3 Vanvliet Social Science Charts

Rebecca VanVliet EDUC 410-002

LEGEND – Social Science A – Art CC – Collaboration with Colleagues CE – Current Events CI – Community Involvement – Collaboration with the Community CM – Communication CP – Character Principle CZ – Citizenship DA – Differentiation / Accommodation E – Evaluation GA – Group Activity LA – Language Arts LI – Listening H – Health HS – Home / School Connection – Collaboration with Family HW – Homework M – Math MA – Manipulative Activity MO – Movement / Physical Education MU – Music OL – Oral Language / Public Speaking PA – Participation PS – Problem Solving / Critical Thinking Q – Quiz R – Reading RP – Role Playing S – Science SS – Social Science/ Social Studies T – Technology TD – Teacher Demonstration VA – Visual Arts W – Writing

Rebecca VanVliet EDUC 410-002

Monday Day 1 Introduction to Course OL/PA: Teacher will welcome students, and begin a discussion on directions. SS/PA: Class will discuss the cardinal directions: North, South, East, and West, and also NE, NW, SE, and SW. Teacher will explain which wall of the class is the North wall, and the class will label it such. Teacher will review the other walls (based on the north wall), as well as the corners – “this is the southeast corner of the room.” MO/LI: Students will stand, and move to follow the teacher’s directions. Teacher will call out directions such as “boys go to the north wall, and girls go to the south wall” or “anyone wearing a blue shirt, go to the southwest corner; everyone else, go to the southeast corner.” A/MA/VA: Class will make a large compass rose out of construction paper (each student making a part) and post it on the North wall, with the northern point pointing up. PS/VA: Students will complete a worksheet on coloring arrows based on the compass direction that they are pointing (Prime Time Maps). HW: Students will complete and color the worksheet of the compass rose from http://www.enchanted learning.com/geography /printouts/compassrose. shtml.

Social Science – Week 1 Tuesday Wednesday Thursday Day 2 Day 3 Day 4 RVSOL SS 3.9 RVSOL SS 3.9 RVSOL SS 3.10 Map Skills: Map Skills: Map Skills: Oceans and Oceans and Hemispheres Continents Continents SS: Teacher will review the directions on the compass rose. Teacher will define “continent.”

SS: Teacher will review the continents. Teacher will define “ocean.”

SS: Teacher will review the continents and oceans using a map and a globe.

OL/TD: Teacher will ask for a volunteer to tell which continent they live on. Teacher will point to North America on a map.

SS/VA: Teacher will use a map to instruct students in the five major oceans of the world, describing them in relation to the continents that they border.

PS: Students will compare the map and globe, noticing differences and similarities.

SS/VA: Teacher will use a map to instruct students in locating and identifying the seven continents of the world. Teacher will write the name of each continent on the board for students to reference. LI/PS/W: Students will use white boards to write the name of the continent that matches the teacher’s description (“Which continent is north of South America?” “Which continent is directly east of Europe?” “Which continent is south of all the other continents?” etc.)

PS: Students will complete the worksheet on labeling oceans from http://www.enchanted learning.com/geography /label/labeloceans.shtml. MA/VA: Class will add the Atlantic, Pacific, Indian, Arctic, and Southern Oceans to the bulletin board, identifying and labeling each one.

LA: Students will learn to spell the names of the continents.

MA/VA/TD: Teacher will provide each student with a Styrofoam ball, a thin dowel rod for the earth’s axis, and a string. Teacher will demonstrate how to measure half-way between the poles using the piece of string to find the “equator” of the ball. Students will measure and draw the equator with a red marker. SS: Teacher will define “hemisphere,” by pulling it apart into hemi (half) and sphere (referencing the globe and the Styrofoam balls). Teacher will explain that the equator is the dividing line between the Northern and Southern Hemispheres.

PS: Students will complete the worksheet on labeling the continents from http://www.enchanted learning.com/geography /label/labelcontinents. shtml. MA/VA/CP/GA: Class will work together to create a bulletin board of the world, using poster-board cutouts of the continents. Students will work together to arrange the continents in the proper places relative to one another. Students will label the continents.

CP: Cooperation

Prime Time Maps, p.11

MU: Class will create and sing a song to help them remember the oceans.

SS: Teacher will define “equator” and instruct students where to find the equator on a globe and a map. Teacher will explain that the equator is around the center of the earth.

MA/VA/PS: Students will label the Northern and Southern Hemispheres on their Styrofoam globes. Students will place an X in the hemisphere in which they live. MA/VA: Class will place a yarn equator on the bulletin board. DA: Students who need extra practice of oceans and continents may use the short flash quiz at http://www.sheppard software.com/continents _click.html, which times students while they locate and click on each continent and ocean.

Friday Day 5 RVSOL SS 3.10 Map Skills: Hemispheres SS/PA: Teacher will review the Northern and Southern Hemispheres. Students will be asked to identify the equator, North Pole, South Pole, and Hemispheres on the globe and on the map. TD: Teacher will use the globe to show students the Prime Meridian. Teacher will explain that the Prime Meridian also divides the earth into hemispheres. PA/OL: Students will guess the names of the Hemispheres, after considering the names of the Northern and Southern Hemispheres. SS/TD: Teacher will explain that the Eastern and Western Hemispheres are divided by the Prime Meridian. Teacher will use the globe to continue the Prime Meridian all the way around the earth, to show the full division of the hemispheres. PS/GA: Students will divide into groups, and use a map and/or globe to determine which continents are in the Eastern Hemisphere, and which are in the Western. Are there any that are in both? Students will share their answers, and the class will use the information to determine where to place the Prime Meridian on the bulletin board. MA/VA: Class will add the Prime Meridian to the bulletin board with yarn. PS: Students will complete the map from http://www.enchanted learning.com/geography /label/world/ by labeling the continents, oceans, equator, prime meridian, and north and south poles. Students will also label the northern, southern, eastern and western hemispheres.

Rebecca VanVliet EDUC 410-002

Monday Day 6 RVSOL SS 3.11 Map Skills: Locating Countries SS: Teacher will review the parts of the globe/map. SS/TD/PA: Teacher will ask students to identify the country they live in (United States). Teacher will ask for a volunteer to point to the United States on a map, and another student to locate the United States on the globe. GA/PS: Teacher will divide the class into groups of three, and each group will brainstorm as many characteristics as they can relative to the location of the United States. Teacher will provide broad examples, such as: “Which continent is the United States on? Which hemisphere(s) is the United States in? Which oceans touch the United States? What other clues can you come up with?” OL/PA: Groups will share their answers with the class, and the teacher will compile a master list of the location characteristics of the US. SS/TD/PA: Teacher will ask for a volunteer to find England on a map or globe. Teacher will point to England, and explain that we get our English language from England. Class will discuss the importance of England. GA/PS: Students will repeat the question-answer activity with England. MO/LI/PS: Teacher will call out a characteristic that was listed of either country, and students will move to the North side of the room if they think it refers to the US, and the South if they think it applies to England. Students who think it applies to both will gather in the middle of the room. Class will discuss and repeat.

Social Science – Week 2 Tuesday Wednesday Thursday Day 7 Day 8 Day 9 RVSOL SS 3.11 RVSOL SS 3.13 RVSOL SS 3.13 Map Skills: Map Skills: Map Skills: Locating Simple Grids Simple Grids Countries SS: Teacher will review the locations of the United States and England. Teacher will ask for volunteers to point to each on a globe and a map.

SS: Teacher will review the locations of the United States, England, France, and Spain.

CE/PA/OL: Teacher will ask for a few students to share a brief description of their current event from England.

CE/PA/OL: Students will volunteer to share a brief description of their current events from France or Spain.

