5 - Glass - Social Science
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Social Studies Charts Day 1
Day 2
Day 3
Day 4
Day 5
JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions
JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions
JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions
JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions
JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions
T/FA: The class will watch a short episode of “Where in the World is Carmen Sandiego?”
CA/MA: The teacher will give the students worksheets and the students will use maps, globes, and tables to complete matching questions.
CA/MO: The teacher will take the students outside to a blacktop where there will be a predrawn sketch of the world. The teacher will call out specific places and regions and the students will have to rush to that spot.
R/LI: The teacher will read from the book, A Life Like Mine: How Children Live Around the World.
CD: The students will share their findings from the day before about the place they would like to visit.
W: The student will each write a paragraph about a specific place anywhere in the world that they would like to visit and why.
CA: The students will complete a worksheet in which they label the continents and key geographic regions around the globe.
LI: The teacher will instruct the students about the difference between maps, globes, and tables. MA: The teacher will bring in models of each for the students to view.
GA: In groups of their choosing, the students will make a globe using paper mache and balloons.
T: The students will use the internet to research that particular region they would like to visit.
DA: Students who finish early will engage in silent reading with the book of their choice.
Social Studies Charts Day 6
Day 7
Day 8
Day 9
Day 10
JWG SOL SS 5.2 Early Developments in America: Indian Habitats CD: The teacher will ask the students to share what they already know about Indians. The class will talk about stereotypes and common misconceptions.
JWG SOL SS 5.2 Early Developments in America: Indian Habitats FA/CA: The students will build models of tepees using popsicle sticks, fabric, and glue.
JWG SOL SS 5.2 Early Developments in America: Indian Habitats FA/CA: The students will build models of longhouses, using popsicles, pine straw, and glue.
JWG SOL SS 5.2 Early Developments in America: Indian Habitats R: The teacher will read from the book, A Cry From the Earth: Music of the North American Indians.
LI: While the students are building tepees, the teacher will explain to the students how the Sioux Indians lived and about their contributions to North America.
LI: While the students are building longhouses, the teacher will talk to them about the Iroquois Indians and their contributions to America, including the Iroquois Confederacy.
JWG SOL SS 5.2 Early Developments in America: Indian Habitats T/RS: The students will use the internet to research the connection between the Iroquois Confederacy and the formation of American government.
W: Each student will write down what they already know about Indians and what they want to know. LI: The teacher will instruct the students about how the Indians played a role in developing early America. R/LI: The students will read aloud from their textbook.
W: Each student will write a brief paragraph about their research. CD: The students will discuss their research as the teacher guides them.
FA/MO: The teacher will lead the students in singing a song sung by the North American Indians. The students will also make up a dance to along with the song. DA: Gifted/Accelerated learners may write their own song about Indians to be sung in class.
Social Studies Charts Day 21
Day 22
Day 23
Day 24
Day 25
JWG SOL SS 5.3 Africans to America, Explorers and Settlement
JWG SOL SS 5.3 Africans to America, Explorers and Settlement
JWG SOL SS 5.3 Africans to America, Explorers and Settlement
JWG SOL SS 5.3 Africans to America, Explorers and Settlement
JWG SOL SS 5.3 Africans to America, Explorers and Settlement
GA/W: In pairs, the students will interview each other about what special skills they possess. Each interviewer will record each skill on a separate index card. The cards will all be placed in a box to compile a skills inventory.
LI: The teacher will explain to the students about the Crusades, Marco Polo, and the Asian empire. The teacher will also talk about the reasons behind exploration.
GA/RS/T: The teacher will divide the students into groups, and each group will be assigned an explorer. Assigned explorers will include Bartholomeu Dias, Christopher Columbus, John Cabot, Vasco De Gama, Amerigo Vespucci, Vasco Nunez Balboa, and Ferdinand Magellan. Each group will use their textbooks, library books, and the internet to perform research.
GA/T: The students will put their research into PowerPoint presentations.
OL/LI: Each group will present to the class, and the teacher will expound on each presentation with additional details.
CD: The teacher will lead the class in a discussion about the ways that a community works together. LI: The teacher will explain to the class how Africans first came to America.
W: The students will take notes as the teacher talks.
DA: ELL learners will include a special page that defines specific vocabulary words. RS/T: Each student will research a specific disease that was common among the explorers in America. The teacher will talk about the causes of the diseases and the importance of cleanliness.
Social Studies Charts Day 26
Day 27
Day 28
Day 29
Day 30
JWG SOL SS 5.4 Key PreConstitution Documents LI: The teacher will give an introduction to the students about the various documents preceding the Constitution.
JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.
JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.
JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.
JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.
R: The teacher will call on individual students to read from The Magna Charta. CD: The teacher will lead the class in a discussion on the chapters read.
DA: ELL learners and students who are slow readers will be placed beside a strong reader for help and encouragement.
FA: During the reading of Magna Charta, the students will role play and use appropriate diction for the characters.
Social Studies Charts Day 41 JWG SOL SS 5.4 Key PreConstitution Documents GA/W: In groups of their choosing, the students will write down principles they believe are essential for a successful government. CD: The students will read their principles and discuss them with one another as the teacher facilitates.
Day 42
Day 43
JWG SOL SS 5.4 JWG SOL SS 5.4 Key PreKey PreConstitution Constitution Documents Documents LI: The teacher LI/FA: The will introduce the teacher will class to the English present a Bill of Rights. PowerPoint presentation to the T/RS: The class about students will use William the internet to Blackstone. research the English Bill of R: The teacher Rights. will read aloud from Montesquieu: W: The students The French will each write a Philosopher Who paragraph about Shaped Modern what they learn. Government. CD: The students will share their information with one another through an open discussion led by the teacher.
DA: Gifted learners will be allowed to help the teacher read.
Day 44
Day 45
JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will read aloud from Montesquieu: The French Philosopher Who Shaped Modern Government.
JWG SOL SS 5.4 Key PreConstitution Documents AS: The student will be formally assessed on the concepts covered in the last few weeks, including continents, geographic regions, early Indian civilizations and habitats, and pre-constitution documents, specifically the Magna Charta and the English Bill of Rights.
CA: The teacher will divide the class into two teams based on gender and will lead the class in a game of jeopardy in order to review for test on Friday.
Social Studies Charts Day 46
Day 47
Day 48
Day 49
Day 50
JWG SOL SS 5.5 American Colonization, Immigration to America from England CA/W: The teacher will instruct the class to write down a list of rights that they have and would not want to have taken from them. The teacher will use the English Bill of Rights for a prompt if needed.
