5th- Turner And Currie- Social Science Charts

Legend

A – art AA- afternoon activity CI – community involvement – collaboration with the community CC – collaboration with colleagues CL – cultural literacy and diversity CM – communication CZ – citizenship DA – differentiation / accommodation DR- drama E – evaluation G- game GA – group activity I- instruction IR- independent reading L – literacy LA – Language Arts 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 OL – oral language / public speaking PS – problem solving / critical thinking R – reading S – science SS – social studies T – technology TE- testing TX – text W – writing WU- warm-up activity

Day 1

Week 1 Social Science Chart Tekla Currie & Kristen Turner Day 2 Day 3 Day 4 NO SOCIAL SCIENCE THIS WEEK

Day 5

Day 6

Week 2 Social Science Chart Tekla Currie & Kristen Turner Day 7 Day 8 Day 9 NO SOCIAL SCIENCE THIS WEEK

Day 10

Week 3 Social Science Chart Tekla Currie & Kristen Turner Day 11 Day 12 Day 13 Day 14 KTSOL SS 5.8: KTSOL SS 5.8: KTSOL SS 5.8: KTSOL SS 5.7: Geography Geography Geography Longitude I/T: Teacher will I: Teacher will R/OL/PS: I/W: Teacher will introduce the show the students Students will play introduce students to how to use a globe where in the U.S. longitude and geography. Teacher and pictures to tell is George. Teacher latitude with the will use the Elmo about the will read a short students. Students to show the geography of a passage to the will record students different place. students that definitions for each types of maps. describes a region of these words. A/PS: Students of the U.S. and R: Teacher will will each select a students will then I: Teacher will then read The National have to tell the then demonstrate Amazing Pop-up Geographic teacher which state to the students how Geography Book Magazine to flip or region George to find longitude to the class. through. Students could be in. The and latitude on a will draw students will then map and a globe. R/LA/T/W: conclusions on the receive a piece of Teacher will use geography of the paper that has a OL/I/PS: Students the book places by the short description or will call out a Geography from A pictures. passage on it. They place in the world to Z: A Picture will have to come and the teacher Glossary. Teacher I: Teacher will to the front of the will find it on a will select then review with classroom and read map or globe and vocabulary words the students the their passage and will tell the dealing with map different then tell the class students the terms. She will characteristics that where they believe answer. then use the Elmo will tell the George is. Students to show the geography of a will then raise their MA/SS: Students students the land. hand if they agree. will then be given pictures and If students do not the opportunity to definitions of the HW: Students will agree then those view a map and terms that they will read pg. 25-32 of students will say become familiar be discussing. their textbook. where they think with longitude and Students will George is. latitude. record these DA: Students with definitions on a hearing difficulties HW: Students will piece of paper. will have all of the read pg. 54-68 of This is test information typed their textbook. information out for them. HW: Students will read pg. 20-24 of their textbook.

Day 15 KTSOL SS 5.7: Latitude I: Teacher will review longitude and latitude and how to find each. W/PS: Students will receive a chart on longitude and latitude. They will fill in the appropriate numbers for each place that they are looking for. W/PS/GA/E: Students will then create their own longitude and latitude worksheet. Students will write down fifteen places. They will then switch papers with a classmate. The classmate will then complete that worksheet. Teacher will then collect and evaluate.

Day 16

Week 4 Social Science Chart Tekla Currie & Kristen Turner Day 17 Day 18 Day 19 NO SOCIAL SCIENCE THIS WEEK

Day 20

Day 21 KTSOL SS 5.9: Native Americans I: Teacher will give students a handout on Europeans and Indians. W/PS: Students will look up and record the following words in the dictionary. o Unknown o Island o Ignorant o Intelligence o Keen OL/I: Teacher will then ask the students questions that will jog their memory before they begin to read. PS/SS: Students will develop their map skills. R: Students will then read Europeans Meet “Indians” in the New World. W/E/PS: Students will complete the rest of the activities that accompany this story.

Week 5 Social Science Chart Tekla Currie & Kristen Turner Day 22 Day 23 Day 24 KTSOL SS 5.9: KTSOL SS 5.9: KTSOL SS 5.9: Native Americans Native Americans Native Americans I: Teacher will I: Teacher will I: Teacher will give the students a give the students a give the students a packet on packet entitled packet entitled Europeans and Native Americans. Native Americans Native Americans. and the White W/PS: Students Settlers. W/PS: Students will use a will look up and dictionary to look W/PS: Students record the up and record the will use a following words in following words: dictionary to look a dictionary. o Different up and record the o Adults following words: o Ancestors o Oppression o Barbarian o Conflict o Vanished o Inferior o Privately o Differences o Ignored OL/PS/I: Teacher o Plea o Economy will then ask the class pre-reading OL/PS/I: Teacher OL/PS/I: Teacher questions. will ask prewill ask prereading questions. reading questions. PS/SS: Students will use a map to PS/SS: Students PS/SS: Students locate: will develop their will develop their o Mexico map skills. map skills. o Central R: Students will America R: Students will then read a short o South America then read a short story entitled o North America. story entitled Native Americans. Native Americans and the White R: Students will Settlers. W/PS: Students read Europeans will then complete and Native W/PS: Students all activities that Americans. follow the reading. will then complete all activities that W/PS: Students follow the reading. will then complete E: Teacher will collect the packet. all activities that E: Teacher will follow the reading. collect the packet. E: Teacher will collect the packet.

Day 25 KTSOL SS 5.9: Native Americans I/OL: Teacher will review Native Americans with her students. Students will be allowed to ask any questions that they would like. R: Teacher will read a short story on teepees to the class. A: Students will then design their own teepee using whatever craft materials available to them. OL: Students will present their teepees to the class. DA: Students who have difficulty using scissors will receive a pre-cut teepee shape from the teacher.