SS/TD: Teacher will locate Spain on the map. Teacher will discuss the location of Spain similar to the characteristics of location that were discussed for the United States and England. SS/PA: Teacher will locate France on the map. Teacher will ask students to volunteer characteristics of the location of France, based on the information they have learned. Students will provide information on the continent, hemispheres, and nearby oceans. MO/GA/MA: Teacher will divide the class into two teams. Teacher will place two globes at the front of the room. Teams will sit on either side of the classroom. One student from each team will be chosen to go first. Their goal is to locate the country on the globe before the other team’s player does. Another person will be chosen from each team to be the “spinner” for the other team. The “spinner” will spin the opposite team’s globe, and then sit down. The students who are locating the countries will stand behind the globes and face the board. When the teacher says “spin” the spinners will spin the globes and sit down. The teacher will then call a country (France or Spain) and the standing students will turn, stop the globe from spinning, and locate the country as fast as they can. When a student finds it, they will place one finger on the globe (on the country) and raise the other hand. Teacher will check to see that the location is correct, and those two students will become the spinners for the next two players.

MA/VA: Class will label the United States and England on the class bulletin board.

PS/A: Given a map of the world, students will identify the United States, England, Spain, and France, and color each a different color.

HW/CE: Students will be asked to find a newspaper clipping of a current event in England.

HW/CE: Students will be asked to find a newspaper clipping of a current event in either France or Spain.

SS: Teacher will introduce letter-number grids as a means of locating information, defining “row” and “column” for the students. PS: Students will complete Activity Sheet O, filling in and coloring a simple fourby-four grid. MO/CC: Teacher will arrange a time with the physical education teacher to use the gymnasium, and assign each student a grid location (A-1, C-5, etc.). Class will go to the gym, and teacher will instruct students how to orient their grid (columns going from the front of the gym to the back, with row A closest to the door, etc.). Students will then arrange themselves in a grid, ordering themselves by the assigned numbers. Once the grid is in position, teacher will have students call out their location (A-1, etc.) to see that everyone found their proper place. Teacher will then call on different columns and rows to do different things. For example, row A will sit, while column 5 turns to face the back wall. Students who are on intersecting points (in this instance A-5) will do both (sit facing the back wall).

Friday Day 10 RVSOL SS 3.13 Map Skills: Simple Grids

SS: Teacher will review letter-number grids.

SS: Teacher will review letter-number grids.

GA/PS/MO: Class will work together to make a letter-number grid of the classroom. Teacher will give each student a piece of centimeter graph paper, and draw a rough sketch of the seating arrangement on the board. Teacher will assign each row a letter and each column a number. Teacher will explain that columns go from the front to the back of the room, while rows go from side to side. Students will duplicate the sketch in more definite detail, using the lines of the graph paper to define the rows and columns. Students will fill in the names of the students for each gridsquare. Students will be allowed to get up and move around the room if it helps them visualize the seating arrangements.

PS: Students will complete the activity, “Directions on Directions,” by coloring the proper squares according to the directions. Teacher will modify the “Directions on Directions” activity to include a letternumber system (after students have completed the activity, teacher will direct the students to label the grid with letters and numbers), and students will write all of the grid points, ex. A-1, where a mark was made. Students will identify which squares were colored, which had letters, and where they started and ended. PA/OL/LI: Class will discuss the activity, and how it incorporated map and grid skills. Teacher will explain the importance of following directions

PA: Class will discuss the grids that were made, and each student will identify their own seat location on the grid. PS: Students will complete Activity Sheet P, on using a map grid to identify animals in a zoo.

DA/LI: Students who speak Spanish or French will be asked to say a few words in that language. Stoltman, p. 45

Stoltman, pp. 45-46

Prime Time Maps, pp.3233

Rebecca VanVliet EDUC 410-002

Monday Day 21 RVSOL SS 3.6 Map Skills: Locating Early Civilizations SS: Teacher will review map skills with the students. TD/SS: Teacher will use both a current map and an older map (http://ancienthistory. about.com/library/bl/ bl_maps_greece_550.htm) to show the current and ancient locations of Greece. PS/PA: Students will discuss the differences in the maps as well as the differences in the size and/or location of Greece. SS/TD: Teacher will explain “latitude” to the class, using the globe as a reference. Teacher will explain that latitude lines are always horizontal, and are measured from the equator to the north and the south. Students will understand that latitude values are smaller closer to the equator. HW/CE/W: Students will find a newspaper clipping of a current event that interests them, and write down where it takes place, what the event is, and a reaction to the event (what they think about it). Current events will be due each Friday.

Social Science – Week 5 Tuesday Wednesday Thursday Day 22 Day 23 Day 24 RVSOL SS 3.6 RVSOL SS 3.6 RVSOL SS 3.1 Map Skills: Map Skills: Contributions of Locating Early Locating Early Greece and Civilizations Civilizations Rome SS/TD: Teacher will review the location of Greece in terms of latitude, continent, and relative oceans. Teacher will use a current and an older map (http://library.thinkquest .org/10805/romanmap. html) to show the current and ancient locations of Rome. PS/MA: Students will determine the approximate latitude of Rome, using maps and globes. SS: Teacher will explain “longitude” to the class. Teacher will explain that longitude lines are always vertical, and are measured from the prime meridian to the east and the west. Students will understand that longitude values are smaller closer to the prime meridian. PS/MA/GA: Students will divide into pairs, and pairs will work together to determine the approximate longitude of both Greece and Rome. PS/MA: Students will complete the worksheet on latitude and longitude from http://www.enchanted learning.com/geography /label/latlong/. Students will place star stickers on the approximate locations of Greece and Rome.

SS: Teacher will review latitude and longitude. SS/TD/PS: Students will view a map of Africa. Teacher will direct student attention to the ancient empire of Mali in West Africa, using a map of the old Empire (http://www.metmuseum .org/toah/hd/mali/mali _map.htm). Students will compare the location of the ancient empire to the location of the current country. PS/PA: Class will discuss the location of Mali in terms of continents, oceans, hemispheres, the equator, the prime meridian, latitude, and longitude. GA/PS: Class will divide into groups. One group will be assigned “continents and oceans” and will compare the locations of Greece, Rome, and Mali in terms of these. A second group will be assigned Hemispheres, and will compare the locations of the three areas in terms of which Hemispheres they are in. A third group will be assigned latitude, and a fourth longitude. Groups will find out all they can about the locations of the three ancient civilizations, and be prepared to share their information with the rest of the class. OL/LI: Groups will share their findings with their classmates. Class will determine the relative locations of the civilizations.

SS: Teacher will explain that Greece and Rome contributed a lot to modern society. One of the ways they contributed is in the area of architecture. Teacher will discuss the basic elements of Greek architecture, including the three forms of columns (Doric, Ionic, and Corinthian). PS/T: Students will use the computer to find pictures of examples of Greek architecture in modern buildings. Students will print their pictures, and label the kind of column the picture shows. (Students will start their search at http://www.bc.edu/bc_org /avp/cas/fnart/arch/greek _arch.html, which gives a few modern examples of Greek architecture.) VA/A/MA: Students will draw a large building on construction paper, and cut columns from white construction paper to glue onto their buildings. Students will cut out three columns, and write the name of a kind of column on each (Corinthian, Ionic, and Doric). PS/W: Students will begin to fill out the worksheet “Bits and Pieces” which notes the different aspects of a culture. DA: Advanced students may draw and cut their columns to accurately represent the design of each kind (simple Doric, scroll-topped Ionic, and flowery, elaborate Corinthian). “A Part of Something Great” p.49

Friday Day 25 RVSOL SS 3.1 Contributions of Greece and Rome CE: Students will turn in their current events. SS: Teacher will review the architecture of Ancient Greece, and introduce the architecture of Ancient Rome. Teacher will discuss the basic elements of Roman architecture, focusing on the arches. PS/T: Students will use the computer to find examples of Roman architecture in modern buildings. Students will begin at http://www.greatbuildings .com/types/styles/roman. html and http://www.crystalinks .com/romearchitecture. html, each of which gives examples of Roman ruins, and pictures of their architecture. A/MA: Students will use stones and clay (“mortar”) to build an arch. PS/PA: Class will discuss what methods worked and didn’t work to keep the arch standing, and discuss possible ways the Romans were able to make the elaborate arches that we know about. PS/W: Students will begin to fill out another “Bits and Pieces” worksheet for the culture of Rome.

