OUTLINE

APA Citation:
Houghton Mifflin. (2005). Unit 3 People move from place to place: Chapter 6 People from
many places. In Houghton mifflin social studies: Communities 3rd grade teachers edition
(pp. 143A 147, 169A 193). Boston, MA: Houghton Mifflin.
Unit 3 People Move from Place to Place: Chapter 6 People from Many Places
National Standards:
1b. Give examples of how experiences may be interpreted differently by people from diverse
cultural perspectives.
1e. Give examples and describe the importance of cultural unity and diversity within and
across groups.
2a. Demonstrate an understanding that different people may describe the same event in
diverse ways.
2e. Demonstrate an understanding that people in different times and places view the world
differently.
8a. Identify how technology has changed the lives of people.
Chapter Opener (pp. 170 171) A New Home Teacher Read Aloud & Vocabulary Preview
o Activate Prior Knowledge
Teacher Talk: Can you share what you know about immigration?
Explain the boy in the read aloud section is leaving behind his home to
immigrate to a new country.
o Preview the Chapter
Teacher Talk: Look at the photograph on page 176. Immigrants from many
different countries arrived on the East and West Coasts of the United States.
o Read-Aloud Vocabulary (Vocabulary Preview)
diversity (noun) variety; a range of people coming from many places (p.
172)
immigrant (noun) someone who leaves one country and moves to another
(p. 174)
ancestor a relative who was born long ago; they help pass their traditions on
to the next generation e.g. grandmother (p. 186)
generation group of people born and living at about the same time e.g.
friends (p. 186)
o Preview the Reading Strategy
Predict/Infer: Guessing what will happen next based on information they
already have.
Think Aloud

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Core Lesson 1 Coming to America (describes the experiences of immigrants coming to America)
This lesson focuses on slavery and immigration, including the cultural traditions each immigrant
group brought to the United States.

Build on What You Know (p. 172)

o Teacher Talk: Where do the different last names come from?
o Many last names belong to people who came to the United States from other
countries.

People From Many Places (p. 172)

o The United States is a mix of many people = great diversity.
o Diversity means variety. diverse backgrounds, different ages and abilities
o Diverse traditions have blended to form American culture.
o Reading Graphs: Newcomers to the United States
During what years did the most newcomers arrive? 1951 2000
o Africans in the Americas (p. 173)
Not everyone who arrived in American wanted to come.

300 years = Millions of Africans were captured, brought to America,

and forced into slavery.
Slavery is a system under which people have no freedom. They are forced to
work for no pay.
People who resisted slavery might be beaten or killed.
o Some escaped slavery or bought their freedom.
o See Pictures: Freedom (Frederick Douglas)
1700s and 1800s = Free Africans settled in their own communities.

Lived in large cities or rural communities (farming).

Started businesses, or worked as ministers, teachers and lawyers.
African-American sometimes treated unfairly.
o Groups were formed to help foster success.
o 1860s = U.S. government outlawed slavery.
o Review: What types of jobs did free Africans in the United States have? Some
worked as farmers. Others were ministers, teachers, and lawyers.

Moving to the West (p. 174)

o 1542 = Europeans arrived in California (West Coast of current United States)
o California first belonged to Spain.

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1822 1848 = Part of Mexico.

Spanish and Mexican settlers brought their language and traditions.

1848 = California became part of the United States.

Same year, gold was found there and people from around the world
and country rushed to California.
o Many people moving to the United States settled on the West Coast.
Among the immigrants were people from China who came to California to
earn money for their families still back in China.
Immigrant someone who leaves one country and moves to another.
See Pictures: California and the West Coast (Gold Rush, 1850s & Building
the Railroad, 1860s)
o More Immigrants Follow (p. 175 176)
Other immigrants came to the West Coast.

Farmers arrived from Japan, Korea, and the Philippines.

o 1910 1940 = First stop for most Asian immigrants travelling
to the West Coast was Angel Island in San Francisco Bay.
United States decided whether they could come into the
country.
People came from Spanish-speaking places, including Mexico and
Central America.
o Today = More than one-fourth of Californians are from a
Latino background.
See Pictures: California and the West Coast (Angel Island, 1910s *
California Today)
Review: Why did many immigrants leave their home countries to move to a
new country? Some people came to the United States to earn money to send
back home to their families. Other people came to dig for gold in California.
During late 1800s and early 1900s millions of European immigrants continued
to come to the East Coast.
Many arrived by boat at Ellis Island in New York Harbor
o Government center for immigrants.
o One of the first sights = Statue of Liberty (sign of welcome)

o Making a New Life (p. 176)

For immigrants of the East and West coasts, setting in a new country was
hard.
American worried immigrants would take their jobs.

