4 - Claar-smith - Social Studies Charts

A AC

art

accountability C compassion CI community involvement- collaboration with the community CC collaboration with colleagues/ resource teachers CL cultural literacy and diversity CM communication CR creativity CZ citizenship DA differentiation/accommodation E evaluation GA group activity I integrity L literacy LA Language Arts LE leadership LI listening LS life skills H health HS home/school connection- collaboration with families HW homework M math MA manipulative activity MO movement/ physical education MU music O obedience OL oral language/ public speaking PS problem solving/ critical thinking Q quiz R reading

RE RT S SS T TX W

responsibility respect science social studies technology text writing

Monday Day # 11 MCSOL SS 4.1, 4.2, 4.3, 4.5, 4.6 History Skills

Tuesday Day # 12 MCSOL SS 4.1, 4.2, 4.3, 4.5, 4.6 History Skills

Week # 3 Wednesday Day # 13 MCSOL SS 4.1, 4.2, 4.3, 4.5, 4.6 History Skills

Thursday Day # 14 MCSOL SS 4.1, 4.2, 4.3, 4.5, 4.6 History Skills

Friday Day # 15 MCSOL SS 4.1, 4.2, 4.3, 4.5, 4.6 History Skills

SS/LI: The teacher will explain to the students that artifacts play an important role in history, connecting generations.

SS/LI: The teacher will explain to the students that in history, cause-effect relationships explain the major details.

SS: The teacher will create “Discovery Boxes” that contain different artifacts from countries all over the world.

SS/LI: The teacher will share with the students some stories that demonstrate cause-effect relationships.

SS/GA: The students will get into groups and complete some focus questions to find details about the artifact

SS/LI: The teacher will explain to the students that many countries have similar issues and stories in history.

(http://www.mcps.k12.m d.us/curriculum/socialstd /grade3/Discovery_Box.h tml)

SS/LI: The teacher will explain the terms primary and secondary sources. SS/LI: The teacher will brainstorm with the students different types of sources. SS: The students will put the sources in the correct category, either primary or secondary. SS/T: The students will complete an activity on Kidspiration, creating a concept map that highlights examples of primary and secondary sources with a given list of examples

SS/LI: The teacher will explain that it is good to understand and appreciate the differences among cultures. SS/LI: The teacher will explain that drawing conclusions and generalizing are often a large part of understanding historical events. SS: The teacher will give the students handouts that discuss two different historical events in two different countries. SS/W: The students will compare-contrast the events and then draw a conclusion for each event.

SS/LI: The teacher will explain to the students that every occurrence has a consequence, whether it is negative or positive. SS/LI: The teacher will have the students discuss some past events they know of that have had an effect on something in the present-day. SS/LI: The teacher will explain that in history, there are connections between past and present events, starting from the beginning of time. SS: The teacher will give each student a note card that has an event or occurrence on it.

SS/LI: The teacher will explain that each person has their own perspective on events. SS/LI: The teacher will explain that ideas and events in history are interpreted from different perspectives. SS/LI: The teacher will explain that because of peoples different beliefs and standards, they are swayed to view things a certain way. SS/MU: The teacher will play a series of songs for the students to listen to. SS/W: The students will then journal their response to the song and what culture they think it comes from and why.

SS/MO: The students will be responsible to walk around the classroom to find either the past or the present connection to their card.

SS/OL: The students will be prepared to share their journal entries with their classmates.

DA/SS/MO: This activity will be beneficial for those students who are hands-on learners and learn through movement.

SS/LI: The teacher will explain that they all listened to the same songs, but because each individual student is different, they interpreted the songs differently then one another.

SS/LI: The teacher will explain the importance of learning to discuss historical and geographical issues orally and in writing. SS/LI: The teacher will explain to the students that they will be doing a lot of both throughout the year. SS: The teacher will show the students a map of the present-day east coast of the United States and a map of Colonial America. SS/W: The teacher will have the students look at the two different maps and write in their journals what they see, including similarities and differences. SS/OL: The students will then share orally with the class their journal entries.

(http://www.siue.edu/edu cation/aam/lesson/fish/w ebpage/lessonone.htm).

Monday Day # 16

Tuesday Day # 17

MCSOL SS 4.8 VA map identification

MCSOL SS 4.8 VA map identification

Week # 4 Wednesday Day # 18

Thursday Day # 19

Friday Day # 20

MCSOL SS 4.7, 4.9, 4.10 VA Landforms/bodies

MCSOL SS 4.7, 4.9, 4.10 VA Landforms/bodies

MCSOL SS 4.7, 4.9, 4.10 VA Landforms/bodies

SS/S/LI: The teacher will have the students imagine they are on a space voyage and that they meet some friendly space creatures who want to know where they live. The students will tell how they would explain their location and the teacher will explain that they would rely heavily on maps and models. SS/LI: The teacher will explain to the students that they are going to be learning about the location of the state of Virginia.

SS/LI: The teacher will review with the students the location of Virginia and its surrounding states, using the handout from the previous day. SS/MU: The teacher will teach the students the Virginia state song (http://www.sheppar dsoftware.com/usaw eb/snapshot/Snapsho t-USA-46.htm).

SS/LI: The teacher will explain that the state of Virginia has five bordering states, listing each bordering state.

SS/CC/T: The teacher will take the students to the computer lab to complete an educational exercise that asks questions regarding Virginia and its surrounding states/regions. (http://www.quia.co m/rr/104605.html).

SS/LI: The teacher will give the students instructions for the maps they are going to create.

SS/A: The students will gather their supplies and begin working on their maps.

SS: The students will begin brainstorming their ideas for their maps.

SS/A: The students will correctly label the state of Virginia and the surrounding states.

Monday Day # 31

Tuesday Day # 32

of water

of water

of water

SS/LI: The teacher will explain to the students the major physical features of Virginia, listing the Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau.

SS/LI: The teacher will review with the students the major physical features of Virginia.

SS/CI: The teacher will invite a surveyor to come to speak to the students. The guest speaker will talk to the students about how boundaries for states and countries are established.

SS/LI: The teacher will point out the major physical features of Virginia on the classroom map. SS/OL: The teacher will have a discussion with the students about the landforms and the rivers. The teacher will prompt the students to discuss how these features affected the way the state developed and how people have changed the landforms over time. SS/A: The students will continue working on their maps. SS/A: The students will correctly label the major physical features in Virginia on their maps.

Week # 7 Wednesday Day # 33

SS/GA: The teacher will have the students get in pairs and the students will take turns pointing to the different features, having the other student guess. SS/LI: The teacher will explain to the students the important water features of Virginia, listing the Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and the Rappahannock River. SS/A: The students will complete the work on their maps, correctly labeling the important water features in Virginia.

SS/W/CR: The students will prepare for the speaker by coming up with questions they would like to ask, having the questions approved by the teacher beforehand. SS/RT: The students will show respect to the surveyor as they give their demonstration. SS/W/CZ: The students will follow up the visit with a letter of thanks to the guest speaker.

SS/A: The students will put their maps on tables to display. DA/SS: The making of the maps will be a good manipulative for ESL students, as well as a beneficial hands-on tool for kinesthetic learners.