“A Part of Something Great” p.49

Rebecca VanVliet EDUC 410-002 Social Science – Week 6 Monday Tuesday Wednesday Thursday Day 26 Day 27 Day 28 Day 29 RVSOL SS 3.1 RVSOL SS 3.1 RVSOL SS 3.1 RVSOL SS 3.1 Contributions of Contributions of Contributions of Contributions of Greece and Greece and Greece and Greece and Rome Rome Rome Rome SS: Teacher will review both Greek and Roman architecture, focusing on pillars (columns) and arches. TD/VA/PS: Teacher will show pictures of both kinds of architecture, and students will identify them as Greek, Roman, or both. PS/GA: Groups of students will compare Greek and Roman architecture. What styles are noticeable in both civilizations? Which styles are unique? PA: Groups will share their findings with the class. HW/CE/W: Students will find another current event for the week. This week’s current event will focus on architecture, sports, or government. PS: Students will continue filling out their “Bits and Pieces” worksheets this week.

SS: Teacher will instruct the class on the government of Greece. Teacher will explain that Greece had many different kinds of government. Teacher will define “democracy” and explain that the United States got its system of government (democracy) from the Greeks. T: Class will look at http://oncampus.richmond. edu/academics/education/ projects/webunits/greece rome/Greecegovt1.html to find some information about the government of Greece. PS/RP: Class will become the “citizens” of the classroom, and vote for a “Classmate of the day.” Students will nominate someone in the class, and give a reason why they should be elected. Teacher will read the nominations aloud, and choose the three students with the most nominations to be the candidates. Students will then write the name of the person they wish to “vote” for on a slip of paper, and teacher will collect, tally, and announce the student of the day.

SS: Teacher will review the government of Greece, and instruct the class in the government of Rome. Teacher will explain that Rome was a “republic.” T: Class will visit http://rome.mrdonn.org /senate.html to see how the government of Rome was divided into different offices. PS: Class will compare the democracy of Greece and the republic of Rome, noticing similarities and differences. SS: Teacher will explain that the United States uses a mixture of the two systems.

SS: Teacher will instruct the students in Greek sports. T: Class will watch a short video clip of Olympic runners.

CE: Students will turn in their current events. SS: Teacher will instruct the class in the entertainment activities of ancient Rome.

SS/PA/PS: Teacher will discuss the different sports that came from the Greeks, such as running, discus throwing, jumping, and throwing a javelin. Students will discuss the different sports that are still played today, and compare them to how they were played in ancient Greece.

VA/TD: Teacher will show a picture of the Colosseum, and explain that it was the “theater” of ancient Rome. Teacher will explain that sports were held in the Colosseum.

MO/RP/GA: Students will divide into teams and have short Olympic Games, where each team will pretend to be from a Greek city state. Awards will go to the winners.

PS/PA: Class will discuss the sports they would play in their Colosseums.

SS: Teacher will explain that a democracy works in a similar way. The people of the nation or city get to vote for their leaders. DA: Students who are physically incapable of participating in the activities will act as spectators and cheer for their classmates. “A Part of Something Great” p.49

Friday Day 30 RVSOL SS 3.1 Contributions of Greece and Rome

A/VA: Students create a clay model of the Colosseum (round walls with a flat center floor).

Rebecca VanVliet EDUC 410-002

Monday Day 41 RVSOL SS 3.2 Culture of Mali SS: Teacher will review map skills with the students, and focus on locating the West African Empire of Mali on the map. SS/PS/PA: Teacher will explain that Mali was once a great Empire, and today it is a country in Africa. T/VA: Class will use the website http://www.fcps.k12.va.us/ KingsParkES/technology/ mali/malimap.htm to view different maps of Ancient Mali. SS: Teacher will explain that storytelling was a very important custom in Mali, because they did not have books to pass down information to their children. HW/CE/W: This week’s current event will focus on either Africa or storytelling. PS: Students will begin to fill out another “Bits and Piece” worksheet for Mali. Students will continue to add to the worksheet daily for the next two weeks.

Social Science – Week 9 Tuesday Wednesday Thursday Day 42 Day 43 Day 44 RVSOL SS 3.2 RVSOL SS 3.2 RVSOL SS 3.2 Culture of Mali Culture of Mali Culture of Mali SS: Teacher will review oral tradition and discuss other aspects of the culture of Mali. VA: Class will view examples of the art of Mali. PA/SS: Class will discuss the artwork, and teacher will explain that Malian art was made for display, but also to teach moral lessons, show authority, and celebrate special occasions. PS/T: Class will brainstorm possible uses for each piece of art, and use the computer to research each one. Class will discuss how close their guesses were to the proper uses and meanings of each piece.

SS: Teacher will review the oral tradition of Mali. LA: Teacher will define “griot” as a Malian storyteller. CI: Teacher will invite a local storyteller to visit the class and tell the students a story about Africa. PA/OL: Students will be allowed to ask questions of the storyteller. PS: Class will discuss the story that the storyteller told.

LA: Teacher will define “monarchy” for the class, as a government where a king is in charge. PA/OL: Students will share what they know about kings. SS/R/PA: Class will read Sundiata: Lion King of Mali by David Wiseniewski, and discuss the important events. VA/A: Students will draw a picture depicting their favorite part of the story of Sundiata Keita.

T/LI: Class will listen to a few samples of Mali music, from http://www.oxfam.org.uk/ coolplanet/ontheline/ explore/journey/mali/ music.htm.

DA: Hearing impaired students will be provided with a translator. “A Part of Something Great” p.49

SS: Teacher will review the culture of Mali, and introduce the government of Mali (kings, or monarchy).

Friday Day 45 RVSOL SS 3.2 Culture of Mali CE: Students will turn in their current events. SS: Teacher will review the story of Sundiata Keita, and review Sundiata’s life. T: Class will follow the story of Sundiata’s life and how it affected the Empire of Mali, at http://www.worldbook online.com/na/htm/zone/ stm/1200/sun/sunfr.htm. PS/GA: Students will divide into groups and discuss the positives and negatives of Sundiata’s life, based on the information they were given. PS: Class will complete a worksheet on Sundiata Keita.

Rebecca VanVliet EDUC 410-002

Monday Day 46 RVSOL SS 3.2 Culture of Mali SS: Teacher will review the concept of monarchy, and instruct students in Mansa Musa as a king of Mali. T/VA: Class will go to http://www.mrdowling .com/609-mansamusa.html to view a European map of Africa with a picture of Mansa Musa. SS: Teacher will explain the life of Mansa Musa, telling the class that he was the grandson of Sundiata Keita, and a Muslim. Teacher will explain that Muslims must make a pilgrimage to the city of Mecca, and that Mansa Musa’s pilgrimage brought so much gold with it, and he gave away so much of it, that people in Europe began to notice the Empire of Mali . PS: Students will complete a worksheet on Mansa Musa. HW/CE/W: This week’s current event will focus on trade.

Social Science – Week 10 Tuesday Wednesday Thursday Day 47 Day 48 Day 49 RVSOL SS 3.2 RVSOL SS 3.2 RVSOL SS 3.2 Culture of Mali Culture of Mali Culture of Mali SS: Teacher will review the government of Mali, and introduce the economic development (trade) of the kingdom. Teacher will explain that the main source of economic development was trade. PA: Teacher will ask for a student to volunteer to define “trade.” Class will discuss things they trade. SS: Teacher will discuss the things that the people of Mali traded. T/R/LA: Students will go to http://www.fcps.k12.va.us/ KingsParkES/technology/ mali/malires.htm to find and list the items that the Mali people traded. TD: Teacher will have a piece of gold jewelry and a small container of salt. Teacher will demonstrate that in Mali, one is traded for the other. RP/MO/PS: Teacher will call on two students to act out a “silent trade” as the Malian people did. Students must agree on who will be the Malian and who will be the other trader (without letting their classmates know). This will determine who trades which item. The students will act out a silent trade, and the rest of the class will decide which student was the Malian trader, and which was the other trader, based on who gave and received the items.