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Chinese immigrants sometimes has to wait for weeks or months for

permission to leave Angel Island.
Irish immigrants (East Coast) found it hard to find jobs.
See Pictures: Immigrants and Statue of Liberty

o Making Contributions (p. 177)

Worked hard.
Chinese workers helped build railroads that crossed the country.
A Russian American, Vladimir Zworykin, helped invent television.

See Picture
Immigrants continue to come here today and add to the countrys diversity.
Review: In what ways have immigrants contributed to our country?
Immigrants worked hard, added diversity to our country, and helped make
new inventions.

Lesson Review (Answers are italicized)

1) Vocabulary: Use immigrant in a short paragraph describing what it was like to
come to the West Coast.
Paragraphs should show an understanding of the word immigrant.
2) Reading Skill: Why did different groups of immigrants settle on the West Coast of
the United States?
Sample conclusion: Immigrants settled on the West Coast because it was nearest
to their country of origin.
3) Main Idea (History): In what ways did free African Americans succeed in the
United States?
Free African Americans started businesses and became ministers, teachers, and
lawyers.
4) Main Idea (History): Why was life hard for some new immigrants?
Life was hard for the immigrants because they often spoke no English and had to
work at tough jobs for little pay.
5) Places to Know: Where is Ellis Island?
Ellis Island is in New York Harbor.
6) Critical Thinking (Compare): In what ways were the experiences of immigrants to
the East and West coasts alike?
Sample answer: Immigrants experiences on both coasts were alike because
settling in a new country was hard. They had a hard time finding jobs and got
little pay.

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3
2
1

o Writing Activity: Different countries have different kinds of food. Find the restaurant
section in your phone book. List three countries shown and write a sentence for each
telling what you know about the people there of their food.
Writing Rubric
Information on list includes many examples; mechanics are correct.
Information on list includes adequate examples; few errors in mechanics.
Information on list only gives a few examples; some errors in mechanics.
No list is given; information does not relate to task; many errors in mechanics.

Optional: Extend Lesson 1 (Literature) Hannahs Journal by Marissa Moss (pp. 178 188)
Read a fictional journal entry written by a young girl who has left Lithuania with her cousin to
immigrate to America.
Hannah and her cousin Esther leave their small village in Lithuania to go to America. As
immigrants, they hope to find freedom and jobs. Before boarding the ship to America, they
meet Samuel, an orphan from Russia.
Date: November 6, 1901
Activities (Answers are italicized)
1) Talk About It: Describe three things Hannah sees when she arrives in America.
She sees the Statue of Liberty, a ferry, and Ellis Island.
2) Write About It: Hannah says, In America, it matters what you know! Do you agree? Do
you disagree? Write a statement telling what you think.
Writing Rubric
4 Position is clearly stated; reasons are provided; mechanics are correct.
3 Position is adequately stated; most reasons are provided; there are few errors in mechanics.
2 Position is stated; reasons are confused or poorly presented; there are some errors in
mechanics.
1 Position is not stated; reasons are not provided; there are many errors in mechanics.
Lesson 1 Skillbuilder: Identify Primary and Secondary Sources (pp. 182 183)
Vocabulary
o primary source information recorded by a person who was there
o secondary source information recorded by a person who was not there
Learn the Skill
o Three Steps
Practice the Skill Answer these questions about the two accounts. (Answer are italicized)
1) What makes these two stories different?
Once source is a personal account of immigrants arrival in the United States. The
other source summarizes the arrival of immigrants at Ellis Island.
2) Which is the primary source? Explain your answer.

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The personal account is the primary source because it uses words such as we and I. It
also contains specific details from a personal experiences and shows emotion.
3) Which is the secondary source? Explain your answer.
The summary is the secondary source because it does not describe events from an
eyewitnesss point of view.
Apply the Skill
o Look through Lesson 1 again. List three facts or statements you might find in a
secondary source about Angel Island.

