3 Sartin Misiano Social Science Charts

LEGEND CM – communication DA – differentiation / accommodation E – evaluation GA – group activity LA – Language Arts LI – listening HW – homework MA – manipulative activity MO – movement / physical education OL – oral language / public speaking PS – problem solving / critical thinking R – reading S – science T – technology TX – text W – writing IN- inferencing

G- game EX- experiment RV- review FT- field trip

WEEK 19

DAY 91 KK SOL SS 3.1 Government CM/LI/PS: Explain what is meant by 'public trust'. 2. Explore and debate what is meant by ethics and ethical issues and how society might be impacted by choices and actions of government officials. 3Analyze and evaluate hypothetical 'choices and action situations' via video tapes or printed literature.

W: Distribute handout "Ethics in America - Public Trust, Private Interests" Discuss what is meant by 'public trust' and identify various government officials and their major roles. T: Show video hypothetical situations on political lobbying and the tactics used by officials in elections. Debate the ethical issues presented in each situation and evaluate each official's choices and actions. Remember: Teacher is only a moderator of the debates allowing students to form opinions and positions independently. A group consensus is not required or necessary.

DAY 92 KK SOL SS 3.1 Government

CM/LI: Ask students to list as many activities as they can think of in which government plays no role. Once the basic directions are given, the teacher's role is two-fold. First, the teacher should discourage idea sharing at this time. Opportunity for idea sharing will come later. Second, the teacher must encourage the students to be creative. HW: Just before the bell rings, direct the students to take their lists home and suggest they consult with their parents for further ideas. The list will be handed in the next day. Give the students five minutes, at the beginning of the period the next day, to share ideas and add to personal lists. W/R: Collect all lists and begin to share items without identifying the author. With each item, the students are encouraged to analyze whether or not government has an impact/influence on that item. This procedure will continue until the class discovers that government literally has an impact/influence on every aspect of an individuals existence. CM/LI: Although the teacher should make no attempt to achieve closure at this time, students should be allowed to state their opinions concerning the amount of power government possesses. Such opinions should not be judged or criticized by either the teacher or follow classmates. One of the roles of the teacher in this activity is to provide the information, if needed, concerning which level(s) of government are responsible for each item. Return students' lists with no negative comments.

DAY 93 KK SOL SS 3.1 Government GA: In cooperative learning groups students will discuss why they think government is necessary and what it does. CM/LI: Now as a whole class brainstorm the ideas discussed in the cooperative learning groups. At this point start talking about national, state, and local levels of government. Tell the class that they will be concentrating on local government. Brainstorm with the class how people can have the greatest influence on local government, such as, they can know the people better, know the issues better, and know what to do and how to do it to in order to make the biggest difference. CM: Present the following vocabulary words: services, department, represent, mayor, assembly, and participant. This is an opportunity, if you wish, for a dictionary exercise - look up definitions and write only the one that most closely represents the word's use pertaining to government. After a discussion of the vocabulary words, the teacher will apply them as the following flow chart is developed with the class. Keep emphasizing the importance of voting! DA: Advanced students can create a song to help students remember vocabulary words.

DAY 94 KK SOL SS 3.1 Government W: Write the following statement on the chalkboard: To Be Free, One Must Be Chained. PS/W: Have the students take 5-10 minutes to write down what this statement represents in a half-page or less. After completion, have each student read his/her paper while listing the main points under the statement on the chalkboard. Wouldn't it be possible for all Americans to live as they choose with total freedom and without a government establishing limits on our individual freedoms? Do we, as a society really need rules and regulations to enforce cooperation among individuals? Lead the students in a discussion that should lead to a resounding "yes" for the need for governments. Then, have the students identify the foundations of American government. List the pros and cons of each document and the ideas or beliefs they represent on the chalkboard. Finally, have the students examine how they, as individuals, play a very important role in the function of government. Have the students answer the following questions: What are your duties and responsibilities as a citizen of the United States? What is the role you play in government? HW: (These two questions may be used as a homework assignment) The Foundations of American Government: The The The The

Declaration of Independence Articles of Confederation Constitution Bill of Rights

CM/LI: Finish with a discussion about what a perfect society consists of. Help the students understand that if a society could function without a government (Anarchy), it would only work as long as every person is in total cooperation with every other person. This is unlikely, and therefore, a government, for the people, is absolutely necessary.

DAY 95 KK SOL SS 3.1 Government OL: Invite a town councilperson to speak to your class. Ask your visitor to describe how a bill or some piece of legislation is handled at the local level. TX/R: Have the students use their social studies text and/or other reference materials to discover how our bicameral (two house) legislation came about. Invite a state congressperson to speak to your class. Ask your visitor to describe a particular piece of legislation, how it was started, how it fared on floor debate, whether it passed and what its effects are likely to be. RS: Have students examine recent issues of newspapers and magazines as well as radio and television broadcasts to determine what local and national issues are currently attracting attention and debate. Encourage students to find out what the issues are, who is opposed and for different solutions. As an end to this activity, have the students clip relevant newspaper stories, editorials and letters to the editor, also have them write down any pertinent information from the radio and television, then choose two sides and debate the issues. Invite a guest speaker from a special interest group to talk to your class about their objectives. Have them explain how they present their issues to government and if they met with victory or defeat.

WEEK 20 DAY 96

DAY 97

DAY 98

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DAY 100

KK SOL SS 3.1 Government

KK SOL SS 3.1 Greece and Rome

KK SOL SS 3.1 Greece and Rome

KK SOL SS 3.1 Greece and Rome

KK SOL SS 3.1 Greece and Rome

CM/LI: Ask students to imagine living during early Roman times. Explain that for boys and young men, learning to fight to defend your people was a way of life. For girls and young women, daily chores took up much of their time.

CM/LI: Tell the class to imagine that they live in a valley surrounded by mountains. Another community lives in the valley on the other side of these mountains. Encourage students to discuss differences that might occur over time, in language, customs, an beliefs, as well as in attitudes towards the other community.

CM/LI: Ask students why we admire great atheletes. Discuss how athletes represent what the hum body can achieve. Tell students that ancient Greek’s admiration for these qualities is evident in their democratic government, philosophy, and artistic renderings of the human form.

GA/W/R: Have students work with a partner to create a chart. In the first column, they will list what they know about everyday life in ancient Greece. In the second, they will write questions that they hope to answer by reading. As they read about Greece, they will write new information in the third column.

Discuss how geography influenced the development of many small city-states in Greece that traded and waged war against one another.

Discuss the achievements of Pericles, of the architects and sculptors of the Parthenon, of the philosophers Democritus and Socrates, and of Greek playwrights. Discuss how democracy helped spur these great achievements.

W: Ask students to write a short story with their partner about a day in the life of a family in ancient Greece. Students should include characters that are men, women, children, and slaves and should use several settings in their story. Encourage students to use vivid details to make their stories come to life.

W/PS: Ask students to create a chart for each of the three systems of government in Greece. For each system, have students describe the form of government, one of its benefits, and one of its problems. Share the information on the charts.

