2 Decker Tartick Social Studies Charts

Legend A-art CI-community involvement CC-collaboration with colleagues CL-cultural literacy and diversity CM-communication CZ-citizenship DA-differentiation/accomodation E-evaluation GA-group activity L-literacy LA-language arts LI-listening LS-life skills H-health HS-home/school connection HW-homework M-math MA-manipulative activity MO-movement/physical education MU-music OL-oral language/public speaking PS-problem solving/critical thinking R-reading S-science SS-social studies T-technology TH-theater TX-text W-writing

Social Science Charts Day 1 Monday MJ SS 2.4 Locate China and Egypt CM/HS: The teacher will send home a letter introducing China and Egypt and requesting materials they may have available. A/CL/SS: The teacher will set up a section of the room to display collectibles, literature, music and artwork from China and Egypt. CL/CM/LI/SS: The teacher will display a large world map and show the students where China and Egypt are on the map. A/LI/SS: Each student will be given their own maps, they will color China blue and Egypt green.

China, p. 3

Day 2 Tuesday MJ SS 2.1 Contributions of Asia CM/LI/R/SS: The teacher will read “A History of China”.

Day 3 Wednesday MJ SS 2.1 Contributions of Asia CL/LI/MU/SS: The students will listen to “The Song of Mu Lan”.

CL/CM/LI/SS: The teacher will discuss the inventions from China. The teacher will aim towards discussing silk, the compass, paper, porcelain, and folding umbrellas.

A/CL/CM/ MA/R: The teacher will read “Language” and explain the language used in China. The teacher will show the students various letters and words written in Chinese.

A/E/L/SS/W: The students will write in their journal about an invention and illustrate the invention. DA: For students who struggle with writing skills, the teacher will provide the students with an opener and a word bank to use.

Resource Guide, p. 1, 4

A/CL/W: Each student will be given a bamboo brush and black ink. The students will practice writing in Chinese.

Day 4 Thursday MJ SS 2.1 Contributions of Africa A/CL/SS: The teacher will show the students various pictures of the architecture. CL/CM/L /LI/R/SS: The students will break into groups and read Pyramid. A/LI/MA/SS: Each student will be given a pyramid pattern on a piece of paper. The student will cut on the dotted lines and fold the pyramid on the lines to construct it. CM/E/L/SS/W: The students will write in their journals about the architecture in Egypt.

Culture Kit, p. 40 Resource Guide, p. 5, 13

Day 5 Friday MJ SS 2.1 Contributions of Africa CM/LI/R/SS: The teacher will read Hieroglyphs from A to Z. A/CL/E/MA /SS/W: The teacher will reproduce several copies of the hieroglyphics on a page for reference. The teacher will lead the students in writing easy words in hieroglyphics. A/CM/L/PS /R/SS/W: The students will write a message using a combination of hieroglyphics and English. The teacher will tape the messages to the wall and the students will act like archeologists to discover the messages.

Ancient Egypt, p. 4 -5

Day 11 Monday MJ SS 2.1 Contributions of Africa CL/CM/LI/ M/SS: The teacher will explain measurement in Egypt. The teacher will specifically describe the invention of a cubit. CM/E/GA/LI/ M/MA/PS/SS: The teacher will break the students up into groups. The teacher will give the students a piece of rope or string. The students will measure the rope in cubits. The students will then use the rope measured in cubits to measure the length of their desk and various points in the classroom.

Day 12 Tuesday MJ SS 2.4 Locate Indian Regions CL/CM/LI/ R/SS: The teacher will read “Eastern Woodlands”, “Southwest”, and “Plains” from Indians. CL/LI/SS: The teacher will show the students a map with designated Indian regions located. A/CL/CM/E/ LI/MA/PS/SS: The students will each be given their own maps. The students will locate and list the various Indian regions reviewed in class. The students will color each section a different color. DA: The teacher will provide maps with the various Indian regions labeled for students who struggle.

Day 13 Wednesday MJ SS 2.2 Contributions of Indians CL/LI/SS: The teacher will explain pictograph writing. A/CL/CM/E/ L/LI/PS/R/SS: The teacher will give each student a story written in pictograph and a sheet translating the pictures. Using the sheet, the students will solve the story. A/CL/CM/E/L/ HS/HW/PS/W: Each student will use the sheet and write two sentences with pictograph. The students will take home their stories and ask their parents to solve their story. The student will be able to explain how the Indians used pictograph.

Day 14 Thursday MJ SS 2.2 Contributions of Indians CL/CM/LI/SS: The teacher will review how many Indians lived in the United States. The teacher will explain that there are various elements that can still be found from Indians who lived a long time ago. A/CL/CM/LI/ SS: The teacher will bring in various articles and pictures of articles. The teacher will explain how each article was used and the contribution towards Americans. A/CL/CM/E/ L/W: The students will draw a picture of an article and write four sentences explaining it.