Thursday Day # 34

Friday Day # 35

MCSOL SS 4.11, 4.12 American Indians SS/LI: The teacher will introduce the unit on American Indians. SS/OL: The teacher will dress up as an American Indian would from the first settlers in Virginia. SS/LI: The teacher will explain the origins of the word Indian and the involvement of the European explorers. SS/LA/LI/R: The teacher will read to the students a poem by Henry Wadsworth Longfellow called “Song of Hiawatha” that talks about Indian life in North America. SS/LI: The teacher will explain that when the English came to the New World, Virginia was inhabited by tribes from three Native American groups: Algonquin, Iroquois, and Sioux. SS/W/TX: The students will go through their textbooks and outline the chapter on American Indians.

Monday Day # 36

MCSOL SS 4.11, 4.12 American Indians SS/OL: The teacher will have the students get in a circle; each student will have their chapter outlines from the previous day to discuss. SS/LI: The teacher will review with the students the three American language groups in early Virginia: the Algonquians, the Siouan, and the Iroquois. SS/MA: The teacher will give each student a handout of the map of Virginia. SS/LI: The teacher will show the students the location of each group on the map and have the students label accordingly on their own maps. SS/GA/T: The students will work with a partner to complete an educational activity online about the Virginia settlement and the American Indians

MCSOL SS 4.11, 4.12 American Indians SS/LI: The teacher will review with the students the location of the Algonquians group on their maps.

MCSOL SS 4.11, 4.12 American Indians SS/LI: The teacher will review with the students the location of the Siouan group on their maps.

MCSOL SS 4.11, 4.12 American Indians SS/LI: The teacher will review with the students the location of the Iroquoian group on their maps.

SS/LI: The teacher will introduce the definition of Algonquian, as a language common to many Eastern Woodland Indians.

SS/LI: The teacher will introduce the definition of Siouan and explain that it is another Native American language.

SS/LI: The teacher will introduce the definition of the Iroquoian and explain that it was one of the first native American languages.

SS/LI: The teacher will explain that the Algonquian language was spoken in the Tidewater Region. SS/LI: The teacher will introduce Powhatan, who was a very important figure in the early American Indian tribes. SS/LI: The teacher will explain to the students that the members of the Powhatan Chiefdom spoke a form of Algonquian.

SS/LI: The teacher will explain that the Siouan language was spoken in the Piedmont Region. SS/LI: The teacher will explain to the students that the tribes that spoke this language were the Monacan and Mannahoac tribes. SS/LA/R: The teacher will read to the students some North American Indian tales about the first American Indians (Larned, 1997).

(http://www.smithsoni aneducation.org/stude nts/explore_by_topic/h istory_culture.html).

SS/LA/W/HW: The students will do some research on Powhatan and write two brief paragraphs summarizing what they found. The students will remember to cite their work.

DA/SS/W/CR: The students will create their own tales, pretending they are from the Siouan language group. The ESL students will write tales about their own cultures to share with the classmates.

Tuesday Day # 37

Week # 8 Wednesday Day # 38

Thursday Day # 39

SS/LI: The teacher will explain that the Iroquoian language was spoken in Southwestern Virginia and in Southern Virginia near what is today North Carolina. SS/LI: The teacher will explain that the tribe that spoke this language was the Cherokee tribe. SS/LI: The teacher will introduce the origins of dream catchers and how the American Indians used them to protect their babies. SS/A/CR: The teacher will have the materials for the students to make their own dream catchers.

Friday Day # 40

MCSOL SS 4.11, 4.12 American Indians SS/LI: The teacher will explain that the Native Americans who lived in Virginia before the English came had adapted to their environment over many years. SS/LI: The teacher will have the students brainstorm ways they think Indians might have lived in the wilderness. DA/SS/LI: The teacher will make a chart on the board with the following headings: Food, Clothing, Shelter, Tools. The students will list their ideas of how Indians obtained these items and what types they used. This activity will benefit visual learners. SS/LI: The teacher will outline how the Native Americans built their homes and the creation of villages. SS/W: The teacher will have the students write in their journals a short paragraph about each topic discussed in the chart.

Monday Day # 51

MCSOL SS 4.11, 4.12 American Indians SS/LI: The teacher will explain how the American Indians adapted to the climate. SS/LI: The teacher will explain to the students what the tribes ate, including Indian food and the act of gathering and growing food. SS/W/LI: The teacher will give the students a packet of John White’s sixteenth century drawings of Indians near the Roanoke Settlement and have the students make hypotheses about the Powhatan lifestyle. SS/GA/W: The students will get in groups and the teacher will the students more pictures to analyze. The students will fill out a chart when looking at the pictures. One column will say “What I See” and the other column will say “What This Tells Me”.

Tuesday Day # 52

MCSOL SS 4.13 Early colonization

MCSOL SS 4.13 Early colonization

MCSOL SS 4.13 Early colonization

SS/LI: The teacher will introduce the idea of European explorations, explaining that in search of new trade routes, the Europeans reached the Americas.

SS/LI: The teacher will explain that Spain’s colonial success led other European countries to establish overseas empires.

SS/LI: The teacher will explain how the Netherlands were interested in exploration since they had won their independence from Spain in late 1500s.

SS/LI: The teacher will introduce Christopher Columbus as the important figure he was in the explorations of the New World. SS/LI: The teacher will explain Spanish conquistadors and how they made their way to the Americas. SS/LI: The teacher will give the students details about the Spanish colonial life and discuss the EnglishSpanish rivalry. SS/OL: The teacher will have the students participate in a role-play, one student being an explorer mentioned and the other being an interviewer. The students will discuss their explorations and travels in America.

Week # 11 Wednesday Day # 53

SS/LI: The teacher will introduce the term mercantilism and explain its role in the explorations of the American colonies. SS/LI: The teacher will introduce the term northwest passage and explain its meaning in the French explorations. SS/LI: The teacher will introduce the many French explorers, including Cartier, Champlain, and Joliet. SS/LI: The teacher will express the importance of trade to the French and how this created better relations among the Native Americans. SS/W: The students will write in their journals pretending they are a French explorer, telling about their important travels.

Thursday Day # 54

SS/LI: The teacher will introduce the main character, Henry Hudson, and explain his involvement in the Dutch explorations. SS/LI: The teacher will explain the establishment of the trading posts and how the Dutch established a profitable fur trade with the Native Americans. SS/LI: The teacher will explain how the Dutch promised land to settlers, but how this was less than desirable. SS/LI: The teacher will explain that poor leadership and weak government led the Dutch colony to fall to the English in 1664. SS: The students will label the European voyages of explorations on a map.

Friday Day # 55

MCSOL SS 4.14, 4.15, 4.17, 4.18, 4.19 Jamestown

MCSOL SS 4.14, 4.15, 4.17, 4.18, 4.19 Jamestown

MCSOL SS 4.14, 4.15, 4.17, 4.18, 4.19 Jamestown

SS/LI: The teacher will introduce the English colonies and explain how for various reasons, many English citizens decided to establish colonies along the eastern shore of North America.

SS/LI: The teacher will explain that the first successful colony that the English founded was in Virginia. The teacher will locate the spot on a colonial map.

SS/LI: The teacher will explain the events that followed the settlement of Jamestown.

