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TASK FORCE TO STUDY THE HISTORY AND LEGACY OF SLAVERY IN MARYLAND (Final Report) 1999/12/31 MdHR 991422 MdHR 991422, Image No: 211 Print image (73K) |
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TASK FORCE TO STUDY THE HISTORY AND LEGACY OF SLAVERY IN MARYLAND (Final Report) 1999/12/31 MdHR 991422 MdHR 991422, Image No: 211 Print image (73K) |
| GRADE 4 MARYLAND: ITS CULTURE AND ENVIRONMENT UNIT 2: HISTORY AND CONTRIBUTIONS OF DIVERSE GROUPS UNIT DESCRIPTION: In this unit students investigate the historical development of Maryland and the contributions of the ethnic groups that immigrated to America. The role of the African American in the development of Maryland is emphasized in this unit. Students will examine the factors that account for the diversity of backgrounds and cultures that are found in Maryland. Each group has unique characteristics. However, all groups share many things in common. Students will compare differences and similarities among ethnic groups in Maryland. Students will analyze the different ways in which Maryland's growth was influenced by Native Americans, African Americans, Germans, Irish, French, Polish, Italians, Scots, and Mexicans. Students will investigate the impact of the contributions that ethnic groups made to the growth of Maryland and the United States. This unit promotes critical thinking by providing opportunities for students to compare, contrast, analyze, synthesize, generalize, and apply information. The incorporation of reading,, mathematics, writing, art, and music fosters an interdisciplinary approach to learning. CAREER EDUCATION INFUSION The career education (CA) performance objectives, learning objectives and suggested activities are placed following the subject area performance objective and should be taught in conjunction with the discipline objectives. The competencies to which the performance objectives relate can be located in the career education scope and sequence document. LIBRARY/MEDIA INFUSION Library/media (LM) performance objectives are infused in two ways: 1. When the library/media (LM) performance objectives are given in parentheses with a competency, they are a resource that can be used for the accomplishment of the competency. Refer to the library/media curriculum. 2. When there is a direct correlation of library/media (LM) performance objectives with the performance objectives of a discipline, the library/media (LM) performance objectives indicated with an asterisk (*) should be taught in conjunction with the discipline's performance objective that is also marked with an asterisk (*). The library/media performance objective codes are listed to alert the teacher to the fact that there are library/media activities which may support instruction in this unit. The teacher and the library/media specialist should cooperatively plan for the delivery of these activities. SS-61 |