Laura Hostetler And Ava Kelley Social Studies Charts

Day 1 HKSOL–SS–4–4.1 Identify/ Interpret artifacts, primary and secondary documents The teacher will begin the lesson by having the students read the preamble to the Constitution. The teacher will introduce the men who crafted the constitution and the purpose of the constitution. The teacher will explain the constitutional convention of 1787. The teacher will show the students a mural by Diana Ong and have the students make connections to the Preamble. Each student will read a section of the Preamble to the U.S constitution. The students will listen and participate as the teacher explains the events of the First Continental congress. The students will observe a Muriel by Diana Ong. The students will work in groups to identify where the people might be and what they might be doing. The students will explain how each person is united as citizens of the United States.

Hoven, p. 181

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 1 Character Trait: Courage Day 2 Day 3 Day 4 HKSOL-SS–4–4.1 Identify/ Interpret artifacts, primary and secondary documents The teacher will begin the lesson by having the students read chapter two of their history text. The teacher will have the students suggest ways that elected leaders have affected laws. The teacher will have the students listen to John F. Kennedy’s inaugural speech. The teacher will explain the difference between rights and responsibilities. The students will read chapter two of their text. The students will suggest the ways that elected leaders have affected the laws of the country. The students will suggest presidents that have made significant contributions to the govt. The students will listen to J.F.K’s inaugural address. The students will work in groups. Each group will create a two column chart. The first will be titled Rights. The second will be Responsibilities. The students will list their rights and their responsibilities.

Day 5

HKSOL–SS–4–4.1 Cause and Effect

HKSOL – SS – 4 – 4.1 Cause and Effect

HKSOL – SS – 4 – 4.1 Compare/Contrast historical events

The teacher will have the students read the chapter on Free enterprise orally. The teacher will have the students identify the benefits of free enterprise. The teacher will summarize each section after the students read. The teacher will have the students use the smart board to read information about Thomas Edison.

The teacher will begin the lesson by reviewing the term cause and the term effect. The teacher will explain cause and effect relationships. The teacher will provide examples of cause and effect relationships. The teacher will use the class room rules to demonstrate cause and affect relationships.

The teacher will begin the lesson by having the students read a book about the attack of Pearl Harbor. The teacher will have the students visit a website about Pearl Harbor in order to learn about the events that lead up to the attack. The student will record the events in chronological order.

The students will read orally from the chapter. The students will list the benefits of free enterprise. The students will use the smart board to read information about Thomas Edison. The students will learn about Edison’s profits for his inventions. The students will work in groups. Each group will explain how the free enterprise system helps to encourage inventions.

The students will offer suggestions to define cause and affect relationships. The students will listen as the teacher defines the terms. The students will work in groups to identify possible causes for the classroom rules. What might have happened to create a necessity for a certain rule? The students will also identify the results of breaking rules. The groups will present the causes and effects to the class and the students must identify which rule they apply to.

The students will read a book about Pearl Harbor. The class will use the smart board to learn about the events which lead up to the attack on Pearl Harbor. The students will record their discoveries in chronological order. The students will watch an interview of someone who survived Pearl Harbor. The students will write a journal entry about the events of the attack on Pearl Harbor from the perspective from a soldier aboard of one of the ships. The students will read their entries to the class. D.A Students whose strongest intelligence area is linguistic will benefit from the journal entries.

Day 11 HKSOL – SS – 4 – 4.1 Compare/Contrast historical events The teacher will have the students read a book about the attack of September 11. The teacher will have the class visit a website to learn about the events which lead up to the attack on the World Trade Center. The teacher will have the students record the events in order and compare then to the events preceding Pearl Harbor. The students will read a book about the September 11th attack. The class will visit a website to learn about what caused the attack of 911. The students will read their discoveries and compare the events of 911 to those of Pearl Harbor. The students will discuss how the attacks on the World Trade Center and Pearl Harbor were similar. The students will also discuss how they were different. The students will then work in groups. Each group will conduct an interview with one of its members. The students will pretend that they are much older and they are being interviewed about what they remember about 911.