SS: Teacher will review the economic development (trade) of Mali, and introduce the reasons the people of Mali engaged in trade. PA: Teacher will review some of the things the students said they traded, and ask students to give reasons for why they trade things. Students will give reasons for making different trades with one another. SS/PA: Teacher will explain that the people of Mali traded gold for salt because they needed the salt. Teacher will ask the students if they needed the things they traded for. Teacher will explain that there are different reasons for trading. GA/PS: Students will gather into groups of four, and discuss possible reasons the Mali people would need salt. Teacher will encourage students to explore all the possible uses of salt. PA: Class will share their ideas. SS/H: Teacher will explain that the Mali people needed salt to preserve their food and keep them healthy. Teacher will explain that the body loses salt when it sweats, and that the people of Mali live in a desert. Teacher will explain the importance of staying hydrated when it is hot. VA/A: Students will pretend that they are able to get into a time machine and visit the Mali empire. Students will draw a picture of something they would trade with a person from Mali (besides salt) that would help them either preserve their food or stay healthy. Teacher will encourage students to be creative.

SS: Teacher will review the reasons for trade in Mali, and discuss how the people were able to trade with other countries/ empires. PS: Teacher will remind students that Mali is in a desert in Africa, many hundreds of years ago. Teacher will ask students to take a moment to think about how the people of Mali traveled. They didn’t have cars, so what would they use instead? Teacher will remind the class that the Mali Empire was very large, and the people they traded with lived far away.

Friday Day 50 TEST CE: Students will turn in their current events. SS: Teacher will review map reading skills, and the contributions of Greece and Rome. E/SS: Test will cover Greece, Rome, and Mali, and include map-reading skills.

R: Teacher will read The Hatseller and the Monkey : A West African Folktale to the class. PS/PA: Class will discuss the mode of transportation of the hatseller. SS: Teacher will explain that the people of Mali had to walk or ride animals such as camels to meet people to trade with. Teacher will tell students that traders did not often travel alone, just in case something was to happen. In Mali, traders travelled in large groups, and the army would protect them.

DA: Students with accommodations will be allowed extra time for the test.

Rebecca VanVliet EDUC 410-002

Monday Day 61 RVSOL SS 3.3 Early Explorers SS: Teacher will explain that North America was discovered by people from Europe, many years ago. MO/PA: Teacher will ask a student to point out North America on a map, globe, and the bulletin board, and another student to point out Europe. SS/TD: Teacher will introduce Christopher Columbus, and say that he sailed from Spain. Teacher will point to Spain on the map. Teacher will discuss the reason Columbus sailed to the New World. Teacher will explain that Columbus had three ships, and made four trips to the New World. MA/A: Students will make a simple ship out of cardstock and paper, and label it either the Niña, Pinta, or Santa Maria. PS: Students will complete the worksheet on Columbus from http://www.enchanted learning.com/alphabet/ spellingquestions/columbu s /index.shtml. HW/CE/W: This week’s current event will focus on America.

Social Science – Week 13 Tuesday Wednesday Thursday Day 62 Day 63 Day 64 RVSOL SS 3.3 RVSOL SS 3.3 RVSOL SS 3.3 Early Explorers Early Explorers Early Explorers SS: Teacher will teach students about Juan Ponce de Leon. Teacher will inform the students that de Leon was the man who discovered Florida. PA: Teacher will ask if any students know where Florida is, and ask them to point to it on a map. SS: Teacher will explain that de Leon was also from Spain (like Columbus), and that he actually sailed with Columbus on Columbus’ second trip. Teacher will explain the reasons for de Leon’s voyage, including that he was looking for the “fountain of youth.” VA/A/W/LA: Students will draw a picture of the fountain of youth, and tell a location where they think it might be hidden. Students will write a short letter to Juan Ponce de Leon, telling him where to find their fountains. PS: Students will complete a worksheet on de Leon.

SS: Teacher will review Columbus and de Leon, and introduce Jacques Cartier. TD: Teacher will explain that Cartier is a Frenchman, meaning he lived in France. Teacher will point to France on the map, and explain that he discovered and named Canada. Teacher will explain that Cartier made three trips to Canada from France. PS/PA: Teacher will ask if anyone knows where Canada is. Students who do will locate it on a map. Teacher will discuss the location of Canada relative to the US (north). SS/PA: Teacher will explain that Cartier was looking for a route to the Pacific Ocean through North America (a river to sail on). Teacher will ask for a volunteer to point out the Pacific Ocean on the map. Teacher will show the class the St. Lawrence River, which Cartier sailed down, and explain that it does not go all the way to the Pacific Ocean. VA/PS: Students will color a map of Canada, and show Jacques Cartier’s journey down the St. Lawrence River with a red marker.

SS: Teacher will review the previous three explorers, and introduce Christopher Newport, the man who brought men and supplies to Jamestown, Virginia. TD/PA: Teacher will provide the students with a map of Virginia, and point out Jamestown on the map. Teacher will explain that Jamestown was the first English settlement in America. Teacher will ask students to find England on the map of the world. Teacher will explain that Newport sailed back and forth between England and Jamestown five times. PS: Class will pretend they are settlers in Jamestown, and brainstorm a list of supplies that they would need. Teacher will encourage students to only list important and necessary items. W/LA: Students will write a note to Newport, explaining what supplies they want him to bring with him on his next trip. PS/T: Students will complete the matching puzzle on the four explorers at http://www.quia.com/ cm/17526.html?AP_ rand=383203672. DA: Learning disabled students will be provided with print-outs of all the explorers.

Friday Day 65 RVSOL SS 3.4 Results of Early Explorers CE: Students will turn in their current events. SS: Teacher will review Christopher Columbus. Teacher will discuss the results of his voyages with the class. PS: Class will review the places Columbus landed. Teacher will ask students to find the locations on a map. SS: Teacher will explain that Columbus was sent in search of gold and trade routes to India. Columbus named the natives “Indians” because he thought he made it to India. VA/T: Class will watch a short video on Columbus.

Rebecca VanVliet EDUC 410-002

Monday Day 66 RVSOL SS 3.4 Results of Early Explorers SS: Teacher will review Juan Ponce de Leon. Teacher will discuss the results of his voyage with the class. PS: Class will discuss the results of de Leon discovering Florida. This means the first people in Florida were Spanish. SS: Teacher will explain that de Leon did not find the fountain of youth that he was looking for, and he spent most of his time in America fighting Native Americans. PS/T: Students will play the matching/memory game about explorers at http://www.quia.com /cc/329166.html. HW/CE/W: This week’s current event will focus on a topic of the student’s choice.

Social Science – Week 14 Tuesday Wednesday Thursday Day 67 Day 68 Day 69 RVSOL SS 3.4 RVSOL SS 3.4 RVSOL SS 3.12 Results of Early Results of Early Map Skills: Explorers Explorers Locations of Early Explorers SS: Teacher will review Jacques Cartier. Teacher will discuss the results of his voyage with the class.

SS: Teacher will review Christopher Newport. Teacher will discuss the results of his voyage with the class.

PS: Teacher will explain that Cartier established the city of Quebec in Canada. Students will find and indentify Quebec on the map.

SS: Teacher will explain that Newport established the first settlement in America, starting the United States.

SS: Teacher will explain that Cartier established Canada for France.

PA: Class will discuss reasons they are thankful for living in America.

CP/W: Students will explore the accomplishments of oneanother in the classroom. Teacher will distribute the “Daily Good News” template, and students will draw the names of four classmates to write a positive article (a few sentences) about in their Daily Good News.

PS: Students will complete the matching worksheet on explorers and their discoveries, found at http://printables.family education.com/puzzlesand-games/skill-builder/ 51490.html?detoured=1.

SS: Teacher will review the accomplishments of Columbus and de Leon. TD: Teacher will use a globe and a map to locate the home countries and destinations of Columbus and de Leon. PS/T: Given the map of Columbus’ expeditions found at http://wilstar.com/holidays /columbus_map.htm, students will find the location on the globe or world map, and record the continent(s), oceans, hemispheres, latitude, and longitude that is relevant to Columbus’s travels. VA: Students will reproduce the general idea of Columbus’ expedition on a blank map of the world, marking his home country, the direction of travel, and his destination. PS/T: Given the map at http://www.enchanted learning.com/explorers/ page/d/deleon.shtml, students will repeat the activity by locating and reproducing the travels of Juan Ponce de Leon. PS/PA: Class will discuss the similarities and differences in the locations of the two explorers. A/MA: Class will learn to make simple boats out of newspaper.