JWG SOL SS 5.5 American Colonization, Immigration to America from England R/LI: The teacher will read aloud from the book, Focus on U.S. History: The Era of Colonization and Settlement.
JWG SOL SS 5.5 American Colonization, Immigration to America from England CA/FA: The students will draw a timeline using information learned from the previous day about the Pilgrims exodus from England and their arrival into America. The students will fill the timeline with pictures and color.
JWG SOL SS 5.5 American Colonization, Immigration to America from England LI: The teacher will explain to the students about the Pilgrim’s first form of government.
JWG SOL SS 5.5 American Colonization, Immigration to America from England LI: The teacher will use a PowerPoint presentation to teach the students about Jamestown.
CD/LI: The teacher will lead the class in a discussion about those rights and then explain to the students why the pilgrims left England to go to America. LI: The teacher will distinguish between the puritans and the separatists.
GA/CM: The teacher will divide the class into two groups. Each group will be given a situation concerning whether to stay in a particular school. Each side will have to decide whether to change schools or not. The class will use role play and debate the issue. LI: The teacher will relate the class debate to the debate between the puritans and separatists.
GP: The teacher will walk around the room and also put facts on the board during this time to aid the students.
R/LI: The teacher will call on individual students to read aloud the Mayflower Compact. Throughout the reading, the teacher will frequently pause the reader in order to explain the meaning and definition of what was read. The class will use dictionaries to look up words they do not understand. When looking up words, the students will race to see who can find it first, and the teacher will reward the winner with a prize.
T/CA: The students will each use the internet to play the ‘Jamestown Online Adventure’ where they put themselves in the place of Captain and use instructions from the London Company as a guide. W: Each student will write a brief paragraph about what they learned. DA: Students unable to finish writing in time due to a learning disorder will draw a picture instead.
Social Studies Charts Day 61 JWG SOL SS 5.6 American Revolution and Key Ideas and Characters LI: The teacher will give an overview of the main characters and the key ideas of the American Revolution.
Day 62
JWG SOL SS 5.6 American Revolution and Key Ideas and Characters R/LI: The teacher will give individual students excerpts from Thomas Paine’s book Common Sense. After each excerpt is read, the R: The teacher will teacher will read the first part explain what was of the book, An read and the Astonishing Life of meaning behind it. Benjamin Franklin By His Good R/GA: In their Mouse. current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse.
Day 63
Day 64
Day 65
JWG SOL SS 5.6 American Revolution and Key Ideas and Characters R/LI: The teacher will give individual students part of the Virginia Bill of Rights and call on them read them aloud. After each one, the teacher will explain what it means. The teacher will explain that the Virginia Bill of Rights, written by George Mason, played a major role in forming the Bill of Rights found in the Constitution.
JWG SOL SS 5.6 American Revolution and Key Ideas and Characters
JWG SOL SS 5.6 American Revolution and Key Ideas and Characters
W: The students will write down what they know and what they want to know about Thomas Jefferson.
W: The students will write down what they know and what they want to know about George Washington.
CD: The teacher will lead a discussion in which the students say what they know about Thomas Jefferson.
CD: The teacher will lead a discussion in which the students say what they know about George Washington.
R/LI: The teacher will give individual students excerpts from the Declaration of Independence to read aloud. After each excerpt is read, the teacher will explain what it means.
R/LI: The teacher will give the students excerpts from famous quotes and speeches during the time Washington commanded the Revolutionary Army. The teacher will talk about each excerpt after it is read.
R/GA: In their current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse.
R/GA: In their current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse.
R/GA: In their current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse. DA: Groups who finish reading early will write a summary of the book.
Social Studies Charts Day 66
Day 67
Day 68
Day 69
Day 70
JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution R: The teacher will read from the book, The Articles of Confederation.
JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution LI: The teacher will introduce students to how the Constitution was formed and the Constitutional Convention.
JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution GA/T: In groups, the students will research a particular group of people’s point of view concerning the Constitution. Each group will gather information using their textbook and the internet.
JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution LI: The teacher will explain to the difference between the Federalists and Anti-Federalists.
JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution AS: The students will be formally assessed on the information from the past three weeks, including American colonization, key figures and ideas of the American Revolution, the Articles of Confederation, and the Constitutional Convention.
LI: The teacher will explain to the students about the Articles of Confederation go into more detail about how they were formed and their significance.
FA/GA: The teacher will emphasize that the convention proceedings were kept secret and that it would probably not be kept secret in today’s world. In groups of their choosing, the students will make a poster publicizing the convention and its goal.
CD: The students will present their side’s opinion in front of the class using direct quotes and paraphrases from their particular characters.
W: The students will each write a two page comparison paper listing the differences and similarities between the Federalists and Anti-Federalists. DA: Students who finish early will engage in silent reading with the book of their choice.
Social Studies Charts Day 81 JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers LI: The teacher will explain to the class what the Lewis and Clark expedition was. The teacher will show the students a map of their travels and talk about the obstacles they faced.
Day 82 JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers CD/OL: The groups from yesterday will present their finding to the class.
R: The teacher will call on T: In groups, the individual students students will use the internet to research the to read aloud from rivers crossed by the text about Lewis and Clark. The Sacajawea. students will learn how some of those rivers were later used to harness hydroelectric power. DA: Students who finish early may play the game ‘Oregon Trail’. R/HW: The students will read from the book Westward Expansion (You Choose) and will pick their favorite story and ending and write a paragraph about it and share it with the class.
CA/W/FA: In groups of their choosing, the students will write and decorate postcards Lewis and Clark might have liked to send to their families. R/HW: The students will read from the book Westward Expansion (You Choose) and will pick their favorite story and ending and write a paragraph about it and share it with the class.
Day 83
Day 84
Day 85
JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers
JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers
JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers
R: The teacher will call on individual students to read from the book, Rattlesnake Mesa: Stories from a Native American Childhood. CD: The class will discuss the book and the differences between growing up as an Indian compared to growing up as an American today.
LI: The teacher will introduce the students to the Pony Express.
W: The students will compare the Pony Express to the Post Office.
CI: The teacher will take the class on a field trip to the Post Office.
T: The students will use computers to play ‘Oregon Trail’. DA: Students who are technologically challenged may choose to read a book on Westward Expansion instead.
Social Studies Charts Day 86
Day 87
Day 88
Day 89
Day 90
JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will introduce the students to several key concepts concerning the events that led to the Civil War. The teacher will also introduce key reformers before the Civil War.
JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will explain to the students about the differences between the North and the South, including why slavery became popular in the South.
JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will talk to the students about the Underground Railroad.