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 3 Character Trait: Courage Day 12 Day 13 Day 14 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – – 4.1 – 4.1 4 – 4.1 Draw Draw Connections conclusions/ conclusions/ between past make make and present generalizations generalizations The teacher will explain that conclusions are drawn based upon facts. The teacher will have the class read about the Indians from the Northwest Coast. The teacher will have the class fill out a graphic organizer on the overhead as they read.

The teacher will have the students read about early migrations to the Americas. As the class reads, the teacher will have the students fill out a generalization graphic organizer. The teacher will separate the class into groups.

The class will read about the Indians of the Northwest. The students will fill out a transparency. The students will identify three facts from the text and draw a conclusion. The students will work in small groups to create a narrative dance that will describe the events in their class that day. The students will create props and perform for their classmates.

After reading, the teacher will introduce the 1999 discovery of an iceman in Canada. The teacher will use the smart board to help students research the discovery. Each group of students will list four facts about the discovery and make a generalization about the iceman’s lifestyle. The students will list his possible diet as well as his specific trade. The students will them use crayons, construction paper, and markers to create an illustration depicting the iceman in his natural environment.

The teacher will read recent newspaper articles about fires in the western part of the U.S. The teacher will have the class watch a short broadcast from one of the fires. The teacher will have the students use the smart board to investigate the damages and loses caused by the fire. The students will record their findings on the damages caused by the fire. The students will watch interviews of people who have lost homes due to the fires. Groups of students will create their own interviews where one student must pretend to be someone who has lost their home to a fire. The students will perform their interviews before the class

D.A The students who are kinesthetic learners will enjoy being able to act out the interviews. Students who are intrapersonal will enjoy the conversation.

Day 15 HKSOL – SS – 4 – 4.1 Connections between past and present The teacher will review the previous lesson. The teacher will read an old newspaper article about the Great Chicago Fire. The teacher will have the students compare the articles. The teacher will use the smart board to display before and after pictures of Chicago. The students will compare the events of both fires. The students will use the smart board to determine the losses due to the fire. The students will compare the losses of each fire. The students will compare and contrast the difference in consequences between fires that happen in the Midwest and those that happen in the west.

Hoven, p. 169

Day 21 HKSOL – SS – 4 – 4.1 Sequence historical events. The teacher will display a timeline and explain how to read timelines. The teacher will have the students construct a timeline of their lives from birth to the present. The teacher will have the students share their timelines.

After sharing their timelines, the students will read the chapter on the settlement of Jamestown. When the students read about a certain date, the teacher will write the date on the board. After reading, the teacher will help the class arrange the dates in order on a timeline. The students will copy the dates onto their own timelines.

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 5 Character Trait: Self-esteem Day 22 Day 23 Day 24 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 – 4.1 – 4.1 – 4.1 Sequence Interpret events Interpret events historical from differeing from differeing events. perspectives perspectives The teacher will review the function of timelines. The teacher will review what was read in the previous Social Studies lesson. The teacher will have the students read the remainder of the lesson. The teacher will write the new dates on the board. The teacher will help the class arrange all of the dates in a timeline. Each student will make a draw their own timelines. The students will then work in groups. The groups will work together to find the events in the textbook that correlate to the dates written on their timelines. The groups will write the events under the correct dates on their timelines. The students will keep their timelines in their SS binders for future reference.

D.A Students how have trouble with writing will be allowed to cut out the numbers for the dates and paste them onto their timelines.

The teacher will explain differing perspectives by displaying pictures of the same object. Each picture will have been taken from a different perspective. The teacher will post the pictures on the board and have the class list observable qualities of each.

The teacher will begin with a review of the previous day’s history lesson. The teacher will review the differing accounts of European exploration. The teacher will have the class read the chapter about the first colonies which includes the account of the first Thanksgiving.

The students will listen to the teacher explain the meaning of different perspectives. The students will list the observable qualities of each picture. The class will read the chapter about new European colonies. The students will work in groups. The teacher will read a Native American account of the first encounter with Europeans. The class will then compare the different accounts of the first contact between Native Americans and Europeans.