Day 26 KTSOL SS 5.10: European Explorers A/W: Students will create their Explorer Journal. Students will write their first entry. Students will discuss what they already know about explorers. T/I: Teacher will then begin introducing the students to the different explorers. Teacher will describe their accomplishments. Teacher will use online resources to introduce all of the explorers to the class. W: Students will write in their Explorer Journal.

Week 6 Social Science Chart Tekla Currie & Kristen Turner Day 27 Day 28 Day 29 KTSOL SS 5.10: KTSOL SS 5.10: KTSOL SS 5.10: European Explorers European Explorers European Explorers I/W/PS/T/A/E: Class will go to the library today. Teacher will divide the students into groups. Teacher will give each group a piece of paper with the name of an explorer on it. Teacher will also give the students an envelope with pictures of all of the explorers. Students will use the computer, books, and other resources to create a baseball card for all of the explorers on the sheet. Students will place the picture on the front of the card and they will write two physical traits and three accomplishments on each card. W: Students will write in their Explorer Journal.

I/LI: Teacher will instruct the class on the results of the exploration of the explorers. She will note the way that the explorers impacted America.

I: Teacher will show students a map of the places that each of these explorers settled. Students will then have a general idea of the exploration of America.

GA/DR/E: Students will then work in groups to construct a skit on a certain explorer. Students will perfect this skit to where they will be able to perform it in front of an audience on Friday.

DR/E/I: Students will have a dress rehearsal of their performance for tomorrow. Teacher will evaluate and offer suggestions. Students will make those corrections and run through the play again.

E: Teacher will proof read the skits for the students.

W: Students will write in their Explorer Journal.

W: Students will write in their Explorer Journal.

HW: Students will bring in the food that their parents prepared for the feast tomorrow.

Day 30 KTSOL SS 5.10: European Explorers DR: Students will perform their explorer play for parents, teacher, and other classes. H/LS/HS: Students will then have a feast with food that the explorers might have eaten. Parents and teacher will have prepared the food. Students will then share their explorer journals with their parents. DA: Students with food allergies will bring in food that they can eat. Teacher will check for allergies as she is preparing for the feast.

Day 31

Week 7 Social Science Chart Tekla Currie & Kristen Turner Day 32 Day 33 Day 34 NO SOCIAL SCIENCE THIS WEEK

Day 35

Week 8 Social Science Chart Tekla Currie & Kristen Turner Day 36 Day 37 Day 38 Day 39 KTSOL SS 5.8: KTSOL SS 5.8: KTSOL SS 5.8: KTSOL SS 5.8: Geography Geography Geography Geography I: Teacher will PS/SS/W/E: T/W/PS/SS/E/A: I/T: Teacher will give students a Students will Teacher will discuss with the stack of maps. create their own reserve the students the country. Students computer lab for importance of A/I/GA/PA/E: will first name the students to proper Students will use a their country. work on their advertisement. stapler and Students will then projects. Teacher will show construction paper design the shape of the students to make a map their country. sample brochures book. Teacher will Students will then DA: Students who using the Elmo. then lead the class decide the do not need the Teacher will in a large group population of their computer for their explain to the activity in which country. Next project will bring students that the they go through students will their supplies with will develop a each of those maps design the seasons them and work on brochure to have together. Students and climate of the floor in the guests visit their will discover many their country. computer lab. countries. geographical Students will then characteristics by decide the A/SS/PS/W/E: using these maps. geographical Students will Teacher will formations that design a vacation collect the map will be a part of brochure for their book at the end of their country. country. Students the day. Students Students will must make sure will have chances decide if there is that they note the to work on some of going to be a geographical the maps dominant religion factors that would individually. in their country. appeal to visitors. Teacher will Teacher will TE/E: Teacher provide a checklist provide all will give the for the students as supplies that are students a final they complete their need to complete map assessment. project. Students this project. Teacher will will make sure that Students will collect and they have all include their evaluate. components brochure in their present in their final presentation project. tomorrow.

Day 40 KTSOL SS 5.8: Geography OL/A/E: Students will present their countries to the class. They must have a drawing, 3D image, or some concrete form of their country to bring in. Students will present all areas of their projects to the class.

Week 9 Social Science Chart Tekla Currie & Kristen Turner Day 41 Day 42 Day 43 Day 44 KTSOL SS 5.8: KTSOL SS 5.8: KTSOL SS 5.8: KTSOL SS 5.8: Geography Geography Geography Geography PS/W/E: Students GA/W/A: A/SS/PS/W: A/SS/PS: Students will be given a Students will get Teacher will then will finally pick blank map of the back into their give the students a one explorer that United States. groups from large plastic tray we have studied Students will have yesterday. Students for them to place and they will use a to properly label will be given blank their rice krispies different color gel all of the states. flags. Students will in. Students will to draw the write the name of add major bodies exploration trail of GA/A/MA: each U.S. state on of water to their that explorer. Students will one flag. Students rice krispy Teacher will divide into groups. will then tape that outlines. Student evaluate all of the Teacher will give flag onto a will first spread maps. Teacher will the students a toothpick. blue icing all over take a picture of blown up blank the tray. Student each student with map of the United SS/PS/A/W/E: will then place their maps. These States. Students Students will pick their rice krispy pictures will be will place wax up their U.S. rice outlines on the placed on the paper on top of krispy outlines tray. Students will bulletin board. these maps. from the back label all oceans Teacher will then table. Students will with gel writing H: Students will give the students a then place the flags tools. Students will then be allowed to clump of rice in the correct then use the eat their maps! krispies to create a geographical writing gel to draw formation of the location in the rice the major rivers on DA: Students with U.S. Students will krispies. Once to their maps. food allergies will form the outline of students have all be allowed to bring the U.S. on top of state flags properly A/SS/PS: Teacher in a different snack the wax paper. placed the teacher will then give the or the teacher will Teacher will then will come to their students mini allow them to collect the large group and evaluate chocolate chips to make and outline maps from the the flag place on the map using a different students. Students placements. for mountain food that they are will place their rice Students will make regions. not allergic to. krispy outline on any necessary the back table to changes to their form. outlines.