Day 15 Friday MJ SS 2.2 Contributions of Indians CI/LI/SS: The teacher will invite a local Indian to the class. The Indian will come dressed up in an outfit representing an Indian and explain the life of their ancestors.

Indians, p. 44-45 Day 21 Monday MJ SS 2.2 Contributions of Indians CL/CM/L/LA /LS/SS: The teacher will explain that like Indians had many myths and legends. The teacher will explain that many of the tales were of great courage, magic, and mystery. CL/CM/LI/LS /R/SS: The teacher will read The Fire Plume: Legends of the American Indians. The teacher will specifically read legends of integrity and respect. E/GA/LI/SS /TH: The students will create a skit based on one of the legends they read as a class.

Day 22 Tuesday Social Science Test E/SS: The students will take a test over locating China and Egypt, contributions of Asia and Africa, and Indians.

Day 23 Wednesday MJ SS 2.3 Change in Community A/CM/SS: The teacher will bring in pictures to show change in communities over time. The students will understand that communities can change either for the good or the bad.

Day 24 Thursday MJ SS 2.3 Change in Community CI/CM/CZ/GA /LI/LS/PS/SS: In groups, the students will discuss the future of their school and inform each other about improvements that could be done to help the school.

DA: The teacher will specifically discuss the difference with students who have trouble visually seeing the differences.

CI/CM/E/GA/ L/LA/LI/LS/OL /PS/SS: The groups will each go to the front of the classroom and use their persuasive skills taught in English class to inform and persuade the class about the future of the school. The class will vote on the best prediction of the future of the school.

CI/CM/LI /LS/SS: The teacher will list steps of a good citizen and ways to help the community change in a positive way. CM/E/GA/L/LI /OL/PS/SS/TH: The students will break into groups and create a skit based on the rules the teacher gave them.

Day 25 Friday MJ SS 2.3 Change in Community CI/CM/HS/SS: The teacher will send home a letter explaining that during Social Science time on Day 25, the class will have “community day”. The teacher will inform the parents that they are able to come to school and assist the teacher. CI/CC/CM/CZ/ GA/LI/LS/SS: The teacher will collaborate with teachers and the principal changes to be made. Each student will be assigned specific duties to help change their school. CM/CZ/LS/SS: The teacher will discuss how the students are to show integrity and obedience during this activity.

Indians, p. 56-57 Day 31 Monday MJ SS 2.11 Inventors-Wright Brothers

Day 32 Tuesday MJ SS 2.11 InventorsWright Brothers

LI/R/SS: The teacher will introduce the Wright brothers. The teacher will explain aviation and how their invention completely transformed the idea of transportation. The teacher will read Will and Orv.

A/CM/GA/ MA/PS/SS: The students will be split into groups. Each group will use a piece of paper and design a paper airplane that they believe will fly the best.

CM/E/L/LA/ LS/PS/SS/W: The students will write in their journals about the perseverance and integrity. The students will use examples of times when the Wright brothers used both of these character traits.

CM/GA/E/LI /PS/SS/TH: The group will go to the front of the classroom and put on a skit pretending they are like the Wright brothers and they have invented a flying airplane. The class will go outside the soccer field and each group will fly their planes to see which one flies the best.

Day 33 Wednesday MJ SS 2.11 InventorsGeorge Washington Carver CM/L/LA/ LI/SS: The teacher will review the vocabulary words slave, struggled, graduate and agriculture with the students. A/CM/E/L/LA /LI/PS/R: The teacher will print off pages 25 through 30 in Famous Friends for each student. The students will use these pages to cut and create a flip book on the life of George Washington Carver. The students will read the book aloud. DA: The teacher will provide sheets that are already cut for students who struggle with motor skills.

Day 34 Thursday MJ SS 2.11 InventorsGeorge Washington Carver CL/CM/LI/ S/SS: The teacher will explain how George Washington Carver studied agriculture. H/LI/S: The teacher will explain the importance of sweet potatoes and peanuts in a diet. The students will understand that both of these products can be very healthy. A/E/PS/W: The students will think of how peanuts can be used and create a class cookbook. CM/E/HS/ OL/PS: Each parent will be given a copy and the student will explain all they learned.

Famous Friends,

Day 35 Friday MJ SS 2.11 InventorsGeorge Washington Carver A/SS: The teacher will use an outline of George Washington Carver’s face and create a bulletin board. CM/E/L/ LA/SS/W: Each of the students will write a paragraph about the life of George Washington Carver to post on the bulletin board. CM/L/LA/LI /OL/R/SS: The students will each go to the front of the classroom and read their paragraph before positing it on the bulletin board.

History’s Stories, p. 65 Day 41 Monday MJ SS 2.11 InventorsAlexander Graham Bell LI/SS: The teacher will discuss the importance of the phone and what life was like back in the day without phones. The teacher will introduce Alexander Graham-Bell and his famous invention. CM/E/L/LA/ PS/SS/W: The students will write in their journals about information they learned about Alexander Graham-Bell. DA: For students who struggle with writing skills, the teacher will provide the students with an opener and a word bank to use.

