Students summarized and illustrated historical events then identified connections between events. Timeline was used as interactive learning board.

The hexagon mapping was from the Colonial America unit, but still is relevant so it has stayed on the wall. Nothing beautiful or cohesive, but we really do use what is on the wall as a resource. The TIP chart for vocabulary has cards so that we can take them down and interact with them, the timeline has grown as the unit progressed and the inquiry questions from the launch are visible and referenced periodically.

After studying the resources available in our town, the students planned then created a town they would need to live in.

The students work hard throughout the unit to understand the different social roles, how they have changed or remained the same by creating mini word posters. All students have copies of the anchor charts in their historian folders so that the material is at their finger tips when we get into our deep discussions. Student help create the 13 colonies map and the triangular trade map. Students created posers for the different colonial regions using computers or their own two hands!

Our Inquiry Question was: How can we unite to build a powerful class community? The students worked together to create an ABC book outlining core components of a strong community. Each student made a page of the book and received a copy to keep and share with their families.

Students created replicas of different Native American tribal lands and homes based off of the different regions in North America.

The students decided to create a mini museum to honor Native American groups that lived in the United States of America. They invited other students from different grades and presented a model and fact sheet. The goal was to show the diversity in the way that Native Americans lived.

Students created treasure maps for other students to follow. After hiding the item to be found, students switched classrooms for the actual Treasure Hunt.

This unit was completed right before winter break, and many of our students are fortunate in that they get to travel to locations with unique landforms. Students were asked to find a landform and take a picture of it. There are landforms in our area, so students who did not travel had interesting pictures to take too! They completed a short response that asked about the climate and what they wore in that location too. The assignment tied together the physical features and climate lessons in Module 3.

In a group, students created maps with a key and legend. Some groups tried to represent their hometown; others created a fictional village. Some teachers had students create a map as a cumulative project and included landforms as a feature within the map.

As an Inquiry Project, students created graphic novels focusing on sustainability. South Park School, Deerfield School District 109

Students created comic strips that encourages our community to go and pick up litter and also to reuse thing so that less litter happens.