JWG SOL SS 5.9 Civil War and Key Individuals OL: The students will present their reports to the class.
JWG SOL SS 5.9 Civil War and Key Individuals
CA/LA: In groups of their choosing, the students will choose from a list of reformers and write a character sketch being careful to include personality traits along with their achievements. The students will also create a dialogue to be had with a partner. OL: The groups will present their sketches to the class and will take on the role of their characters in a realistic dialogue.
CA: The students will be given a chart listing information regarding the number of free and enslaved AfricanAmericans in the South between 1820 and 1860. Using the chart, the students will answer questions about the AfricanAmerican population during the years preceding the Civil War.
T/RS: The students will each research the Underground Railroad using the library and the internet and will write a brief report on their findings. Each student must list at least three sources, at least one of them being a book. DA: Gifted or accelerated learners will write a script to a play on the Underground Railroad.
CD: The teacher will lead the class in a discussion about possible non-violent ways of resisting slavery including learning how to read, write, and planning ways to escape. LI: The teacher will explain to the class who Nat Turner was and what he did. FA: The students will sing a song about Nat Turner and his rebellion.
CD: The teacher lead the class in a discussion about what it means to be a peacemaker. The teacher will ask the students to identify the most important behaviors and attitudes they think a peacemaker must have. The teacher will record their ideas on the board. GA: In pairs, the students will share with each other some instances when they acted as peacemakers. The groups will then share their experiences with the class. LI: The teacher will talk to the students about famous peacemakers such as Abraham Lincoln and Martin Luther King Jr. The teacher will relate the traits on the board to the traits of the famous people.
Social Studies Charts Day 101
Day 102
Day 103
Day 104
Day 105
JWG SOL SS 5.9 Civil War and Key Individuals R/LI: The teacher will read from the book, Reluctant Witnesses: Children’s Voices from the Civil War, and will explain certain concepts about the war along the way.
JWG SOL SS 5.9 Civil War and Key Individuals R: The teacher will divide the Gettysburg Address among the students and they will read it aloud.
JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will explain to the students what the word ‘confederacy’ means. The teacher will then talk about the beginning of the Civil War.
JWG SOL SS 5.9 Civil War and Key Individuals GA: The students will work in their groups from the day before and continue their projects.
JWG SOL SS 5.9 Civil War and Key Individuals R: The teacher will read from the book, Life Goes on: The Civil War at Home.
LI: The teacher will talk about editorials and their purpose. R: The teacher will call on individual students to read excerpts from Lincoln’s 1861 speech. CD: The teacher will lead the class in a discussion on the significance of the speech.
LI/LA: The teacher will stop the students frequently and explain key concepts and highlight critical points to ensure understanding. The teacher will point out how Lincoln used repeated phrasing for impact. W: The students will write a brief paragraph using repeated phrasing.
GA: In groups of their choosing, the students will be divided into writers for Confederate newspapers and Union newspapers. The groups will divide responsibilities among their members such as deciding who will be researchers, writers, illustrators, and editors. The teacher will assign each group a different topic.
LI: The teacher will talk about the use of diction, and the students will use different accents when they present. OL: The groups will present their reports using appropriate diction as they take on the role of the characters about whom they are presenting. DA: Students with learning disorders prohibiting them from presenting will be given other responsibilities as a teacher assistant.
CD: The teacher will lead the class in a discussion about the way life would be during a war compared to how life is during a time of peace.
Social Studies Charts Day 106
Day 107
Day 108
Day 109
Day 110
JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration LI: The teacher will show the class a map that divides the country into Confederate and Union territories.
JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration FA/R/GA/W: The teacher will divide the students into groups and will give each one a copy of a popular song that was sung during the Civil War. Each group will write a page essay describing the song.
JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration LI: The teacher will talk to the students about various battles of the Civil War, including the Battle of Shiloh, the Battle of Antietam, the Battle of Gettysburg, and the Battle of Vicksburg.
JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration OP: Each group will present their findings to the class.
JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration LI: The teacher will discuss the effects of immigration during the Civil War. The teacher will also talk about the role of women in the Civil War.
T: The students will use the internet to research the Battle of Bull Run. CD: The class will discuss their findings, and the teacher will fill in the details. LI: The teacher will explain to the students military strategies such as blocking ports. The teacher will compare the strategies of the North to those of the South.
CD: The teacher will lead the students in a discussion about how the songs expressed people’s feelings during the Civil War. R: The teacher will read from the book, Life Goes on: The Civil War at Home.
GA/RS: The teacher will divide the students into groups and assign each group a particular battle to research.
LI: The teacher will compare the styles of Lee and Grant, making a comparison chart on the board. CA/T: The students will use the internet to research the two generals and make character sketches of each.
CD: The teacher will lead the class in a discussion about the effects of war and how we can avoid it and about times when it is necessary to go to war.
DA: Students who cannot finish in time due to a learning disorder may draw pictures of each general instead.
AS: The students will be formally assessed through a multiple choice exam covering material from the last four weeks.
Social Studies Charts Day 121
Day 122
Day 123
Day 124
Day 125
JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will review the reasons why the North and South went to war. The teacher will talk to the students about the nature of the disagreement and how that would result in conflict during Reconstruction.
JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will talk about Jim Crow Laws and explains terms such as ‘sharecropper’. The teacher will also talk about congressional acts that improved and did not improve the plight of freed slaves.
JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will give a PowerPoint presentation on the Freedmen’s Bureau.
JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will talk to the students about the Ku Klux Klan.
JWG SOL SS 5.11 Reconstruction, Industrial Revolution R: The teacher will read from the book, Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories.
GA: In pairs, the students will talk about times when they had difficulty resolving conflict. CD: The students will share their experiences with the class.
T/RS/W: The students will each use the internet to find the 13th, 14th, and 15th amendments. The students will each summarize the amendments using their own words.
R: The teacher will call on individual students to read aloud from the textbook.
CD: The students will share their summaries and discuss their significance.
W: Each student will write a onepage essay about how a Southern child might have felt about going to school for the first time at a Freedmen’s Bureau.
CD: The teacher will lead the class in a discussion about hate groups and reasons behind them. W: The students will write a onepage essay on how to deal with hate groups.
DA: Gifted readers will help the teacher read.
Social Studies Charts Day 126 JWG SOL SS 5.12 States and Capitols GA: In groups of their choosing, the students will research a state of their choice. (A state cannot be done by more than one group) Research will include, year of entry into the Union, capital, chief crop, nickname, historical background, and other interesting facts. W/T: The groups will compile a PowerPoint presentation for the class.
