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School District:Chester
Unit of Study Title:A Journey through Time
Grade Level:3-5
Time Frame:9 weeks
Key Words:South Dakota, Pinnacle Software, audio/visual components
 
Unit Designer:Mike Oconnell
Unit Designer E-mail:Mike.Oconnell@k12.sd.us
Date Added:6/12/2002 2:59:50 PM
Date Last Revised:6/12/2002 3:36:17 PM
 
Topic Area:Social Science
 
Peer Reviewer:Shane Fods
Peer Reviewer E-mail:Mike.Oconnell@k12.sd.us

Brief Summary of Unit: The lesson will include the basic components of video production. We will produce a class video of all of the interesting facts, places, and famous people of South Dakota. The video production will follow along with what we learned in our South Dakota textbook “A Journey through Time.” Students will know how to make a video and present a presentation of their finished project.
Students will Understand: Lesson Summary: In this unit you’ll learn how to make a video of our South Dakota nine week study. We will how to make a storyboard, capture the video data, and sequence and put into a production. Students will have an opportunity to work with camcorders, digital cameras, Pinnacle Software, and other components to produce an effective video production. Students will understand how to organize data and put it into video. Students will learn the appropriate way to capture data. They will learn how to take effective pictures with the digital camera and camcorder. Students will use the information from the 14 chapters in the text an add footage from the information that is learned throughout the different items throughout the 9 week South Dakota unit.

Link to Standards #1
Goal:

Social Science
Students will understand the emergence and development of civilization over time and place.

Indicator:
Benchmark(s):
Other Content Standards:GEOGRAPHY STANDARDS
STUDENTS WILL:
1. Differentiate between state and national boundaries.
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.
4. Recognize that longitude and latitude constitute a map grid used in absolute locations.
5. Locate major South Dakota geographical features, such as the Missouri River; the Black Hills and Badlands; and the capital (Pierre) and the following cities: Sioux Falls, Rapid City, Aberdeen, Huron, and Yankton.
6. Evaluate the impact geography has on the inhabitants of South Dakota such as location of cities, transportation, industries, agricultural products, and culture.
STUDENTS WILL:
1. Analyze the actions and rights of a responsible citizen, such as obey rules (classroom, family, and community), the use of conflict resolution and compromise, voting rights, property rights, civil rights, and human rights.
2. Compare the changing roles and cultures of the individual’s role according to gender, age, and occupation in various groups, such as family, community, and social class structure.
3. Analyze the design and purpose of various patriotic celebrations, traditions, customs, and symbols, such as the flag, the Great Seal, Statue of Liberty, Uncle Sam, Mount Rushmore, and Tomb of the Unknown Soldier.
4. Identify the South Dakota state flag, song, flower, bird, and nickname.
5. Identify examples from South Dakota history of conflicts over rights, how the conflicts were resolved, the important people who helped resolve them, and conflicts that remain unresolved.

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. Explain the impact of people and geographic location on the growth and expansion of South Dakota, emphasizing Manda, Arikara, Sioux, and other historic tribes; explorers (Lewis and Clark and the Veredrye brothers) and traders (Pierre Chorteau and Manuel Lisa); railroad expansion and town building; homesteaders and gold miners; and rainfall, prairie, Great Plains, Black Hills, and the Missouri River system. Analyze issues of concern in South Dakota, including water issues; farming and ranching issues; Indian and Non-Indian relationships; and urban/rural population changes.
The standards for sixth grade students will include the leaders, founders, and achievers of South Dakota and the United States. 6th graders will apply the concepts of latitude and longitude as they study the geography of South Dakota and the regions of the United States. Students will learn about the influence of technology on productivity and economic growth. Students will learn about South Dakota history from the first written record to the present, including the earliest interactions between Indian and non-Indian cultures.

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: Key Knowledge-
What will be the main ingredient for this video?
Will we focus on finding pictures or video items?
What makes a good video?
Students will learn how to capture, organize, and produce a video.
Student will know how to cut and organize film.
How will this video be used in education?
Key Knowledge and Skills Students will Acquire: Learning Activities
Students will work in groups and learn the components of Pinnacle software.
Students will practice and become knowledgeable with the video components. Students will start off working with a smaller segment of production.
Assessment Plan: Assessment
Students will be quizzed on the software components.
Students will learn the necessary objectives of South Dakota History.
Students will show the video at the end of the unit.
Students will know how to make their own segment of video production and be graded on a rubric. This rubric will measure performance and text.
Learning Activities: Learning Activities
Students will work in groups and learn the components of Pinnacle software.
Students will practice and become knowledgeable with the video components. Students will start off working with a smaller segment of production.
Notes:None Listed
Internet Resource Link: None Listed

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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