SS/LI: The teacher will explain to the students that there were many reasons why England wanted to establish colonies. SS/LI: The teacher will introduce England’s desire for gold and silver, their hope to find the water passage through North America, the chance to challenge Spain in North America, and religious reasons. SS/LI: The teacher will explain that the people of England were told some lies about the New World so that they would emigrate. SS/OL: The teacher will discuss with the students about the importance of being honest. The students will share a time they were dishonest or knew someone else was being dishonest and how this made them feel.

Monday Day # 56

SS/LI: The teacher will introduce the Virginia Company of London (often called the London Company). SS/LI: The teacher will explain that the Virginia Company of London was a jointstock company who granted all the westward-stretching land between presentday New Jersey and South Carolina. SS/LI: The teacher will explain the role of King James I. SS/LI: The teacher will explain how the settlers avoided Roanoke Island and sailed into the Chesapeake Bay. SS/LI: The teacher will explain that the settlers selected a spot called Jamestown to settle. SS/A: The students will gather the materials to map a clay map replica of the geography discussed and the settlement of Jamestown.

Tuesday Day # 57

SS/LI: The teacher will talk about the negatives that affected the colony in the beginning. SS/LI: The teacher will introduce the important figure, Captain John Smith. The teacher will explain to the students the many wonderful contributions of Smith. SS/LI: The teacher will explain to the students the help that was given from the company in London to ensure the success of the colony. DA/SS/W/CR: The students will imagine that a new continent has been discovered and their group has been chosen to settle this new place. The students will plan, in writing, what they should take with them, how they should govern themselves, and what they should do immediately upon arrival in this new land. The teacher can advance this assignment as necessary for gifted students.

Week # 12 Wednesday Day # 58

MCSOL SS 4.14, 4.15, 4.17, 4.18, 4.19 Jamestown SS/LI: The teacher will explain the New World was a land of many people. SS/LI: The teacher will explain the role of women in the settlement of Jamestown. SS/LI: The teacher will explain when and who the first woman was to come to Jamestown. SS/LI: The teacher will explain that woman were sent over to the Virginian colony to marry Virginians and to set up housekeeping and raise families in Virginia. The woman also worked on the farms and had other jobs. The teacher will explain that the women were there to help the colony grow strong. SS/W/CR: The students will imagine they are one of the women who just settled in Jamestown to marry. The students will write a letter to family back in England, describing their husband’s work, their daily activities, and what is happening in the colony. The students can use the internet if necessary.

Thursday Day # 59

MCSOL SS 4.14, 4.15, 4.17, 4.18, 4.19 Jamestown SS/LI: The teacher will explain to the students that the Dutch were responsible for bringing over the first 20 black people who had been captured on the continent of Africa. SS/LI: The teacher will explain how the Africans were treated when they first arrived to the New World. SS/LI: The teacher will introduce the term indentured servants as a person who agreed to work for an employer for a specified time in exchange for passage to America. SS/LI: The teacher will explain how someone was chosen to be a slave and the duties of the African slaves in Virginia. SS/LI: The teacher will show the students on a map where slavery was popular and explain how slavery moved to the north. SS/OL: The teacher will have a discussion with the students how the presence of women and slaves in Jamestown changed life in the colony.

Friday Day # 60

MCSOL SS 4.14, 4.15, 4.17, 4.18, 4.19 Jamestown

MCSOL SS 4.14, 4.15, 4.17, 4.18, 4.19 Jamestown

MCSOL SS 4.14, 4.15, 4.17, 4.18, 4.19 Jamestown

MCSOL SS 4.16 Early government

MCSOL SS 4.16 Early government

SS/LI: The teacher will review with the students the idea that the people of Jamestown suffered in the beginning.

SS/LI: The teacher will review with the students the information discussed in regards to Chief Powhatan.

SS/LI: The teacher will introduce the important figure of Pocahontas, Chief Powhatan’s daughter.

SS/LI: The teacher will explain the role of government in Virginia as a new colony.

SS/LI: The teacher will review with the students their lists of positives and negatives in regards to the House of Burgesses.

SS/LI: The teacher will share with the students the amount of people that survived the settlement of Jamestown, due to some Indian attacks, lack of food and water, fever and sickness, and lack of knowledge when it came to survival.

SS/LI: The teacher will give more details about the friendship that was formed between Captain John Smith and Chief Powhatan.

SS/LI: The teacher will explain Pocahontas first meeting with Smith and discuss how Pocahontas saved Smith’s life later on.

SS/LI: The teacher will explain the events that led up to the House of Burgesses, including the introduction of Sir George Yeardley.

DA/SS/T: The teacher will show the students Disney’s version of Pocahontas. Viewing this movie will be beneficial for visual learners to see the story of Pocahontas come to life.

SS/LI: The teacher will explain the term burgess and what the role of these men was.

SS/LI: The teacher will briefly introduce Chief Powhatan and explain his positive contributions. SS/LI: The teacher will discuss the hardships that John Smith faced with the Indians. SS/LI: The teacher will discuss with the students how after much success in the colonies, the people suffered again from lack of food. The teacher will explain the details of the “starving time”. SS/A: The students will create a timeline that discusses the fluctuating good and bad times of the settlement of Jamestown, Virginia.

Monday Day # 71

SS/LI: The teacher will explain that Smith gave presents of beads, knives, and axes to the Indians who lived close by and in return, the Indians brought food to the starving settlers. SS/OL/CR: The teacher will have the students get in groups of four or five. The students will create skits that demonstrate the friendship between Captain John Smith and Chief Powhatan. The students will act out the contributions made on both sides. The students will present their skits to their classmates and will be graded based on creativity.

SS/LA/HW: The students will compare and contrast the movie with the real historical facts of Pocahontas and John Smith, using a Venn Diagram.

SS/LI: The teacher will explain that the House of Burgesses was the first representative legislative body in English America. SS/CC/T: The students will go to the computer lab and work on the internet to find research about the House of Burgesses. SS/W/T: The students will look for the positives and negatives about the House of Burgesses and make sure that they have three points for each to share with their classmates. SS/LI/OL: The teacher will have some students volunteer to share their research with the class.

Tuesday Day # 72

Week # 15 Wednesday Day # 73

Thursday Day # 74

SS/LI: The teacher will remind the students that although the early legislative powers of the House of Burgesses were not very great, it marked the beginning of representative government as we know it today. SS/LI: The teacher will have the students brainstorm an issue they would like to discuss. SS: The teacher will choose some students to form their own House of Burgesses. SS: The students will remember the positives and negatives of the original House of Burgesses when preparing for their skit. SS/OL: The students will role-play for the other classmates, acting as if they were the House of Burgesses and making an important decision as the representative legislative body.

Friday Day # 75

MCSOL SS 4.20 Agriculture in colonies

MCSOL SS 4.20 Agriculture in colonies

MCSOL SS 4.20 Agriculture in colonies

SS/LI: The teacher will explain to the students that agriculture played a very crucial and important role in the colonies.

SS/LI: The teacher will explain that the farmers in the New England colonies had a harder time with agriculture and farming.

SS/LI: The teacher will explain that the farmers of the Southern colonies grew several things, including the most popular, tobacco.