CP: Self-Esteem

Begun p.69

DA: Students who are not citizens of America will tell something they like about America.

Friday Day 70 RVSOL SS 3.12 Map Skills: Locations of Early Explorers CE: Students will turn in their current events. SS: Teacher will review the accomplishments of Cartier and Newport. PA/MO: Teacher will ask for students to recall and locate the home countries of Cartier and Newport, and point them out on a map or globe for the class to see. Teacher will call on other volunteers to identify the destinations of both explorers. PS/T: Students will locate and reproduce the travels of both explorers in the same way they located and reproduced the travels of Columbus and de Leon, using a map from http://www.canadiana.org/ hbc/_images/common/ maps/cartiermap.jpg (Cartier) and a map of Virginia (Newport). PA/PS: Class will discuss the similarities and differences of the locations of these two explorers and Columbus and de Leon. MA/VA: Class will post the travels of the four explorers on the bulletin board of the world, using different colors of pins and string for each explorer.

Rebecca VanVliet EDUC 410-002

Monday Day 81 RVSOL SS 3.5 Native Americans

Social Science – Week 17 Tuesday Wednesday Thursday Day 82 Day 83 Day 84 RVSOL SS 3.5 RVSOL SS 3.5 RVSOL SS 3.5 Native Native Native Americans Americans Americans

SS: Teacher will discuss the location of different Native American tribes.

SS: Teacher will discuss the culture and daily life of the Native Americans.

TD: Teacher will enlarge the map (Haslam) and identify the locations of the different tribes for the class.

TD/VA: Teacher will show pictures of different Native American homes, explaining how each is unique to the area where it is found.

GA/PS/MO: Students will be given cards with either the name of an Indian tribe, or a location. Students will have to find a partner who has the match. Students will post their cards on a large map of the United States. HW/CE/W: This week’s current event will focus on Native Americans. PS: Students will begin to fill out another “Bits and Piece” worksheet for Native American culture. Students will continue to add to the worksheet daily for the next two weeks.

Haslam, pp.6-7 “A Part of Something Great” p.49

PS: Students will complete a matching activity, in which they match the kind of Indian house to the location where it is found. SS: Teacher will instruct the students in the traditional dress of the Native Americans. PS/VA: Students will examine a headdress, and class will discuss the meanings of the feathers in the band. A/MA: Students will make a pair of “moccasins” from burlap, using cardboard for the soles and paint for decoration.

Haslam, pp.8,11

SS: Teacher will discuss the food and daily activities of the Native Americans. PS/PA: Class will discuss starting a fire. Students will discuss the possible ways Native American’s could have made fire (two sticks, flint, etc.) SS: Teacher will explain the different sources of food for the Native Americans. MA/VA/GA: Students will divide into groups (one group for each tribe), and use the map on page 29 (Haslam) to determine what food sources were available to the Native Americans based on the location of the tribe. Students will draw pictures of each food source, and place them in the tribe’s location on a large map of North America that the teacher will display on the classroom wall.

Haslam pp.28-29

SS: Teacher will discuss the religion and beliefs of the Native Americans. PA: Class will discuss the importance of spirits and the spirit world to the Native Americans. R/PA/PS: Class will read Moon's Cloud Blanket by Rose Anne St. Romain, and discuss the legend that is told in the story. Class will discuss how the story represents the beliefs of the Native Americans. SS: Teacher will explain the purpose of “Kachina Dolls” and explain that they were used primarily by the Pueblo Indians.

Friday Day 85 RVSOL SS 3.5 Native Americans CE: Students will turn in their current events. SS: Teacher will review the beliefs of the Native Americans. MA/A: Students will paint their Kachina dolls, using natural color pigments that would have been available to Native Americans (browns, reds, oranges, yellows, black, and white). SS: Teacher will discuss the importance and significance of spirit masks during ceremonies. T/VA: Class will watch a short video of a Native American ceremony.

MA/A: Students will craft a “Kachina Doll” out of modeling clay. Teacher will bake the dolls to harden them.

DA: Students who prefer may draw a picture of a Kachina doll instead of sculpting one. Haslam, pp.52-55

Haslam pp.52-53

Rebecca VanVliet EDUC 410-002

Monday Day 86 RVSOL SS 3.5 Native Americans SS: Teacher will review the customs of the Native Americans, and discuss the impact of the European settlers on the Native American tribes. SS/PS: Teacher will explain that the Europeans brought their own customs with them from England, Spain, and France. Class will brainstorm a list of differences between the European customs (similar to customs today) and the Native American customs. PA/PS: Class will discuss customs and habits that the European’s picked up from Native Americans (ways of growing food, hunting, etc.). HW/CE/W: This week’s current event will focus on a topic of the student’s choice.

Social Science – Week 18 Tuesday Wednesday Thursday Day 87 Day 88 Day 89 RVSOL SS 3.5 RVSOL SS 3.5 RVSOL SS 3.7 Native Native Characteristics Americans Americans of Early Peoples SS: Teacher will review the results of de Leon’s encounters with Indians (battles). Teacher will explain that many times the Europeans and Native Americans were not friendly, and resulted in the Native Americans being pushed farther West.

SS: Teacher will discuss the influence of Native Americans on life in America today. VA: Teacher will show pictures of Native American reservations, where most of the remaining Native Americans live.

VA/T: Class will watch a short video on Jamestown, showing how the Europeans cut down the forests that the Native Americans hunted in to make their fort.

PA/PS: Class will discuss how the Native Americans’ understanding of nature impacted people all over the world.

PA/PS: Class will discuss the ways the Europeans and Native Americans hurt each other.

W: Students will write down three things that they use/see in their own lives that relates to something they learned about Native Americans. PA: Students will share their ideas, and the teacher will compile a master list. PS: Class will discuss how many pieces of our culture came from the Native Americans.

SS: Teacher will discuss the distinctive characteristics of the early groups of people that have been discussed over the course of the year so far. PS/GA: Groups of students will work together to compare Native Americans to Greeks, Romans, and the people of Mali. Each group will compare Native Americans to one of the other groups of people.

Friday Day 90 PROJECT CE: Students will turn in their current events. E/RP/OL: Students will act out the life of a Native American as if they were one, telling something they eat, something they like to do, and something about where they live.

W: Groups will make a chart noting the various similarities and differences of the groups, focusing on culture, location, daily life, and activities. OL: Each group will either choose one representative to share their chart with the class, or group members will take turns sharing pieces of information. PA: Class will discuss the results. DA: Students who do not wish to act may simply speak as if they were a Native American.

Rebecca VanVliet EDUC 410-002

Monday Day 101 RVSOL SS 3.8 Humans Modify Environment

Social Science – Week 21 Tuesday Wednesday Thursday Day 102 Day 103 Day 104 RVSOL SS 3.8 RVSOL SS 3.8 RVSOL SS 3.8 Humans Modify Humans Modify Humans Modify Environment Environment Environment

SS: Teacher will discuss the ways in which humans modify the environment to meet their needs.

SS: Teacher will review Greece, and discuss how the Greeks modified the environment.

T: Class will watch a short video on Dams, from http://idahoptv.org/dialogue 4kids/archive/episodePage. cfm?versionID=105996.

PS/T: Class will look at the buildings and cities of Greece. Class will go to http://oncampus.richmond. edu/academics/education/ projects/webunits/greece rome/Greecegeog1.html to see how little the Greeks modified the environment.

PS: Class will discuss the ways dams affected the environment, and whether it was good or bad. SS/PA: Class will brainstorm other ways humans have modified the environment (buildings, pollution, cutting down trees, etc.). Class will discuss the positives and negatives of each. HW/CE/W: This week’s current event will focus on a way humans have changed something in nature.

PA: Class will discuss ways the Greeks did not do much to change the environment. Class will decide if this was positive or negative. PS: Students will complete a worksheet on Greece.

SS: Teacher will review Rome, and discuss the ways in which the Romans modified the environment to meet their needs. PS/T: Class will go to http://oncampus.richmond .edu/academics/education/ projects/webunits/greece rome/Romegeog1.html to find different ways the Roman Empire modified the environment. PA: Class will discuss the ways Rome did and did not change the environment. PS: Class will compare the ways Rome changed the environment to the ways Greece changed the environment. Did they change in the same way? Was this good or bad? PS: Students will complete a worksheet on Rome.