Day 127
Day 128
JWG SOL SS 5.12 JWG SOL SS 5.12 States and Capitols States and Capitols GA: The groups OL: The groups will continue to will present to the work on their class. projects. DA: Groups who finish early will make a poster of the state they researched.
Day 129
Day 130
JWG SOL SS 5.12 States and Capitols GA: In the same groups, the students will research specific cities. (The teacher will give them a list from which to choose, and no one city may be done by more than one group.)
JWG SOL SS 5.12 States and Capitols OL: Each group will present their presentation to the class.
W/T: Each group will prepare a PowerPoint presentation.
Social Studies Charts Day 141
Day 142
Day 143
Day 144
Day 145
JWG SOL SS 5.13 Aftermath of World War 1 R: The class will read from the book, World War 1 by Tom McGowen.
JWG SOL SS 5.13 Aftermath of World War 1 R: The class will read from the book, World War 1 by Tom McGowen.
JWG SOL SS 5.13 Aftermath of World War 1 R: The class will read from the book, World War 1 by Tom McGowen.
JWG SOL SS 5.13 Aftermath of World War 1 LI: The teacher will talk to the class about the Great Depression.
LI: The teacher will stop the reading intermittently to provide further explanation of key concepts.
LI: The teacher will stop the reading intermittently to provide further explanation of key concepts.
LI: The teacher will stop the reading intermittently to provide further explanation of key concepts.
W: The students will take notes.
JWG SOL SS 5.13 Aftermath of World War 1 LI: The teacher will explain the major changes brought about by World War I, including technology, warfare, and the economy.
RV: The teacher will review for the exam by giving students study notes.
RV: The teacher will review for the exam by giving students study notes.
RV: The teacher will review for the exam by giving students study notes.
DA: Students unable to take proper notes due to a learning disorder will be given handouts of the notes from the teacher.
R: The class will read political cartoons from that time period. W: Each student will write their own political cartoon expressing the kinds of changes during that time period.
Social Studies Charts Day 146
Day 147
Day 148
Day 149
Day 150
JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century GA/T: The teacher will divide the class into groups and assign each group a war to research and prepare a presentation using PowerPoint. Wars assigned will include, World War II, the Korean War, the Vietnam War, the Gulf War, and the Iraq War. The students will be required to list causes and repercussions of each war.
JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century OL: Two of the groups will present their presentations.
JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century OL: The other two groups will present their presentations.
JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century RV: The teacher will divide the class into boys versus girls and lead a game of jeopardy to review for the test on Friday.
JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century AS: The students will be formally assessed on the material from the last three weeks.
LI: The teacher will expound on each presentation, explaining in further detail how each affected the course of America.
LI: The teacher will expound on each presentation, explaining in further detail how each affected the course of America.
DA: Students unable to take the test in time due to a learning disorder will be allowed to take the test in a more compatible environment.
Social Studies Charts Day 161
Day 162
Day 163
Day 164
Day 165
JWG SOL SS 5.15 The Constitution and the Amendments CD: The teacher will prompt the students to discuss the ramifications of a school with 13 classrooms with each classroom having its own rules and no principal.
JWG SOL SS 5.15 The Constitution and the Amendments LI: The teacher will talk about Shay’s Rebellion and about how many people saw a need for amending the Articles of Confederation. The teacher will also talk about James Madison and his plan for a strong national government. The teacher will compare Madison to others such as Alexander Hamilton and Patrick Henry.
JWG SOL SS 5.15 The Constitution and the Amendments CD: The groups from Tuesday will share their finding with each other through a class discussion facilitated by the teacher who will expound on key points and concepts.
JWG SOL SS 5.15 The Constitution and the Amendments GA/W/T: The students will be divided into groups of two or three and will look up the Bill of Rights using the internet. Each group will be given a specific amendment to paraphrase.
JWG SOL SS 5.16 The Meaning of Democracy
LI: The teacher will talk about the Constitutional Convention and explain its proceedings.
R: The groups will read their paraphrases to the class.
LI: The teacher will explain to the students the meaning of federalism and how the government in the United States is different than other forms of government.
GA/T: In groups, the students will be assigned a key character in history and will research their feelings toward the new constitution.
CD: The teacher will lead a discussion in which the students talk about what the amendments mean to them and why they are important.
CD: The teacher will lead a discussion in which the class talks about the meaning of democracy. The teacher will compare democracy to a republic. CA/W: The students will each write a one-page paper in which they compare a democracy to a republic. DA: Students who finish early will engage in silent reading with the book of their choice.
Social Studies Charts Day 166
Day 167
Day 168
Day 169
Day 170
Standardized Testing
Standardized Testing
Standardized Testing
Standardized Testing
Standardized Testing
DA: Students unable to perform the test in the normal setting will be allowed special accommodations in which to take the test.
Resources 4th and 5th grade Student Research Resources. (n.d.). Retrieved December 7, 2007, from www.geocities.com/jk02/geo.html. Arnold, J. R. (2001). Life Goes on: The Civil War at Home. Minneapolis, MN: Lerner Publications. Bednarz, S. (1997). Build Our Nation: Teacher's Book. A Resource for Teaching and Planning. Boston, MA: Houghton Mifflin Company. Bierhorst, J. (1992). A Cry From the Earth: Music of the North American Indians. Santa Fe: Ancient City Press. Daugherty, J. (1998). The Magna Charta. California: Beautiful Feet Books. Garcia, J. (1997). Our United States: Teacher Guide 5 Part 1. Parsippany, NJ: Silver Burdett Ginn. Garcia, J. (1997). Our United States: Teacher Guide 5 Part 1. Parsippany, NJ: Silver Burdett Ginn. Gordon, S. (2005). Monetsquieu: The French Philosopher Who Shaped Modern Government. New York: Rosen Central. Jamestown Online Adventure for Kids. (n.d.). Retrieved 12 07, 2007, from www.jamestown2007.org/kids-jamestown-adventure.cfm Lassieur, A. (1998). Westward Expansion. Lawson, R. (1988). An Astonishing Life of Benjamin Franklin By His Good Mouse Amos. New York: Little Brown and Company. Levine, E. (2000). Freedom's Children: Young Civil Rights Activists Tell Their Own Stories. New York: Putnam Juvenile. McGowen, T. (1993). World War I. Danbury, CN: Franklin Watts. Milliken, L. (1996). Colonial American Activity Book. Dana Point, CA: Edupress. Publishing, D. (2002). A Life Like Mine: How Children Live Around the World. New York: DK Publishing. Rebman, R. C. (2006). Articles of Confederation. Mankato, MN: Compass Point Books. Sammis, K. (1997). Focus on U.S. History: The Era of Colonization and Settlement. Maine: Walch Publications. Weber, E. N. (2004). Rattlesnake Mesa: Stories from a Native American Childhood. New York: Lee and Low Books.