Day 42 Tuesday MJ SS 2.11 InventorsAlexander Graham Bell CC/SS: All of the second grade teacher will collaborate and decided what information is imperative for their own personal “Alexander Graham Bell” to cover. CM/LI/HS/ OL/PS/SS: All of the second grade classes will meet in the auditorium. A parent will role play as Alexander Graham Bell and inform the students of the imperative information. The parents will also answer questions the students have for him.

Day 43 Wednesday MJ SS 2.11 InventorsAlexander Graham Bell LI/SS: The class will review the information they discovered about Alexander Graham Bell. E/L/LA/SS/W: On telephone outline, the students will write the importance of the phone and information they gained in the prior days. CM/LI/MO /OL/SS: The students will go outside and play “telephone”. The students will run to each student and pass on a message until the last person relays the message to the teacher.

p. 31

Famous Friends, p. 32

Day 44 Thursday MJ SS 2.3 Time line and Understanding of Future LI/SS: The teacher will introduce time lines to the students.

Day 45 Friday MJ SS 2.3 Time line and Understanding of Future CM/HS/SS/W: The teacher will send home a letter to the parents explaining the topic being studied. The teacher will ask every parent to help their student prepare a time line of their life. The students will include events that are hoped for in the future.

CM/PS/SS: The teacher will list the events of past, present, and future of the day on the board. Each student will be given a sheet of paper. The teacher will provide the students with an example of a time line. The students will the use the information on the board and create a time line of the day. LI/SS: The teacher will then review the correct sequence of the information on the board.

CM/E/L/SS: Each student will go to the front of the classroom and present their time line of their life from poster board. The students will read their short sentences describing important events in their life.

50 S.S. Strategies, p. 170 Day 51 Monday MJ SS 2.3 Timeline and Understanding of Future CM/E/L/SS: The remaining students will present their time line of their life on a poster board. The students will read their short sentences describing important events in their life. CM/LI/OL/PS: The class will discuss the future and understand that there is no specific way to identify exactly what will happen in the future. CM/E/L/LA /SS/W: The class will write in their journal about why they chose the things they did on their time line for the future.

50 S.S. Strategies, p. 170

Day 52 Tuesday Social Science Test

Day 53 Wednesday MJ SS 2.6 Simple Maps

Day 54 Thursday MJ SS 2.6 Simple Maps

Day 55 Friday MJ SS 2.5 Maps and Globes

E/SS: The students will take a test over change in community, the Wright brothers, George Washington Carver, Alexander Graham Bell, timelines, and understanding the future.

CM/LI/LS/SS: The teacher will explain the uses of maps. The teacher will explain how people who navigate use leadership to help others. The teacher will introduce how to use a title and a legend with maps.

CM/LI/PS/SS: The class will create a simple map of the school on the blackboard. The teacher will explain the uses of a compass rose and include it on the map.

CM/LI/MA/SS: The teacher will point to the world map on the wall and a globe in the front of the classroom. The class will discuss the similarities and differences between the two objects.

A/E/SS: Each student will use a piece of paper and markers and draw a simple map of the classroom. The students will title their map and create a simple legend. DA: The teacher will provide a map of the class for students who struggle with spatial problems.

A/CM/E/LI/SS: The teacher will have previously created a simple map of the school to pass out to each student after the class creates the map on the board. The students will use crayons and the map to draw the lines and directions to various places the teacher tells them to. The students will include a title, a legend, and a compass rose on their individual maps.

LI/SS: The teacher will show the students various places on the map and globe. CM/MA/SS/T: The teacher will log on to www.googleearth.com and show the students the picture of the earth. The teacher will type in various places and the students will be able to see a reallife example of the different places.

50 S.S. Strategies, p. 170

50 S.S. Strategies, p. 40

Day 61 Monday MJ SS 2.5 Maps and Globes

Day 62 Tuesday MJ SS 2.5 Locate equator

A/CM/HS/ HW/MA/: The teacher will send a letter home asking parents to create a papier- mache globe with their student and send it in on Day 61.

LI/SS: The teacher will explain the equator and tell various facts about the equator.

A/LI/SS: This day in class, each student will completely paint their papier-mache balls with blue paint. The students will set their blue papier-mache balls aside to dry. CM/L/LA/W: The students will write a letter to their parents thanking them for helping them create their papier-mache balls.

A/SS: Each student will take their blue papiermache balls that they painted on Day 61 and draw an equator around their ball. CM/E/L/LA /SS/W: The students will write in their journals about the equator and the importance of the equator. DA: The teacher will provide students who struggle drawing a straight line a piece of yarn to use as the equator.