Day 45 KTSOL SS 5.8: Test 1 TE/E: Students will take test one that will include: o Geography o Native Americans o European Explores DA: Students who have difficulties testing in the classroom will be allowed to test in another room where they are monitored.

Day 46

Week 10 Social Science Chart Tekla Currie & Kristen Turner Day 47 Day 48 Day 49 NO SOCIAL SCIENCE THIS WEEK

Day 50

Week 11 Social Science Chart Tekla Currie & Kristen Turner Day 51 Day 52 Day 53 Day 54 KTSOL SS 5.11: KTSOL SS 5.11: KTSOL SS 5.11: KTSOL SS 5.11: Societies west of Societies west of Societies west of Societies west of Africa Africa Africa Africa R/I/OL: Teacher R/I/OL: Teacher R/I/OL: Teacher T/I: Teacher will will read Chile to will read will read Brazil to reserve the the class. The Argentina to the the class. The computer lab for teacher will stop class. The teacher teacher will stop the afternoon. throughout the will stop throughout the book and make throughout the book to emphasize PS/W/T/I/E: comments about book to emphasize certain parts. Students will be certain aspects. certain parts. Teacher will also given a list of other pause to ask countries to the W/E: Students will W/A: Students guided questions west of Africa. then write a one will write a one as well. Students will page summary of paragraph choose a country the society in description of PS/W: Students and then research Chile. Teacher will Argentina. will then construct that country. collect. Students will then a Venn Diagram Students will have draw a picture of comparing Brazil a worksheet to fill PS/W: Students Argentina under to another country out for their will then make an their writing. that we have country. acrostic of Chile. studied earlier in This acrostic MO: Students will the week. W: Students will should include then go outside then use that characteristics of and play soccer. A/PS: Students information to type society. This is a common will draw a replica a, minimum of one game played in of the flag of page, report on OL: Students will Argentina. Teacher Brazil. Students their country. then present their will observe the will then create a poems to the class. students play this new flag for OL/PS/W: game. Brazil. Students Students will then will present their prepare a three DA: Students who new flags to the minute oral have a physical class. presentation on disability will be their country for allowed to bring a tomorrow. book outside and read or they will be HW: Students will allowed to construct their ‘referee’ the game. countries flag and Teacher will bring it to class for provide them with their presentation. a whistle and a chair to sit in if they need one.

Day 55 KTSOL SS 5.11: Societies west of Africa OL/PS: Students will spend the day presenting their oral presentations of their country. Each student will give their presentation. Their classmates will be allowed to ask questions about the countries and the student must be prepared to answer it. W/E/PS: The teacher will then give the students a blank map of the world and the students will have to label all of the countries west of Africa that we studied. Students will be allowed to use their textbooks to find the proper locations.

Day 56

Week 12 Social Science Chart Tekla Currie & Kristen Turner Day 57 Day 58 Day 59 NO SOCIAL SCIENCE THIS WEEK

Day 60

Day 61 KTSOL SS 5.12: American colonies I/T/W: Teacher will introduce the American colonies to the class. She will show them a map of the colonies. Students will then write down the names of the thirteen original colonies. Students will keep the list in their notebook. I: Teacher will then show the students what clothing was worn during colonial times. I: Students will make their own replica outfits out of various materials. Boys will make the boys outfits and girls will make a girl outfit. Students will save these outfits until Friday when they do a skit with them.

Week 13 Social Science Chart Tekla Currie & Kristen Turner Day 62 Day 63 Day 64 KTSOL SS 5.12: KTSOL SS 5.12: KTSOL SS 5.12: Social & Religion Economics Politics I/LI: Teacher will I: Teacher will I/LI: Students will explain the explain to the study the Pilgrims were students that there Mayflower religious people. was not a lot of Compact and its She will explain to money during influence on the them that one of colonial times. colonies. the ways in which Teacher will they had social explain to the OL/LI: Teacher gatherings and students that most will have a class celebrated their people made discussion on what religion was money off of the a compact is. through feasts like crops that they the first sold. Teacher will W/PS/GA: The Thanksgiving then explain that class will then feast. the children did create their own not have toys like compact. R: Teacher will they do today. read First PS/GA/SS: The Thanksgiving to A: Students will class will then hold the class. then make spoon elections for the dolls like the ones instillation of a H/CF: Class will the colonial new class rule. have a children us to play Thanksgiving feast with. Students will like the one the have the Pilgrims would opportunity to have had. Teacher decorate their dolls and parents will whatever why they supply all of the want to. food. DA: Students with food allergies will bring in food that they can eat. If teacher can provide it for them she will.

Day 65 KTSOL SS 5.12: American colonies I/W/GA: Teacher will prepare the class for their field trip next week. Teacher will give the students a packet of worksheets and activities. Students will spend the remainder of their time working on these worksheets and activities. These worksheets will help them remember things about the colonial life. W/E: Students will then write a two paragraph expectation of their field trip next week. Teacher will collect. H: Teacher will review proper hygiene with the children. She will explain to them that is important for them to stay healthy for the big field trip.