Core Lesson 2 Word Connection: Brazil (introduces the largest country in South America, Brazil)
This lesson focuses on why immigrants settled in Brazil, how they passed on traditions, and
learned new ones, and how Brazilians stay connected to the world.

Build on What You Know (p. 184)

o People have comes from most parts of the world to live in the United States.
o Many other countries have citizens from around the world, too.

UTILIZE MAIN IDEAS AND DETAILS CHART GRAPHIC ORGANIZER (Reading Skill)
o List details that tell where immigrants to Brazil came from and why they came.

Land of the Amazon (p. 184)

o Brazil is the largest country in South America (a little smaller than the United States).
o Many natural resources.
o Second longest river in the world (Amazon) that winds through a vast region of
rainforest in the north.
See Picture: The Amazon river is about 4,000 miles long.
o Coast has sandy beaches.
o Good soil for farming and grasslands for grazing.
o Coming to Brazil (p. 185)
Immigrants from around the world have made Brazil their home.
American Indians lived in Brazil long before the first European settlers
arrived in the 1500s.
Most European newcomers were from Portugal and spoke Portuguese.
o Today, most people in Brazil speak Portuguese.
Millions of enslaved people were taken from Africa and send to Brazil.

Many forced to work on huge sugar cane farms.

o Brazil ended slavery in 1888.

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Over the years, more people from other countries moved to Brazil.

Many hoped to find work.

German immigrants settled in southern Brazil because the climate
reminded them for their European homes.
Workers from Japan and Italy went to work on large coffee farms.
o Some bought small farms of their own.
Review: Why did some European settlers go to Brazil? Some went to work on
coffee farms.
See Map & Picture

New Lives, Old Ways (p. 186)

o Many immigrants in a new country keep some of their own ways of doing things, but
learn new ways, too.
o Often live in neighborhoods with people from their home countries.
o Largest city in Brazil = So Paulo.
Big Italian community.
Large Japanese neighborhood.

o
o
o
o

Stores have signs in Japanese, people print newspapers in Japanese,

and make Japanese crafts.
People of Brazil have ancestors from many parts of the world, including Africa,
Europe, and Asia.
Ancestor A relative who was born long ago; they help pass their traditions on to the
next generation e.g. grandmother.
Generation A group of people born and living at about the same time e.g. friends.
See Picture: Japanese immigrants in Brazil

o New Ways (p. 187)

Today, Brazilians use new ways to stay connected to the world.

Millions use cell phones, the Internet, and e-mail to communicate in

seconds.
Brazilians depend on satellites.

A satellites is a machines that travels in space, getting and sending

information such as television or telephone signals.
See Picture
Review: In what ways might immigrants pass their traditions to new
generations? They might read newspapers in their first language or make
crafts learned in their home countries.

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3
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1

Lesson Review (Answers are italicized)

1) Vocabulary: Choose the best word to complete the sentence.
ancestor
generation
People in my __________ use many types of new technology. (generation)
2) Reading Skill: What details in your chart tell why immigrants came to Brazil?
Details telling why: liked the climate, came to work on coffee farms, were needed
to work on sugar cane farms.
3) Main Idea (Culture): What did some German immigrants like about Brazil?
German immigrants liked the climate.
4) Main Idea (Technology): In what ways do e-mail and the Internet help people to
keep in touch?
The speed of the Internet lets people send and receive many messages quickly.
5) Places To Know: Where is the Amazon River?
The Amazon River is in northern Brazil in an area of rain forests.
6) Critical Thinking (Analyze): If you were moving to a new country what traditions
would you want to keep?
Answers will vary.
o Writing Activity: Write a list of three or four questions about the way ways people use
satellites to communicate.
Writing Rubric
List is in question format; questions request information related to topic; mechanics are
correct.
List is in question format; most questions request information related to topic; few errors in
mechanics.
List is partly in question format; some questions are not related to topic; some errors in
mechanics.
There is no list of questions; writing does not relate to topic; many errors in mechanics.

Optional: Extended Lesson 2 (Technology) High Tech Brazil (pp.188 189)

Read about the Alcantara satellite launching center, located in the Amazon River basin of Brazil.
Communication: Communication satellites send messages from one part of the world to
another. They help students use the Internet.
Navigation: Satellites help scientists track and study jaguars. Some jaguars wear radio collars
that allow scientists to follow their daily activities.
Weather: Weather satellites send pictures of the earth to weather forecasters. These pictures
help predict the weather.
Activities (Answers are italicized)
3) Talk About It: What things do you do that depend on information from satellites?