Day 63 Wednesday MJ SS 2.5 Locate Seven Continents LI/SS: The teacher will point out the seven continents on the world map. CM/GA/L/ LA/LI/R: The students will be split into groups. Each group will be given one continent to discuss. The teacher will provide each group with either a book or magazine with relevant information pertaining to the continent. The information will be easy to read and easy to understand. CM/E/GA/ L/LA/LI/R: Each group will go to the front of the classroom and tell about the information they read about.

50 S.S. Strategies, p. 74 Day 64 Thursday MJ SS 2.5 Locate Seven Continents LI/SS: The teacher will point out the seven continents on the world map a second time. A/CM/E/L/ LI/PS/SS/W: The teacher will pass out outlines of the seven continents on green construction paper to each student. The students will label each continent and cut out the continents from the green piece of construction paper. The students will then paste their continents on their papier-mache balls with the assistance and direction of the teacher.

Day 65 Friday MJ SS 2.5 Locate Four Oceans CM/LI/OL/SS: The teacher will show the students a map of the world. The teacher will locate the four oceans and point them out the students. The teacher will lead the class in a discussion about the different oceans and which one the students probably have been to. A/E/SS: The students will use the papier-mache globes and label the four oceans with puff paint. CM/E/LA /SS/W: The students write a paragraph describing which ocean they have gone to or want to go to.

50 S.S. Strategies, p. 74

50 S.S. Strategies, p. 74

Day 71 Monday MJ SS 2.5 Locate Major Rivers

Day 72 Tuesday MJ SS 2.5 Locate Mountain Ranges

Day 73 Wednesday MJ SS 2.5 Locate Great Lakes

Day 74 Thursday MJ SS 2.5 Locate Great Lakes

L/LA/LI/SS/W: The teacher will locate the major rivers on the large map. The teacher will explain the various rivers and the importance of them. The teacher will expound on vocabulary, by having the students look up and define words they are unfamiliar with.

LI/R/SS/T: In the computer lab, each student will be on a computer and the teacher will bring up certain websites about mountain ranges. Many of the students will learn about the same range.

CC/CM/SS: The teacher will collaborate with the fifth grade teacher on information of the Great Lakes.

LI/SS: The teacher will review the information they learned on Day 73 with the students.

E/SS/W: The students will label major rivers on their personal globes. DA: The teacher will assist the students who are struggling to label by providing sticky label tabs to place on their globes.

CM/E/GA /LI/OL: The students will get into groups according to the range they researched. Each group will tell the class about the information. A/LI/SS/W: The teacher will locate the ranges on a large map and assist the students with labeling the major ranges on their own globes.

CM/LI/SS: The fifth grade students will visit the second grade classroom. The fifth grade students will inform the second grade students about the information they have learned about the Great Lakes. LI/SS/W: Each fifth grade student will locate the lakes on map and assist a second grade student with locating and labeling the lakes on their globes.

CC/CM/L/ LA/LI/R/SS: The teacher will collaborate with the librarian about information on the Great Lakes. The teacher will bring the students to the library and the librarian will read the class a story about the Great Lakes. The story will be her choices based on the information the teacher wants covered.

Day 75 Friday MJ SS 2.6 Difference Urban, Suburban, and Rural Areas A/CL/LA/LI/SS: The teacher will introduce the words urban, suburban, and rural to the class. The teacher will provide sample pictures of each area. A/CM/LI/ OL/PS/SS: The students will use the pictures to discuss the characteristics and similarities of the different areas of living. E/L/SS/W: The students will draw a chart with three columns. The students will write the various characteristics of each discussed in class.

Day 81 Monday MJ SS 2.6 Difference Urban, Suburban, and Rural Areas A/T: The teacher will research specific websites online showing pictures of urban life, suburban life, and rural life. A/CL/CM/SS: The students will go on a virtual field trip online. Using the websites researched by the teacher, the students will see real life pictures and examples of the various types of living areas. CM/E/L/LA /LI/SS: The teacher will review the words urban, suburban, and rural with the students.

50 S.S. Strategies, p. 181

Day 82 Tuesday Social Science Test

Day 83 Wednesday MJ SS 2.11 George Washington

E/SS: The students will take a test on locating the seven continents, the four oceans, major rivers, mountain ranges, great lakes. The test will also cover the difference in urban, suburban, and rural areas.

LI/SS: The teacher will introduce George Washington and explain his significance to Americans.

Day 84 Thursday MJ SS 2.11 George Washington LI/R/SS: The teacher will read George Did It.

CM/E/ LA/SS: The class will make a timeline of George Washington’s life using information the teacher provides the class with.

CM/E/L/LI /LS/OL/PS: The teacher will lead the class in a discussion on the way George Washington led people. The class will focus on how George Washington impacted the lives of Americans.

A/CM/E/L/ LA/SS/W: The students will draw a picture of George Washington and write a sentence using information they learned about him.

CM/LI/LS/SS: The students will learn that people in leadership take on an important role and can strongly influence individuals under their leadership.