G/GA: Divide the class into teams. Direct each team member to write one quiz question that can be answered with information from the section. Quizzes should have at least one question for each subheading. Have teams exchange quizzes and answer questions.

Discuss the early history of Rome and have students read about the subject in their text. GA: Ask students to stage a debate between patricians and plebeians shortly after the assassination of Julius Caesar. Teams should debate this question: Should plebeians and patricians have equal rights? Students should support their statements with information from their text. DA: Advanced students can write a paragraph about the debate in the form of a newspaper column.

WEEK 21

CM/LI: Ask students to think of famous people who serve as role models. Then have students think of some celebrities who have “let their fans down.” TX/R: Have students read in the text and find answers to questions the teacher will provide for them. GA: Put students into groups. Ask groups to create a children’s picture book about the Roman Empire. Each group member should choose one of the main headings in the section and draw a picture that illustrates a key point made in the paragraph following the heading. Group members should work together to write informational captions for each page of their book.

DAY 101

DAY 102

DAY 103

DAY 104

DAY 105

KK SOL SS 3.1 Greece and Rome

KK SOL SS 3.1 Greece and Rome

KK SOL SS 3.2 Mali

KK SOL SS 3.2 Mali

KK SOL SS 3.2 Mali

CM/LI: Ask students to think about things that they take for granted, such as television, central heating ,and telephones. Explain that daily life in ancient Rome was very different. Tell students that life revolved around direct relationships with family members and servants and around loyalty to popular leaders. Ask students to think about how certain aspects of their lives would be different had they lived in ancient Rome.

TX/R: Have students study the map of the Roman Empire. Remind students that one man was ruler of this territory. Start a discussion of problems related to the size of the empire with questions such as: How could an emperor really control such a large area? Why would it be difficult to defend such a large area against attack?

CM/LI: Remind students that pollution from automobiles is a problem throughout the world. Ask students what steps the United States has taken to help the air stay clean.

CM/LI: Ask students to consider how magazines, newspapers, books, and television use pictures and maps to present information.

TX/R: Have students read from the text and answer questions that the teacher has provided concerning ancient Rome.

W: Ask students to prepare a plan to rescue the Roman Empire from its downward spiral. Tell them that they will organize a temporary government to rule the empire until Rome can get back on its feet. Have them list the problems Rome faced and think of a possible solution for each of the problems.

W: Ask students to suppose that they are students living in ancient Rome. Have them write a paragraph about a typical day in their lives. Tell them that they should base their writing on what they have learned about daily life in Rome from reading in the text. Have them include as many aspects of that life into their writing as they can manage in a paragraph.

TX/R: Have students read from the text and analyze some of the reasons for the fall of Rome.

TX/R: Have students read their textbook. Ask them to keep in mind the following questions: How does the environment in Mali effect the environment? How are challenges faced by Mali typical of the challenges faced by other countries in the Sahel. Introduce key vocabulary terms: Desertification Drought Erode

Ask students to describe the kind of picture a distribution map might present. Invite students to draw a distribution map, such as one showing the distribution of the desks in the classroom. Post a map of Mali and ask students to name things that could be shown on a distribution map of Mali (population, natural resources, ethnic groups, vegetation, and so on). Have volunteers explain what they think such distribution maps would look like. Discuss these different aspects of Mali as you introduce them on the distribution map. DA: Advance students can research one area of distribution in Mali and present their research to the class.

W/R: Ask students to write a paragraph explaining how desertification has affected the way Malians make their living. Have them include information about the business community of Tombouctou and the Tuaregs. RV: Have the students trade paragraphs and check for grammatical errors. Allow students to present their paragraphs to the class.

WEEK 22 DAY 106

DAY 107

DAY 108

DAY 109

DAY 110

KK SOL SS 3.2 Mali

KK SOL SS 3.2 Mali

Test Review

Test 1

KK SOL SS 3.3 Explorers

GA/W/R: Have students get into groups of 2 and complete a worksheet reviewing the topics we have studied about Mali. The worksheet should include defining of key terms, and identification of key places on a map. They will answer these questions: 1. How does Mali’s geography effect how people make a living? 2. How does desertification affect the people who live in the Sahel? Students may use their books to help them complete the activity. DA: Students struggling in research skills can work with partners that are good with reading and research.

T: Have students watch a National Geographic video on North Africa. W: Students will answer 6 questions provided by the teacher as they watch the video. CM/LI: Discuss the answers to the questions as a class.

RV/W:Students will complete a review sheet that covers the US government, Greece, Rome, and Mali. GA: Students may work in group of 3 to complete it.

E/W: Students will complete a written exam with matching, short answer, and true/false. They will have to identify Mali and its capital on a map as well as Greece and Rome.

CM/LI: Ask children what they think of when they hear the date 1492. Discuss Christopher Columbus, who he was, what he did, and how he did it. W/GA: Give students these food lists. Columbus brought to the New World: lemons, oranges, limes, sugarcane Columbus discovered in the New World: popcorn, corn, sweet potatoes, cocoa, tomatoes, pineapples, beans CM/LI: Discuss each of the foods on the list. Ask children to tell about ways they have eaten each food. Then ask them to work with a partner to create recipes using one or more other foods.

WEEK 23 DAY 111

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KK SOL SS 3.3 Explorers

KK SOL SS 3.3 Explorers

KK SOL SS 3.3 Explorers

KK SOL SS 3.15 Explorers

KK SOL SS 3.15 Explorers

GA/CM/LI: Begin by hanging two pieces of chart paper on the chalkboard. Label the first sheet "What we know about the pilgrims." Label the second sheet "What we want to learn." Have the students raise their hands and tell you the things they know or think they know about the Pilgrims. List all items on the first piece of chart paper. On the second piece of chart paper have the students generate a list of things that they want to learn about the Pilgrims. (For example: "Why they came?" "How many came?" "What kind of clothes they wore?" "What they ate?" etc.) At the end of the miniunit take out the third piece of chart paper and hang it on the chalkboard. Label the third sheet "What we have learned about the Pilgrims". Have the students name all the things they have learned about the Pilgrims throughout the unit. List these items on the chart paper. Then take out the first two pieces of chart paper and compare them to the new list the class has just generated. Lead a discussion on all the things the students have learned and what misconceptions were cleared up during the unit.

R/CM/LI: Read the book Three Young Pilgrims to introduce the journey of the Pilgrims to the students.Then have the students discuss what kind of things they found interesting in the book and what they want to know more about. Explain to the students that over the next several days the class is going to investigate the ideas that they have discussed as well as those you, as the teacher, feel are important.

GA: Take out the second list ( the things the students want to learn) generated in the KWL activity and hang it on the board. Divide the class into groups of three or four students. Assign each group a topic from the list.

CM/LI: Explain to the students that they are going to be doing an inquiry activity that is going to require some research time in the school library. Tell the students that this activity will help them understand what time frame the Pilgrims fit in, in the settlement of North America.

R/CM/LI: Explain to students that you are going to read or explain a brief section out of the encyclopedia (or other selection) that lists the events in the journey of the Pilgrims to North America. Tell the students to pay close attention because they will have to place the events on a story map.