SS: Teacher will review the Empire of Mali in West Africa, and discuss the ways in which the Mali people modified the environment to meet their needs. SS/TD: Teacher will review the main export (traded good) of Mali: gold. Teacher will have a large (shallow) box filled with wet sand and buried rocks painted gold. Teacher will show students how miners would dig through the rock to find gold, explaining that the wet sand (more dense than dry sand and therefore more solid) represents the rocks, and must be displaced (moved) to get to the gold. Teacher will explain that although the box only contains sand, the Mali people were mining in real rock, meaning they would not be able to smooth out the landscape, although it is possible to smooth out the sand. MA/MO/GA: Groups of students will be provided with boxes similar to the teacher’s demonstration box, and will observe how the landscape of the box changes when they begin to “mine” for the gold that is buried. PS/PA: Class will discuss how mining changed the environment in Mali. Students will offer suggestions of what they think the results of that change would be.

Friday Day 105 RVSOL SS 3.15 Economics: Resources CE: Students will turn in their current events. SS: Teacher will instruct the students in natural resources, such as coal, water, and wood. Teacher will define “natural resource.” PS/PA: Students will be asked to identify one use for each of the three natural resources. Class will compile a list. Teacher will explain that people use resources from nature all the time. SS: Teacher will explain that natural resources are used to make many products (things we can buy), and that resources are limited. TD/PS/PA: Teacher will present the “Needs and Wants” poster, from http://chumby.dlib.vt. edu/melissa/posters/ needswants.pdf and explain that some things that we have are necessary, while some are things that we can live without. Class will discuss which items use natural resources in their production. PS/GA/MA/VA: Groups of students will brainstorm ideas of objects or items made with natural resources that they could add to the “Needs and Wants” poster. Students will cut pictures from magazines of items they can add. VA: Class will create a “needs and wants wall” by posting the pictures on a large poster or section of wall, with two headings: “Needs” and “Wants.” DA: Artistic students may draw their own pictures instead of only cutting them from magazines.

Rebecca VanVliet EDUC 410-002

Monday Day 106 RVSOL SS 3.15 Economics: Resources SS: Teacher will review natural resources, and introduce man-made resources. Teacher will define “man-made resource.” TD/PS/PA: Teacher will present the “Needs and Wants” poster again, from http://chumby.dlib.vt. edu/melissa/posters/ needswants.pdf, and students will identify things that are man-made. PA/OL/PS: Class will discuss things they buy that are man-made. Students will determine whether each item is a need or a want. VA/MA: Students will find or draw pictures of the items, and add them to the need and want wall. HW/CE/W: This week’s current event will focus on an area of economics. HS: Teacher will send home a notice about the upcoming field trip to the American History Museum. Parents must sign and return the bottom of the notice by the end of the week.

Social Science – Week 22 Tuesday Wednesday Thursday Day 107 Day 108 Day 109 RVSOL SS 3.16 RVSOL SS 3.16 RVSOL SS 3.17 Economics: Economics: Economics: Specialization Specialization Opportunity Cost SS: Teacher will review resources, and explain specialization (being good at one thing). CI: Teacher will invite a specialist from the community to come into the class and talk about his work, and how focusing on being good at one thing is helpful to the community. PS/PA: Class will discuss different areas of specialization, and explain what goods or services each specialization contributes to. A/VA: Students will draw a picture of themselves specializing in some area.

SS: Teacher will review specialization and introduce interdependence (depending on others for goods & services). Teacher will explain that if everyone specializes in only one area, they won’t have any variety unless they depend on other people for it. PS: Students will look at their pictures from the day before, and decide on something that their specialization can be a part of. Students will then think of other specializations that could help make up the other parts of the ‘something’ that their specialization is a part of. CM/MO: Students will try to find other students whose specializations will compliment their own. A/VA: If they cannot find someone to fit their idea, students will either draw another picture or write down another specialization that they would need. PS/PA: Class will discuss interdependence in society, looking at making bread. Someone needs to specialize in growing wheat, someone else needs to specialize in making flour, someone else needs to specialize in transportation, someone else in baking, someone else in selling, etc. PS: Students will complete a worksheet on interdependence. DA: Gifted students may find/create multiple other specializations that would complement their own.

SS: Teacher will review specialization and interdependence. Teacher will introduce the term “opportunity cost.” Teacher will define opportunity cost as “what you give up when you make a decision.” TD: Teacher will give the example of buying a book. The cost of buying the book is the money you spend, say, $3.50. The opportunity cost of buying the book is anything ELSE that you could have spent your $3.50 on, say, four candy bars. Teacher will give another example, concerning time. If a student decides to watch a 2-hour movie, what is the opportunity cost? The cost is 2 hours. The opportunity cost is studying for a test, or taking a walk, or anything else that the student COULD HAVE DONE with those 2 hours. PS/PA: Teacher will give another example: A student buys a used bicycle for $10. What is the opportunity cost of buying the bike? Students will generate ideas on what ELSE they could spend $10 on. SS: Teacher will explain that every decision has an opportunity cost. Even deciding which socks to wear!

Friday Day 110 RVSOL SS 3.17 Economics: Opportunity Cost CE: Students will turn in their current events. SS: Teacher will review the meaning of ‘opportunity cost.’ Teacher will focus on identifying examples of opportunity cost. TD/PS/PA: Teacher will give an example of a decision (such as buying a book again), and give students two choices for the opportunity cost: buying trading cards, or $3.50. Students will identify which is the opportunity cost. Teacher will provide more examples: You stop to help a girl who fell and skinned her knee. Is the opportunity cost the time you stayed with her? Or is it the first ten minutes of your favorite after-school television show? Students will identify the proper answer. PS: Students will complete a worksheet on opportunity cost.

Rebecca VanVliet EDUC 410-002

Monday Day 121 RVSOL SS 3.22 Famous Americans SS/R/LI: Teacher will read Crossing the Delaware : A History in Many Voices by Louise Peacock to the class. PS/PA: Class will discuss Washington, his role in the American Revolution, and note that he was the first president. T/PS: Class will go to http://www.americas library.gov/cgi-bin/ page.cgi/aa/presidents /wash/martha_1, to read about George and Martha Washington. R/LI/PA/PS: Teacher will read a short informative story on Martha Washington. Students will listen carefully, and the class will answer and discuss the questions at the end. Class will discuss what it means to be a “first lady.” HW/CE/W: This week’s current event will focus on America.

Social Science – Week 25 Tuesday Wednesday Thursday Day 122 Day 123 Day 124 RVSOL SS 3.22 RVSOL SS 3.22 RVSOL SS 3.22 Famous Famous Famous Americans Americans Americans SS/R/LI: Teacher will read The Hatmaker's Sign: A Story by Benjamin Franklin by Candace Fleming, which tells a fictional story about Ben Franklin and Thomas Jefferson. T/R/PS: Class will go to http://www.americas library.gov/cgi-bin/ page.cgi/aa/presidents /jefferson/declar_1, to read and answer a few questions about the Declaration of Independence. SS: Teacher will explain that Jefferson helped contribute to a republican form of government in the United States. T/R/PS: Class will go to http://www.americas library.gov/cgi-bin/ page.cgi/aa/presidents /jefferson/home_1, and read and answer the questions concerning some fun facts about Thomas Jefferson.

SS/R/LI: Teacher will read Abe Lincoln Remembers by Ann Turner, which is a reflection on Lincoln’s life. PA/PS: Class will discuss Abraham Lincoln. T/R/PS: Class will go to http://www.americas library.gov/cgi-bin/ page.cgi/aa/presidents/ lincoln/youth_1 to read a short story and answer a few questions about Abraham Lincoln. SS: Teacher will explain that Lincoln was the 16th president of the United States, and he freed the Africans from slavery. T/R/PS: Class will go to http://www.americas library.gov/cgi-bin/ page.cgi/aa/presidents/ lincoln/humor_1 to read a short story and answer a few questions about some fun facts about Abraham Lincoln.