Day 85 Friday MJ SS 2.11 George Washington LI/SS: The teacher will review the importance and contributions of George Washington on American’s lives. CM/E/L/LA /LI/SS/W: The class will write pretend letters to George Washington, thanking him for all of his hard work and leadership. The students will personally come up with ways their lives have been changed, because of George Washington. DA: The teacher will allow those who struggle with writing to draw a picture.

Day 91 Monday MJ SS 2.11 Abraham Lincoln R/SS: The students will read several paragraphs about Abraham Lincoln. The teacher will give the students slips of paper with events from Abraham Lincoln’s life. The students will place the events in order. The class will discuss some of the important events in Abraham Lincoln’s life. LI/R/SS: The teacher will read The Abraham Lincoln Joke Book to the class. The teacher will explain that many of the selections in the book are stories and jokes that Abraham Lincoln actually told.

Virginia Standards of Learning Resource Book;

Day 92 Tuesday MJ SS 2.11 Abraham Lincoln A/SS/W: The students will draw a picture of Abraham Lincoln and write one of his famous quotes under the portrait. DA: The teacher will give students who struggle with drawing a picture of Abraham Lincoln to trace. SS/W: The students will write a journal entry entitled “What if Abraham Lincoln had not lived?” The students will discuss how history might have been changed if Abraham Lincoln had not lived.

Day 93 Wednesday MJ SS 2.11 Abraham Lincoln LI/PS/R/SS: The teacher will read Lives of the Presidents to the class to review the lives of George Washington and Abraham Lincoln. The class will compare and contrast these two presidents. R/SS/W: The students will make a timeline for Abraham Lincoln’s life.

Day 94 Thursday MJ SS 2.11 Susan B. Anthony LI/SS: The teacher will introduce Susan B. Anthony. The class will discuss her life and accomplishments. LI/R/SS: The teacher will review the definition of a biography. The teacher will read Susan B. Anthony to the class. GA/PS/SS/W: The students will make a list of Susan B. Anthony’s accomplishments. The students will also make up several false accomplishments and include them in the list. The students will switch lists with a partner and determine which are the fake accomplishments.

Day 95 Friday MJ SS 2.11 Susan B. Anthony A/SS: The students will make paper mache’ sculptures of Susan B. Anthony. The students will incorporate their knowledge of what she wore, how she looked, and what she achieved into the sculpture. A/SS/W: The students will write a journal entry describing the accomplishments of Susan B. Anthony. They will explain why her accomplishments are important. The students will include a drawing with their journal entry. Cornett, p. 208

Cornett, p. 143

Cornett, p. 143

Day 101 Monday MJ SS 2.11 Helen Keller CM/LI: The teacher will have the students close their eyes and plug their ears for ten seconds. The teacher will ask the students what they would miss most about not being able to see or hear.

Day 102 Tuesday MJ SS 2.11 Helen Keller LI/SS/T: The teacher will use a powerpoint on Helen Keller to share important facts about her life and accomplishments.

LI/R/SS: The teacher will read Helen Keller to the students. The class will discuss how Helen Keller overcame her disabilities.

GA/LA/W: The teacher will distribute Braille alphabets to groups of three students. Each group will work together to write three sentences in Braille using each of their names in a sentence. LA/SS/W: The students will write a journal entry listing three of Helen Keller’s accomplishments. The students should write why they believe these accomplishments are important.

Day 103 Wednesday MJ SS 2.11 Helen Keller LI/SS/T: The students will watch The Miracle Worker.

Day 104 Thursday MJ SS 2.11 Jackie Robinson LI/SS: The teacher will introduce the concept of segregation. She will explain that segregation was present even in sports. The teacher will ask if any of the students know who Jackie Robinson is. The teacher will introduce Jackie Robinson. LI/R/SS: The teacher will read Teammates to the class. The class will discuss the meanings of the words prejudice, intimidation, humiliation, and hostility. The class will discuss how Jackie Robinson faced and overcame these challenges.

Day 105 Friday MJ SS 2.11 Jackie Robinson GA/OL/SS/W: Pairs of students will work together to “interview” Jackie Robinson. One student will be Jackie Robinson, and the other will be the interviewer. The students will write at least five questions to ask. The students will practice their interviews and present them to the class. A/SS/W: The students will draw a picture of an event in Jackie Robinson’s life. The students will write a sentence to describe their picture. DA: The teacher will have a list of events from Jackie Robinson’s life for students who are struggling with coming up with ideas for their picture.

Social Studies: People and Places,

p. 59 Day 111 Monday MJ SS 2.11 Jackie Robinson GA/R/SS/W: The students will play a game which requires them to write clues describing the people they have learned about throughout the year. Groups of students will be given the name of one historical person. Each group will write five clues about that person. Groups will switch clues and try to guess each other’s historical figure. GA/H/MO/SS: The class will go outside and play baseball in honor of Jackie Robinson.