Werner, E. E. (1999). Reluctant Witnesses: Children's Voices from the Civil War. New York: Westview Press.
Day 2
Day 3
Day 4
Day 5
JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions
JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions
JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions
JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions
JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions
T/FA: The class will watch a short episode of “Where in the World is Carmen Sandiego?”
CA/MA: The teacher will give the students worksheets and the students will use maps, globes, and tables to complete matching questions.
CA/MO: The teacher will take the students outside to a blacktop where there will be a predrawn sketch of the world. The teacher will call out specific places and regions and the students will have to rush to that spot.
R/LI: The teacher will read from the book, A Life Like Mine: How Children Live Around the World.
CD: The students will share their findings from the day before about the place they would like to visit.
W: The student will each write a paragraph about a specific place anywhere in the world that they would like to visit and why.
CA: The students will complete a worksheet in which they label the continents and key geographic regions around the globe.
LI: The teacher will instruct the students about the difference between maps, globes, and tables. MA: The teacher will bring in models of each for the students to view.
GA: In groups of their choosing, the students will make a globe using paper mache and balloons.
T: The students will use the internet to research that particular region they would like to visit.
DA: Students who finish early will engage in silent reading with the book of their choice.
Social Studies Charts Day 6
Day 7
Day 8
Day 9
Day 10
JWG SOL SS 5.2 Early Developments in America: Indian Habitats CD: The teacher will ask the students to share what they already know about Indians. The class will talk about stereotypes and common misconceptions.
JWG SOL SS 5.2 Early Developments in America: Indian Habitats FA/CA: The students will build models of tepees using popsicle sticks, fabric, and glue.
JWG SOL SS 5.2 Early Developments in America: Indian Habitats FA/CA: The students will build models of longhouses, using popsicles, pine straw, and glue.
JWG SOL SS 5.2 Early Developments in America: Indian Habitats R: The teacher will read from the book, A Cry From the Earth: Music of the North American Indians.
LI: While the students are building tepees, the teacher will explain to the students how the Sioux Indians lived and about their contributions to North America.
LI: While the students are building longhouses, the teacher will talk to them about the Iroquois Indians and their contributions to America, including the Iroquois Confederacy.
JWG SOL SS 5.2 Early Developments in America: Indian Habitats T/RS: The students will use the internet to research the connection between the Iroquois Confederacy and the formation of American government.
W: Each student will write down what they already know about Indians and what they want to know. LI: The teacher will instruct the students about how the Indians played a role in developing early America. R/LI: The students will read aloud from their textbook.
W: Each student will write a brief paragraph about their research. CD: The students will discuss their research as the teacher guides them.
FA/MO: The teacher will lead the students in singing a song sung by the North American Indians. The students will also make up a dance to along with the song. DA: Gifted/Accelerated learners may write their own song about Indians to be sung in class.
Social Studies Charts Day 21
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JWG SOL SS 5.3 Africans to America, Explorers and Settlement
JWG SOL SS 5.3 Africans to America, Explorers and Settlement
JWG SOL SS 5.3 Africans to America, Explorers and Settlement
JWG SOL SS 5.3 Africans to America, Explorers and Settlement
JWG SOL SS 5.3 Africans to America, Explorers and Settlement
GA/W: In pairs, the students will interview each other about what special skills they possess. Each interviewer will record each skill on a separate index card. The cards will all be placed in a box to compile a skills inventory.
LI: The teacher will explain to the students about the Crusades, Marco Polo, and the Asian empire. The teacher will also talk about the reasons behind exploration.
GA/RS/T: The teacher will divide the students into groups, and each group will be assigned an explorer. Assigned explorers will include Bartholomeu Dias, Christopher Columbus, John Cabot, Vasco De Gama, Amerigo Vespucci, Vasco Nunez Balboa, and Ferdinand Magellan. Each group will use their textbooks, library books, and the internet to perform research.
GA/T: The students will put their research into PowerPoint presentations.
OL/LI: Each group will present to the class, and the teacher will expound on each presentation with additional details.
CD: The teacher will lead the class in a discussion about the ways that a community works together. LI: The teacher will explain to the class how Africans first came to America.
W: The students will take notes as the teacher talks.
DA: ELL learners will include a special page that defines specific vocabulary words. RS/T: Each student will research a specific disease that was common among the explorers in America. The teacher will talk about the causes of the diseases and the importance of cleanliness.
Social Studies Charts Day 26
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JWG SOL SS 5.4 Key PreConstitution Documents LI: The teacher will give an introduction to the students about the various documents preceding the Constitution.
JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.
JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.
JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.
JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.
R: The teacher will call on individual students to read from The Magna Charta. CD: The teacher will lead the class in a discussion on the chapters read.
DA: ELL learners and students who are slow readers will be placed beside a strong reader for help and encouragement.
FA: During the reading of Magna Charta, the students will role play and use appropriate diction for the characters.
Social Studies Charts Day 41 JWG SOL SS 5.4 Key PreConstitution Documents GA/W: In groups of their choosing, the students will write down principles they believe are essential for a successful government. CD: The students will read their principles and discuss them with one another as the teacher facilitates.
Day 42
Day 43
JWG SOL SS 5.4 JWG SOL SS 5.4 Key PreKey PreConstitution Constitution Documents Documents LI: The teacher LI/FA: The will introduce the teacher will class to the English present a Bill of Rights. PowerPoint presentation to the T/RS: The class about students will use William the internet to Blackstone. research the English Bill of R: The teacher Rights. will read aloud from Montesquieu: W: The students The French will each write a Philosopher Who paragraph about Shaped Modern what they learn. Government. CD: The students will share their information with one another through an open discussion led by the teacher.
DA: Gifted learners will be allowed to help the teacher read.
Day 44
Day 45
JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will read aloud from Montesquieu: The French Philosopher Who Shaped Modern Government.
JWG SOL SS 5.4 Key PreConstitution Documents AS: The student will be formally assessed on the concepts covered in the last few weeks, including continents, geographic regions, early Indian civilizations and habitats, and pre-constitution documents, specifically the Magna Charta and the English Bill of Rights.
CA: The teacher will divide the class into two teams based on gender and will lead the class in a game of jeopardy in order to review for test on Friday.
Social Studies Charts Day 46
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JWG SOL SS 5.5 American Colonization, Immigration to America from England CA/W: The teacher will instruct the class to write down a list of rights that they have and would not want to have taken from them. The teacher will use the English Bill of Rights for a prompt if needed.