SS/LI: The teacher will review with the students the term indentured servant, explaining that the people in the colonies hired them to work.

SS/LI: The teacher will explain that the soil conditions were not conducive to growing things because of its proximity to the ocean.

SS/LI: The teacher will explain that the growth of tobacco began in Jamestown and then spread to all over Virginia and North Carolina.

SS/LI: The teacher explained that the opportunity to own land became great with the shortage of labor and the abundance of land.

SS/LI: The teacher will explain that the weather had a negative affect, since the winters were so cold and lasted for a long period, the crops could not survive.

SS/LI: The teacher will explain that Georgia and South Carolina were known for growing indigo and rice.

SS/LI: The teacher will explain that the planters could not fill their labor needs and turned to hiring slaves from Africa or the West Indies. SS/LI: The teacher will explain that Virginia and the other Mid-Atlantic colonies were referred to as the “breadbasket” because they grew so much food. SS/LI: The teacher will explain that the Middle colonies grew wheat, barley, oats, rye, and corn. In addition, wheat could be ground to make flour, and both wheat and flour could be sold in other colonies or in Europe.

Monday Day # 76

SS/LI: The teacher will explain that the New Englanders grew crops to feed their families and not have much left over. SS/LI: The teacher will explain that the most popular kind of food that the New Englanders sold was fish. SS/A/T: The students will research each Mid-Atlantic and New England colony, looking for their primary contribution to the economy. The students will label a map appropriately.

Tuesday Day # 77

SS/LI: The teacher will explain that each colonies contribution affected the economy. SS/LI: The teacher will explain that slaves were a vital asset to the existence of colonial agriculture and economy. SS/GA: The teacher will have the students get in small groups, giving each group one type of crop (i.e. corn, wheat) to represent. SS/T/GA/OL: The students will research how their crop was grown and the process of selling it. The students will be prepared to share their information with the class.

Week # 16 Wednesday Day # 78

MCSOL SS 4.21 Cultural diversity in early colonies

MCSOL SS 4.21 Cultural diversity in early colonies

SS/LI: The teacher will introduce the concept of cultural diversity in early colonies.

SS/LI: The teacher will explain to the students that people from Scotland came over to the New World. The teacher will explain that these people were known as the Scots-Irish because they were also lived in Ireland for a while.

SS/LI: The teacher will explain that in Virginia’s earliest settlers were from England, but soon after, people from other European countries began to move west. SS/LI: The teacher will explain that European immigrants were German, ScotsIrish, and English. SS/LI: The teacher will show the students on a map that the Germans began to settle in the lands west of the Blue Ridge Mountains. SS/LI: The teacher will explain the reasons why the Germans came to the New World, one reason being so that they could worship their God the way they wanted to. SS/LI: The teacher will explain that the governor and the House of Burgesses were glad to have the Germans in Western Virginia because they believed the Germans would keep the French out of Virginia’s land and because they were good farmers.

Thursday Day # 79

SS/LI: The teacher will explain that the Scots-Irish also came to the New World to practice their own religion and to own their own land. SS/LI: The teacher will explain that the new governor in 1727 was pleased with the Scot-Irish because he knew they were hard workers when it came to farming. SS/LI: The teacher will explain that the new settlers built houses, barns, church, and schools. They planted fields and raised families and they worked hard to keep Virginia growing. DA/SS/HS: The teacher will have the students bring to the next class period, information on their ancestors’ countries of origin. This activity will allow students to learn about their ancestors and their cultural background.

Friday Day # 80

MCSOL SS 4.21 Cultural diversity in early colonies SS/LI: The teacher will explain that the Africans came to the New World against their own will. SS/LI: The teacher will explain that even though they might have desired to become Americans, they were denied this privilege. SS/LI: The teacher will review with the students that the majority of the African people were slaves and worked on plantations. SS: The teacher will gather the information that the students brought from the previous day about their ancestors. SS: The teacher will make a list of the countries and indicate how many students have ancestral roots in each country. SS/M: The students will create a bar graph to illustrate the ethnic diversity in the classroom.

MCSOL SS 4.22, 4.23 Colonial capital & economics

MCSOL SS 4.22, 4.23 Colonial capital & economics

SS/LI: The teacher will review with the students from Day 52 the reasons why the settlers decided to stop in Jamestown during their explorations of the New World.

SS/LI: The teacher will show the students a map on the overhead projector of Williamsburg.

SS/LI: The teacher will explain that the colonial economy consisted of many different factors.

SS/LI: The students will be able to visualize the layout of Williamsburg the way it looked in 1699.

SS/LI: The teacher will explain that the colonies usually had markets where the people would sell their goods.

SS/LI: The teacher will explain that over the years, as Virginia began to grow the needs of the people changed. SS/LI: The teacher will explain the different reasons why the people of Virginia desired a new and refined town to be their capital. SS/LI: The teacher will discuss the fire that took place in 1699 that had a serious affect on the location of Virginia’s new capital, Williamsburg. SS/LI: The teacher will show the students photographs, brochures, and souvenirs from Colonial Williamsburg.

SS/LI: The teacher will close by saying tat this diversity gives the state a rich cultural heritage.

SS/OL: The students who have visited Williamsburg will be encouraged to share about their experiences.

SS/LI: The teacher will explain that each cultural plays a vital role in our country.

SS/LI: The teacher will give the students some facts about Williamsburg today.

SS/LI: The teacher will explain that in 1780, the capital of Virginia moved once more to the presentday capital, Richmond. SS/LI: The teacher will explain that there were three main reasons to move the capital, including, the idea that the population was moving westward, making Richmond a more central location; Richmond was a better place for trade because of its central location; and, it was a safer location away from the coast, which was a concern since there were conflicts growing with England. SS/CC/T: The students will work in the computer lab to complete an activity on the internet. The activity will review the main details of the relocating of the Virginia’s capital (http://www.quia.com/ cz/8973.html?AP_rand =1571361761).

MCSOL SS 4.22, 4.23 Colonial capital & economics

SS/LI: The teacher will also explain how the colonists did a lot of trading among one another. For example, they would trade something of their own skills for someone else’s skills. SS/LI: The teacher will explain all the different types of trades and artisans positions people held. SS/LI: The teacher will explain that when the colonies were established, they did not have a form of paper money or coins. SS/LI: The teacher will explain the reasons why Colonial America was short on money. SS/LI: The teacher will explain the transition into when the colonists started making their own money. (http://score.rims.k12.ca. us/score_lessons/market_ to_market/pages/money.h tm)

MCSOL SS 4.22, 4.23 Colonial capital & economics SS/LI: The teacher will explain the term bartering and talk about how the colonists used this in their everyday lives. SS/LI: The teacher will explain the term credit and talk about how the colonists used this in their everyday lives. SS/A: The teacher will turn the classroom into a “marketplace” and explain to the students that they are now colonists. SS/LI: The teacher will read instructions to the students, making sure they understand what is required of them during the class activity. (http://content.scholast ic.com/browse/lessonp lan.jsp?id=56) DA/SS/MO: This hands-on activity provides students with ADD/ADHD an opportunity to get out of their seats and be a part of colonial America for a class period.