Day 66

Week 14 Social Science Chart Tekla Currie & Kristen Turner Day 67 Day 68 Day 69 NO SOCIAL SCIENCE THIS WEEK

Day 70

Week 15 Social Science Chart Tekla Currie & Kristen Turner Day 71 Day 72 Day 73 Day 74 KTSOL SS 5.13: KTSOL SS 5.14: KTSOL SS 5.15: KTSOL SS 5.15: Colonial lifestyles Colonial lifestyles Europe & America Europe & America R: Teacher will OL/PS/CM: FIELD TRIP FIELD TRIP read Europe to the Teacher will lead class. the class is a Class will take an Class will still be discussion that over night field on their overnight OL/I/CM: deals only with the trip to Colonial field trip to Students and comparing of Williamsburg. Colonial teacher will then Europe & Williamsburg. discuss what the America. Teacher DA: Students who European lifestyle will select a few cannot afford to go and cultures were. areas that can be on this trip will compared, such as have a scholarship W/PS: Students economics and given to them by will write a one politics. the school to paragraph attend this trip. No comparison of the PS/W: Students student will be left European lifestyle will create a Venn behind on this field and the Colonial Diagram trip unless their lifestyles. Students comparing Europe parents say they will need specific to America. cannot go or they examples from are in discipline their trip yesterday. T/I/W: Teacher trouble. will then use the GA/OL/W/E: overhead to create Teacher will then a Venn Diagram have the students comparison. break off into Students will groups and discuss compare their the American diagrams to the lifestyle today. teacher’s diagram. Students will create a bullet point list of components of the American lifestyle. Teacher will collect these lists.

Day 75 KTSOL SS 5.15: Test 2 TE/E: Students will take test two that will include: o Societies west of Africa o American Colonies o Colonial lifestyle o Colonial Williamsburg o Europe & America DA: Students who have difficulties testing in the classroom will be allowed to test in another room where they are monitored.

Day 76

Week 16 Social Science Chart Tekla Currie & Kristen Turner Day 77 Day 78 Day 79 NO SOCIAL SCIENCE THIS WEEK

Day 80

Day 81 KTSOL SS 5.16: Causes of the AR R: Teacher will read American Revolution: A Nonfiction Companion to Revolutionary War on Wednesday to the class. I/OL: The teacher will pause at the end of each chapter and discuss the events of the book with the students. W/E: Students will write a one paragraph reflection on the book. The students will list the causes of the American Revolution under their paragraphs. Teacher will collect.

Week 17 Social Science Chart Tekla Currie & Kristen Turner Day 82 Day 83 Day 84 KTSOL SS 5.16: KTSOL SS 5.16: KTSOL SS 5.17: Revolution leaders American victory New government I: Teacher will T/R/W/E: Teacher I/LI/SS: Students print off a will reserve the will receive a copy character profile of computer lab and of the Articles of the leaders of the the students will Confederation. The American visit this website teacher will Revolution. She http://school.disco explain to them will give one veryeducation.com/ that this was the profile to each lessonplans/prog new government student. rams /revwar5/ that was and read the established after OL/R/E: The information there. the American student will come Students will type a Revolution. to the front of the one page summary class and read their of the American I/OL/LI/SS: profile. Students victory. Students Students will then will take turns will print this off receive a copy of until everyone has and turn it in. the Declaration of gone. Independence. DA: Student in Teacher will I/LS/OL: Teacher behavioral trouble explain to the will then recap the will have to read students that this prominent leaders their textbook followed the of the American instead of using the Article of revolution. Teacher internet. Confederation. will also take this opportunity to PS/SS/W/E: encourage the Students will then students to be make up a leaders. Class will Declaration of discuss ways in Independence or which they can be an Articles of leaders everyday. Confederation for our class. Students will work in groups to complete this project. Teacher will collect.

Day 85 KTSOL SS 5.18: Two party system I/OL: Teacher will explain to the students the Federalist and Anti-Federalists were the first political parties in the U.S. Teacher will explain how those two parties formed and worked. GA/SS/PS/I/DR: To demonstrate how the parties worked the teacher will select one student’s name out a hat and that student will come to the front of the classroom. The teacher will give that student a symbol of authority. The rest of the class will split in to groups of three or four. Teacher will ask the students to put together a list of the three main rules they want for the classroom. The student in authority will do the same. Class will compare rules and if they do not match the kings then they cannot have them.

Day 86

Week 18 Social Science Chart Tekla Currie & Kristen Turner Day 87 Day 88 Day 89 NO SOCIAL SCIENCE THIS WEEK

Day 90

Week 19 Social Science Chart Tekla Currie & Kristen Turner Day 91 Day 92 Day 93 Day 94 KTSOL SS 5.19: KTSOL SS 5.19: KTSOL SS 5.20: KTSOL SS 5.20: Presidents Presidents Expansion Expansion SS/ W/ T/ PS: The SS/ W/ PS/ L: The SS/ A/ PS: The SS/ W/ A/ PS: The teacher will give teacher will students will students will use each student five introduce the terms brainstorm about their expansion note cards. The “federalist” and why the early booklet to add students will write “republican” to the Americans would more details. The the names of the students, want to expand. teacher will assign first five American explaining that The teacher will each student one of presidents as the these were the first fill in any areas the the ten expansion teacher lists them two “parties” in students do not periods they have on the board. our government, think of, including colored, and the like “democrat” the term “manifest students will use The students will and “republican” destiny.” the school library use the computers today. She will ask to learn how in the computer lab the students to The students will people travelling to to research write down on the be given a map for each territory back of their cards 1810, 20, 30, 40, would travel,
Day 95 KTSOL SS 5.20: Expansion SS/ OL/ PS: The students will give short presentations about the families they portrayed in their paragraphs and illustrations. The students will use all of their work together as a class to put together a book about the territorial expansion of the United States.