JWG SOL SS 5.5 American Colonization, Immigration to America from England R/LI: The teacher will read aloud from the book, Focus on U.S. History: The Era of Colonization and Settlement.
JWG SOL SS 5.5 American Colonization, Immigration to America from England CA/FA: The students will draw a timeline using information learned from the previous day about the Pilgrims exodus from England and their arrival into America. The students will fill the timeline with pictures and color.
JWG SOL SS 5.5 American Colonization, Immigration to America from England LI: The teacher will explain to the students about the Pilgrim’s first form of government.
JWG SOL SS 5.5 American Colonization, Immigration to America from England LI: The teacher will use a PowerPoint presentation to teach the students about Jamestown.
CD/LI: The teacher will lead the class in a discussion about those rights and then explain to the students why the pilgrims left England to go to America. LI: The teacher will distinguish between the puritans and the separatists.
GA/CM: The teacher will divide the class into two groups. Each group will be given a situation concerning whether to stay in a particular school. Each side will have to decide whether to change schools or not. The class will use role play and debate the issue. LI: The teacher will relate the class debate to the debate between the puritans and separatists.
GP: The teacher will walk around the room and also put facts on the board during this time to aid the students.
R/LI: The teacher will call on individual students to read aloud the Mayflower Compact. Throughout the reading, the teacher will frequently pause the reader in order to explain the meaning and definition of what was read. The class will use dictionaries to look up words they do not understand. When looking up words, the students will race to see who can find it first, and the teacher will reward the winner with a prize.
T/CA: The students will each use the internet to play the ‘Jamestown Online Adventure’ where they put themselves in the place of Captain and use instructions from the London Company as a guide. W: Each student will write a brief paragraph about what they learned. DA: Students unable to finish writing in time due to a learning disorder will draw a picture instead.
Social Studies Charts Day 61 JWG SOL SS 5.6 American Revolution and Key Ideas and Characters LI: The teacher will give an overview of the main characters and the key ideas of the American Revolution.
Day 62
JWG SOL SS 5.6 American Revolution and Key Ideas and Characters R/LI: The teacher will give individual students excerpts from Thomas Paine’s book Common Sense. After each excerpt is read, the R: The teacher will teacher will read the first part explain what was of the book, An read and the Astonishing Life of meaning behind it. Benjamin Franklin By His Good R/GA: In their Mouse. current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse.
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JWG SOL SS 5.6 American Revolution and Key Ideas and Characters R/LI: The teacher will give individual students part of the Virginia Bill of Rights and call on them read them aloud. After each one, the teacher will explain what it means. The teacher will explain that the Virginia Bill of Rights, written by George Mason, played a major role in forming the Bill of Rights found in the Constitution.
JWG SOL SS 5.6 American Revolution and Key Ideas and Characters
JWG SOL SS 5.6 American Revolution and Key Ideas and Characters
W: The students will write down what they know and what they want to know about Thomas Jefferson.
W: The students will write down what they know and what they want to know about George Washington.
CD: The teacher will lead a discussion in which the students say what they know about Thomas Jefferson.
CD: The teacher will lead a discussion in which the students say what they know about George Washington.
R/LI: The teacher will give individual students excerpts from the Declaration of Independence to read aloud. After each excerpt is read, the teacher will explain what it means.
R/LI: The teacher will give the students excerpts from famous quotes and speeches during the time Washington commanded the Revolutionary Army. The teacher will talk about each excerpt after it is read.
R/GA: In their current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse.
R/GA: In their current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse.
R/GA: In their current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse. DA: Groups who finish reading early will write a summary of the book.
Social Studies Charts Day 66
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JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution R: The teacher will read from the book, The Articles of Confederation.
JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution LI: The teacher will introduce students to how the Constitution was formed and the Constitutional Convention.
JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution GA/T: In groups, the students will research a particular group of people’s point of view concerning the Constitution. Each group will gather information using their textbook and the internet.
JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution LI: The teacher will explain to the difference between the Federalists and Anti-Federalists.
JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution AS: The students will be formally assessed on the information from the past three weeks, including American colonization, key figures and ideas of the American Revolution, the Articles of Confederation, and the Constitutional Convention.
LI: The teacher will explain to the students about the Articles of Confederation go into more detail about how they were formed and their significance.
FA/GA: The teacher will emphasize that the convention proceedings were kept secret and that it would probably not be kept secret in today’s world. In groups of their choosing, the students will make a poster publicizing the convention and its goal.
CD: The students will present their side’s opinion in front of the class using direct quotes and paraphrases from their particular characters.
W: The students will each write a two page comparison paper listing the differences and similarities between the Federalists and Anti-Federalists. DA: Students who finish early will engage in silent reading with the book of their choice.
Social Studies Charts Day 81 JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers LI: The teacher will explain to the class what the Lewis and Clark expedition was. The teacher will show the students a map of their travels and talk about the obstacles they faced.
Day 82 JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers CD/OL: The groups from yesterday will present their finding to the class.
R: The teacher will call on T: In groups, the individual students students will use the internet to research the to read aloud from rivers crossed by the text about Lewis and Clark. The Sacajawea. students will learn how some of those rivers were later used to harness hydroelectric power. DA: Students who finish early may play the game ‘Oregon Trail’. R/HW: The students will read from the book Westward Expansion (You Choose) and will pick their favorite story and ending and write a paragraph about it and share it with the class.
CA/W/FA: In groups of their choosing, the students will write and decorate postcards Lewis and Clark might have liked to send to their families. R/HW: The students will read from the book Westward Expansion (You Choose) and will pick their favorite story and ending and write a paragraph about it and share it with the class.
Day 83
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Day 85
JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers
JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers
JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers
R: The teacher will call on individual students to read from the book, Rattlesnake Mesa: Stories from a Native American Childhood. CD: The class will discuss the book and the differences between growing up as an Indian compared to growing up as an American today.
LI: The teacher will introduce the students to the Pony Express.
W: The students will compare the Pony Express to the Post Office.
CI: The teacher will take the class on a field trip to the Post Office.
T: The students will use computers to play ‘Oregon Trail’. DA: Students who are technologically challenged may choose to read a book on Westward Expansion instead.
Social Studies Charts Day 86
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Day 90
JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will introduce the students to several key concepts concerning the events that led to the Civil War. The teacher will also introduce key reformers before the Civil War.
JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will explain to the students about the differences between the North and the South, including why slavery became popular in the South.
JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will talk to the students about the Underground Railroad.
JWG SOL SS 5.9 Civil War and Key Individuals OL: The students will present their reports to the class.