OUTLINE
Answers may vary. Using the telephone, Internet, or television. Weather reports are
prepared using information from satellites.
4) Write About It: If you could design a satellite to help you with tasks on Earth, what
would your satellite do? Write a paragraph telling about it.
Writing Rubric
4 Paragraph is related to topic and provides original or creative ideas; many well-organized
details are given; mechanics are correct.
3 Paragraph is related to topic and idea is creative; some details are given; organization is
adequate; there are few mistakes in mechanics.
2 Paragraph is related to topic; idea is reasonable; more details and organization are needed;
there are some errors in mechanics.
1 Paragraph is loosely related to topic; ideas are vague and unorganized; there are no details
and many errors in mechanics.
Chapter 6 Review and Test Prep (pp. 190 191)
Visual Summary graphic organizer
Facts and Main Ideas four questions (two history, one culture, one citizenship)
Vocabulary diversity, slavery, ancestor
Apply Skills identify primary and secondary sources (two questions)
Critical Thinking three questions (compare, summarize, and decision making)
Activities
o Interview (performance task)
o Writing (writing)
Community Handbook (History): Changes Where You Live (pp.192 193)
Learn about the ways in which personal community has changed over time
o My Community Changes
Settlers and Immigrants
Business Grow
Transportation Speeds Up
Communication Improves
o Explore how your community has changed over time.
Unit 3 Review (pp.194 195)

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10

Teacher Resources
Leveled Books (Differentiated Instruction)

Extra Support
o The Pony Express by Teresa Aguilar
The story of the first ride of the Pony Express, carrying mail west, to
California.
Vocabulary
o telegraph
o services
Extending Understanding
o Oral Language: Job Interview
o Independent Writing: Poster
o Graphic Organizer: Cause Effect
On Level
o Miles in the Mississippi by Natalie West
In the 1800s, steamboats roll up and down the length of the mighty
Mississippi River, carrying people and goods and creating a special world on
the river.
Vocabulary
o steam engine
o transportation
Extending Understanding
o Oral Language: Dialogue

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11
o Independent Writing: Narrative Writing
o Graphic Organizer: Word Web

Challenge
o Madame C. J. Walker by Carol Peske
The inspiring story of Madame C. J. Walker, who was the first African
American woman to create a multi-million-dollar business.
Vocabulary
o entrepreneur
o goods
o profit
Extending Understanding
o Oral Language: Speech
o Independent Writing: Journal
o Graphic Organizer: Sequence Chart
Bibliography: Unit 3 People Move from Place to Place
Adapted from http://www.eduplace.com/parents/socsci/pa/books/bkc/bibliography/unit_template.jsp?
book=c&unit=3

Books for Independent Reading

Extra Support
o Miss Bridie Chose a Shovel by Leslie Connor Houghton Mifflin, 2004
When Miss Bridie immigrates to America in 1856, she brings a shovel that
becomes a useful tool throughout her life.
o Dreaming of America by Eve Bunting Troll, 2001
On January 1, 1892, Annie Moore of Ireland became the first immigrant to
enter the United States at Ellis Island.
o A Full Hand by Thomas Yezerski Farrar, 2002
Asa helps his father, a canal boat captain, transport coal from Pennsylvania to
New Jersey in a mule-drawn canal boat.
o Prairie Friends by Nancy Smiler Levinson Harper, 2003
Betsy's wish for a friend is realized when a new family moves to her area of
the Nebraska prairie in the mid-1800s.
o The Great Horse-less Carriage Race by Michael Dooling Holiday, 2002
Only 6 of 69 entrants made it into the country's first automobile race through
the snow-covered streets of Chicago.
On Level
o Grandfather's Journey by Allen Say Houghton Mifflin, 1993