Week 20 Social Science Chart Tekla Currie & Kristen Turner Day 96 Day 97 Day 98 Day 99 KTSOL SS 5.20: KTSOL SS 5.20: KTSOL SS 5.21: KTSOL SS 5.21: Inventions Inventions Movements Movements SS/ S/ W/ T/ PS: SS/ S/ W/ T/ GA/ SS/ W/ GA/ PS: SS/ CZ/ PS: The The teacher will PS: The teacher The teacher will students will read turn on a light bulb will tell students introduce the their letters against in the front of the how Alexander students to some slavery out loud, classroom, and ask Graham Bell major players in and display their students if anyone invented the the abolitionist pictures of the knows who telephone. The movement, major figures. invented the light students will use a Sojourner Truth, bulb. The teacher garden hose and Frederick The teacher will will make sure funnels to make Douglass, William tell students about they know that it their own “phone.” Lloyd Garrison, the Quakers who was Thomas The teacher will Harriet Beecher helped some slaves Edison, and she give the students a Stowe. The escape to the will explain to the worksheet, and the teacher will have North to find students that a lot students will have students read from freedom. The of inventions we to fill in questions the textbook “A teacher will rely on today were like “what happens More Perfect explain that invented by early when the hose is Union” (Armento) Quakers were Americans. The pulled around a about each of these pioneers in many teacher will use the corner players, and then political issues. website : (http://www.inventi she will divide the The students will http://invention. onatplay.org/iapedu class into four brainstorm some smithsonian. catorsmanual.pdf)? groups. Each political issues that org/centerpi group will draw a religious groups eces/edison/ the teacher will picture of one of are fighting for to learn how a show students four the historical today. The teacher lightbulb works, pictures found at: figures, and write a will list on the and to see some http://www.smiths letter that they board some pros other inventions. oniansource.org/ might have and cons of The teacher will display/lessonplan written. religious group have students write /viewdetails.aspx? advocacy for down ways that TopicId=1003&Le DA- gifted political change their life would or ssonPlanId students can write (Armento 323). would not be =1011 a hypothetical different before the response that the light bulb and I/OL: The class person could have other inventions of will discuss how received from Edison. quickly home. photography advanced because so many people used creativity to invent new processes.

Day 100 KTSOL SS 5.21: Movements SS/ CZ: The teacher will remind the students what a big role women played in the antislavery movement. She will read students part of the Declaration of Independence, as well as Stanton’s Declaration of Sentiments. The teacher will have the students separate into boys and girls, and will have boys sit on one side of the classroom, and girls on the other. The teacher will have students give some reasons why early Americans might have been opposed or supportive or women’s rights. The teacher will have the class come back together, and all shake hands. Each student will write a paragraph about why all boys and girls are equal.

Day 101

Week 21 Social Science Chart Tekla Currie & Kristen Turner Day 102 Day 103 Day 104 NO SOCIAL SCIENCE THIS WEEK

Day 105

Week 22 Social Science Chart Tekla Currie & Kristen Turner Day 106 Day 107 Day 108 Day 109 KTSOL SS 5.22: KTSOL SS 5.23: KTSOL SS 5.23: KTSOL SS 5.23: Factors of the Civil State that seceded State that seceded State that seceded War from the Union from the Union from the Union SS/ W/ CZ/ GA/ SS/ GA/ PS: The SS/ A/ GA/ PS: SS/ W/ GA/ PS: PS: The class will students will make The teacher will The teacher will divide up into two a chart in their show the students show on a map the groups, and one notes, and will fill on a map the first five states that group will be the it in as they learn. six states to joined the South, the other The chart will secede. The class Confederacy after the North. Each compare north and will brainstorm 1861. the students group will work south soldiers, why these states will work in together to come officers, supplies, would be the first groups to write up with all the motivation, etc. (slavery most letters from the things that are (Armento 342). important to these Confederacy to important to them, states, etc). each state asking like industry, The teacher will them to join them, slavery, etc. have students work The students will and giving reasons in groups, and each compare the why each state Each group will group will imagine northern states to would benefit. present their list of that they are a state these first seceding important things, that has just states. They will DA- students who and the teacher declared itself to make diagrams have trouble will write down be a new country. using art supplies working in groups any conflicts on The students will of their relative can work on their the board. The come up with financial strength, own to write the students will see reasons why they goods, and army letter. how different might stay with strength. needs in different their state, as well regions led to as reasons why The students will conflict. they would move discuss what to another state to challenges the The students will remain in the US North faced, and brainstorm ways (Armento 343). what challenges that the US might the South faced. have compromised.

Day 110 KTSOL SS 5.23: State that seceded from the Union SS/ W/ GA/ LI/ PS: The students will write letters from the North to the border states asking them to stay with the North instead of seceding. The teacher will read some letters from the North and South, and the students will discuss what may have caused the states to secede rather than staying with the North (idealism vs. economic pressure).

Day 111

Week 23 Social Science Chart Tekla Currie & Kristen Turner Day 112 Day 113 Day 114 NO SOCIAL SCIENCE THIS WEEK