W: Have students write a paragraph about what they know about pilgrims and what they would like to know. OL: Have students share their ideas with the class. DA: Advanced students can perform a short skit of what they know about the pilgrims.

RS/TX: Explain to the students that each group is responsible for finding and listing at least ten facts about their topic. (Topics that should be include: clothing, food, weapons, cooking utensils, and housing, if they are not mentioned on the list. This type of background knowledge will be useful for the diary activity in lesson plan titled, "The Settling of Plymouth Colony.") GA/OL: Have one student in each group share their information with the class. Students will turn in their papers to be checked for the completion of the list of ten facts on their assigned topic.

GA/W: Divide the class into teams of two people. Give each team the name of one explorer or event to research. Have the students bring paper and pencil with them to the library so they can write down any information they find that they want to include in their papers. They should list at least five things about their person or event. Tell students that they may use any facts they find that are of interest to them. Instruct them that they should include the date of their explorer's journey to the New World or the date that the event took place. OL: After you have completed the inquiry project have the students share their information with the class. Have each team pick one person to read their facts to the class. MA: Explain to students that you have event strips and dates that you want them to match up on a time line. String a long piece of yarn across a wall and tape it in place. Have the student tape the date strips to the yarn in chronological order. Then have the students match up the events to the correct dates and have them tape these event strips on. E: Examine students papers to verify that they have included at least five facts. Also students will be observed for participation in the time line activity.

W/PS: Hand out the story map outline and list of events. Have students write the events in the correct location on the map and put the dates with the location. W: Give each student a piece of writing paper. Explain to students that they should imagine that they are a passenger on the Mayflower. Have them write a journal entry for one day in the life of that person. Include what they ate, who they met, what things they did either on the boat or at Plymouth. Have students turn in their completed story map to verify that all students have placed each event in the proper location with the proper date. Also have the students hand in their diary paper to check for accuracy.

WEEK 24 DAY 116

DAY 117

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DAY 120

KK SOL SS 3.15 Explorers

KK SOL SS 3.13 Native Americans

KK SOL SS 3.13 Native Americans

KK SOL SS 3.13 Native Americans

KK SOL SS 3.13 Native Americans

R/CM/LI: Read "The Mayflower Compact." Ask students why they think the Pilgrims wrote the Mayflower compact.Give the students time to think about the questions. In teams to two have students discuss whether they think it is a good governing document and have them explain why or why not. Have the team come up with a joint decision to the question. Then as a class discuss each teams decision. Share with students that "The Mayflower Compact" was written as a compromise and does not deal with issues like crime, land ownership, schools etc. This is why it is not considered a good governing document. W/PS/GA: Explain to students that they are going to be creating their own governing document. Begin the activity by having the students brainstorm the kinds of problems and laws that might be addressed in a governing document. List these ideas on the board. (You might get them thinking by mentioning one of the following: crime, punishment, land ownership, water rights, role of religion, role of education, role of morals.). Once you have generated a good sized list divide the class into groups of four or five. Give each group a couple of sheets of paper and a pencil. Tell the class that each group represents a group of people who are on a spaceship that is going to colonize a new planet. Have each group draw up a governing document that will be the basis for their new system of governing on this planet. Allow each group twenty to twenty-five minutes to write their document. Then have each group share their document and explain why they think it is a good governing document. E: Students will be observed for participation in the discussions. The documents will be turned in and evaluated for the completion of the assignment.

HW/W: Students can complete the prereading questions as homework, as an in-class freewrite before the reading, or in oral class discussion.What difference does it make who writes a story as long as they tell the "truth"? How can you tell when a story is true? What would indicate a story wasn't true? Have you ever read something that was presented as nonfiction but that you knew was fiction? Spend ten to fifteen minutes going over students' responses to the prereading prompt. Write their answers on chart paper or an overhead. (You'll return to these answers later in this lesson, so save their responses.) R/CM/LI: Read "Of Plymouth Plantation" by William Bradford. As students read, ask them to pay particular attention to the way that Bradford talks about the Native Americans that the colonists encounter. Identify the tribe of Native Americans that Bradford and the colonists interacted with as the Wampanoag (pronounced wham-pan-og, syllables rhyming with Pam, Can, and Log). For more information on the Wampanoag, see the Boston Children's Museum's Teacher Resources on Native American History and Culture. After reading, ask students to write two questions of their own for the class to consider: one question that is answered in the text and an "I wonder why" question. Use a writer's notebook or response journal for this writing. GA: In small groups, have students share their questions and discuss answers. Monitor student discussion by circulating among the groups. If students have not raised the issue themselves, ask them to consider the implications of vocabulary such as savage, skulking, and aloof in relationship to the following questions:What might readers conclude about the Wampanoag or about William Bradford, the writer? What are the implications for a European audience, for an audience that had never met the Wampanoag or other Native American people, and for a Native American audience? R/W: As a postreading activity, ask students to think about Bradford's discussion of the "First Harvest," which we would think of as the "First Thanksgiving." Give them these guiding questions: What do you notice about Bradford's report that fits with your ideas about the first Thanksgiving, and what seems unusual or seems to have been left out?

CM/LI/R: In full-class discussion, have students share their thoughts on the "First Thanksgiving" in light of Bradford's report. Write their ideas on the board or on chart paper. The idea is simply to brainstorm a list for now. Pass out the Common Myths about the "First Thanksgiving" Handout and Presentation Rubric, or show the list on an overhead projector. As you read through the list, encourage students to connect items from their brainstorming list with the myths on the sheet. Demonstrate the "myth-breaking" process (outlined on the handout and below) by answering the three myth/truth questions about the first myth on the handout: "The Wampanoag brought popcorn to the first Thanksgiving feast." See the Plimoth Plantation Web page No Popcorn for background on the myth. GA: Divide students into four to five groups, assigning each group a myth from the sheet. Give groups a variety of resources in which they might uncover truths about common myths about the Wampanoag and the pilgrim settlers. Each group completes the following assignment, preparing to share their findings with the entire class:Explain your myth answering these two questions: What is a truth in this myth? What are other truths behind this myth that might contradict it?As a group, you may use any of the materials available to help you understand and explain the myth. OL: Prepare a five-minute presentation to the class that explains your understanding of the myth, using creative drama, visual aids such as posters, music, illustrations, or an oral presentation. E: As students work in their groups, circulate and monitor student progress. Let them know a few minutes before the work period will conclude so that they have time to wrap up their thoughts.