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12

This Caldecott Medalwinning story relates the experiences of the author's

grandfather's life in America and Japan.
o Mark Twain and the Queens of the Mississippi by Cheryl Harness Aladdin, 2003
A biography of Samuel Clemens is interwoven with the story of the
Mississippi River and the heyday of the steamboats.
o The Daring Escape of Ellen Craft by Cathy Moore Carolrhoda, 2002
Based on true events, this account tells of William and Ellen Craft's escape
from slavery in Georgia to Philadelphia.
o They're Off! The Story of the Pony Express by Cheryl Harness Aladdin, 2002
The Pony Express started when the need increased for a fast method of
communication as America expanded.
o Brazil by Elam Schemenauer Child's World, 2000
This survey of the largest country in South America includes information on
its history, geography, people, and culture.
Challenge
o Riding Freedom by Pamela Muoz Ryan Scholastic, 1999
In a fictionalized account of a true story, Charlotte Parkhurst disguises herself
as a boy and becomes a famous stagecoach driver.
o Immigrant Children by Sylvia Whitman Lerner, 2000
Pictures and text offer readers a view of immigrant children who struggled to
improve their lives at the turn of the twentieth century.
o Coolies by Yin Puffin, 2003
In a story inspired by true accounts of Chinese immigrants, brothers Shek and
Wong come to America in 1865 and endure hardship and prejudice while
working on the railroad.
o The Invention of the Telegraph and the Telephone by Anita Louise McCormick
Enslow, 2004
A history of these inventions relates how they were created and how they
changed the communications industry.
o Children of the Trail West by Holly Littlefield Lerner, 1999
This book relates the experiences of children who traveled by wagon train to
Oregon and California between 1841 and 1869.

Read Aloud and Reference

Read Aloud Books
o We Rode the Orphan Trains by Andrea Warren - Houghton Mifflin, 2001
Warren relates the stories of eight real-life abandoned or orphaned children
who traveled across the U.S. in trains to find new families.

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o Steamboat! The Story of Captain Blanche Leathers by Judith Heide Gilliland DK,
2000
Blanche Douglas's courage and determination helped her to become the
country's first female steamboat captain.
o Little House on the Prairie by Laura Ingalls Wilder Harper, 1953
This classic tells the story of how the Ingalls family leave Wisconsin, travel
west by covered wagon, and settle on the Kansas prairie.
o Freedom's Wings by Sharon Dennis Wyeth Scholastic, 2001
Corey and his family escape slavery by following the Underground Railroad
and settle in Canada.
o Annushka's Voyage by Edith Tarbescu Clarion, 1998
Annushka and Tanya journey from their Russian homeland to meet their father
at Ellis Island.
Reference Books
o We Are Americans by Dorothy and Thomas Hoobler Scholastic, 2003
Letters, diaries, and oral histories chronicle the stories of immigrants from
South America, Europe, Asia, Africa, the Caribbean, and other places.
o Journeys in Time: A New Atlas of American History by Elspeth Leacock Houghton
Mifflin, 2001
A blend of maps, facts, and stories about 20 journeys that shaped America's
past.
o Our Transportation Systems by Dorothy Francis Millbrook, 2002
This book covers a history and overview of travel in America to the present
day.

Free and Inexpensive Materials

The U.S. Department of Transportation
400 7th St. SW
Washington, D.C. 20690
Phone: (202) 366-4000
U.S. Department of Transportation - http://www.dot.gov/
The department's Web site provides links to a wide array of transportation-related links.
Multimedia Program Resources
CD-ROM Resources
o Audio Student's Book with Primary Sources and Songs MP3/CD Complete
narration of Communities
o Lesson Planner/Teacher Resource CD-ROM Easy scheduling
o Test Generator CD-ROM Assessment you can customize

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Unit Video
o Presidents' Day History of the holiday, presidential firsts, roles of the President
Education Place
o eBooks, Student and Teacher Editions Audio support, printable resources, and
interactive maps
o Online Support Unit biographies, primary sources, writing support, and Weekly
Reader current events projects
o Teacher Downloads Interactive lesson summaries, graphic organizers,
bibliographies, handbooks, and more
Transparencies
o Interactive fine art, timeline, chart, and map transparencies
o Unit Big Idea transparency
o Skillbuilder transparencies
Other Resources
o Videos: Molly's Pilgrim (Barbara Cohen, Weston Woods); The Pony Express
(Rainbow Educational Media); Steal Away: The Harriet Tubman Story (National
Geographic)
o Audiocassettes: Little House on the Prairie (Laura Ingalls Wilder, HarperAudio);
Peppe the Lamplighter (Elisa Bartone, Spoken Arts)