Monday Day 91 MCSOL SS 4.27 13 Colonies

Tuesday Day 92 MCSOL SS 4.27 13 Colonies

SS: The teacher will discuss the thirteen original colonies, including that Virginia was one of the leading colonies. The teacher will describe how the American flag has 13 stripes for each of these colonies and originally had 13 stars.

SS/LA/GA/CC: Students will have the opportunity to research their colony in the library with the librarian after the librarian gives a short presentation about where to find information about the colonies.

SS/GA/A/LS: Students will get with a partner and will be assigned a colony to research. The pair must find founding information about the colony, the date the colony became a state and basic information about the modern-day colony. They will draw the colony/state, label important cities and landforms. They will then give a class presentation on their colony.

DA: Students that may have learning difficulties will be given extra support by the teacher and the librarian.

Week 19 Wednesday Day 93 MCSOL SS 4.27 13 Colonies SS/GA/OL: Students will give a short presentation in class about their particular colony. SS: The teacher will add any important information for each colony that may have been left out. W: Students will then write in their journal about something interesting that they learned from the presentations. They will also compare their colony to another colony presented in classsimilarities and differences.

Thursday Day 94

Friday Day 95

MCSOL SS 4.24 Events leading to American Revolution

MCSOL SS 4.24 Events leading to American Revolution

SS/CZ: The teacher will divide up the class into “colonists” and “British”. The teacher is the “King of England”. Students representing the British make up rules the Colonists must follow for two days. Encourage them to make rules similar to those from this time. (U.S. History Part 1, p. 8)

SS: The teacher will continue the discussion on the different acts including the Stamp Act and Quartering Act and other acts involving taxes like the Tea and Hat Acts. The teacher will continue to act the role of the “King of England” and show favoritism to the “British” side of the room.

SS/A: Students will make a timeline of each of the events leading up to the signing of the Declaration and the American Revolution. (http://www.educationworld.com/a_lesson/less on069.shtml) SS: The teacher will talk about how the British began to treat the colonies differently after the French & Indian War. The teacher will then talk about the Stamp Act and Quartering Act. To demonstrate the Quartering Act, “Colonists” will have to give up their desks to the “British”- the “British” can sit wherever they want and the “Colonists” have to give up their seat. To demonstrate the stamp tax, “Colonists” will have to pay some kind of “tax” (like a piece of paper or something like that) in order to get up from their seat to do whatever. The “British” will decide the “tax” but do not have to do it themselves.

SS/OL/W: At the end of this class, let both groups express how it felt to rule or be ruled. The teacher will guide the discussion so students understand some of the reasons why the Colonists wanted to be independent. Students will then journal about their response. (U.S. History Part 1, p. 8)

Monday Day 96

Tuesday Day 97

Week 20 Wednesday Day 98

MCSOL SS 4.24 Events leading to American Revolution

MCSOL SS 4.24 Events leading to American Revolution

MCSOL SS 4.24 Events leading to American Revolution

MCSOL SS 4.24 Events leading to American Revolution

MCSOL SS 4.24 Events leading to American Revolution

SS: The teacher will talk about the Boston Massacre and how it led to other acts of violence against Loyalists and British. The teacher will talk about the difference between the Loyalists and the Patriots.

SS: The class will take notes and learn about the Boston Tea Party and the role of the Sons of Liberty.

SS: The teacher will then talk about the Intolerable Acts, created in part to punish Boston for the Boston Tea Party.

SS/R: The class will read the “Declaration of Independence”. The teacher will explain each of the specific complaints addressed in the document.

SS/T: Students will take a virtual tour through historic Philadelphia where events like the Declaration of Independence were signed. The teacher will provide a specific list of locations that must be “visited”. (http://ushistory.or g/districts/historicd istrict/index.htm)

SS/R/W: Students will read the imaginary article found on the handout. Students will then write a headline and article from the British point of view. (U.S. History, Part 1, p. 9) DA: Gifted students can write a journal entry from the point of view of one of the colonists who dumped tea in the harbor.

SS: Students will complete the chart describing the four major events leading up to the American Revolution with the act/event, reaction of the colonists, and the final outcome. (U.S. History, Part 1, p. 10) SS: The teacher will talk about the events leading up to the Declaration of Independence.

Thursday Day 99

Friday Day 100

SS: The teacher will explain the importance of knowing our nation’s history. The teacher will describe polls in which only a small majority of Americans knew basic information about such historical events. SS/W: Students will write in their journal about how they usually celebrate July 4th, the birthday of the United States with the signing of the Declaration of Independence.

SS/T/MU: Students will watch the video by Schoolhouse Rocks called “Fireworks”. The class will then discuss it. (http://youtube.co m/watch?v=CvH7y SQi37E) DA: The teacher will provide lyrics of the song “Fireworks” to all students but to benefit visual learners.

Monday Day 111

Tuesday Day 112

Week 23 Wednesday Day 113

MCSOL SS 4.25 Revolutionary WarKey VA people

MCSOL SS 4.25 Revolutionary WarKey VA people

MCSOL SS 4.25 Revolutionary WarKey VA people

MCSOL SS 4.25 Revolutionary WarKey VA people

MCSOL SS 4.25 Revolutionary WarKey VA people

SS: The teacher will talk about the important role George Washington played in American history, both in the American Revolution as a general and then as the first president of the United States.

SS: The teacher will talk about the war as a whole and how each of these important Virginians contributed to it.

SS/A: The teacher will show a famous piece of artwork depicting the signing of the Declaration of Independence and point out the important people with a special focus on those from Virginia in the photograph.

SS/LA/W/A: Students will get a large list of key Revolutionary Virginians. Students will need to research and write a one-page biography of the person, due on Friday, to put into a class book. Students will also illustrate their page with a picture of the president either drawn by the student or a computer picture of him. (http://www.educat ionworld.com/a_lesso n/lesson069.shtml) SS: The teacher will talk about Thomas Jefferson, a key Virginia resident role in the Revolution with his work in the Declaration of Independence and other roles. SS/M: The teacher will show his picture on the fivedollar bill and nickel (but first ask if anyone knows what currency he is on).

SS: The teacher will introduce Patrick Henry to the class. SS/R: The teacher will read the book A Picture Book of Patrick Henry and show the pictures to the class. SS/R/OL: The class will read a portion of his “Give Me Liberty or Give Me Death” speech and discuss it. DA: Because of Henry’s large vocabulary, ELL learners will have an important terms sheet that defines the bigger words that Patrick Henry talks about.

Thursday Day 114

Friday Day 115

SS/R: The teacher will talk about the “Felicity” series from American Girls and how it describes the SS/M: The teacher events leading up will show his to the American picture on the Revolution. The dollar bill and teacher will then quarter (but first read chapter 1& 2 ask if anyone of Changes for knows what Felicity, which currency he is on). makes references to the war and SS/H: The teacher takes place in will talk about how Williamsburg, VA. George Washington died and how the medicine of the revolution time was much different than today.

SS/LA: The teacher will collect the biographies to put into a class book. SS/R: The teacher will read chapters 3 & 4 of Changes for Felicity. The class will discuss what has happened so far in the story and how everyday people were affected by the war.