OL: Give students five to ten minutes to make last-minute preparations and to practice their presentation. Have groups present their myth to the entire class, sticking closely to the fiveminutes-pergroup guideline that you've established. CM/LI: Once all of the groups have presented, return to the original prereading questions: What difference does it make who writes a story as long as they tell the "truth"How can you tell when a story is true? What would indicate a story wasn't true? R: Read through the student responses, and conclude the lesson with a discussion of their original perceptions of "truth." Which observations do they still agree with? Which would they change? What would they add? DA: ESL students should listen mostly. Help them by discussing the topics so they

OL/GA/CM/LI: Have one student talk briefly about a peaceful experience he or she had in nature — for example, a swim in the ocean or a walk in the woods. When the student is finished, have another student tell the same story using descriptive words that communicate the beauty and peacefulness of the experience. Next, have a third student create a poem or chant that distills the previously described experience. An example of the above scenario might unfold as follows: OL: A student speaks about a time when he was swimming in the ocean with his brother, and they saw a school of dolphins leaping in and out of the water. CM/LI/OL: Using descriptive words, another student relates the same event in this way. My brother and I were swimming in the cold ocean on a hot summer day. To the delight of our eyes, we saw shining black dolphins leaping as if dancing in and out of the rolling ocean. OL/CM/LI: A third student distills the story in a poetic version: Swimming in the cold ocean Hot shines the sun I see shining black dolphins, leaping waves in rhythm My heart rejoices My sorrow undone Shining black dolphins leaping waves in the sun Repeat the above exercise a few more times. CM/LI: Using a map of the United States, identify Native American nation areas. Discuss the climate, terrain, and specific lifestyles of the Native Americans who live in these areas, and present poems and chants from different regions. If necessary, obtain information from online Native American resources. Distribute to students the Native American Poetry Checklist. Have the class read the Native American Chants handout, with excerpts from Chants and Prayers by Stan Padilla.

will understand.

WEEK 25

DAY 121 KK SOL SS 3.13 Native Americans PS: Using the Native American Poetry Checklist, have students identify the components that are found in each poem. This activity can be done in cooperative groups, using graphic organizers for the development of critical thinking skills. MO/R/GA: Explain to students that they will be creating a dance study that derives its movement from their interpretation of a Native American poem. To further clarify the task, choose or let the class choose a poem they think leads itself well to movement expression. After selecting a poem, ask students to suggest a movement that would complement a line of the poem. Let different students interpret each line until the poem is completed. Divide the class into groups of two to four students. Let each group choose a poem that they would like to interpret in dance form. Review various approaches through which students can create their dance study. MO: Various Ways to Work with the Poems: Perform the dance movement after the line is read. Perform the dance movement while the line is being read. Perform the dance movement after two lines have been read or after an idea is completed. Perform the dance study before the entire poem is read. Perform the dance study after the entire poem is read. Someone in the group can read the poem while the others dance. Students can decide how, who, and when the lines of the poem are read. Students must choreograph a dance study to the Native American poem of their choice. Students are to work as a group on the same piece of literature, making decisions about how the dance will be presented in relationship to the poem. The dance study must have a clear beginning and ending and should be repeatable. The study should include creative or original movement, and the students should stay focused throughout the task, performing with full commitment and energy.

DAY 122 KK SOL SS 3.13 Native Americans CM/LI: Before offering information about Native American Nations and cultural groups, introduce the terms "Indian," "Native American," and "American Indian," and ask students what they know about these terms and about the people they represent. Create two columns on the chalkboard or a piece of paper, and write down student responses in the first column. This first column shows students' preconceptions about Indian peoples; the second column will reflect information students receive through the lesson. A: Have students draw two pictures: one representing an "American" and one representing an "American Indian." Line the two sets of pictures in two rows, and ask students to compare the "Americans" to the "Indians." Add their observations about the "American Indian" pictures to their initial responses on the board or paper. CM/LI: After students have offered their first impressions about Native Americans, explain to the class that the words "Indian" and "Native American" refer to a diverse set of Native American tribes or nations who lived for centuries across the lands that Europeans claimed later to have "discovered," which are now called the Americas -- the Caribbean islands, Canada, the United States, Mexico, the countries of Central and South America. "The Peoples' Names and the Error by Columbus Continues…," available through the EDSITEment-reviewed resource Native Web, notes that, "Many Native Americans prefer to be called by their tribal name as opposed to 'Indian' or 'Native American.'" R: Read one or more of the books from the following list of Fiction Books about Contemporary Native American People, recommended by Debbie Reese on her Web page, available from the EDSITEment-reviewed resource Internet Public Library: Sanderson, Esther. (1990). Two Pairs of Shoes. Pemmican Publications (Grades: P-K). CM/LI: After reading one or more stories, ask students to describe the characters they have heard about. Write their responses in the second column of the board or paper. Ask the class to compare their original ideas about American

DAY 123

DAY 124

DAY 125

KK SOL SS 3.14 Native Americans W/CM:To introduce the five cultural bands of American Indian tribes and the general regions of the United States in which they live, display or print out and distribute to students copies of the History page of the First Americans Web site, available through the EDSITEment-reviewed resource Native Web. This page contains a map of the United States divided into five Native American cultural bands, including Plains, Northwest, Southwest, Southeast, and Northeast. The text explains that areas in which people share similar environments and customs due to their proximity to one another are called cultural bands.

KK SOL SS 3.14 Native Americans W/CM/LI: Have students fill in the blanks on a chart from day 123 or answer questions and write a paragraph describing one tribe. This activity can be done by the entire class for one tribe, or by small groups each for one of the five tribes. The Tribes page of the First Americans Web site displays images of clothing, housing, and food items from the five cultural groups of Native Americans. When you place the cursor over an image, the word describing the image appears, and the object's corresponding Native American cultural band is highlighted on a small map of the U.S.

FIELD TRIP 3

W: Print out and distribute to students copies of a map of the United States, available from the Atlas on the EDSITEment-reviewed resource National Geographic Xpeditions. From the Atlas page, select North America, then United States of America, and you can choose whether or not to have state borders displayed. As students acquire information about the regions of the U.S., Native American tribe names, and cultural aspects and traditions of their assigned tribe, they can fill in the information on the map by writing words and/or drawing pictures.

DA: Students that are still struggling with map skills can

T/W/R: From the Five Tribes page, you can click on the name of a tribe to get information about the land, clothes, housing, and other cultural aspects of the following five tribes: Tlingit, Dinè, Lakota, Muscogee, and Iroquois. When you click on an image, it takes you to a page with information about one tribe from the indicated region. Using the information provided through each of these tribes' pages, have your students identify the traditional customs of one tribe. On their maps, students can shade in the area of the U.S. in which their tribe lives and can write the words or draw a picture describing the clothing, house, and food of their tribe. They can then complete the following written exercise: Ask students to read the descriptions of the land, food, housing, and other social and cultural aspects listed for their geographical region. Students can use the information to answer some questions or write facts on note cards. They can use the information they record to write a paragraph about their group and draw a picture to illustrate their paragraph.