Day 115

Week 24 Social Science Chart Tekla Currie & Kristen Turner Day 116 Day 117 Day 118 Day 119 KTSOL SS 5.25: KTSOL SS 5.25: KTSOL SS 5.24: KTSOL SS 5.24: Civil War Battles Civil War Battles Civil War Players Civil War Players SS/ MA/ OL/ PS: SS/ GA/ H/ LS: SS/ W/ T/ PS: The SS/ W: The The teacher will The teacher will teacher will teacher will give each student a discuss with the explain to the introduce the map with points class how many students how the students to the for the fifteen people must have Confederacy Emancipation major battles of the been hurt by these elected President Proclamation of civil war. The battles. She will Jefferson Davis. Lincoln. Se will students will use read the class a The students will explain how this toothpicks and story about Clara compare him to proclamation colored flags Barton, and then President Lincoln. essentially set all anchored in play will ask the The student will slaves free, and dough to students what they use two websites, many joined the chronologically know about taking http://americanciv union army to fight see the results of care of some of ilwar.com/south/ for their freedom. each battle. their minor jeffdavi.html The students will injuries. the write a letter to the The students will teacher will assign and Union as a freed use the text book some of the slave, explaining (Armento 350) to students to be http://home.att.net why they would be make note cards injured soldiers, /~rjnorton willing to fight for with the name of and some to be /Lincoln77.html their freedom. each battle and the doctors, and the To make a large important facts of class will practice comparison chart each. Then the wrapping each on the board. The students will take others’ wounds. students will write turns doing a The class will paragraph dramatic reading discuss reasons summaries of the from their cards why this would differences while the class have been so hard between the two follows along, at some of the presidents. placing their flags. battles of the civil war (no water, too many people, dark). DA- students who have a physical disability can be referees, keeping track of which team hits the other team’s doctor.

Day 120 KTSOL SS 5.24: Civil War Players SS/ W/ MA: The teacher will have the students read Ulysses S. Grant (History Maker Bios Series) by Susan Bivin Aller. The students will write all of the important events in Grant’s life on colored cards, and they will draw illustrations for each. The teacher will hang a length of rope across the front of the classroom, and students will use clothes pins to hang the events and their illustrations from the rope in chronological order.

Day 121

Week 25 Social Science Chart Tekla Currie & Kristen Turner Day 122 Day 123 Day 124 NO SOCIAL SCIENCE THIS WEEK

Day 125

Day 126 KTSOL SS 5.26: Civil War Effects SS/ W/ PS: The teacher will display a variety of old photographs around the room. For each photograph (black soldier, Abraham Lincoln, white plantation owner, etc.) the student will write a paragraph about what they would have thought about the results of the civil war.

Week 26 Social Science Chart Tekla Currie & Kristen Turner Day 127 Day 128 Day 129 KTSOL SS 5.26: KTSOL SS 5.27: KTSOL SS 5.27: Civil War Effects Reconstruction Reconstruction SS/ GA/ H/ PS: SS/ W/ PS: The SS/ W/ OL/ PS: The students will teacher will remind The students will play a game the students that imagine what it simulating a even though the was like to be a battlefield. The war was over, there freed slave in the students will were still thirteen south. The teacher divide into two states that had will pass out teams, and each seceded, and there pictures of the first will have five soft had to be a way to black schools in balls. One person bring them back the south, the first on each team will into the Union. blacks to hold be the Doctor, who several offices, and will drag the The students will sharecroppers. injured students off make a comparison The students will the battlefield. chart between the write what they The goal of each presidential and think is the team is to hit the congressional plan significance of the other team’s to readmit the pictures, and they doctor. The team seceded states. will write what to hit the doctor some difficulties first wins (Black). might have been. The teacher will discuss each picture with the class once everyone has written their hypotheses.

Day 130 KTSOL SS 5.27: Reconstruction SS/ W/ LS/ CZ/ PS: The teacher will pass out newspapers to the class. Each student will find an article that deals with equal rights as they are currently. The students will each read their article aloud to the class, and they will write what progress or lack thereof this article shows in civil rights since the era of reconstruction (Garcia 284). DA- Students who have trouble reading may be given an article so they do not waste time searching for one.

Day 131

Week 27 Social Science Chart Tekla Currie & Kristen Turner Day 132 Day 133 Day 134 NO SOCIAL SCIENCE THIS WEEK

Day 135

Day 136 KTSOL SS 5.28: Immigration SS/ W/ A/ PS: The teacher will put a large statue of liberty on the bulletin board. The teacher and students will discus people they know who have been immigrants, and the teacher will encourage all the students to realize that most of them come from families who emigrated to the US. The teacher will make a list of names, with their countries of origin beside them, and each student will pick one name. the students will use the school library to find out why people emigrated from their country, and will write a short journal entry of their person. The students will draw a picture of their person, and will hang the picture and journal entry on the bulletin board. The students will share with the class why their person might have wanted to move to America.

Week 28 Social Science Chart Tekla Currie & Kristen Turner Day 137 Day 138 Day 139 KTSOL SS 5.28: KTSOL S 5.29: KTSOL S 5.29: Immigration Events of WWI Events of WWI SS/ MO/ PS: The SS/ LI/ W/ T/ PS: SS/ W/ PS: The students will The teacher will teacher will remind reenact the events ask the students if the students that new immigrants anyone knows why they did not think would go through. WW1 began. The the US should get The teacher will teacher will involved. She will set up areas for explain that then announce that Ellis Island, Angel European nations they have just Island, Hull House were competing received an and a Hospital. At for land, trade and important each station the military power. telegraph students will take a The teacher will (remember how card with explain that new new technology directions, and technology changes war?). they will have to changed the way The teacher will follow their war was fought. read the 1917 directions. Some She will pass out telegraph to the students will get cards with pictures students. The class sick, others will depicting the will work in find jobs, some changes, and the groups to write will die, etc. Some students will letters to president students will be discuss ways in Wilson stating children who have which each new their positions on to work. At the technology would whether the US end, the class will make war a more should go to war. have a group terrible thing. The Just after the class discussion about students will each begins working, the hardships faced write a journal the teacher will by new entry stating their make a second Immigrants, and opinion about important they will discuss whether the US announcementwhy it was worth it should join in the that some US ships for the immigrants war. The students have been sunk by to move to will read aloud Germany. The America (freedom, their journal students will food, etc.) entries to the class continue to write (most will say the their letters in light US should not get of the new involved). developments. DA- Students with speech difficulties will have the teacher read their journal entry.