Monday Day 116

Tuesday Day 117

MCSOL SS 4.25 Revolutionary WarKey VA people

MCSOL SS 4.25 Revolutionary WarKey VA people

SS/R: The teacher will read the rest of Changes for Felicity. The class will then discuss the entire story and how it relates to the American Revolution.

SS/LA: The teacher will pass out the class book. Students can read through the book and then write down one interesting fact about a Virginian that they did not know before.

SS/W: Students will then describe how they would feel if they were a kid during the American Revolution and some of the feelings they would have about it. DA: Gifted students and students that enjoy reading can choose to read another of Felicity’s stories and write a onepage book review of it and describe specific references to the American Revolution for extra credit (for the non-gifted students, required for gifted students).

SS/OL: Each student will pick a Virginian (not their own) and students will guess who they are by playing 20 questions and the information found in the class book. (based off of activity from Creating Meaning through the Literature and the Arts, p. 263)

Week 24 Wednesday Day 118 MCSOL SS 4.26 Yorktown SS/MU: The teacher will play music from the American Revolutionary War time. SS: The teacher will talk about Yorktown’s role in the American Revolution and how it was the site of the British final surrender. The teacher will go through what happened there by showing a picture on a map and then drawing an image of the war strategy on the board so students understand what happened.

Thursday Day 119 MCSOL SS 4.26 Yorktown

Friday Day 120 MCSOL SS 4.26 Yorktown

SS/CR/A: Students will make a little booklet with pictures of the student’s choice of important Virginian, act, group of people, important event leading up to the war, and then battle of the American Revolution. The class will brainstorm a list of possible choices for each category.

SS/E: Students will take a unit test on the American Revolutionary War and the events leading up to it. SS/CR/A: When students are finished with their test, they can continue working on their booklet.

Monday Day 131

Tuesday Day 132

Week 27 Wednesday Day 133

MCSOL SS 4.28, 4.29 Constitution, Bill of Rights, beginning of new nation

MCSOL SS 4.28, 4.29 Constitution, Bill of Rights, beginning of new nation

MCSOL SS 4.28, 4.29 Constitution, Bill of Rights, beginning of new nation

SS: The class will review how George Washington was the first president of the United States, how he was chosen, and how he is known as the “Father of our Country”.

SS: Students will learn about an important Virginian, James Madison, known as the “Father of the Constitution”. They will also discuss how he was the 4th president of the United States.

SS: The teacher will talk about the Articles of Confederation, the first form of government for the new nation, but it had weaknesses. SS: The teacher will explain how Washington D.C. was chosen as the nation’s capital. DA: Gifted students will be asked to find out the weaknesses of the Articles of Confederation and explain why each weakness was a weakness.

SS/T/GA: Students will go on a Constitution scavenger hunt on the internet. Students will work with a partner to find the answers to a worksheet about the Constitution. The teacher will provide a list of approved websites SS/R: The teacher to use. The class will read the book will then go over James Madison: the answers when Fourth President everyone is 1809-1817 finished. (Getting to Know (http://www.educat the US Presidents). ionworld.com/a_le The teacher will sson/hunt/hunt046. show the shtml) humorous pictures and comments SS: The teacher throughout the will explain some book and explain of the background their meanings. on the Constitutionwhere it was drafted, who was there, and how each state had to ratify it to become a part of the United States.

Thursday Day 134

Friday Day 135

MCSOL SS 4.28, 4.29 Constitution, Bill of Rights, beginning of new nation

MCSOL SS 4.28, 4.29 Constitution, Bill of Rights, beginning of new nation

SS/R: Students will read the preamble to the Constitution as a class.

SS: The teacher will show the rest of the Constitution and explain very broadly what is included in the rest of the document (each article’s purpose).

SS/R/T: The teacher will show students an interpretation of the preamble found at http://www.constit utioncenter.org/con stitution/. The teacher will then show how students can access any part of the Constitution by clicking on it and getting an explanation. SS/LA: Students will fill in a worksheet containing synonyms of words used in the preamble. (U.S. History Part 1, p. 20)

SS/I: The teacher will then explain some of the objections some Americans, even Virginians such as Thomas Jefferson, Patrick Henry, and George Mason had about the document. The teacher will also discuss their integrity as a character trait to focus on. SS: The teacher will talk about the Virginia Declaration of Rights and the Virginia Statue for Religious Freedom, documents drafted by Jefferson and Mason.

Monday Day 136

Tuesday Day 137

MCSOL SS 4.28, 4.29 Constitution, Bill of Rights, beginning of new nation

MCSOL SS 4.28, 4.29 Constitution, Bill of Rights, beginning of new nation

SS/R: Students will take turns reading the “Synopsis of the Bill of Rights”- the first 10 amendments of the Constitution known as the Bill of Rights. (U.S. History, Part 1, p. 18)

SS/LA/W: Students will write their own constitution for the classroom or some other structure that needs rules. (http://www.educat ionworld.com/a_lesso n/lesson069.shtml)

SS: The teacher will ask students to compare the U.S. Bill of Rights and the Virginia Declaration of Rights and the Virginia Statue for Religious Freedom and explain how these two documents influenced the U.S. Bill of Rights to be included in the Constitution. The teacher will then talk about how an amendment can get added to the Constitution.

Week 28 Wednesday Thursday Friday Day 138 Day 139 Day 140 MCSOL SS 4.30 MCSOL SS 4.30 MCSOL SS 4.30 Western Expansion Western Expansion Western Expansion SS/T/H: The teacher will have the entire class play “Oregon Trail” for the entire period. The teacher will explain some of the important historical aspects of the game, including some health risks, diseases, and other hardships faced by people traveling across the country. SS/T/H/GA/LE/ LS/PS: If this game lasts for a short period of time, the class will divide up into three groups and compete against each other to see who can last longest in the game. Students will have to make important decisions together as a group in order to ensure survival. SS/W/HW: Students will write about their experience in their journal for homework.

SS: The teacher will discuss some of the causes for westward expansion, such as the Louisiana Purchase, the Lewis and Clark expedition, and the acquisition of Texas, California (especially with the gold rush), and Oregon (i.e. Oregon Trail). SS: The teacher will talk about some of the causes for people to move west. DA: Gifted students can research one of the major westward movement influences and give a class presentation on it.

SS: The teacher will talk about some of the modes of transportation such as the railroad, steamboat, and covered wagon and how they helped people migrate west. SS: The teacher will talk about how geography caused people to move west (good for farming, etc.) and also some of the physical obstacles encountered by pioneers. SS/HS/W: Students will learn about their own parents or guardians why they chose to live in Virginia- what may have caused them to move to Virginia or why they chose to stay in Virginia. Students will write about what their parents’ or guardians’ responses were. Students can share their findings too in class.

Monday Day 151 MCSOL SS 4.31 North vs. South

Tuesday Day 152 MCSOL SS 4.31 North vs. South

SS: The teacher will talk about the differences between the North and the South.

SS: The teacher will talk about how West Virginia split away from Virginia to form its own state.

SS/M: The teacher will create a Venn Diagram showing the similarities and differences between the North and the South. SS: The teacher will also talk about the Underground Railroad and its role in the Civil War with such influences as Harriet Tubman and the book Uncle Tom’s Cabin. SS: The teacher will also talk a little bit about Abraham Lincoln.

