This collection uses primary sources to explore the motivations and realities behind life in the American colonies. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Scarcity means that individuals as well as entire countries have to make choices about what to do with their resources. How a country answers the three fundamental economic questions (What to produce? How to produce? Who receives what is produced?) determines what type of economy it possesses. These decisions are also made on a global level, meaning the coordination of the planet’s resources involves making decisions on what should be made, how it should be made, and to whom it will be distributed. Thanks to improved transportation and communication, demand in one country may be easily met by a country in the opposite hemisphere. Of course, this give-and-take has been going on for centuries, but international trade over the past half-century has reached new heights, resulting in globalization, or the growing interdependence of countries upon one another.

This collection uses primary sources to explore the steam engine and transportation in the nineteenth century. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

The web of maritime connections between Western Europe, western and central Africa, and the Americas that made up the Atlantic world is the focus of this section of "On the Water: Stories from Maritime America", an online exhibition from the Smithsonian's National Museum of American History. Students will learn how Atlantic-based trade shaped modern world history and life in America. Topics covered are the tobacco and sugar trades, the Middle Passage and the transatlantic slave trade, and the piracy that plagued the Caribbean Sea and North American coast during this period.

This collection uses primary sources to explore the construction of the Panama Canal. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Students will show their understanding of activity and people allong the Silk Road in ancient times.  They will create a profile of a person who would have worked along the Silk Road.  Their livelyhood, their appearance and their flow of goods will be documented.  Students end product will be one that they can present to the class.  A profile of a Silk Road Trader authentic to Ancient Times.  

1st graders LOVE learning about wants and needs and the basics of a market economy. This unit was created with support from the Oakland County School curriculum to help foster their interested in how our economy works. 

The students will be taught all about wants, needs, goods, services, producers, consumers, and how trade works. At the end of the unit, the students will participate in a Market Day to practice the concepts learned. 

Our classroom will be posting often to our classroom SeeSaw page. If you use Google Classroom or Edmodo, you can use them for the students to post their thoughts. 

Other Important Information

This unit is created using Oakland County Schools social studies curriculum. Please download that curriculum at the following link. https://oaklandk12-public.rubiconatlas.org/Atlas/Develop/UnitMap/View/Default?BackLink=811925&SourceSiteID=&UnitID=13466&YearID=2017&CurriculumMapID=51
As a district we utilize Academic Vocabulary as a way to organize students vocabulary words in each subject area. If you are interested in vocabulary word work, there are two options with this unit. First, each lesson has a vocabulary page that you could put into a binder or notebook. (You will find these in the Oakland Lesson Plans in the Suplements.)  Or, you could use the following vocabulary pages for ALL your subjects and house them in a 3 ring binder or folder with fasteners. https://drive.google.com/a/hamiltonschools.us/file/d/0B5FmzPCn6soYX2JuaWctT2RMUDQ/view?usp=sharing

In this lesson, students learn how warmer temperatures have impacted ice drift tourism on the northern coast of Hokkaido, Japan. They will then consider the ways a continued warming trend might impact other global tourist destinations in the future.

This collection uses primary sources to explore the Transatlantic Slave Trade. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

In previous grades you’ve learned a little about economics and that economics deals with choices. We all make choices every day. We make choices about what to buy. We make choices about whether to save or spend money. You will learn in this chapter that economics is about more than just choices. Economics is the study of how individuals and societies use resources to produce goods and services. It is about competition and prices and trade. As you learn you will be working as an economist, someone who studies economics.

The Crusades began in 1096 and lasted until 1291. During two centuries of atrocious fighting between Christians and Muslims to control the Holy Land, the end result was the establishment of a bitter hatred between the two religions. From an exploration standpoint, however, the result was not as dismal. Crusading in the areas of northern and eastern Europe led to the expansion of some kingdoms and the creation of new political units. While religious fighting was occurring, traders moved into the area and started to profit economically from use of the land. When the Catholic Crusaders returned from the Middle East in the 12th and 13th Centuries, they brought back with them tales of new lands and peoples as well as cloth such as silk and foods such as sugar—all of which they had never experienced before.