JWG SOL SS 5.9 Civil War and Key Individuals
CA/LA: In groups of their choosing, the students will choose from a list of reformers and write a character sketch being careful to include personality traits along with their achievements. The students will also create a dialogue to be had with a partner. OL: The groups will present their sketches to the class and will take on the role of their characters in a realistic dialogue.
CA: The students will be given a chart listing information regarding the number of free and enslaved AfricanAmericans in the South between 1820 and 1860. Using the chart, the students will answer questions about the AfricanAmerican population during the years preceding the Civil War.
T/RS: The students will each research the Underground Railroad using the library and the internet and will write a brief report on their findings. Each student must list at least three sources, at least one of them being a book. DA: Gifted or accelerated learners will write a script to a play on the Underground Railroad.
CD: The teacher will lead the class in a discussion about possible non-violent ways of resisting slavery including learning how to read, write, and planning ways to escape. LI: The teacher will explain to the class who Nat Turner was and what he did. FA: The students will sing a song about Nat Turner and his rebellion.
CD: The teacher lead the class in a discussion about what it means to be a peacemaker. The teacher will ask the students to identify the most important behaviors and attitudes they think a peacemaker must have. The teacher will record their ideas on the board. GA: In pairs, the students will share with each other some instances when they acted as peacemakers. The groups will then share their experiences with the class. LI: The teacher will talk to the students about famous peacemakers such as Abraham Lincoln and Martin Luther King Jr. The teacher will relate the traits on the board to the traits of the famous people.
Social Studies Charts Day 101
Day 102
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Day 105
JWG SOL SS 5.9 Civil War and Key Individuals R/LI: The teacher will read from the book, Reluctant Witnesses: Children’s Voices from the Civil War, and will explain certain concepts about the war along the way.
JWG SOL SS 5.9 Civil War and Key Individuals R: The teacher will divide the Gettysburg Address among the students and they will read it aloud.
JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will explain to the students what the word ‘confederacy’ means. The teacher will then talk about the beginning of the Civil War.
JWG SOL SS 5.9 Civil War and Key Individuals GA: The students will work in their groups from the day before and continue their projects.
JWG SOL SS 5.9 Civil War and Key Individuals R: The teacher will read from the book, Life Goes on: The Civil War at Home.
LI: The teacher will talk about editorials and their purpose. R: The teacher will call on individual students to read excerpts from Lincoln’s 1861 speech. CD: The teacher will lead the class in a discussion on the significance of the speech.
LI/LA: The teacher will stop the students frequently and explain key concepts and highlight critical points to ensure understanding. The teacher will point out how Lincoln used repeated phrasing for impact. W: The students will write a brief paragraph using repeated phrasing.
GA: In groups of their choosing, the students will be divided into writers for Confederate newspapers and Union newspapers. The groups will divide responsibilities among their members such as deciding who will be researchers, writers, illustrators, and editors. The teacher will assign each group a different topic.
LI: The teacher will talk about the use of diction, and the students will use different accents when they present. OL: The groups will present their reports using appropriate diction as they take on the role of the characters about whom they are presenting. DA: Students with learning disorders prohibiting them from presenting will be given other responsibilities as a teacher assistant.
CD: The teacher will lead the class in a discussion about the way life would be during a war compared to how life is during a time of peace.
Social Studies Charts Day 106
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Day 110
JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration LI: The teacher will show the class a map that divides the country into Confederate and Union territories.
JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration FA/R/GA/W: The teacher will divide the students into groups and will give each one a copy of a popular song that was sung during the Civil War. Each group will write a page essay describing the song.
JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration LI: The teacher will talk to the students about various battles of the Civil War, including the Battle of Shiloh, the Battle of Antietam, the Battle of Gettysburg, and the Battle of Vicksburg.
JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration OP: Each group will present their findings to the class.
JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration LI: The teacher will discuss the effects of immigration during the Civil War. The teacher will also talk about the role of women in the Civil War.
T: The students will use the internet to research the Battle of Bull Run. CD: The class will discuss their findings, and the teacher will fill in the details. LI: The teacher will explain to the students military strategies such as blocking ports. The teacher will compare the strategies of the North to those of the South.
CD: The teacher will lead the students in a discussion about how the songs expressed people’s feelings during the Civil War. R: The teacher will read from the book, Life Goes on: The Civil War at Home.
GA/RS: The teacher will divide the students into groups and assign each group a particular battle to research.
LI: The teacher will compare the styles of Lee and Grant, making a comparison chart on the board. CA/T: The students will use the internet to research the two generals and make character sketches of each.
CD: The teacher will lead the class in a discussion about the effects of war and how we can avoid it and about times when it is necessary to go to war.
DA: Students who cannot finish in time due to a learning disorder may draw pictures of each general instead.
AS: The students will be formally assessed through a multiple choice exam covering material from the last four weeks.
Social Studies Charts Day 121
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Day 125
JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will review the reasons why the North and South went to war. The teacher will talk to the students about the nature of the disagreement and how that would result in conflict during Reconstruction.
JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will talk about Jim Crow Laws and explains terms such as ‘sharecropper’. The teacher will also talk about congressional acts that improved and did not improve the plight of freed slaves.
JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will give a PowerPoint presentation on the Freedmen’s Bureau.
JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will talk to the students about the Ku Klux Klan.
JWG SOL SS 5.11 Reconstruction, Industrial Revolution R: The teacher will read from the book, Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories.
GA: In pairs, the students will talk about times when they had difficulty resolving conflict. CD: The students will share their experiences with the class.
T/RS/W: The students will each use the internet to find the 13th, 14th, and 15th amendments. The students will each summarize the amendments using their own words.
R: The teacher will call on individual students to read aloud from the textbook.
CD: The students will share their summaries and discuss their significance.
W: Each student will write a onepage essay about how a Southern child might have felt about going to school for the first time at a Freedmen’s Bureau.
CD: The teacher will lead the class in a discussion about hate groups and reasons behind them. W: The students will write a onepage essay on how to deal with hate groups.
DA: Gifted readers will help the teacher read.
Social Studies Charts Day 126 JWG SOL SS 5.12 States and Capitols GA: In groups of their choosing, the students will research a state of their choice. (A state cannot be done by more than one group) Research will include, year of entry into the Union, capital, chief crop, nickname, historical background, and other interesting facts. W/T: The groups will compile a PowerPoint presentation for the class.
Day 127
Day 128
JWG SOL SS 5.12 JWG SOL SS 5.12 States and Capitols States and Capitols GA: The groups OL: The groups will continue to will present to the work on their class. projects. DA: Groups who finish early will make a poster of the state they researched.