DA/L/R/W: Students can get extra credit for reading the story Shiloh by Phyllis Reynolds Naylor. The story takes place in West Virginia. Students must write a 2page book report on it. SS: The teacher will then explain why Virginia left the Union to become part of the Confederate States of America and some of the reasons for the start of the Civil War.

Week 31 Wednesday Day 153 MCSOL SS 4.32 Civil War SS: The teacher will begin to talk about the Civil War and the major battles. SS/T: The teacher will talk specifically about the major battles fought in Virginia, focusing on Bunker Hill, Bull Run, and Lynchburg (Appomattox will be covered later). The teacher will also show the entire list of all battles fought in Virginia (a very long list!!) found at http://www.americ ancivilwar.com/sta tepic/index.html and clicking on each year next to Virginia. Students can look over the list and each battle chosen, there is a brief history of that battle.

Thursday Day 154 MCSOL SS 4.32 Civil War SS/M: The teacher will show some statistics about the staggering numbers of soldiers that died in the Civil War compared to all of the other wars that the Americans fought. SS: The teacher will talk about the role of women in the Civil War, especially those from Virginia. SS: The teacher will also talk about the important Civil War generals from Virginia such as Robert E. Lee and their roles in the war.

Friday Day 155 MCSOL SS 4.32 Civil War SS/MU: The teacher will play some battle songs of the Civil War. SS/H: The teacher will talk about the health issues in the Civil War and how treatments were different than today’s. SS: The teacher will talk about the role of Appomattox Court House in the surrender of the Confederate to the North in the Civil War, ending the bloodiest war in U.S. history.

Tuesday Day 157

Week 32 Wednesday Day 158

Thursday Day 159

Friday Day 160

MCSOL SS 4.33, 4.34, 4.35 Reconstruction period, new technologies

MCSOL SS 4.33, 4.34, 4.35 Reconstruction period, new technologies

MCSOL SS 4.33, 4.34, 4.35 Reconstruction period, new technologies

MCSOL SS 4.33, 4.34, 4.35 Reconstruction period, new technologies

SS: The teacher will explain the amendments to the Constitution as a result of the Civil SS/A: The teacher War and their will talk about the implications. Virginia However, people Regimental Flag as in the South still well as the held prejudices. Confederate Flag. (also found at SS: The teacher http://www.americ will talk about the ancivilwar.com/sta Reconstruction life tepic/index.html in America and the under “Virginia”) different laws that went into effect as a result of the end of the Civil War.

SS/RT: The teacher will talk about the Jim Crow laws and segregation in the South. The teacher will encourage students to be mature about this topic and respect to each other as it is a controversial and personal issue.

SS: The teacher will introduce the term “immigrant” and talk about how after the Civil War, there was a large immigration from Europe and other parts of the world to the United States, with a focus on Virginia and the kinds of people that settled in Virginia.

SS/OL: Students will go around the classroom and discuss what their nationality is and any stories they found out about how their ancestors immigrated.

Monday Day 156 MCSOL SS 4.32 Civil War SS/E: Students will take a unit test on the Constitution and the Civil War.

SS/W: Students will write in their journals about how they would feel if people treated them differently SS: The teacher because of the will talk about color of their skin, important modes or whether they of transportation were a girl or boy, like the importance or any other of railroads. physical feature.

SS/HS: Students will go home and ask their parents about their native nationality/ ancestry and if they know approximately when their ancestors immigrated to the United States and eventually to Virginia. (American does not count as an ancestry). DA: Gifted students can research further into their family history. DA: Emotionally disturbed children can be exempt from this assignment or find a distant family member or friend to find out their nationality, especially if they do not have a good relationship with their parents.

Week 35

SS: The teacher will talk about how the rise in the number of immigrants also transformed Virginia from a rural, agricultural society to a more urban and industrialized state. The teacher will also talk about the growth of new technologies and industries that led to this growth.

Monday Day 171 MCSOL SS 4.37 20th Century VA

Tuesday Day 172 MCSOL SS 4.37 20th Century VA

SS: Students will learn about the influence of important Virginians: Maggie Walker, the first female to charter a bank, Arthur Ashe, Jr. to the world of tennis, and then Douglas Wilder, former governor of Virginia and present mayor of Richmond. Each of these individuals had to overcome the odds to accomplish what they did and they were successful.

SS/OL/LI/CI: The teacher will bring in a guest speaker to talk about their experience during the civil rights movement, any war, or other popular time in Virginia history. Afterwards, students may ask questions.

SS/CI/HS/W: Students will interview either a SS/R: The teacher will grandparent who discuss some of the quotes made by Arthur grew up in Virginia, a neighbor, or Ashe and about his life, yet he never gave someone else from up. the community and (http://en.wikipedia.or write down a few g/wiki/Arthur_R._Ash interesting e%2C_Jr.) experiences they had and what time SS/LA/W/HW: period they grew up Students will come up with at least one in as a question that they kid/teenager/young would like to know adult age. Students about the guest speaker will write two pages for tomorrow’s class. The teacher will check about them and include copies of them quickly to make any pictures. sure they are appropriate. Students will do this project so they DA: Learning disabled understand how students will have Virginia history additional teacher directly affects support in writing questions, maybe have them or someone a prompt to get them they know. thinking about an (Virginia History, p. appropriate question. 20, 32-33)

Wednesday Day 173 MCSOL SS 4.36

Thursday Day 174 MCSOL SS 4.36

Massive Resistance

Massive Resistance

SS: The teacher will introduce the term “Massive Resistance” and will talk about how many people began to get upset about the desegregation in the South, with focus on Harry F. Byrd, Sr. who advocated Massive Resistance.

SS/R/CL: The teacher will read the book Amazing Grace, by Mary Hoffman which talks about a black girl who rises up against the criticisms that she is a girl and a black girl at that. The class will then talk about the story and how it relates to the topic.

SS/R: The teacher will talk about Martin Luther King, Jr. and his contribution to desegregation in America. The teacher will read the biography, Martin Luther King, Jr. (Real People), by Pam Walker. The teacher will show a picture of his million man march and his famous “I have a dream speech” on the Capital steps in D.C.

Week 36

SS: The teacher will talk about the process the nation went through for schools to become desegregated and how other public places became desegregated. The teacher will make reference to important Civil Rights leaders as Martin Luther King, Jr. and Rosa Parks and court cases like Brown vs. Board of Education in the 1950’s.

Friday Day 175 MCSOL SS 4.38 VA government SS/Q: The teacher will give a survey to find out how much the students know about their state government with questions asking who the governor is and other important officials. SS: The teacher will talk about the different roles in Virginia state government: executive, legislative, and judicial and what each part does. Then the teacher will point out the important officials that students should know. The teacher will provide notes for the students with each of the terms learned.

Monday Day 176 MCSOL SS 4.38 VA government SS: Students will work on an activity to find out how the capital of Virginia has moved over time and identify each of the cities the website talks about. (http://legis.state.v a.us/1_cap_class/cl ass_media/4_5_pdf s/VA%20Capital% 20Names%20Acti vity.pdf) SS: The teacher will talk about the history of government in Virginia and how the state government came to be how it is today. SS/T: Students can go to http://legis.state.va .us/1_cap_class/45/4_5_scrapbook_ proj.html to learn more about the government in their state.