WEEK 26 DAY 126 KK SOL SS 3.14 Native Americans This lesson will provide a framework for an exploration into Native American culture using modern dance as a vehicle. Hands-on, interrelated dance activities in the classroom provide students with an opportunity to heighten their awareness of the art of dance. In doing so they are also developing potential and skill through all aspects of dance education. R/CM/LI: Read the book Ten Little Rabbits to the students or let students help read parts of the book. , Discuss the book with the students when done. Ask students to map out the story; recounting the beginning, middle, and end of the story. Write "beginning," middle" and "end" on separate sheets of chart paper and have the students list matching story elements under each. This assures that everyone understands the story and is ready to proceed with the lesson. CM/LI/A: Discuss the many facets of Native American culture depicted in the text. Break the students into groups and ask them to take one of the copies of The Ten Little Rabbits and find those items. Show pictures of the Navajo blankets displayed throughout the book and discuss in more detail the colors and patterns. Choose a simple pattern from the book. Draw it on the board (or have it prepared in advance on a large poster board). See this Example of Blanket #6 from Ten Little Rabbits.

DAY 127 KK SOL SS 3.14 Native Americans CM/LI: Discuss the pattern as a class, asking questions such as the following:Do the colors repeat themselves? Can you find a pattern in the way the colors repeat themselves? Where does the pattern begin and end? How many times is the pattern repeated? What is the last color? What happens at the end of the weaving? Count the stripes. How many colored stripes are there? How many repeating patterns are there? While seated, have the students perform the movements listed on the right of the weaving that go with the color stripe. Practice several times. MO/PS/GA: While standing, have groups of students perform the movement pattern in place. Practice several times.Have groups of students walk in space (travel) while performing the movement pattern. Practice several times.Students will review the chart and movement pattern they performed in the last class. Students will first practice seated, then standing. In order to travel in space, students will divide into two groups.Your performance task is to create as a class a new movement pattern that relates to the pattern of weaving. See the following Example of a Traveling Pattern.Students should be placed in small groups to work together and should then be asked to demonstrate what they have created. The teacher should point to the pattern sheet to see if they are repeating in the order they should. The students should present their pattern to the class before they begin, so everyone can follow along. Once each group has demonstrated the pattern, all patterns will be performed together one after another to create the complete dance. You may wish to create a four-part pattern that can be interspersed in the dance. DA: Physically handicapped

DAY 128

DAY 129

Test Review W/RV/GA: Have students complete a review sheet in pairs.

Test 2 E/W: Students will complete a multiple choice and true/ false written test covering the pilgrims, explorers, and native Americans.

CM/LI: Discuss the answers as a class.

DAY 130 KK SOL SS 3.7 Natural Resources CM/LI: Ask: "What do you think when you hear the word forest?" Listen and respond to student input. [Show a photograph or drawing of a forest.] Explain that it is correct that forests have many trees, but forests have many interesting parts! Today we are going to find out about these parts as well as what we can do to help keep the forest beautiful! PS: Brainstorm a list of things found in the forest with the children. This list will in part help you with the following activity. Display the "mind map" Explain each part of the forest in basic terms. Give special attention to the decomposers (they eat animals and plants that are dead). Discuss that all the parts work together so that the forest is healthy. Each part must be doing its job so that the forest stays in good working condition. MO: If possible, take the children on a short nature walk to a forested area nearby so they may observe the parts of the forest noted on the "mind map." Children carry a small notebook or clipboard to record what they see. Return to the classroom. Discuss student observations. The following text will fuel a discussion on forest stewardship. It was taken directly from From the Woods: Forest Stewardship (Penn State Cooperative Extension, Adam K. Downing, Sanford S. Smith, James C. Finley, and Shelby E. Chunko). CM/LI: Stewardship means being responsible for something and taking good care of it such as protecting your belongings and using them carefully without harming or wasting them. So whether we use a forest for hiking, hunting, or getting wood, we need to be good forest "stewards" so that the other people can use the forest today, tomorrow, and for many years to come. Even though you may not own a forest, you can still be a forest steward. You are a forest steward when you choose to use products from renewable resources (e.g., trees). You are a forest steward when you recycle wood and paper products. You are a forest steward when you keep the forest beautiful by not littering. You are a forest steward when you don't hurt plants and trees (without good reason). Someday, you might have a forest of your own. You will be a forest steward when you plan for and choose to do the things in your forest that keep it healthy and useful for plants, wildlife, and people. Talk about the many benefits of the forest habitat. Elicit student dialogue to answer the question: "What can you do to keep the forest healthy and useful?" W/R: Children will respond to the worksheet "I'm a 'Forest Friend' because . . . " after the above discussion on forest stewardship [see Appendix 2 (14K pdf)]. Activity #4 is taken directly from Trees for the Future, PP&L, Inc., 1998 [see Appendix 3 (10K pdf)]. The activity "Points of View" allows the children to think about the different perspectives relating to forest stewardship. It gives them a chance to see that people and animals have different ideas and plans for a tree. E: The assessment will be a combination of teacher observation during

children may not be able to participate. They can help with the music and dance ideas.

discussions, nature walk reports, worksheets, and student responses to the "Points of View" activity.

WEEK 27 DAY 131 KK SOL SS 3.7 Natural Resources R/HW: Prior lesson: Students will have read directions to several games and have discussed how to write specific directions. GA/G: Small group setting: After reading and discussing the article in small sections, each student is to create their own card game (may be patterned after the games "Go Fish" or "Memory"). Children must use information from the article in their game, along with directions on how to play the game.

DAY 132 KK SOL SS 3.7 Natural Resources MA/GA: Bring a selection of resources (jars, bottles, plastics, bags, paper products, cans, organic matter) and ask students to classify them. W: Students write about their initial understandings of the subject: What are resources? What happens to the resources we use when we no longer need them? What do these words mean - reduce, reuse and recycle? What are some words we use for rubbish? Litter waste, refuse, trash, garbage, etc. There are two aims to this exercise - to establish the students' prior knowledge and to reinforce principles of writing - ie beginning and end of the writing piece, punctuation.

After creating their game, they must trade with another student and play each game.

Start building a word bank in your classroom.

All games are to be labeled and placed into a ziplocked bag and then into a box for further use.

W/LI: Shared Reading: Students have photocopies of text and highlighters and follow as teacher reads, discussing and clarifying sections at a time. This provides background information and key words.

Example of a matching card game idea: card A would state: wood card B would state: only true renewable resource CM/LI: Whole group: After the class has read and discussed the article, hand out large strips to each student with facts about the article written on them. Each student is to read their fact and be able to find it in the article and give one more fact from the article to support it. E: After trading games with another student, students are to evaluate if the directions were complete and understandable and if the student used correct information from the Incredible Wood article. An editing session

TX/R: Texts to be used:Filling the Bin Journal Pt 1 No 3 1987 Sarah Scrap by Wendy Lewis. Evans Brothers Ltd. 1990 Brainstorm, then write individual simple reports based on the word bank being built up. Teacher modeling, write a simple dialogue for dramatisation. T/W: Email, fax or write a letter requesting information or a visit to find out how different resources can be recycled. Email, fax or write a letter requesting information or a visit to find out about two or three jobs in the recycling process. CM/LI: Teacher models a letter prior to the student's writing. Write one letter as a class. In groups students write to each of the following organisations: Ministry for the Environment Makers of recycling bags (Lynette Cooper, Okiato

DAY 133 KK SOL SS 3.7 Human Resources R/PS/GA: Development of Concepts: 1.Read the trade book. 2. Identify the problem the sheep had (not enough money for what they wanted to buy.) 3. Class identifies the sheep's scheme for earning money 4. Define the concepts of goods and services. 5. Students work in partners to form a good and a service from modeling clay. They explain why their models are goods or services. Closure: 1. Did the sheep buy a good or a service? 2. What are some examples of services that they could have bought? 3. Why do people produce goods or services? GA: Students work in pairs to construct two collages, one with pictures of goods, the other with pictures of services. Students should discuss their choices with their partner as they work.