Day 112 Tuesday Social Science Test E: The students will take a social studies test covering George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, and Jackie Robinson.

Day 113 Wednesday MJ SS 2.7 Natural Resources LI/SS: The teacher will introduce natural resources. The teacher will explain that air, water, forests, and soil are natural resources. The class will discuss how these natural resources are used. A/SS/W: The students will make a natural resource booklet. The students will draw pictures of how they use air, water, forests, and soil. The students will write a sentence to accompany each page. DA: The teacher will allow students who struggle with drawing to cut pictures from magazines or newspapers.

Day 114 Thursday MJ SS 2.7 Natural Resources LI/PS/R/SS: The teacher will read The Goat in the Rug to the class. The class will discuss the resources needed to make a rug. The teacher will give several examples of common products (eg. paper, milk, etc.) and ask the students to identify the natural resources needed to make them.

Day 115 Friday MJ SS 2.7 Natural Resources LI/OL/SS: The class will discuss the importance of conserving natural resources. A/SS/W: The students will write a journal entry describing ways they can conserve natural resources. The students will draw a picture to accompany their journal entry.

Social Studies: People and Places, p. 19 Day 121 Monday MJ SS 2.7 Human Resources LI/SS: The teacher will explain that human resources are people working to produce goods and services. The students will give examples of human resources. The teacher will write their ideas on the board. SS/T/W: Each student will choose a particular human resource to research and write a short report on (eg. farmer, miner, builder, etc.). The students will begin researching their human resource.

Day 122 Tuesday MJ SS 2.7 Human Resources A/OL/SS/T/W: The students will finish researching the human resource of their choice. The students will write a paragraph describing that human resource and its importance. The students will also draw a picture to accompany their report. The students will present their human resource reports to the class. GA/MO/SS: The students will create a dance by brainstorming the motions used when people work. Groups of students will create dances for specific human resources and share them with the class.

Day 123 Wednesday MJ SS 2.7 Human Resources CI/LI: The students’ parents will come in and talk about their careers. They will discuss the types of natural resources they use and the types of capital resources they create.

Day 124 Thursday MJ SS 2.7 Capital Resources LI/SS: The teacher will explain that capital resources are goods made by people that are used to make other things. The students will give examples of capital resources. The teacher will write their ideas on the board. A/SS/W: Each student will choose a capital resource. They will write about the natural and human resources used to make that resource. The students will also write about the goods that are made using their capital resource. The students will draw a picture of the capital resource they chose. The students will present their capital resource to the class.

Day 125 Friday MJ SS 2.7 Capital Resources A/SS/W: The students will cut pictures out of magazines and newspapers to make collages. Each student will make a collage booklet with pages for natural, capital, and human resources. The students will write a sentence to describe each type of resource. DA: The teacher will have lists of natural, capital, and human resources for students who are struggling with finding pictures for their collages. HS/SS: The teacher will instruct the students to bring an item (worth one or two dollars) from home to barter with on Monday.

Day 131 Monday MJ SS 2.8 Barter CM/LI/OL/SS: The teacher will introduce the concept of bartering. The students will explain what they think bartering is. The teacher will write their ideas on the board. LI/R/SS: The teacher will read Oxcart Man to the class. The class will compare their definitions of bartering to the concept seen in the book. The teacher will explain that bartering is the exchange of goods without the use of money. She will give several examples. GA/MA/OL/SS: The students will display the items they brought from home. The students will walk around and notice what everyone brought. The students will begin bartering with one another for different items. After twenty minutes, the class will discuss the activity.

Day 132 Tuesday MJ SS 2.8 Money LI/M: The teacher will review money with the class. The students will complete a worksheet which reviews the value of coins and bills. LI/R/SS: The teacher will read Market Day to the class. The students will discuss how the family in the book used money. A/SS/W: The students will write a journal entry describing what they would have bought at the market. The students will explain why they chose those items. The students will draw a picture of their purchases to accompany the journal entry.

Day 133 Wednesday MJ SS 2.8 Money LI/OL/SS: The students will discuss ways which they earn and use money. A/SS/W: Each student will think of a good or service to sell. The students will make advertisements for their goods or services. The advertisement should include the price of the good or service. GA/M/SS: The students will practice using manipulative money to make the amounts required to purchase their classmates goods and services. DA: The teacher will provide notecards with the value of each coin and bill for students who are struggling with counting money.

Day 134 Thursday MJ SS 2.9 Scarcity LI/R/SS: The teacher will read The Water Hole to the class. The student will discuss scarcity as it relates to the story. The class will discuss other resources that may become scarce. SS/W: The students will write a journal entry describing what they would do if an important resource like water or air became scarce.

Day 135 Friday MJ SS 2.9 Scarcity A/SS/TH/W: The students will write a comic strip about scarcity. In groups, the students will act out their comic strips. LI/PS/SS: The class will discuss ways to protect resources so that they do not become scarce.