Family Newsletter: Unit 3 People Move from Place to Place

Adapted from
http://www.eduplace.com/parents/socsci/pa/books/bkc/letters/index.html

English
http://www.eduplace.com/ss/socsci/books/content/letters/fnl_gr3_u3_en.pdf
Spanish
http://www.eduplace.com/ss/socsci/books/content/letters/fnl_gr3_u3_es.pdf

Lesson Summaries: Unit 3 People Move from Place to Place

Adapted from
http://www.eduplace.com/parents/socsci/pa/books/bkc/ilessons/index.html

Chapter 6 Lesson 1
http://www.eduplace.com/ss/socsci/books/content/ilessons/3/ils_gr3_u3_c6_l1.pdf
Chapter 6 Lesson 2
http://www.eduplace.com/ss/socsci/books/content/ilessons/3/ils_gr3_u3_c6_l2.pdf

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15

Cross-Curricular Activities (p. 143H)

Language Arts Write A Letter
o Objective: To write a letter from the viewpoint of a fictional character.
Math Make A Bar Graph
o Objective: The make a bar graph of population
Music Create A Song
o Objective: To create a song about the experiences of American immigrants and
settlers.
Unit 3 Overview

Begin the Unit

o Chapter 5
Tells about the westward expansion and advances in transportation
o Chapter 6
Discusses new arrival in the United States and Brazil

Map and Graph Skills

o Interpreting Maps
Questions 1 5 = Geography
Question 6 = Culture
o Test Prep Analyzing pie graph
Tested Objectives

Core Lesson 1
o U3-9 Describe the experiences of the African Americans during the 1700s and 1800s.
o U3-10 Describe the experiences of immigrants who came to the East and West Coasts.
o U3-11 Identify some contributions that immigrants have made in the United States.
Skillbuilder
o U3-12 Differentiate between primary and secondary sources
Core Lesson 2
o U3-13 Identify reasons why immigrants have settled in Brazil
o U3-14 Describe how traditions can be passed from one generation to the next.
o U3-15 Identify ways that communication links people and communities.
Practice Options
Lesson 1
o Skill and Strategy
o Vocabulary and Study Guide
Skillbuilder

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16

o Identify Primary and Secondary Sources

Lesson 2
o Skill and Strategy
o Vocabulary and Study Guide
Assessment Options
Chapter 6 Test
o Test Your Knowledge
o Apply Your Knowledge
o Test the Skill: Identify Primary and Secondary Sources
o Think and Write
Teacher Ideas in Lessons
Chapter Preview
Teacher Read Aloud
Vocabulary Preview
o Visual Learning
Background: Nation of Immigrants
Leveled Practice
o Extra Support interview and family member or friend (bodily-kinesthetic)
o Challenge make up a chart (verbal-spatial)
o ELL create a word tree (visual-spatial)
Reading Strategy: Predict and Infer
Core Lesson 1
o 1) Get Set To Read
Preview
Reading Skills: Draw Conclusions
Build on What You Know
o 2) Teach
People from Many Places: Talk About It (Questions 1 2 = history)
Moving to the West: Talk About It (Questions 3 4 = history; Question 5 =
culture)
Moving to the East: Talk About It (Questions 6 7 = history)
o 3) Review/Assess
Review Tested Objective
1) U3-9 Some Africans were forced into slavery; but others settled in
their own communities. In spite of unfair treatment at times, many
African Americans started businesses and farms.

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17
2) U3-10 They first had to go to a government check-in center for
immigrants. Settling in a new country was often hard. Some
immigrants spoke no English. They had to find jobs. But they worked
hard and made contributions to their new country.
3) U3-11 They brought traditions that have enriched the culture of the
United States. The Chinese helped build the railroads. A Russian
American helped invent television.