DAY 134 KK SOL SS 3.7 Human Resources R/CM: Begin the class with the poem called Charlie's Chocolate Choices. R/CM/LI: After the poem has been read, ask the class what they think they are going to be learning about. CM/LI: Ask the class to name the nine things Charlie had to choose from in the poem, one child at a time, while the teacher lists them on the board and the students write them on their first journal worksheet. After all nine of the items have been listed on the board, ask the class the following questions: Could Charlie make all nine items with chocolate? Why or why not? What did Charlie have to do? The last question will lead into a discussion about making a choice. Write the word choice on the board and discuss, as a class, what the word means. Explain to the class that Charlie has a problem, he can't choose which of the nine to make, so they need to help him. Their job will be to choose two items for Charlie. W: They will then draw their first choice on the journal worksheet labeled Charlie's first choice and their second choice for Charlie on the worksheet labeled Charlie's second choice. On the worksheets, the students will need to list why they chose the object to be their first and second choice. Make sure the class

DAY 135 KK SOL SS 3.7 Human Resources MA/A: Choose two to three students by pulling tongue depressor sticks, with their names on them, from a cup. Make sure that those students who do not feel comfortable getting in front of the class are not among the names. OL: The students chosen will present their drawings to the class as well as explain why they chose each choice for Charlie. With each student, ask the following questions: What did you choose for Charlie's first choice? What would he choose to make if he couldn't have the first choice? When Charlie picked the first choice you chose for him, did he give something up? If so, what was it? (second choice) CM/LI: After each student has presented their drawings, reveal to the class that what they have been doing is called opportunity cost. Ask the students if they have any ideas of what opportunity cost really means. If no one in the class knows the definition, explain that the one thing Charlie gave up, which was his second choice, in order to get his first choice is called opportunity cost. W: Have the students now work individually on the rest of the worksheets in the journal. Explain that on the fourth page they will construct their own story or poem, like Charlie's, about their nine favorite pieces of candy. Next they will draw their first choice and tell why they chose it. Then, on the next page, they will draw and explain their second choice. On the last page they will write what the word opportunity cost means to them, their definition. OL: Draw two to three different students from the cup. Have these students present their story or poem and choices to the class. Have each student share their explanations about why they made the choices they did to the class.Have each student turn in their journal. DA: For those students who do not have good writing skills, you could: Alter the worksheets and have them draw more. Have them use short phrases or words instead of full sentences. Have them do their best and pull them aside if there needs to be a clarification.

will follow the next day.

Pt, Russell) or a recycler handy to your school Worm Farm authority Plastics New Zealand

understands that their first choice is the one they want Charlie to make.

WEEK 28 DAY 136 KK SOL SS 3.7 Capitol Resources SS/CM/W: Initiate a discussion about capital resources. Define capital resources as machines and tools used in producing a good or service. Capital resources can be used over again and are not consumed or used up in the production process. Discuss: a. What types of machines do you or your family use at home? (dishwasher, vacuum cleaner, garbage disposal, food processor, blender) b. What problems have you experienced with these machines? (some break down or jam, don't know how it works) c. How have you solved the problems using these machines? (called a repair person, read directions, return to store)

DAY 137 KK SOL SS 3.7 Capitol Resources SS/CM/R: Explain students will read story about Homer Price, who had a problem using a machine. Read "The Doughnuts" from Homer Price. Discuss: a. What was Homer's problem? (The doughnut machine would not shut off.) b. What other capital resources did Uncle Ulysses have in his coffee shop? (automatic toaster, automatic coffee maker, automatic dishwasher) c. Why do you think Uncle Ulysses liked all these machines? (They saved him time. He liked new labor-saving devices.)

DAY 138 KK SOL SS 3.7 Capitol Resources

DAY 139 KK SOL SS 3.8 Economics

SS/MA: Students produce pots to be sold at the market out of clay.

R: Read chapters 1 and 2 of Stone Fox by John Reynolds Gardiner.

SS/W: While the pots are drying students write in their journal explaining how to make a pot. Encourage students to use words like good, producer, production, human resource, capital resource and natural resource.

SS/CM/PS: Write "income" on the board. Define income as money earned for work. The income is then used to buy goods and services. Ask the class what Willy and his grandfather do to earn income. The money Grandfather and Willy receive when they sell the crop to Mr. Leeks is their income. Briefly review Willy's dilemma at the end of the first chapter. Ask students to identify little Willy's main concern when he takes control of the farm in the beginning of the second chapter. Write "capital" on the board. Define capital as the tools, equipment, and buildings that a business uses to produce a good or service. Have students think of examples of capital that Willy will use to grow and harvest the potato crop.

SS/DR/MA/MT: Students appraise pots and buy, sell and trade pots in the classroom market. DA: Advanced students will record each transaction and write a short report about the flow of money through the market.

DAY 140 KK SOL SS 3.8 Economics R: Read chapters 3-5 of Stone Fox by John Reynolds Gardiner SS/CM/PS: Write "saving" on the board, Explain that when people choose to not spend income and set it aside instead this is called saving. Ask why Grandfather was saving little Willy's earnings. Saving means spending less now to be able to spend in the future. Have students identify to whom Grandfather owes $500 and why. Write "taxes" on the board. Define taxes as required payments to the government. Summarize the discussion by writing the heading "income" on the board. Under income, list "spending, saving, and taxes." Write "credit" on the board, and define credit as the ability to buy goods and services now and pay for them later.

WEEK 29 DAY 141 KK SOL SS 3.8 Economics R: Read chapters 6 and 7 of Stone Fox by John Reynolds Gardiner

DAY 142 KK SOL SS 3.8 Economics

DAY 143 KK SOL SS 3.8 Economics R: Read the end of Stone Fox W/PS: Have students work by John Reynolds Gardiner in groups or individually (or as homework) to write a SS/CM/PS: Discuss the paragraph titled "Little following. What is income? SS/M/PS: Distribute copies (money earned for work) How Willy and Grandfather: Ten of brochures or pages from did Grandfather and Willy earn Years Later." Remind income? (They sold the potato college catalogs that will students that Willy will not crop that they grew.) give students current be so little now that he is Grandfather and Willy used college tuition fees. Use 20 years old! Students capital to grow potatoes. What the data to determine the should make sure that is capital, and which capital resources did they use? yearly and total cost of an their paragraph content (Capital is tools, equipment, and includes the answers to at undergraduate education buildings that a business uses to at various (public and least four of the questions produce a good or service. private, if available) listed on the board and Grand father and Willy) What is colleges and universities. discussed in class (they saving? (not spending income and setting it aside instead) Point out that tuition can can answer more and add What are taxes? For what are vary widely among their own, too!). Have they used? (Taxes are required colleges and there are students read their payments to the government.) many other costs, such as What is credit? (the ability to compositions aloud. room and board and Discuss. buy goods and services now and pay for them later) Why books. Emphasize again why it was so important for would someone want to be a DA: Students with speech good credit risk? (to be able to Willy (as it is for most impairment may read their borrow money when necessary) people) to save for college. story to only a partner.