Day 140 KTSOL S 5.29: Events of WWI SS/ W/ GA/ A/ PS: The teacher will pass out maps of America and Europe. The students will follow the teacher as she colors in percentages of each country showing how many people were killed in the war. The class will discuss the importance of war and its costs. The teacher will read the highlights of the Treaty of Versailles to the class. The students will work in groups to write their own treaties, stating what they think the agreements should have been. The teacher will hang these treaties up around the room.

Day 141

Week 29 Social Science Chart Tekla Currie & Kristen Turner Day 142 Day 143 Day 144 NO SOCIAL SCIENCE THIS WEEK

Day 145

Day 146 KTSOL SS 5.30: Great Depression SS/ LS/ MA/ PS: The teacher will hand out fake money to the students. Every student will get the same amount, and they will choose how they wish to invest the money. They can invest in stocks, in the bank, or they can keep their money. The teacher will then announce that the stock market has crashed, and explain how. The teacher will pass out five pieces of candy, and will demonstrate how competition for the candy could make them willing to pay more for it. Then the teacher will pass out thirty more pieces of candy. The teacher will explain that now the students do not care to spend more for the candy, because there is so much. The teacher will explain that the same thing happened to American crops and manufactured goods in the late 1920s.

Week 30 Social Science Chart Tekla Currie & Kristen Turner Day 147 Day 148 Day 149 KTSOL SS 5.30: KTSOL SS 5.30: KTSOL SS 5.30: Great Depression Great Depression Great Depression SS/ W/ LS/ L/ PS: SS/ H/ MA/ PS: SS/ W/ R: The The teacher will The teacher will teacher will remind the ask the students to introduce President students that they think about how Roosevelt’s New invested their people might have Deal. She will money on Monday. eaten during the write on the board She will show the great depression. his three goals- to results after the The teacher will help the poor and market crashed. set up a mock jobless, to help the The teacher will grocery store, economy, and to announce that showing how some change the people without healthy things conditions so it jobs and farmers became more wouldn’t happen who can’t sell their expensive than again. crops for very some less healthy much cannot pay things. The The students will the banks back on students will use a use the school their loans, so the food pyramid and library to find what banks run out of a set budget to try plans Roosevelt money. Now only to make a balanced had to make these the students who meal for their three things kept all their “family.” happen. money have any. The class will The class will fill discuss how their in the chart on the losses would affect board. them. The teacher will have homes for sale on the board. A few people will be able to buy houses, others will be able to buy shacks, others nothing at all. Students will write a journal entry about how they feel about their economic state. The students will read the journal entries to the class.

Day 150 KTSOL SS 5.30: Great Depression SS/ MA/ H/ PS: The students will read about the Tennessee Valley Authority, and how they built dams to create jobs, prevent flooding and improve land. The students will use sand bags on the playground to make a mock dam, and then the students will be a “river” and try to knock the dam down. DA- Students with a physical handicap will get the title of engineer, and the other students will have to follow their directions for how to place some of the sand bags.

Day 151

Week 31 Social Science Chart Tekla Currie & Kristen Turner Day 152 Day 153 Day 154 NO SOCIAL SCIENCE THIS WEEK

Day 155

Week 32 Social Science Chart Tekla Currie & Kristen Turner Day 156 Day 157 Day 158 Day 159 KTSOL SS 5.31: KTSOL SS 5.31: KTSOL SS 5.31: KTSOL SS 5.32: WW II WW II WW II WW II SS/ W/ PS: The SS/ A/ PS: The SS/ W/ A/ PS: SS/ W/ A/ MA/ teacher will ask the teacher will again The teacher will PS: The teacher students to imagine ask the students if show the students will write the what was they think the US some images of the words “Cold War” happening in should have Atomic Bomb and “Iron “ Curtain Europe while the entered the war. detonations in on the board. She US was in the The students will Japan. The class will explain that Great Depression. discuss the will discuss why they are examples The students will reasons, and then the US would want of figurative realize that the the teacher will to inflict such language, and the Europeans were announce that damage to end the class will suffering too, Pearl Harbor has war. brainstorm what willing to elect been bombed. The the terms make anyone who they students will The teacher will them think of. thought could help discuss the new divide the class them, and the situation. into Jews, The students will teacher will Japanese make flip books to introduce Benito The teacher will (Americans and describe Mussolini and ask the students to natives), democracy and Adolf Hitler. imagine that most Americans, and communism. They of the men were European will use their On a large map, sent to fight. Who Civilians. Each textbooks and the teacher will was left? The group will write a library resources. show students the teacher will show short script and use three countries the students art supplies to put The students will whose dictators posters and on a short scene cut out maps along wanted to take photographs describing the the line of the iron over more depicting women ways in which they curtain, and write territory- Japan, doing jobs were affected by on the back what Italy, Germany, formerly held by the war. values each side called the Axis. men. had. The teacher will show the students The students will DA- Students who Britain and France, make their own cannot use scissors who allied together posters showing well will have the and called men and women map pre-cut for themselves the doing the same them. Allies. jobs together. The students will write an acrostic poem for the Axis and The Allies.

Day 160 KTSOL SS 5.32: WW II SS/ MA/ PS: The teacher will help the students compare and contrast communism and Democracy, to see the many opposing viewpoints. The students will divide into two groups, and each group will cut out as many paper “arms”(hands to elbows) as they can. The teacher will explain that the US and Soviet Union were both trying to make as many nuclear weapons as possible.