Day 129
Day 130
JWG SOL SS 5.12 States and Capitols GA: In the same groups, the students will research specific cities. (The teacher will give them a list from which to choose, and no one city may be done by more than one group.)
JWG SOL SS 5.12 States and Capitols OL: Each group will present their presentation to the class.
W/T: Each group will prepare a PowerPoint presentation.
Social Studies Charts Day 141
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Day 145
JWG SOL SS 5.13 Aftermath of World War 1 R: The class will read from the book, World War 1 by Tom McGowen.
JWG SOL SS 5.13 Aftermath of World War 1 R: The class will read from the book, World War 1 by Tom McGowen.
JWG SOL SS 5.13 Aftermath of World War 1 R: The class will read from the book, World War 1 by Tom McGowen.
JWG SOL SS 5.13 Aftermath of World War 1 LI: The teacher will talk to the class about the Great Depression.
LI: The teacher will stop the reading intermittently to provide further explanation of key concepts.
LI: The teacher will stop the reading intermittently to provide further explanation of key concepts.
LI: The teacher will stop the reading intermittently to provide further explanation of key concepts.
W: The students will take notes.
JWG SOL SS 5.13 Aftermath of World War 1 LI: The teacher will explain the major changes brought about by World War I, including technology, warfare, and the economy.
RV: The teacher will review for the exam by giving students study notes.
RV: The teacher will review for the exam by giving students study notes.
RV: The teacher will review for the exam by giving students study notes.
DA: Students unable to take proper notes due to a learning disorder will be given handouts of the notes from the teacher.
R: The class will read political cartoons from that time period. W: Each student will write their own political cartoon expressing the kinds of changes during that time period.
Social Studies Charts Day 146
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Day 150
JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century GA/T: The teacher will divide the class into groups and assign each group a war to research and prepare a presentation using PowerPoint. Wars assigned will include, World War II, the Korean War, the Vietnam War, the Gulf War, and the Iraq War. The students will be required to list causes and repercussions of each war.
JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century OL: Two of the groups will present their presentations.
JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century OL: The other two groups will present their presentations.
JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century RV: The teacher will divide the class into boys versus girls and lead a game of jeopardy to review for the test on Friday.
JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century AS: The students will be formally assessed on the material from the last three weeks.
LI: The teacher will expound on each presentation, explaining in further detail how each affected the course of America.
LI: The teacher will expound on each presentation, explaining in further detail how each affected the course of America.
DA: Students unable to take the test in time due to a learning disorder will be allowed to take the test in a more compatible environment.
Social Studies Charts Day 161
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JWG SOL SS 5.15 The Constitution and the Amendments CD: The teacher will prompt the students to discuss the ramifications of a school with 13 classrooms with each classroom having its own rules and no principal.
JWG SOL SS 5.15 The Constitution and the Amendments LI: The teacher will talk about Shay’s Rebellion and about how many people saw a need for amending the Articles of Confederation. The teacher will also talk about James Madison and his plan for a strong national government. The teacher will compare Madison to others such as Alexander Hamilton and Patrick Henry.
JWG SOL SS 5.15 The Constitution and the Amendments CD: The groups from Tuesday will share their finding with each other through a class discussion facilitated by the teacher who will expound on key points and concepts.
JWG SOL SS 5.15 The Constitution and the Amendments GA/W/T: The students will be divided into groups of two or three and will look up the Bill of Rights using the internet. Each group will be given a specific amendment to paraphrase.
JWG SOL SS 5.16 The Meaning of Democracy
LI: The teacher will talk about the Constitutional Convention and explain its proceedings.
R: The groups will read their paraphrases to the class.
LI: The teacher will explain to the students the meaning of federalism and how the government in the United States is different than other forms of government.
GA/T: In groups, the students will be assigned a key character in history and will research their feelings toward the new constitution.
CD: The teacher will lead a discussion in which the students talk about what the amendments mean to them and why they are important.
CD: The teacher will lead a discussion in which the class talks about the meaning of democracy. The teacher will compare democracy to a republic. CA/W: The students will each write a one-page paper in which they compare a democracy to a republic. DA: Students who finish early will engage in silent reading with the book of their choice.
Social Studies Charts Day 166
Day 167
Day 168
Day 169
Day 170
Standardized Testing
Standardized Testing
Standardized Testing
Standardized Testing
Standardized Testing
DA: Students unable to perform the test in the normal setting will be allowed special accommodations in which to take the test.
Resources 4th and 5th grade Student Research Resources. (n.d.). Retrieved December 7, 2007, from www.geocities.com/jk02/geo.html. Arnold, J. R. (2001). Life Goes on: The Civil War at Home. Minneapolis, MN: Lerner Publications. Bednarz, S. (1997). Build Our Nation: Teacher's Book. A Resource for Teaching and Planning. Boston, MA: Houghton Mifflin Company. Bierhorst, J. (1992). A Cry From the Earth: Music of the North American Indians. Santa Fe: Ancient City Press. Daugherty, J. (1998). The Magna Charta. California: Beautiful Feet Books. Garcia, J. (1997). Our United States: Teacher Guide 5 Part 1. Parsippany, NJ: Silver Burdett Ginn. Garcia, J. (1997). Our United States: Teacher Guide 5 Part 1. Parsippany, NJ: Silver Burdett Ginn. Gordon, S. (2005). Monetsquieu: The French Philosopher Who Shaped Modern Government. New York: Rosen Central. Jamestown Online Adventure for Kids. (n.d.). Retrieved 12 07, 2007, from www.jamestown2007.org/kids-jamestown-adventure.cfm Lassieur, A. (1998). Westward Expansion. Lawson, R. (1988). An Astonishing Life of Benjamin Franklin By His Good Mouse Amos. New York: Little Brown and Company. Levine, E. (2000). Freedom's Children: Young Civil Rights Activists Tell Their Own Stories. New York: Putnam Juvenile. McGowen, T. (1993). World War I. Danbury, CN: Franklin Watts. Milliken, L. (1996). Colonial American Activity Book. Dana Point, CA: Edupress. Publishing, D. (2002). A Life Like Mine: How Children Live Around the World. New York: DK Publishing. Rebman, R. C. (2006). Articles of Confederation. Mankato, MN: Compass Point Books. Sammis, K. (1997). Focus on U.S. History: The Era of Colonization and Settlement. Maine: Walch Publications. Weber, E. N. (2004). Rattlesnake Mesa: Stories from a Native American Childhood. New York: Lee and Low Books.
Werner, E. E. (1999). Reluctant Witnesses: Children's Voices from the Civil War. New York: Westview Press.
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