Northeast Region of the United States

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					 Northeast Region of the United States
By Nancy Chaplin and Christine Griebel
           August 14, 2002
Activity Title: Northeast Region of the United States

Grade Level Range: 4-6

Purpose: In this unit students will discover the Northeast Region of the United
States using different resources and through participation in activities related to
the individually of each state in the region.

Description: This learning activity takes place over an extended period of
time. It will explore the NE region of the United States including it’s physical
features, state symbols, resources, and famous persons.

This activity meets the following SD content standards for fourth grade
geography:

      2. define regions as categorized by geographic location.

      3. use appropriate maps for a specific purpose, including elevation, land use-resource,
      road maps and mileage tables, time zones, and migration/movement patterns.

It also meets the following SD content standard for fourth grade history:
      1. examine various regions of the United States in order to focus on how the
      following affected development of South Dakota, including site selection of
      settlements (geographical location – where and why), opportunities available, natural
      resources, and population influences.

Students will work in small groups or individually depending upon
student/classroom needs.

The activity will be broken into 6 lessons, each with their own directions. One
lesson will use a contract to allow children the opportunity to research several
different project options.

Activity Preparation:
      - Prepare copies of maps for each student
      - Check web page addresses to make sure they work
      - Schedule computer lab for research
      - Check library for resources
      - Obtain copies of Lyddie for student use
Northeast Region Unit Assessment

At the completion of the six lessons in this unit, students will be asked to
complete the following assessment:

    http://www.zoomschool.com/usa/statesbw/northeast/northeast.shtml
                                    Lesson 1

Time: 1-2—40 minute class periods

Activity Procedure: With a partner, students will fill in the map using the
directions given on the second page of the map. Resource materials that may be
used include social studies textbook, Internet sites of:
             http://www.nationalgeographic.com/xpeditions/atlas/
             http://www.sitesatlas.com/Maps/


Assessment: Students will be graded on their ability to follow directions and
complete the map as stated on the assignment.

For extra credit:
      List the state’s current population
      List the state capitol’s current population.


This lesson is based on the behavioral theory in that students are asked to: 1)
selectively receive information, 2) translate information into some form and 3)
identify and recall information for a particular purpose.

Technology enhanced this lesson, as the students are able to use Internet
resources to get very current information about each state.
                                  Lesson 2

Time: 2-4 Forty-minute class periods

Activity Procedure: From the list of famous people from the Northeast region,
research the people and find and list:
    Name:
    Date born:
    Date died:
    State of Association:
    Notable Accomplishment(s):
    Any other interesting facts:

Famous People:
    John F. Kennedy
    Tisquantum
    Roger Williams
    Julia Ward Howe
    Amos Fortune
    Katharine Hepburn
    Ethan Allen
    Edmund Muskie
    Harriet Beecher Stowe
After you have researched your famous person, create a fact card. On the
front of the card; copy, cut and paste a picture of the person you researched.
On the back of the card, list the person’s name, date born and died, state
associated with, facts about the person.

When you have finished, your ―fact card‖ should look like a baseball card.
To create the card, you may use Word, Print Shop or any other program that
would be able to create the fact card.

Assessment: Students will be graded on the accuracy of their fact card. They
will also be assessed on punctuation, spelling and grammar based upon Six-
Trait Writing Criteria Rubric.

This lesson is based on the Information Processing Perspective in that
students are asked to: 1) selectively receive information, 2) translate
information into some form and 3) identify and recall information for a
particular purpose.

This lesson includes technology through the use of word processing or Print
Shop. These tools allow students to be creative and manipulate their
information in a manner that would enhance the finished product.
                                    Lesson 3

   Time: 2-4 Forty-minute periods

   Activity Procedure: Using a spreadsheet program or the table feature in
   Word, students will create a chart showing facts of the Northeast Region
   states.

   Student charts should include:
       State’s postal abbreviation
       Capital
       State Bird
       State Flower
       State Tree
       State Nickname
       State Estimated Population
       Square Mileage of each state


                         Example of spreadsheet/chart to be created
State           State Postal Capital State State State State        State      Square
Name            abbreviation          bird flower Tree Nickname Estimated Mileage
                                                                    Population of each
                                                                               state
Maine
New
Hampshire
Vermont
Connecticut
Massachusetts
Rhode Island

   Assessment: Students will be assessed on the accuracy of information
   provided on their chart.

