America+Is...+Reinforcing+Activity

__**Materials:**__ __**Objectives:**__ Students will be able to use secondary and primary sources to research accurate and reliable characteristics of states in the United States to create a travel brochure of the state they choose. __**Procedures:**__ //Note: this lesson will span several days in order to ensure students have ample time to create the brochure.// //Exploration:// The teacher will ask the students to brainstorm aspects of the United States's geography. Students will have two minutes to think silently. Student//s// can think of anything they have heard in school, from their family, while on vacations, etc. //Introduction:// The teacher will then regain the students' attention while instructing them to keep their ideas about the United States to themselves as he or she begins. Next, the teacher will read //America Is...// by Louise Borden. While reading, the teacher should stop in several places to discuss with students the characteristics of the United States listed in the book and any similarities or differences to what they thought about while brainstorming. //Development://After the teacher has read the picture book to the class, he or she will introduce the travel brochure assignment to the students. While introducing the assignment, the teacher should tell the students they are going to create a travel brochure for any state they choose. Students will work in groups of two or three. Students should be told they will be creating a travel brochure that will encourage people to visit the state on which they are focusing. Students should incorporate various characteristics of the state, such as its: culture, physical geography, and history. The teacher should encourage creativity and ideas by providing examples of travel brochures form the local travel agency. //Expansion:// On the first day of the project, students can again look at the sample travel brochures to get started. Also, the teacher will place the students into groups of two-three people. After students have been assigned to groups, they can pick the state on which they want to focus their brochure. Groups should pick their top two states in case their first choice had already been taken. Next, using the internet and the school’s library, students will begin to research important characteristics of the state they chose while brainstorming pictures and details they may want to include. Students should focus on aspects of culture for each state and where these influences come from as they research and create their brochure. In the second session, students will continue their research and finalize the details they will include in their brochure. Students should document the important and accurate details they found from their research on index cards, so they can easily transfer the information into the brochure. The source of the information should be written on the back of the index card so students can compile a bibliography. On this day, students should begin locating pictures on the internet to print and include on their brochure. Also, the teacher can pass out the paper to be used for the final brochure. At this point, students should begin finalizing their ideas for the information and layout of their brochure.
 * America Is... Reinforcing Activity**
 * // America Is... // book
 * Sample travel brochures (ex. from AAA)
 * White, 8 1/2 x 11 paper
 * Coloring Utensils (crayons, markers, etc.)
 * Internet Access
 * Printer Access
 * Various books on the states of the United States
 * Index Cards
 * Pencils

In the third session, students should begin working on their brochure. The teacher should remind them to include pictures, details on the picture, and informative text. Also remind them to be neat and make sure all information provided is accurate. Make sure the sample travel brochures are provided on this day.  In the last session, students should complete their brochures. Also, they should compile their bibliographies. All research work, the completed bibliography, and brochure should be turned in.

//Reflection:// Have students walk around to each of the brochure and write down similarities and differences they see among the states (food, shelter, economy, language, religion, diversity, physical land, etc). Why do some states have some cultural aspects (like sweet tea in the south or Mormons in Utah)? What influences these differences? Have students write a reflection on why there is cultural differences across the United States.

__**Assessment:**__ Assessment should be based upon the following:-Completion, creativity, and accuracy of the travel brochure.-Interaction with group members.-Involvement in research and collection of accurate resources. __**Suggested Extension Activities:**__ Students could take a virtual fieldtrip in the classroom as the teacher explores different websites and short videos related to each state.Students could individually create a diorama representing each state and present their creation in class. __**Additional References and Weblinks:**__ http://www.usa.gov/Agencies?state_and_territories.shtmlhttp://www.kids.gov/k_5/k_5states.shtml// Kids Learn America: Bringing Geography to Life with People, Places and History //by Patricia Gordon// The New York Public Library Amazing U.S. Geography: A Book of Answers for Kids // by The New York Public Library // Scrambled States of America // by Laurie Keller // State-by-state Guide (United States of America) //by Millie Miller// National Geographic: Our Fifty States //by Stephen F. Cunha// __** Other Ohio Standards to teach with this book: **__ Grade 3 Geography Strand, Places and Regions 5. Daily life is influenced by the agriculture, industry and natural resources in different communities. Lesson prepared by: Aubrey Kushmaul, Wright State University