Resources
o Skill and Strategy Worksheet (unit resources p. 49)
o Study Guide/Homework (unit resources, p. 50)
o Reteach minilesson Venn diagram (graphic organizer 11)
Background Statue of Liberty
Leveled Practice
o Extra Support summing up (verbal-linguistic); use a map (visual-spatial)
o Challenge find out (visual-spatial); research immigrants in the West (visualspatial/verbal-linguistic)
o ELL create a collage (visual-spatial/verbal-linguistic)
Critical Thinking
o Cause and Effect
o Fact and Opinion
Cross-Curricular
o Math Mining for Gold (logical-mathematical)
o Art A Suitcase for Moving (visual-spatial)
o Drama Role-play a Conversation (verbal-linguistic)
o Language Arts Write A Story (verbal-linguistic)
Extend Lesson 1
o 1) Preview the Extended Lesson
Connect to the Big Idea
1) Individuals and Communities in American History
o 2) Teach the Extended Lesson
Learning Through Historical Fiction
o 3) Leveled Activities
Talk About It (Extra Support)
Write About It (Challenge)

Resources
o Flow Chart (graphic organizer 5)
Background Arriving in New York Harbor
Leveled Practice

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o Extra Support write discussion questions (verbal-linguistic)

o On Level create a poster (visual-spatial)
o Challenge continue the story (verbal-linguistic)
o ELL illustrate happening from story (visual-spatial)
Cross-Curricular
o Literature Nonfiction: Coming to America: The Story of Immigration by Betsy
Maestro)
o Language Arts Write a Journal Entry (verbal-linguistic)
o Math Make a Bar Graph (logical-mathematical)
o Drama Act It Out (bodily-kinesthetic)

Skillbuilder
o 1) Teach the Skill
o 2) Practice the Skill
o 3) Apply the Skill
Resources
o Skill Practice (unit resources, p. 51)
o Skill Transparency (transparency 11)
Leveled Practice
o Extra Support identify primary sources (visual-linguistic)
o Challenge locate at least one primary sources and one secondary source (verballinguistic)
o ELL firsthand accounts (verbal-linguistic)

Core Lesson 2
o 1) Get Set To Read
Preview
Reading Skills: Main Ideas and Details
Build on What You Know
o 2) Teach
Land of the Amazon: Talk About It (Questions 1 = history; Question 2 =
visual learning)
New Lives, Old Ways: Talk About It (Question 3 = culture)
o 3) Review/Assess
Review Tested Objective

18

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19
1) U3-13 German immigrants liked the climate in southern Brazil;
immigrants from Japan and Italy came to work on large coffee farms;
enslaved people from Africa were needed to work on sugar cane farms.
2) U3-14 An older generation can teach language skills and crafts to a
younger generation.
3) U3-15 The Internet and cell phones link people around the world in a
way that is fast and easy. People talk to each other on telephones.
Email messages move between computers linked on the Internet.

Resources
o Skill and Strategy Worksheet (unit resources p. 52)
o Study Guide/Homework (unit resources, p. 53)
o Reteach minilesson spider chart (graphic organizer 14)
Background Brazil
Leveled Practice
o Extra Support main idea (verbal-linguistic)
o Challenge research (visual-spatial)
o ELL draw map/answer questions (visual-spatial/verbal-linguistic)
Critical Thinking
o Compare and Contrast
Cross-Curricular
o Art Make A Poster (verbal-linguistic/visual-spatial)
o Language Arts Write Descriptions (verbal-linguistic)

Extend Lesson 2
1) Teach the Extend Lesson
o Connect to the Big Idea
Human Systems
Pronunciation Help
o More About It
2) Leveled Activities
o Talk About It (Extra Support)
o Write About It (Challenge)
Resources
o Graphic Organizer
Leveled Practice
o Extra Support discuss photographs (verbal-linguistic)
o On Level research satellites (verbal-linguistic)
o Challenge write a poem (verbal-linguistic)

OUTLINE

20

o ELL draw & label/tell & discuss (visual-spatial/verbal-linguistic)

Cross-Curriculum
o Science Learn More About Satellites (visual-spatial/verbal-linguistic)

Chapter Review
o Visual Summary (Questions 1 3)
o Facts and Main Ideas (Questions 4 7)
o Vocabulary (Questions 8 10)
o Apply Skills (Questions 11 12)
o Critical Thinking (Questions 13-15)
Reading/Language Arts Wrap-Up
o Reading Strategy: Predict and Infer
o Writing Strategy
Technology
Standards
Leveled Activities
o Performance Task
o Writing
Community Handbook
1) Get Set to Research
o Preview
o Build on What You Know
2) Find Out
o Talk About It

Students
Textbook Website: http://www.eduplace.com/kids/socsci/pa/books/bkc/