   This lesson is based on the Information processing Perspective in that
   students are asked to: 1) selectively receive information, 2) translate
   information into some form and 3) identify and recall information for a
   particular purpose.
This lesson is technology-infused by the use of a spreadsheet or table to
complete the finished product.

                                  Lesson 4

Time: 2-4 Forty-minute periods

Activity Procedure: Students will be researching the farm products, natural
resources and industries of each state in the NE region. In six cooperative
groups, students will create a brochure for the state they have been assigned.

Brochures will include the following:
    Natural resources found in that state
    Farm products produced in that state
    Industries that affect the economy of the state
    Other major sources of income for the residents of the state
    Pictures showing resources and products

Students may use any resource, including Internet and written text and the
brochure needs to be created using a word-processing or publishing
program.

Assessment: Students will be assessed on the information provided in their
brochure, their writing and the neatness of the project.


This lesson is based on the constructivist theory in that students are working
together in cooperative groups and are creating a relevant and interesting
project that is related to real life.

This lesson uses technology in the creation of the brochure in a word
processing or publishing program.
                                   Lesson 5

Time: 2-4 Forty-minute periods

Activity Procedure: Students will contract for their grade, based upon
activities created in this lesson. Students will be given a contract guide to
choose activities from, ranging from 1-10.

Contract Negotiation: Two activities = D
                      Four activities = C
                      Six activities = B
                      Eight activities or more = A



This lesson is based on the behavioral theory. Students will use self-
motivation to determine the level of activities to be completed and grade to
be acquired.

There is no assigned technology in this project. However students may
choose to use technology as a resource method in the completion of
activities.
                                       1. Design a diorama, which
CONTRACT                               shows a New England fishing
                                       village. Be sure to include a pier
                                       and at least one fishing boat.


 2. Have a friend pretend
 to be a famous New
 Englander (past or
 present). Interview him.                                  3. Invent a new kind
 Record your interview                                     of lobster trap using
 on tape or present it live                                throwaway items.
 to the class.

                               4. Plan and describe five new,
                               snow-related events for a New
                               England winter festival.
                               Illustrate each event or
                               demonstrate it for the class.
5. Design and
illustrate a flowchart                                          6. Find a recipe using
which shows the steps                                           blueberries or cranberries.
                                                                Copy it on a card. Prepare it
involved in making                                              and serve it to your
maple syrup.                                                    classmates.




           8. Make a potato print                          7. Create a pencil sketch
           in the shape of the state                       or a watercolor painting
           of Maine. List ten ways                         of a New England
           to use a potato. Invent                         coastal scene.
           some new ones.




                                                       10. Compose a
9. Create a timeline                                   poem, which
featuring the names and                                describes the
birth dates of all the                                 beautiful colors of
                                   Lesson 6

Time: 4-6 Forty-minute periods

Activity Procedure: Students will work in cooperative groups to read the
book Lyddie by Katherine Paterson. They will then be asked to choose from
a list of activities to complete.

Activity List:
          Complete a graphic organizer about Lowell, Massachusetts –
            Then and Now. Students can research modern day Lowell from
            links such as: http://www.state.ma.us/cc.lowell.html and
            http://web.ci.lowell.ma.us

          Obtain maps and map Lyddie’s travel from Putney, VT to
           Lowell, MA

          Make a poster of the interior of a mill or boarding house.

          ―A Day in the Life‖ journal. Students can use the book to create
           a journal of one girl’s week in the mill.

          Sing a Song of Protest. Using the song of protest in the novel,
           students will use their knowledge of life in a mill to create their
           own song of protest.

Assessment: Students will be graded on the information they have gleaned
and transferred from the novel into their project.


This lesson is based on the constructivist theory in that students construct
knowledge as they use it to explain what has happened and to test
predictions about what will/has happened.

Technology would be included in this lesson if students choose to complete
activities that require technology as a method for research and completion
of final product.
                        Lowell, Massachusetts –
                           Then and Now

Lowell, Massachusetts, has changed dramatically since the time when mill
girls like Katherine Paterson’s Lyddie worked there. Use this comparison
chart to compare Lowell of 1843 with present-day Lowell.


Category                 Lowell 1843              Lowell Today
Occupations




Housing




Education