Social Studies: People and Places, p. 35

www.lessonplanspage.co m

Day 141 Monday MJ SS 2.9 Scarcity GA/R/SS/T/W: The students will go to the computer lab and complete a webquest on scarcity (http://www.wku.edu). This webquest will familiarize students with terms related to scarcity.

Day 142 Tuesday Social Science Test E: The students will take a social studies test covering resources, money, and scarcity.

Day 143 Wednesday MJ SS 2.10a Respect CZ/LI/SS: The teacher will introduce the concept of respect. The students will discuss what they think respect means. GA/OL/SS/TH/W: The students will work in groups to develop dramas which portray respect. The students will present their dramas to the class. DA: The teacher will provide drama ideas for groups of students who are struggling with developing a drama.

Fun with the Funnies Day 144 Thursday MJ SS 2.10a Respect CZ/LI/SS: The teacher will explain that it is important to respect other people’s things. A/OL/SS/W: The students will write a journal entry with ideas of how they can respect other people’s things. The students will draw a picture to go along with their journal entry. The students will share their ideas with the class. MO/SS: The class will go outside and pick up trash around the school to practice showing respect for others.

Day 145 Friday MJ SS 2.10a Respect CZ/LI/R/SS: The teacher will explain that it is important to respect all people. The teacher will read The Lavender Llama to the class. The class will discuss the importance of respecting those who are different from themselves. A/SS/W: The students will color their very own llama however they like. Under the picture, the students will write a sentence about respecting those who are different from themselves.

Day 151 Monday MJ SS 2.10b Self-discipline CZ/R/SS: The teacher will give slips of paper with actions to each student. The students will sort the actions according to which show selfdiscipline and which do no show self-discipline.

Day 152 Tuesday MJ SS 2.10b Self-discipline A/LA/SS/W: The students will write a creative story with themselves as a main character. The theme of the story will be selfdiscipline. The students will make several drawings to accompany their story.

SS/TH/W: The students will write several scenarios of their own. The students will work in groups to act out the actions on the slips of paper and their own scenarios. The class will give a thumbs up for actions that show self-discipline and a thumbs down for actions that do not.

DA: The teacher will allow students who struggle with handwriting to type their short stories.

Day 153 Wednesday MJ SS 2.10c Trustworthiness CZ/LI/SS: The students will write down all the words they can think of when they hear the word trustworthy. The teacher will write some of their answers on the board. The class will discuss the importance of being trustworthy. SS: The students will complete a worksheet which requires them to circle truthful situations. GA/LI/SS: The class will play “Two Truths and a Lie.” Each student will think of three statements about themselves: two that are true and one that is not. The class will try to determine which statement is the lie.

Day 154 Thursday MJ SS 2.10c Trustworthiness GA/OL/SS/TH/W: Groups of students will work together to create dramas depicting a situation in which a person acted in a trustworthy way and a situation in which a person did not act in a trustworthy way. The students will present their dramas to the class. The class will decide which drama depicts a person acting in a trustworthy way.

Day 155 Friday MJ SS 2.10c Trustworthiness CZ/R/SS: The students will make a chart depicting the values of comic strip characters. The teacher will provide each student with ten comic strips. The students will read the comic strips and decide which characters are honest, respectful, and trustworthy. The students will also not which characters display the opposite values. The class will discuss their findings. A/SS/W: The students will write a comic strip about trustworthiness.

Virginia Standards of Learning Resource Book

Fun with the Funnies, p. 47

Day 161 Monday MJ SS 2.10d Voting

Day 162 Tuesday MJ SS 2.10d Voting

LI/SS: The teacher will introduce the concept of voting to the class. She will write students’ definitions for the process on the board. The teacher will explain the process of voting.

A/GA/OL/SS/W: The students will hold a mock election. Each group will choose a representative to run for class president for the week. The groups will make posters advertising how their candidates will handle water breaks and recess. The candidate will make a short speech to the class describing their policies. The students will vote for their favorite candidate.

A/LA/LI/R/SS/W: The students will read The True Story of the Three Little Pigs. The students will vote on whether they believe the pigs or the wolf by drawing a picture of the animal they believe on a piece of notebook paper. The students will also write several sentences explaining why they voted the way they did. M/SS: The teacher will tally the votes. The students will make a graph depicting the number of votes the pigs and the wolf received.

Day 163 Wednesday MJ SS 2.12 Diversity in U.S.backgrounds, customs, traditions R/SS/W: The teacher will ask the students what they think diversity is. She will write their ideas on the board. The class will make a chart depicting several diverse groups in the United States (eg. Chinese, Native Americans, Jewish, etc.). The students will fill in the chart by researching the backgrounds, customs, and traditions of these diverse groups. HS/OL: The teacher will instruct the students to interview their family members regarding their family heritage, customs, and traditions. The students will present their findings to the

Day 164 Thursday MJ SS 2.12 Diversity in U.S. backgrounds, customs, traditions LI/OL/SS: The students will share about their family heritage, customs, and traditions. A/LA/SS/W: The students will make a heritage field using symbols that represent their family. The students will write out their family’s story in narrative form. DA: The teacher will allow students who struggle with handwriting to type their family heritage story.