Day 161

Week 33 Social Science Chart Tekla Currie & Kristen Turner Day 162 Day 163 Day 164 NO SOCIAL SCIENCE THIS WEEK

Day 165

Day 166 KTSOL SS 5.33: Civil Rights & Vietnam War SS/ W/ GA/ MO/ PS: The students will read I Am Rosa Parks, by Rosa Parks and James Haskins. The teacher will write Brown v. Board of Education, Rosa Parks, Martin Luther King, Jr., and Sandra Day O’Connor on the board. The class will be divided into four groups to research these four areas, and they will write and perform short skits showing the four struggles for civil rights.

Week 34 Social Science Chart Tekla Currie & Kristen Turner Day 167 Day 168 Day 169 KTSOL SS 5.33: KTSOL SS 5.33: KTSOL SS 5.33: Civil Rights & Civil Rights & Civil Rights & Vietnam War Vietnam War Vietnam War SS/ W/ PS: The SS/ W: The SS/ W/ T/ CZ: The students will teacher will show teacher will have brainstorm ways in students a map of the students visit the which people Vietnam, show website should be treated where South and http://thewallequally. The class North Vietnam are, usa.com/gallery.asp. will write a book, and explain to The teacher will with each student students that North explain to the contributing two Vietnam wanted students that many pages. On one Communism, and Americans have page the students the Soviet Union died to protect the will write a poem was helping them, values and rights of about their hopes but South Vietnam this country, and aspirations to wanted including equality. On the Democracy, so the democracy. second page the US wanted to help students will write them. The students will about their own write letters of experience with The teacher will thanks to a soldier discrimination or ask the students to stationed around the that of someone write a letter to the world. they know. president about how they feel DA- students who about the US do not wish to write fighting in a civil letters of thanks to a war in another soldier can read a country. The history book of their students will share choice from the their journal school library. entries with the class, and the teacher will use this to begin a discussion about the social activism of the 1960s and 70s.

Day 170 KTSOL SS 5.3: Sequencing Movements SS/ W/ MA/ GA/ PS: The teacher will hang a long length of rope across the front of the classroom, and will give every student an important historical event. Each student will write their event on the front of a note card, and important details and dates of the event on the back of the note card. Each student will read their cards and the class will work together to hang the cards in chronological order on the rope.

Day 171

Week 35 Social Science Chart Tekla Currie & Kristen Turner Day 172 Day 173 Day 174 NO SOCIAL SCIENCE THIS WEEK

Day 175

Day 176

Week 36 Social Science Chart Tekla Currie & Kristen Turner Day 177 Day 178 Day 179 NO SOCIAL SCIENCE THIS WEEK

Day 180

Social Science Resources Abraham Lincoln Website. Retrieved 12/07/07 from http://home.att.net/~rjnorton/Lincoln77.html Abramowitz, J. (1987). Readings in American History: From the New World to New Nation. Freeport, New York: Educational Activities, Inc. Allen, S. J., & Foreman, D. I. (1990). Maps, Charts, Graphs: States and Regions Level D. Parsippany, New Jersey: Modern Curriculum Press. Allen, S. J., & Foreman, D. I. (1990). Maps, Charts, Graphs: United States and its Neighbors Level E. Parsippany, New Jersey: Modern Curriculum Press. Aller, S. B. Ulysses S. Grant (History Maker Bios Series) New York: Barnes And Noble, 2005. Armento, B. J. et al. A More Perfect Union: Teacher’s Edition. Boston: Houghton Mifflin, 1991. Armstrong, D. G., Boehm, R. G., & Hunkins, F. P. Geography: The World and Its People. New York: Glencoe/ McGraw-Hill. Bernstein, V. (1995). America’s Story. Austin, Texas: Steck-Vaughn Company. Black, H. Dodgeball War. Retrieved 12/07/07 from http://www.lessonplanspage.com/PESSDodgeballWar45.htm Carratello, J. & Carratello, P. (1991). Thematic Unit: The Revolutionary War. Huntington Beach, California: Teacher Created Materials, Inc. Cheyney, A., & Cheyney, J. (1992). States of Wonder: Puzzles for Learning State Facts. Parsippany, New Jersey: Good Year Books. Civil War Website. Retrieved 12/04/07 from http://americancivilwar.com/south/jeffdavi.html Dahl, M.S. (1997). Brazil. Mankato, Minnesota: Coughlan Publishing. Dougherty, T. (2003). Argentina. Farmington Hills, Michigan: Gale Group.

Foresman, S. The United States: Teacher’s Edition. Glenview: Pearson Education, 2005. Garcia, J. R. et. al. Our United States: Teacher’s Edition Parsippany: Silver Burdett & Ginn, 1997. German, J. (1988). U.S. Geography: Know Your State. Palos Verdes Estates, California: Frank Schaffer Publications. Henrich, S., & Henrch, J. (1988). Story Starters on Colonial. Revolutionary America. United States: Henrich Enterprises. Invention Website. Retrieved 12/04/07 from http://www.inventionatplay.org/iapeducatorsmanual.pdf Kamma, A. (2001). First Thanksgiving. New York: Scholastic, Inc. Knowlton, J. (1997). Geography from A to Z: A Picture Glossary. New York: Harper Collins. Leacock, E. (1993). Map Skills: The United States. Austin, Texas: Steck-Vaughn Company. McNair, S. (2000). Chile. New York: Scholastic Library Publications. Milliken, L. (1996). Colonial American Activity Book: Explore Colonial Times Through Art, Crafts, Cooking and Historical Aids. Dana Point, California: Edupress, Inc. Peterson, D. (1998). Europe. New York: Scholastic Library Publishing. Petty, K. (2000). The Amazing Pop-up Geography Book. New York: Penguin Young Readers Group. Presidents Website. Retrieved 12/05/07 from
Rushdoony, H.A. (1983). The Language of Maps. Belmont, California: MAKEMASTER Blackline Masters. Vietnam Veterans Memorial Website. Retrieved 12/07/07 from http://thewallusa.com/gallery.asp.