DAY 144 KK SOL SS 3.9 Opportunity Costs SS/R/GA: Read aloud Under the Kapok Tree to the class. After reading the story discuss why rain forests are being destroyed. You may want to provide additional nonfiction trade books or software for research on other uses of the rain forest and for other perspectives. Questions to ask include: * Why are the forests being destroyed? * Who is cutting down the rain forests? * Why would people choose to clear the land of trees? * What would happen to these people if they could no longer cut down the trees?

DAY 145 KK SOL SS 3.9 Opportunity Costs SS/LI/CM: Discuss with the students why the rain forests are being destroyed. Explain that although people want habitats for many animals they want lumber from the trees more. This is opportunity cost. Ask students to give more examples of opportunity costs. You can also give more examples such as, although people want oxygen producing trees from the rainforest they want farmland more. SS/W: Have students write the definition of opportunity cost in their journal. Then have them write a list of examples.

WEEK 30 DAY 146

DAY 147

DAY 148 STANDARDIZED TESTING

DAY 149

DAY 150

WEEK 31 DAY 151 KK SOL SS 3.9 Opportunity Costs SS/R: Begin the class with the poem called Charlie's Chocolate Choices. After the poem has been read, ask the class what they think they are going to be learning about. SS/CM/W: After all nine of the items have been listed on the board, ask the class the following questions: Could Charlie make all nine items with chocolate? Why or why not? What did Charlie have to do? Explain to the class that Charlie has a problem, he can't choose which of the nine to make, so they need to help him. Their job will be to choose two items for Charlie.

DAY 152 KK SOL SS 3.9 Opportunity Costs SS/W/PS/A: They will then draw their first choice on the journal worksheet labeled Charlie's first choice and their second choice for Charlie on the worksheet labeled Charlie's second choice. On the worksheets, the students will need to list why they chose the object to be their first and second choice. Make sure the class understands that their first choice is the one they want Charlie to make. SS/OL/PS: After each student has presented their drawings, reveal to the class that what they have been doing is called opportunity cost. Ask the students if they have any ideas of what opportunity cost really means. If no one in the class knows the definition, explain that the one thing Charlie gave up, which was his second choice, in order to get his first choice is called opportunity cost.

DAY 153

DAY 154

Test Review RV: The students will play a jeopardy review game to prepare for the test.

Test 3 E: The students will write an essay comparing natural, capital and human resources.

RV: The teacher will prepare a review worksheet for the students to take home.

E: Students will take a 25 question multiple-choice test covering economics and opportunity costs. DA: Students with a learning disability will have the test modified, The multiple choice questions will have 2 possible answers to choose from instead of the normal 4 answers.

DAY 155 KK SOL SS 3.10 Government SS/DR/PS: The class will hold a simulated community government election. After the election has taken place in the classroom, a city council meeting will convene. At this time the council will be presented with a problem to solve. The problem: Tigger the Tiger has escaped from the local Children's Discovery House. The local citizens and animal rights groups are upset. Teacher will assign positions to the students who are not apart of the council (City Clerk, two CCTA members, Social Director, Zookeeper, Vet, Police Chief, TV Reporters, Newspaper Reporter, Members of the local Hunters Lodge, and Civic League Members.) The City Council listens actively to all sides of the issue as to how the Tiger can be taken off city streets. Each group is given the opportunity to speak before the mayor and council as to how to safely solve this problem.

WEEK 32 DAY 156 KK SOL SS 3.10 Government SS/A/W: Begin by asking the students to come up with a symbol of the profession in which they would like to work (stethoscope for doctors, chalk for teachers, books for authors, etc.). The students should then hold a "mock class reunion" where they introduce themselves to the rest of the class and tell what they have been doing as a profession (snacks may even be served). List those professions on the board as students present their jobs. Then, question students about the missing professions. For example, what if there were no doctors or police officers?

DAY 157 KK SOL SS 3.10 Government

DAY 158 KK SOL SS 3.10 Government

DAY 159 KK SOL SS 3.11 Political Parties

DAY 160 KK SOL SS 3.11 Political Parties

SS/CM/W: Assess the students' prior knowledge with questions like, "Who are the helpers in our community?" "What do good citizens and good neighbors do for each other?" Brainstorm a list of community helpers. Students will then generalize a definition of citizenship and community service.

SS/GA/MA/A: Students should conduct some basic research about their area of community service. For example, if their pledge involves recycling, students might research how many households are in the local community, how many tons of garbage are hauled away each year, etc. Students will use their newly-acquired knowledge to cooperatively and enthusiastically participate in a community project that will reinforce the students' knowledge about their chosen area of citizenship (recycling, pollution, visiting those in need, etc). Students will design wrappers, stickers, buttons, and/or labels to urge local citizens to take a more active role in the community.

SS/GA/CM: Distribute party hats and favors to class members. Label party hats with numbers 1-5 before distribution. Announce to the students that a party is going to start. Then tell the students that this will be a different type of party that they will create themselves: a political party. Ask students if they've heard this term before, or the terms "Republican" and "Democrat." The political parties encourage voters to support their candidates through many methods such as sponsoring debates, advertising, fundraising, letter or e-mail writing campaigns, slogans, making speeches and hosting big meetings called conventions.

SS/GA/A: Divide students into five groups. The number on their party hat determines to which group they belong. Each group will form a political party. The group is responsible for identifying their group with a name, an animal symbol, slogans, a site for their convention, campaign hats, buttons, pennants, etc., an issues platform and an opening speech for their convention.

SS/A/MA: Students will create bulletin board entitled "Citizenship City." Each student will be given a pattern of a small house. Students will decorate their houses and put their names on them. At the bottom of their houses, they will write their own "Citizenship Pledge" explaining a way that they, as students, plan to fulfill community responsibility.

DA: Students who have difficulty with research will have provided information to look over.

SS/A/PS: Student groups will choose a party name and design an animal symbol. Begin by sharing pictures of the Democratic donkey and the Republican elephant: why were these symbols chosen? What qualities does each animal possess?

WEEK 33 DAY 161 KK SOL SS 3.11 Political Parties

DAY 162 KK SOL SS 3.11 Political Parties

DAY 163 KK SOL SS 3.11 Key People

SS/PS/W: Ask each group to think about the issues that bind its members together. What are the best things about America? What are America's biggest problems? Each group should create a list of the most important issues and the party's position on each issue.