Day 165 Friday MJ SS 2.12 Diversity in U.S.united as Americans LA/LI/SS: The teacher will introduce the concept of community. The students will write down all the words they think of when they hear the word “community.” Each student will write their top three words on post-it notes and stick them to a piece of chart paper with the word “community” written in the center. The students will use the dictionary to look up the definition of community. The class will discuss the different types of communities and how the United States as a whole is a community. SS/W: The students will

class the next day.

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Day 171 Monday MJ SS 2.12 Diversity in U.S.united as Americans LI/R/SS: The teacher will read Tough Cookie to the class. The students will review the concept of community. The class will discuss how diverse Americans unite to form one community. A/GA/SS: The students will work together to create a United States mural. The students will make drawings and cut pictures from magazines for the mural. The mural will depict the diversity of the American people.

Social Studies: People and Places, p. 47

write a journal entry describing how they fit into the community of Americans.

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Day 172 Tuesday MJ SS 2.11 Martin Luther King Jr.

Day 173 Wednesday MJ SS 2.11 Martin Luther King Jr.

Day 174 Thursday MJ SS 2.11 Martin Luther King Jr.

Day 175 Friday Social Science Test

MA/SS: The teacher will hand select students pieces of candy (those wearing red). She will ask the other students how they felt about not receiving the candy. The teacher will introduce discrimination to the class. (The teacher will give a piece of candy to the students who did not already get one.)

R/SS: The students will read Martin’s Big Words: The Life of Dr. Martin Luther King Jr. The class will discuss the contributions of Martin Luther King Jr.

A/LI/R/SS: The teacher will introduce the art of Faith Ringgold. She will explain that Faith wrote a book about Martin Luther King Jr. The teacher will read Faith’s book, My Dream of Dr. Martin Luther King Jr.

E: The students will take a social studies test covering respect, trustworthiness, self-discipline, voting, diversity, and Martin Luther King Jr.

LI/R/SS: The teacher will read The Sneetches to the class. The students will discuss discrimination.

LA/SS/W: The students will write a journal entry describing three of Martin Luther King Jr.’s accomplishments. The students will explain why they believe each accomplishment is important. LI/PS/SS: The class will compare and contrast Martin Luther King Jr., Susan B. Anthony, Abraham Lincoln, and Jackie Robinson. The teacher will point out that each of these historical figures was fighting for equality.

A/CM/OL/SS: The teacher will give each student a slip of paper with an event from Martin Luther King Jr.’s life. The students will make a drawing to tell about that event. The students will glue the slip of paper to the bottom of their drawing. The students will present their drawings to the class. DA: The teacher will have a list of things that could be included in the drawings for students who are struggling with ideas.

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Resources Artman, J. (1986). Indians: an activity book. Illinois: Good Apple Incorporation. Bunting, E. and Berry, H. (1996). Market day. Carroll, J. & Wells, C. (1986). Famous Friends: a child’s first encounter with famous Americans. Illinois: Good Apple Incorporation. Cornett, C. E. (2007). Creating meaning through literature and the arts: An integration resource for classroom teachers. Upper Saddle River, NJ: Pearson. DeRegniers. (1978). The Abraham Lincoln joke book. Dr. Seuss. (1988). The sneetches. Fries, M. & Lems-Tardif, G. (1995). China: world neighbor series. California: Creative Teaching Press. Guenther, J. (1983). Fun with the funnies. Glenview, IL: Scott, Foresman, and Company. Hall, D. and Conney, B. (1979). The oxcart man. Hamilton, R. (1994). Ancient Egypt: activity book. California: Edupress. Johnson, M. & Scher, L. (1996). China: activities, projects, poster, audiotape, and map. New York: Scholastic. Jurmain, S. (2006). George Did It. New York: Dutton. Macaulay, D. (1975). Pyramid. New York: Houghton Mifflin. Manuelian, P. (1991). Hieroglyphs: from A to Z. Museum of Fine Arts. Obenchain, K. & Morris, R. ( 2007). 50 Social Studies strategies for K-8 classrooms. New Jersey: Pearson Education Incorporation. Rappaport, D. and Collier, B. (2001). Martin’s big words: The life of Dr. Martin Luther King Jr. Schoolcraft, W. (1969). The Fire Plume: legends of the American Indians. New York: Dial.

Schulz, W. & J. (1991). Will and Orv. New York: First Avenue. Washburn, K. & J. (1998). History’s Stories: a literary timeline. Alabama: Make Way for Books. Yuan, J. (1992). China: a cultural resource guide. Missouri: Milliken Publishing Company.