SS/R/LI: Class will reread the book they read last week on Rosa Parks (“Rosa” by Nikki Giovanni). SS/PS: Teacher will explain that at the time Rosa Parks lived, darkskinned people were not very well liked. T/R/PS/PA: Class will go to http://www2.lhric.org/ pocantico/womenenc/ parks.html to read a short summary of Rosa Parks. Class will discuss how Rosa Parks was a famous American. MO/OL/GA: Class will ‘reenact’ Rosa Parks’ refusal to give up her seat on the bus. PS: Students will complete a worksheet on Rosa Parks.

DA: Students who do not want to participate in the reenactment will be allowed to be silent spectators. “Famous Friends” pp.4955

Friday Day 125 RVSOL SS 3.22 Famous Americans CE: Students will turn in their current events. SS/R/LI: Teacher will read Martin's Big Words: The Life of Dr. Martin Luther King Jr. by Doreen Rappaport. SS/PA: Teacher will explain that Martin Luther King Jr. was a very influential man, and really impacted African American rights in America. Class will discuss their thoughts on King Jr.’s actions. T/R/PS: Class will go to http://www.americas library.gov/cgi-bin/ page.cgi/aa/activists/king to read about Martin Luther King Jr., and read the short stories at the bottom and answer questions about fun facts concerning Martin Luther King Jr.

Rebecca VanVliet EDUC 410-002

Monday Day 126 RVSOL SS 3.23 Patriotic Holidays SS: Teacher will explain the importance of patriotic holidays in the United States. SS: Teacher will explain Veterans’ Day (November 11) as a day that honors all of the servicemen (soldiers, and other military men and women) who have fought in any war in America’s history. Teacher will explain that the day marks the anniversary of the end of World War I. OL/PA: Teacher will ask students with family in the military to share what branch (army, marines, navy, air force, national guard, etc.) they are in. SS: Teacher will explain the significance of Memorial Day, which honors the soldiers and other servicemen who have died in war. Teacher will explain that the day was originally created in honor of those who died in the Civil War. Memorial Day is observed annually on the last Monday in May, and it is observed by decorating the graves of servicemen. PS/PA: Class will discuss the importance of remembering and honoring the men and women who fight for America. HW/CE/W: This week’s current event will focus on diversity. DA: Students who have recently lost loved ones in the military may be excused from the discussion if they choose.

Social Science – Week 26 Tuesday Wednesday Thursday Day 127 Day 128 Day 129 FIELD TRIP To RVSOL SS 3.24 RVSOL SS 3.24 American Diversity in Diversity in History Museum America America MO/CP/LI: Teacher will have the students line up across one side of a masking-tape line on the floor. The teacher will then explain that the words people use can hurt others, and discrimination is one of the main reasons people try to hurt one another. Next the teacher will call out different groups of people, such as ‘people who have been teased for not being able to sing’ or ‘people who have been teased because of their religious background’ and any students who fit the description will step across the line and turn to face the rest of the class. After each group crosses the line, the teacher will ask the students to observe who is with them and who is not. The students who crossed the line will then return to join the rest of the class, and the teacher will call another group. PA/OL/CP: Class will discuss how it felt to cross the line, and how it felt to watch others cross the line. Teacher will explain that it took courage to cross the line, and crossing the line did not make anyone any less deserving of kindness and respect. Teacher will encourage students to be proud of their differences.

SS/LI/MU: Class will listen to http://www.school-houserock.com/Grea.html on diversity in America (song: Great American Melting Pot, School House Rock). PA/PS: Class will discuss the diverse origins of Americans, noting especially those mentioned in the song. SS: Class will identify diverse customs in America. PA/OL: Each student will be asked to share something unique about their family. Students will be given a few minutes to think, and then they will share something that is special or unique about their family and/or family customs. (Ex. My family is Dutch, and we put chocolate sprinkles on pancakes, instead of syrup.) PA: Class will discuss the diversity that is evident just in the classroom.

Friday Day 130 RVSOL SS 3.24 Diversity in America CE: Students will turn in their current events. SS/LI/MU: Class will listen to http://www.school-houserock.com/Grea.html again (song: Great American Melting Pot, School House Rock). SS: Teacher will review diversity, and explain that there can be unity in diversity. The United States is a very diverse country, united under a republican government, and the classroom is a diverse group of students, united under a common set of rules and respect. SS/MO/CM/W: Teacher will remind students that they are to be respectful of diversity in the people around them. Students will playa version of the “Same Game” in which they must find someone whose answers to a number of questions are the same as their own. Students will also be required to find a student who has a different answer for each question. Students will write the names of the other students in the chart, and include how the second student is different (diverse). PA: Class will discuss the results of the survey.

SS: Teacher will explain ‘diversity’ as it relates to people groups in America. CP: Courage, Respect for diversity

Roerden, pp.68-69

Siccone, pp.60-62

Rebecca VanVliet EDUC 410-002

Monday Day 141 RVSOL SS 3.25 Early American Ideas of Government SS/R: Class will read A More Perfect Union, by Betsy Maestro. PA: Class will discuss the ideas presented in the book. SS: Teacher will explain the significance of the Constitution, telling the students that it is the document that all of our laws and rights are based off of. VA: Students will view a picture of the original Constitution. PA: Class will discuss the important people who had a part in writing the Constitution.

Social Science – Week 29 Tuesday Wednesday Thursday Day 142 Day 143 Day 144 RVSOL SS 3.25 RVSOL SS 3.25 RVSOL SS 3.18 Early American Early American Purpose of Rules Ideas of Ideas of and Laws Government Government SS: Teacher will review the Constitution, and discuss the earlier ideas of government and religion in Massachusetts (Plymouth) and Virginia (Jamestown). PS/PA: Class will discuss the Pilgrims, who wanted freedom of religion from the church of England. VA/SS: Students will view a picture of the Mayflower Compact, and teacher will explain how it protected the right to free religion in the colony.

SS: Teacher will review the ideas of religion and government from Plymouth, and focus on Jamestown. PS/PA: Class will recall Christopher Newport and why he traveled to Jamestown. VA/T: Class will watch a video on the government of Jamestown. PA: Class will discuss the video.

PS: Students will complete a worksheet on the Plymouth pilgrims.

SS: Teacher will explain that rules and laws are important for protection. PA/OL: Students will give examples of rules at home that are there for their protection. SS/TD: Teacher will give examples of laws that are in place for the people’s protection. MA/VA/R/GA: Groups of students will find newspaper articles that demonstrate how a law protects someone. PA: Class will discuss the newspaper articles, identify the laws, and identify the person who is being protected.

PS: Students will complete a worksheet on the Constitution.

PS: Students will complete a worksheet on laws that protect people.

HW/CE/W: This week’s current event will focus on government. DA: Students who cannot behave during the video will be given a reading on Jamestown to complete in a separate room.

Friday Day 145 RVSOL SS 3.18 Purpose of Rules and Laws CE: Students will turn in their current events. SS: Teacher will review the kinds of rules and laws that are in place for protection, and address those that are in place for punishment. SS/TD/PA: Teacher will give examples of laws that are in place to punish people who break laws. Students will also brainstorm ideas. MA/VA/R/GA: Groups of students will again look for newspaper articles concerning punishment. PA: Class will discuss the newspaper articles, as well as the kinds of punishment that they include.

Rebecca VanVliet EDUC 410-002

Monday Day 146 RVSOL SS 3.19 Purpose of Government SS/R: Class will reread A More Perfect Union, by Betsy Maestro. PA: Teacher will ask students to volunteer ideas on why they think government is important. SS/PA/PS: Teacher will explain the purpose of government is to make laws, carry out laws, and decide if laws have been broken. Students will come up with one example of each. OL/TD: Class will recite the Pledge of Allegiance. Teacher will write the words out on the board. R/W/GA/PS: Students will read the words of Francis Bellamy, which were the original words of the Pledge. Students will write the current Pledge next to the original, and groups of students will reread both versions and find the changes that were made to the original.