The students will read the chapter. After reading, the students will list observations made by the pilgrims of the Native Americans. The students will summarize the events from the Pilgrims point of view. The class will then read about the first Thanksgiving from the Native American’s point of view. The class will create a Venn diagram to illustrate the similarities and differences of how the Indians and Pilgrims described each other.

Bendarz, p. 243 Hoven, p.284

Day 25 HKSOL – SS – 4 – 4.1 Evaluate Issues The teacher will have the students name the eastern states and tell which ones they think were the original 13 English colonies. The teacher will read the introduction to the chapter on the 13 colonies. . The teacher will have the students brainstorm adjectives that describe how they would feel as an indentured servant. The students will name the states which they think were the 13 English colonies. The students will describe how thy would feel as an indentured servant. The students will continue reading about the new England Colonies and the Middle Colonies. The students will use the smart board to research An Hutchinson. The class will then read the first Amendment. The class will discuss how Ann Hutchinson’s actions were justified according to the first amendment to the constitution.

Day 31 HKSOL – SS – 4 – 4.1 Evaluate Issues

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 7 Character Trait: Self-esteem Day 32 Day 33 Day 34 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 – 4.1 – 4.1 – 4.2 Interprit maps; Interprit maps; Locate VA and landforms, Climate its borders. water features characteristics, historical events

The teacher will have the students read Chapter five of their history books. The class will read about working and trading in the colonies. The teacher will periodically pause students reading to ask questions about the context of the material. The teacher will provide an explanation of the group activity.

The teacher will have the students view a map of the U.S. The teacher will point out the different regions of the U.S. The teacher will have the students color in their own maps to show the different regions. The teacher will display another map that illustrates the different landforms.

The teacher will review the map on land form features and regions of the U.S. The teacher will show a map of the U.S. water resources. The teacher will have the students draw the water features of the US on their maps. The teacher will introduce terms that are related to climate.

The class will read about working and trading in the colonies. The students will answer review questions about the text. The teacher will have the class visit a website to learn about the triangular trade. The teacher will have two groups write a journal entry as though they were merchants on one of the slave ships. The other groups will write entries as though they were one of the slaves on the slave ships crossing the Atlantic. The class will discuss why slavery was wrong.

The students will color in their maps to show the different regions of the U.S. The students will then draw the landforms on their maps and label them. Groups of students will be given a different region of the U.S. The students will use encyclopedias, magazines and the smart board to learn seven facts about their regions. The groups will write a poem about their regions. The students must include all seven facts in their poems. The students will read their poems to the other students.

The students will draw the water features on the US on their maps. The students will work in groups to research the specific climate of their regions. The students will use the smart board to find information. After the students finish their research, the groups will create shoe box scenes. The students will collect and draw land features that are characteristic of their region. The students will draw vegetation and animal live that is unique to their region.

The teacher will begin the lesson by having the students name their state. The teacher will display a map of the United States and have the students point out Virginia. The teacher will draw the students Attention to the states triangular shape. The teacher will draw the student’s attention to the states natural borders. The students will point to their state on a map of the United States. The students will describe the states triangular shape. The students will work in groups to research Virginia’s natural borders such as the Appalachian Mountains and the Potomac River. Each group of students will identify how the landforms and bodies of water serve as borders. The students will present their research to the class. DA: Group work is a great way for the students to interact with each other and to help each other with their work.

Day 35 HKSOL – SS – 4 – 4.2 Locate VA and its borders.

The teacher will review the previous lesson. The teacher will show a map with Virginia and its surrounding states. The teacher will discuss how Virginia’s natural landforms serve as borders. The teacher will have the students label Virginia’s surrounding states on their own outline of the east coast. The students will label Virginias surrounding states on their own maps. The students will work on a code buster worksheet. The students will decipher the code in order to write the names of the states near Virginia. The students will then recite Virginias neighboring states to the class.

