical environment. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.5.a Describe how seasonal weather patterns, natural hazards, and natural resources affect human > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.5.b Identify Earth's natural resources (e.g., minerals, air, land, water, soil) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.5.c Identify how humans and the physical environment interact (e.g., choice of building materials, variations in agricultural practices, land use modifications, fish, forestry, and wildlife management)
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Application of Geography to Issues and Events > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.6 Students will use geographic skills to make connections. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.3.6.a Identify how you might apply geographic knowledge or techniques to solve a problem (e.g., use global positioning system (GPS) navigation for shortest route to school; map destinations for family vacation to determine the best order to visit) || unit 2 Q1
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unit 3 Q1 || compare contrast location relative location map grid island pennisula gulf region climate hemisphere intermediate directions
 * absolute location
 * landform
 * table
 * cardinal direction
 * equator
 * pole
 * compass rose

cause effect rural urban suburb product route || text book, assessment book, practice book, document based questions, I have Who has cards, leveled reader books, vocabulary cards, graphic organizers, || painted map on playground, landform maps, large NE map?, songs directions, songs rural, urban, suburb and illustrate, transportation/route illustrate-art design transportation || unit 2 assessment (maybe rewrite page 11)
 * natural resources
 * fuel
 * conservation
 * picture graph
 * environment
 * technology
 * product map
 * transportation
 * communication

unit 3 assessment || LA 2.4 Students will identify, locate, and evaluate information. LA 2.4.1 Multiple Literacies: Students will research, summarize, and communicate information in a variety of media and formats (textual, visual, and digital). unit 5 || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">K-12 History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels. || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Chronological Thinking > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.1 Students will describe and apply chronological relationships and patterns. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.1.a Identify concepts of time and chronology (e.g., past, present, future, months, years) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.1.b Identify calendar time in years > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.1.c List and describe neighborhood events over time (e.g., weekly, monthly, yearly, seasonal happenings utilizing a graphic organizer) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.1.d Describe how individuals, events, and ideas have changed neighborhoods, past and present ( e.g., Building a new school, park)
 * LA 2.4.1.a Use resources to answer guiding questions (e.g., print, electronic)
 * LA 2.4.1.b Discuss ethical and legal use of information
 * LA 2.4.1.c Practice safe behaviors when communicating and interacting with others (e.g., safe information to share online)
 * LA 2.4.1.d Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning, e-pals)
 * LA 2.4.1.e Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations)
 * LA 2.4.1.f Use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools) ||
 * Unit 4
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Historical Comprehension > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.2 Students will describe the development of people, events, ideas, and symbols over time. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.2.a Describe historical people, events, ideas, and symbols, including various cultures and ethnic groups (e.g., Native Americans, colonists, local cultural figures, Uncle Sam, patriotism, the White House, Independence Day) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.2.b Describe how their neighborhood has changed over the course of time using maps and other artifacts
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Multiple Perspectives > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.3 Students will identify multiple perspectives of events. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.3.a Use more than one source to gather details about the same event (e.g., school/neighborhood events)
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Historical Analysis and Interpretation > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.4 Students will identify past and current events, issues, and problems. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.4.a Identify how decisions affected events in the neighborhood (e.g., Why was a park built in a particular spot?) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.4.b Describe the relationships among personal and historical events (i.e., current events)
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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Historical Research Skills > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.5 Students will develop historical research skills. > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.5.a Develop questions about their neighborhood history > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.5.b Identify, obtain, and cite appropriate sources for research (e.g., identifying titles and authors of books from which they took information) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.5.c Gather historical information about their neighborhood (e.g., ask questions of a guest speaker in the classroom) > <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 2.4.5.d Present historical information about their neighborhood (e.g., pictures, posters, and oral/written narratives) || unit 4 Q3
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unit 5 Q3, Q4 || sequence future change settler source freedom heritage memorial hero legend fact nonfiction fiction
 * past
 * present
 * diagram
 * history
 * colony
 * independence
 * timeline
 * landmark
 * 4th of July
 * Memorial Day
 * Native Americans
 * Thomas Jefferson

recall retell language conflict custom practice book, document based questions, I have Who has cards, leveled reader books, vocabulary cards, graphic organizers, || illustrate colony, settler, landmark, memorial,-reports from website, reports on heroes, interview family heritage, share family traditions, || Unit 4 and 5 assessments ||  ||
 * culture
 * immigrant
 * diversity
 * tradition
 * calendar
 * scientist
 * invention
 * Gloria Estefan
 * Thomas Edison || text book,assessment book,