SS/OL/W/DR: The students prepare their opening day convention speech based on their party's platform. The students may select one of their members to deliver the speech, or each member may give a portion of the speech. Other members of the group will become a part of the convention crowd. On the opening day of the mock convention, each group will don their campaign items. As each group takes its turn, the group members will position their sentence strip issues platform. The speaker(s) will then stand on the platform and deliver the speech.

SS/CM: Explain to students that the political parties in American were not always called the Democrats and the Republicans.

SS/PS/W: Explain that political parties build an "idea platform" for their conventions. This platform of ideas is the stand that the parties take on certain issues. Give each group ten sentence strips. On each of the strips they write their party's position on the issues they chose. Use this sentence strip platform for the group's opening day speech at their convention.

SS/GA: At the conclusion of all conventions, students will choose the parties that they liked the best by going into a mock voting booth.

SS/GA/OL: Divide the class into two groups: Federalists and Republicans. Choose two students to play the roles of Thomas Jefferson and John Adams. Follow the following procedure: The teacher acts as the Speaker of the House of Representatives. Have the "delegates" meet and read aloud their roles. Have each candidate read his or her speeches aloud to the class. Have the delegates submit a vote on paper according to the roles they have received. The Speaker counts the votes aloud. The Speaker will break the tie in favor of Jefferson.

DAY 164 KK SOL SS 3.11 Key People SS/W/GA: The class will be divided into two separate teams. Half of the class will be the Republicans and the other half will be the Democrats. Students will be responsible to study the key people that are currently involved in their political party and key people that influenced their party in the past. OL/GA: Students will prepare a short speech for the class introducing their key people.

DAY 165 KK SOL SS 3.12 Ethnicity, Customs and Traditions SS/CM/GA: Ask students to gather in groups of three or four to discuss a past situation in which they felt they were the source or the subject of discrimination. SS/W/CM: After providing ample discussion time, address the class as a whole and explain that many people believe discrimination is really just an expression of fear, an emotion shared by everyone. Ask students to provide examples of social situations that people are commonly afraid of. DA: International students will be encouraged to share how religious tolerance works in their home country.

WEEK 34 DAY 166 KK SOL SS 3.12 Ethnicity, Customs and Traditions SS/GA/CM/LI: Allow students to resume their group discussions, encouraging them to consider how their discriminatory experiences may have been motivated by fear. OL: After discussion time, ask individual students or groups to share their thoughts with the class. If students do not see a connection between discrimination and fear, or if they simply do not agree with the concept, encourage them to offer alternative explanations. There should be no right or wrong answers.

DAY 167 KK SOL SS 3.12 Ethnicity, Customs and Traditions SS/T/W/PS: Divide students into small groups, and have each group choose a television cartoon to explore in class. Students will need to be familiar enough with the cartoon to discuss its representation of characters; thus, it's probably best to let students select the cartoons themselves than to assign cartoons. Have students explore the cartoon that they've chosen for the stereotypes that have been identified in the discussion

DAY 168 KK SOL SS 3.16 Massachusetts Government SS/T/W/PS: Divide students into small groups, each group will be assigned a different section of government including local, state or nation. Each group will do research on their specific region. SS/OL/W: Each small group will prepare a short speech describing the role of the Massachusetts government in their specific region.

DAY 169 KK SOL SS 3.16 Massachusetts Government

DAY 170 FIELD TRIP 4

SS/W/A/MA: The students In small groups students will be divided up into their will take a tour of the small groups from Virginia State Capital and yesterday. Each group will learn about it’s be given a period of time, government from past to beginning with the start of present. the Massachusetts colony and ending with present DA: Advanced students time. As a class, the will take a virtual tour of students will work together at least two other state to research and construct capitals and write a short a timeline of important report comparing and events that relate to the contrasting the capitals. government of Massachusetts. Students will use provided materials to make the timeline. The timeline will be displayed in the classroom.

WEEK 35 DAY 171 KK SOL SS 3.16 Massachusetts Government SS/W: Students will fill out a graphic organizer after reading information about the current Massachusetts government. SS/PS/W: Assign students to do independent research in which they compare the structure of Massachusetts’s local governments to the structure of the national government. They could present their findings in a PowerPoint presentation or by creating a tri-fold brochure on the two localities.

DAY 172 KK SOL SS 3.16 Virginia Government SS/GA/CM: Survey the class to see what they already know about government in their state and county. You may wish to have a class member record responses on butcher paper or poster board for later review and correction. Read Local Government in Virginia as a class. Allow time for discussion of terms. GA: Working in cooperative groups, have students complete the graphic organizer comparing the structure and function of city, town, and county governments as described in the article.

DAY 173 KK SOL SS 3.16 Virginia Government SS/W: When students have completed their graphic organizers, distribute copies of the quiz/worksheet: Local Government in Virginia. Allow students to use their graphic organizers in completing the worksheet. Correct the worksheet and fill in any gaps that may remain on students’ graphic organizers. SS/HW: Preview the article on Dillon’s Rule, highlighting any new or unfamiliar vocabulary. Explain to students that Judge Dillon lived during an era of corrupt local government that was run by political machines. Assign reading for homework. Students should be instructed to pick three points either in defense of or against the use of Dillon’s Rule in local government.

DAY 174 KK SOL SS 3.16 Virginia Government

DAY 175 KK SOL SS 3.16 Religious Tolerance

SS/W/A: Assign students to do independent research in which they compare the structure of Virginia’s local governments to the structure of a bordering state or a state in which they have previously lived. They could present their findings in a PowerPoint presentation or by creating a tri-fold brochure on the two localities.

SS/GA/W/OL: Divide the class into five groups. Have each group pick a leader to role-play the leader of a major religion. Group members should help in compiling information for a report on their religion. This report should include cultural information, history and the fundamental beliefs of the religion. Group leaders should prepare to explain themselves and their views to the class than answer some questions.

DA: ESL or International students will compare Virginia’s government to the government in their native country.

WEEK 36 DAY 176 KK SOL SS 3.16 Religious Tolerance SS/DR/PS: Conduct a mock trial or debate on a prominent Supreme Court case in which the class has particular interest. For instance, in Wisconsin v. Yoder (1972), there was a very apparent conflict between the "free exercise clause" and "respecting an establishment of religion".

DAY 177 KK SOL SS 3.16 Religious Tolerance SS/W/PS: Have students write about situations where they feel that they need to have their religious freedom protected today. Invent hypothetical situations where your students are the Supreme Court judges and have them explain what they think is the right thing to do and why. Should they protect the free exercise of religion or protect society from the establishment of a religion?

DAY 178 Test Review RV: The students will play a jeopardy review game to prepare for the test. RV: The teacher will prepare a review worksheet for the students to take home.

DAY 179 Test 4 E: The students will write an essay comparing the Virginia and Massachusetts governments. E: The students will take a 50 question multiplechoice test covering political parties, key people, the role of government in the classroom and religious tolerance. DA: Students with a learning disability will have the test modified, The multiple choice questions will have 2 possible answers to choose from instead of the normal 4 answers.

DAY 180 FUN DAY The students will play games and do activities of their choice that relate to social studies. Students will discuss their favorite activities from the year.

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