Marsh, p.327

Day 41 HKSOL – SS – 4 – 4.2 Locate regions of VA The teacher will display a map of Virginia’s four regions. The teacher will have the students recite a song about Virginia’s four regions to the tune of Ten Little Indians. The teacher will have the students use the smart board to research the four regions of Virginia. The teacher will divide the class into groups for the activity. The class will sing about the regions of Virginia to the tune to Ten Little Indians. The class will label the regions of Virginia on their maps. The class will work in groups to research information on the regions of Virginia. The students will use magazines and the smart board to research the landforms found in each region as well as some of the natural goods that are produced there. The students will use magazine clippings and drawing material to create a collage of each region. D.A – Students whose strongest intelligence area is Musical will benefit from singing

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 9 Character Trait: Self-esteem Day 42 Day 43 Day 44 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 – 4.2 – 4.2 – 4.2 Locate regions Water features Water features of VA

Day 45 HKSOL – SS – 4 – 4.2 American Indians

The teacher will have the students recite the song about Virginia’s different regions. The teacher will write the names of Virginia’s regions on the board. The teacher will have the class list different facts such as landforms, crops, goods and other resources found in the region.

The teacher will begin the lesson by showing a map of Virginias different water features. The teacher will point to the region that the students live in and have the class identify the major water shed of that region. The teacher will have the class discuss relationships between water features and human dwellings.

The teacher will show a map of Virginia’s water features. The teacher will divide the class into groups and assign a water feature to each group. The groups will have a map of their body of water. The teacher will have the class use the smart board to research colonial developments and explorations along each river.

The teacher will display a map of Virginia’s different regions. The teacher will have the class review the regions of Virginia. The teacher will show another map of Virginia’s regions. This map will also list the different Indian groups who lived in those regions. The teacher will write the regions on the board.

The students will sing about the different regions of Virginia. The students will provide fact about the different regions and write them on the board. Each student will be given a picture taken of one of the regions. The students will match the picture to its correct region. The students will take a short quiz on Virginia’s regions.

The teacher will have the class use the smart board to research historical settlements along their regions major water features. The students will work in groups or individually. The students will research facts about the settlements. The groups will draw pictures to illustrate the facts that they discovered. H.W. The students will interview family members about past uses of their local water source. The students will record the interview in their journals.

Each group of students will create an acrostic with the names of their group’s body of water. The students will research the colonial developments along their river. The students will write a song that the different explorers and colonizers might have sung on their journeys. The songs will include things that they might have observed about the region. The songs will also include facts about the region.

The students will read the names of each tribe according to the region that they lived in. The students will work in groups. Each group will be given a region. The groups will write a poem about each region. The poems will include the names of each of the Indian tribes that lived in that region. The students will create illustrations to go with their poems. The students will recite their poems.

Bendarz, p. 281

Day 51 HKSOL – SS – 4 – 4.2 American Indians The teacher will begin by reviewing the regions. The teacher will have each group recite their poems as she calls out their regions. The teacher will display and explain the different types of petroglyphs created by the Native Americans. The teacher will prepare the “cave surface” for the class activity. The teacher will divide the students into groups. The students will use their notes about Virginia’s regions to write a short story. The students will write their stories using Petroglyphs. Each group of students will write a story about their region from a Native American’s point of view. The students will use earth toned water colors to create their murals. The students will also create a key to explain their symbols. The groups will attempt to read each others stories.

Boyd, p.386

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 11 Character Trait:Self-control Day 52 Day 53 Day 54 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 – 4.2 – 4.2 – 4.3 American American English Indians; Indians; Colonization adaptations adaptations The teacher will begin by reading The Gift of the Sacred Dog. The teacher will have the student suggest how horses hove helped the Native Americans adapt to their environments. The students will suggest how the horse has helped the Indians secure food, shelter, and clothing. The teacher will provide magazines and encyclopedias for the student’s research. The students will listen as the teacher reads The Gift of the Sacred Dog. After Guided Practice, the students will research facts about Buffalo. The students will learn about how the Native Americans used different parts of the Buffalo. The students will complete a math worksheet about Buffalo facts. This worksheet will test student’s ability to add, multiply, subtract and divide. D.A – Students whose strongest intelligence areas are kinesthetic and interpersonal will benefit from interacting with smart board.