Social Science – Week 30 Tuesday Wednesday Thursday Day 147 Day 148 Day 149 RVSOL SS 3.21 RVSOL SS 3.21 RVSOL SS 3.21 Basic Rights Basic Rights Basic Rights SS: Teacher will explain that people have certain rights that cannot be taken away without a reason. These include life, liberty, and property. PA: Class will discuss the meaning of each term. TD: Teacher will give examples of each right. PA: Students will give examples of ways they enjoy each right. VA/A: Students will draw a three-fold picture of themselves enjoying each right. VA/PA: Class will display the pictures on the wall, and discuss the rights that are shown. PS: Students will complete a worksheet on the three basic rights.

SS: Teacher will review the three basic rights of Americans, and introduce the Bill of Rights.

SS: Teacher will review the first five rights of the Bill of Rights, and focus on the last five.

R/OL: Teacher will give each student a simplified version of the Bill of Rights (a summary of each right) and the students will take turns reading one right aloud.

R/OL: Teacher will call on a volunteer to read aloud each of the last five rights.

SS/TD: Teacher will discuss the first five rights in the Bill of Rights, and give examples of how each one is carried out in America. PA: Students will volunteer ways in which they enjoy the liberties that are discussed. VA/A/W: Students will choose one right, and draw a picture or write a few sentences about how they enjoy that right. PA: Class will share their picture or sentences with the class.

SS/TD/PA/PS: Teacher will give examples of how each right applies to the lives of the students. Students will brainstorm more ways each right applies to them. PS/PA/GA/W: Class will brainstorm a “classroom bill of rights” as a whole, in which the students will vocalize rights they would like to observe every day in school. Teacher will limit the list to ten items. Class will draft a copy of the classroom rights, and each student will copy down the rights for his/her own reference. A large copy will be made to go on the classroom wall.

PA/OL: Class will discuss the meaning of the Pledge of Allegiance. PS/VA: Students will draw the American flag in the given outline (p.12). HW/CE/W: This week’s current event will focus on people’s rights. DA: Students with disabilities may use the computer to generate a picture instead of drawing. “A Part of Something Great” p.14,12

DA: Students who have trouble copying information will be given a printed copy of the classroom rights after the activity is completed.

Friday Day 150 RVSOL SS 3.20 Role of Government (Rights) CE: Students will turn in their current events. SS: Teacher will review the rights of people in America, and explain that the role of the government is to protect the rights of the people. SS/TD: Teacher will reference the “classroom bill of rights” created the day before. Teacher will ask the students to think of ways the classroom would be affected if no one kept people from taking away those classroom rights. PS/PA: Students will volunteer their ideas. PA: Class will discuss what would happen if the government did not enforce laws. PS: Students will complete a worksheet on the role of the government in protecting the rights of the people.

Rebecca VanVliet EDUC 410-002 Social Science – Week 33 Wednesday Thursday Day 163 Day 164 PROJECT PROJECT

Monday Day 161 PROJECT

Tuesday Day 162 PROJECT

SS: Teacher will review the Bill of Rights.

GA/MA/PS/VA/CC/MO: Students will work on their projects. Groups will be allowed to go to the library to find information.

SS/LI: Teacher will explain the project: Partners will work together to choose one of the articles from the Bill of Rights. Partners will be creating a poster on their right, including pictures, examples, positives and negatives of the right.

GA/MA/PS/VA/CC/MO: Students will work on their projects. Groups will be allowed to go to the library to find information. Students will finish their projects.

OL/VA: Pairs of students will present their right, briefly explaining the right, any pictures they included, and any examples.

GA: Students will choose a partner, and decide on the right they want to present. Students will begin their research. HW/CE/W: This week’s current event will focus on a topic of the student’s choice. DA: Students who need extra time for a documented reason may take this day to finish their projects in the library.

Friday Day 165 PROJECT CE: Students will turn in their current events. OL/VA: Pairs of students will present their right, briefly explaining the right, any pictures they included, and any examples.

Rebecca VanVliet EDUC 410-002

Monday Day 166 REVIEW

Tuesday Day 167 REVIEW

SS: Class will review map skills, Greece, and Rome.

SS: Class will review the Empire of Mali in West Africa.

PS: Students will demonstrate ability to read a map, identifying continents, oceans, the equator, the prime meridian, the hemispheres, latitude, and longitude. PS/T: Students will use the interactive map at http://www.iknowthat.com/ com/PuzzleMap?Sample Activity=True&MapName =Continents%2B%26%2 BOceans&AOL=true& Activity=Pieces&COOK= to practice Oceans and Continents.

Social Science – Week 34 Wednesday Thursday Day 168 Day 169 REVIEW REVIEW

SS/T: Class will go to http://www.oxfam.org.uk/ coolplanet/ontheline/ schools/magicmali/ index.htm to review the different aspects of Mali. PA: Class will discuss the culture, government, and trade of Mali.

SS: Class will review Native Americans. PS/PA: Class will discuss the locations of the different tribes, using the map in [Haslam]. MA/MO: Students will place a paper cut-out of the different Native American dwellings on the map in the location of the proper tribes. PA: Class will discuss the food and clothing of the Native Americans, and cover the beliefs in spirits and gods.

SS: Class will review the explorers and early America. VA/MA: Using a map and pieces to represent the different explorers, the students will trace the voyages of the four early explorers discussed in class, making note of the reason for each expedition. SS/T: Class will use http://www.manteno5.org /mes/Resources/learning. htm to review government. PA: Class will discuss the religious views of the early settlers.

PA/PS: Class will discuss the influence of Greece, using the information at http://www.fcps.edu /FoxMillES/anctgreece .html and students will complete the short quiz on Greece from http://web.dps.k12.va.us /ParkAve/greece.htm. T/PS: Class will visit http://www.snaith primary.eril.net/ roconten.htm to review information on the Romans. HW/CE/W: This week’s current event will focus on a topic of the student’s choice. DA: Students who prefer may use the bulletin board map from the beginning of the year to trace the expeditions of the explorers (with the paths already marked in string). Haslam pp.6-7

Friday Day 170 REVIEW CE: Students will turn in their current events. SS: Class will review economics. PA/PS: Class will compare and discuss natural and man-made materials, and the products that are needs versus wants. TD/PA/PS: Teacher will provide the class with samples of choices, and students will identify the opportunity cost(s) of each. SS/T: As a general review, students will use the matching game at http://www.quia.com/ mc/255161.html.

Rebecca VanVliet EDUC 410-002 Works Cited – Social Science “Ancient Greece.” AncientGreece.org. Retrieved December 6, 2007 from http://www.ancientgreece.org/. Cornett, Claudia E. Creating Meaning Through Literature and the Arts. NJ: Pearson Education Inc., 2007. “Enchanted Learning.” Enchanted Learning. Retrieved December 5, 2007 from http://www.enchantedlearning.com/Home.html. “Third Grade Resources.” Marshall Elementary School. Retrieved December 8, 2007 from http://www.pwcs.edu/marshall/3rd%20Grade%20Resources.htm. “Third Grade Social Studies Skills.” Internet 4 Classrooms. Retrieved December 5, 2007 from http://www.internet4classrooms.com/skills_3rd_social.htm. “U.S. Presidents.” America’s Story from America’s Library. Retrieved December 9, 2007 from http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/presidents. Idea Books Aten, Jerry. Famous Friends: Outstanding Women. IL: Good Apple, Inc., 1987. Aten, Jerry. A Part of Something Great: Activities to Motivate Kids Toward a Better Appreciation of the American Heritage. IL: Good Apple, Inc., 1980. Aten, Jerry. Prime Time Maps. IL: Good Apple, Inc., 1983. Begun, Ruth W. ed. Social Skills Lessons and Activities for grades 1-3. CA: Jossey-Bass, 1995. Haslam, Andrew, and Alexandra Parsons. North American Indians. NY: Scholastic, Inc., 1995. Roerden, Laura P. Don’t Laugh At Me: Teachers Guide: Grades 2-5. NY: Peter Yarrow Productions and Educators for Social Responsibility, 2000. Siccone, Frank and Lilia López. Educating the Heart: Lessons to Build Respect and Responsibility. MA: Allyn and Bacon, 2000.

Rebecca VanVliet EDUC 410-002 Stoltman, Joseph P. Teaching Map and Globe Skills, K-6: A Teacher’s Handbook. IL: Rand McNally and Co., 1992.