Tuesday Day 177

Wednesday Day 178

Thursday Day 179

Friday Day 180

MCSOL SS 4.39, 4.40 VA industry, economy & prosperity

MCSOL SS 4.39, 4.40 VA industry, economy & prosperity

MCSOL SS 4.39, 4.40 VA industry, economy & prosperity

MCSOL SS 4.39, 4.40 VA industry, economy & prosperity

SS: The teacher will introduce each of the 5 geographic regions of Virginia. The teacher will then focus on the Coastal Region and talk about the major products and industries of that area, as well as major cities found there.

SS: The teacher will talk about the remaining three regions of Virginia: Blue Ridge, Valley and Ridge, and then the Appalachian Plateau, along with the important products, industries, and major cities of each of those areas.

SS/E: Students will take a test on everything in Virginia history from after the Civil War to the present.

SS/OL/CZ: Students will present their articles to the class. The teacher will talk then about how they will affect Virginia.

SS: The teacher will talk about the Piedmont region and important products, industries, and major cities of that area.

SS/A: Students will color in a map showing the major geographic areas and the important products. Students will invent their own keys to use and must show it on the map and then where each of the products are found. DA: The teacher will give extra assistance to learning disabled students, maybe by drawing in the boundaries for each section and giving general assistance for the map project.

Resources

SS: The teacher will then talk about Virginia today and how advances in transportation, communication (especially with computers and the internet), and technology have contributed to Virginia’s prosperity and its role in the global community. Basically, the teacher will summarize Virginia history from the 1900’s to the present. SS/HS/CZ: Students will look in newspapers at home to find at least one article to share with the class involving something about Virginia, local and state levels. The “current event” can be an event within the past year.

SS/W/CZ: Students will write in their journals about how they would like to contribute to Virginia’s prosperity as they grow older and as an adult. They can include any important changes they would like to see in their state and how they will be a good citizen in their state. Students can then share parts of their responses with the class.

(2007). History and culture. Retrieved December 8, 2007, from Smithsonian Education Web site: http://www.smithsonianeducation.org/students/explore_by_topic/history_culture.html (2007). Rags to riches. Retrieved December 8, 2007, from Quia Web site: http://www.quia.com/rr/104605.html Adler, D. A. (2001) A picture book of Patrick Henry. New York: Holiday House Publishing. AmericanCivilWar.com. (n.d.) Civil War battles by state: American Civil War: 18610-1865. From the AmericanCivilWar.com Web site. Retrieved December 7, 2007 from http://www.americancivilwar.com/statepic/index.html. Boorstin, D. J., Kelley, B. M., & Boorstin, R. F. (1981). A history of the United States. Lexington, Mass: Ginn. Chambers, Bonny (1997). Teaching with artifacts: Discovery "box" lesson. Retrieved December 8, 2007, from Montgomery County Public Schools Web site: http://www.mcps.k12.md.us/curriculum/socialstd/grade3/Discovery_Box.html Commonwealth of Virginia. (2007) Grades 4-5: Virginia scrapbook project: Virginia capital names. From the Virginia General Assembly Web site. Retrieved December 8, 2007 from http://legis.state.va.us/1_cap_class/class_media/4_5_pdfs/VA%20Capital%20Names%20Activity. pdf. Cornett, C. E. (2007) Creating meaning through literature and the arts: An integration resource for classroom teachers. (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Education World. (2005) Scavenger hunt: The constitution of the United States. From the Education World Web site. Retrieved December 7, 2007, from http://www.educationworld.com/a_lesson/hunt/hunt046.shtml. Farming in the 13 american colonies . Retrieved December 8, 2007, from Social Studies for Kids Web site: http://www.socialstudiesforkids.com/articles/ushistory/13coloniesfarm.htm

FirewareOSBA. (added 2007 but originally much earlier) School house rocks- Fireworks. From Youtube.com. Retrieved December 4, 2007, from http://youtube.com/watch?v=CvH7ySQi37E. Fish, Natalie What is a source?. Retrieved December 8, 2007, from SIUE Web site: http://www.siue.edu/education/aam/lesson/fish/webpage/lessonone.htm Gabriel, Mike and Eric Goldberg (directors). (1995). Pocahontas [Film]. USA: Walt Disney Feature Animation. Hoffman, M. (1991) Amazing Grace. London: Frances Lincoln Children’s Books. Independence Hall Association. (2007) Welcome to the Independence Hall area. From the USHistory.org Web site. Retrieved December 4, 2007 from http://ushistory.org/districts/historicdistrict/index.htm. Jamestown-Yorktown Foundation. (1990). Living with the Indians education program, Jamestown Settlement. Williamsburg (Va.): Jamestown-Yorktown Foundation Education Dept. Jurca, M. E. (Ed.). (1992) U.S. history part 1. Torrance, CA: Frank Schaffer Publications, Inc. Larned, W. T., & Green, J. (1997). North American Indian tales. Dover children's thrift classics. Mineola, N.Y.: Dover. Lesson plans for teaching reading with a native american theme. Retrieved December 8, 2007, Web site: http://www.mce.k12tn.net/indians/teaching/reading.htm Marsh, C. (n.d.) Virginia history: Surprising secrets about our state’s founding mothers, fathers & kids! Unknown: Gallopade International. Money, money, money. Retrieved December 8, 2007, Web site: http://score.rims.k12.ca.us/score_lessons/market_to_market/pages/money.htm Monk, L. (2003) Interactive Constitution. From the National Constitution Center Web site. Retrieved December 7, 2007, from http://www.constitutioncenter.org/constitution/. Ritchie, D. A. (1997). American history the modern era since 1865. New York, N.Y.: Glencoe/McGrawHill.

Rouse, P., & Ainsley, W. F. (1997). Virginia USA. Parsippany, NJ: Silver Burdett Ginn. Starr, L. (2007) The fourth of July: A day to remember! From the Education World Web site. Retrieved December 4, 2007 from http://www.education-world.com/a_lesson/lesson069.shtml. Tardiff, Katie (2006, November 19). Mrs. Tardiff's social studies webpage. Retrieved December 8, 2007, from Fairfax County Public Schools Web site: http://socialstudies.cayennepaper.com/4thgrade.htm Tripp, V. (1992) Changes for Felicity. Middleton, WI: American Girl. Venezia, M. (2004) James Madison: Fourth president 1809-1817 (Getting to know the US presidents). New York: Scholastic, Inc. Virginia. Retrieved December 8, 2007, from Sheppard Softward Web site: http://www.sheppardsoftware.com/usaweb/snapshot/Snapshot-USA-46.htm Walker, P. (2001) Martin Luther King, Jr. (real people). New York: Rosen Book Works. Watkins , Bryna (2007). Bartering, an early form of interdependence. Retrieved December 8, 2007, from Scholastic Web site: http://content.scholastic.com/browse/lessonplan.jsp?id=56 Wikipedia. (2007) Arthur Ashe. From the Wikipedia Web site. Retrieved December 8, 2007 from http://en.wikipedia.org/wiki/Arthur_R._Ashe%2C_Jr.