Day 55 HKSOL – SS – 4 – 4.3 English Colonization

The teacher will read How the Rabbit Fooled Alligator, a tale by the Muscogee Indians. The teacher will have the class visit http://www.ic.ariz ona.edu/ic/kmartin /School/amer1.htm to learn about their land, food, clothing, lifestyles, and families. The students will have Native American rhythms planning in the back ground.

The teacher will begin the lesson by having the class suggest why the Native Americans were called Indians and not Americans. The teacher will explain the history behind Columbus’s exploration. The teacher will have the class visit http://www.mc e.k12tn.net/expl orers/before_col umbus.htm to learn about the crusades, and the race to find a sea rout to India.

The teacher will read the Christopher Columbus poem and have the students recite it. The teacher will visit http://www.mce .k12tn.net/ explorers/chris topher_columbu s.htm to read facts about Columbus’s voyage to America. The teacher will have the students read sections of the website.

The students will listen as the teacher reads How the Rabbit Fooled Alligator. The students will use the smart board to research the Muscogee tribe. The students will take notes about their land, food, clothing, lifestyles, and families. The students will work in groups. The teacher will provide each group with felt bags. The students will use beads and markers to decorate their own medicine bags like those used by the Native Americans.

The students will read along as the teacher reads the events leading up to Christopher Columbus’s discovery of America. The students will create spice art. The teacher will provide each student with spices from the regions that were explored by the Crusaders. The students will draw a design in pencil and trace it with glue. The students will cover each section of the design with a different spice until the entire design is covered.

The students will recite the Columbus Poem. The students will read about Columbus’s voyage to the Americas. After reading, the students will create a volcano like the one that Columbus passed on his voyage. Students will make a volcano shape from salt dough. The students will place a bottle cap in the top of the volcano and fill it with baking soda. The students will add red food coloring to vinegar and pour it into the bottle cap. The students will watch the volcano erupt.

Boyd, p. 491

Day 61 HKSOL – SS – 4 – 4.3 Geography; Jamestown Settlement The teacher will read The Colony of Virginia to the students. The teacher will use the smart board to attain a satellite of the location of Jamestown. The teacher will have the students identify the bodies of water surrounding the Jamestown settlement. The teacher will have the class hypothesize why the colonist built Jamestown on a peninsula. The students will listen as the teacher reads The Colony of Virginia . the students will view a satellite image of the Jamestown peninsula. The students will offer examples of other famous Peninsulas. The students will name the bodies of water that surround the peninsula. The students will hypothesize why the colonists built the colony on a peninsula. The students will write a diamante poem about the geography of Jamestown.

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 13 Character Trait: Self-control Day 62 Day 63 Day 64 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 – 4.3 – 4.3 – 4.3 Geography; Charters; VA Charters; VA Jamestown company of company of Settlement London London The teacher will have the students read The Jamestown Colony. The teacher will display a map of the Jamestown peninsula. The map will give information about the surrounding vegetation, animal life as well as Indian villages and mosquito populations. The teacher will explain that the settlers chose the location because it was easy to defend. The teacher will have the students explain how it was east to defend. The students will hypothesize how the Jamestown settlement would have been easy to defend. The students will answer the following questions. 1. will the Europeans be the first to settle in the region? 2. What are some advantages and disadvantages of living on the river? After answering the questions. The students will separate into groups and begin draw the blueprints for creating their won Jamestown fort.

Marsh, p. 624

Day 65 HKSOL – SS – 4 – 4.3 VA Assembly (1619)

The teacher will identify England and Virginia on a world map. The teacher will draw a line from England to Virginia and have the students give reasons as to why people would leave England to settle in Virginia. The teacher will discuss good reasons for settling in Virginia. The teacher will introduce the interest of the Virginia Company of London.

The teacher will Review the reasons for the colonization and settlement in Virginia. The teacher will discuss the importance of the Virginia charters with the class. The teacher will stress how Jamestown was an economic venture. The teacher will share samples of the charters from Virginia

The teacher will begin the lesson by dividing the students into two groups. The teacher will give one group a sigh labeled, the Va company. The other group will have a sign labeled the Colonist. The teacher will explain that the students in the VA company will be allowed to create the rules and laws that the Colonists must abide by. The teacher will have the students discuss why that is not right.

The teacher will Select a group of students to hold a sign that says Virginia Company of London. On the opposite side of the room, the teacher will have one or two students hold a map of Virginia. In another section one student will portray the king by wearing a paper crown and holding a poster that looks like a charter. The teacher will explain the scenario of how the Va company requested a charter from the King to voyage to the new world. The teacher will give each student a script to act out.

A group of students will pretend they are boarding the Susan Constant, Discovery, and Godspeed for travel to the New World. The students will travel across the room to Virginia. The students will identify what they see around them when they arrive. List the responses on a chart. The teacher will reinforce the idea that there were lots of forests and wilderness and that the inhabitants were Eastern Woodland Indians, specifically the Algonquian language group and Powhatan tribe.

The students will separate into groups. The students will discuss why the Colonists should be able to govern themselves. The students will read their chapter about the Virginia Assembly of 1619. The students will discuss the significance of the House of Burgesses. The students will also discuss why it was necessary to establish selfgovernment. D.A – Students whose strongest intelligence areas are kinesthetic and interpersonal will benefit from interacting with smart board.

Day 71 HKSOL – SS – 4 – 4.3 VA Assembly (1619)

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 15 Character Trait: Integrity Day 72 Day 73 Day 74 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 – 4.3 – 4.3 – 4.3 Jamestown; Jamestown; Jamestown Africans and Africans and Hardships Women Women

The teacher will begin the lesson by dividing the students into two groups. The teacher will give one group a sigh labeled, the Va company. The other group will have a sign labeled the Colonist. The teacher will explain that the students in the VA company will be allowed to create the rules and laws that the Colonists must abide by. The teacher will have the students discuss why that is not right.

The teacher will begin the lesson by having the students view a map of the triangular trade. The teacher will write Virginia, England, and Africa on the board. The teacher will have the class identify which goods came from which countries. The teacher will have the students suggest which goods from Virginia were produced or grown by slaves.

The students will separate into groups. The students will discuss why the Colonists should be able to govern themselves. The students will read their chapter about the Virginia Assembly of 1619. The students will discuss the significance of the House of Burgesses. The students will also discuss why it was necessary to establish selfgovernment.

The students will identify which goods were produced in each country. The students will suggest which goods from Virginia were produced or grown by slave labor. The students will read a journal of an African American in the Jamestown colony. The students will record their daily events. The students will listen to an African American folk tale. The students will write a letter to an African American slave thanking them for the work that they did which helped to develop America.

The teacher will begin by having the students read an account of one of the first women in the Jamestown colony. The teacher will have the class visit a website that will guide the students through a virtual tour of Jamestown. The teacher will have the student’s record information about the role of women in early Jamestown. The teacher will have the students evaluate the importance of women in the colony. The students will read an account of one of the first women in the colony. The students will use smart board to visit a website that will guide them through a virtual tour of the colony. The students will take notes and use their notes to evaluate the importance of women in early Jamestown. The students will then work in groups to make pottery like the women in Jamestown made. The students will use watercolors to decorate their sculptures.

Day 75 HKSOL – SS – 4 – 4.3 Jamestown Hardships

The teacher will begin by reading The Paradox of Jamestown. The teacher will have the students read about the “starving time”. The teacher will have the student’s list things that caused so many deaths. The teacher will have the students suggest how the geography of the region contributed to so many deaths. The teacher will have the students list some of the diseases.

The teacher will begin by having the students read about the first winter of the Jamestown settlement. The teacher will have the students list several reasons that the colonists were not prepared for survival in the new world. The teacher will have the students. Create a brochure to try and get other Englishmen to come to the new colonies to settle.

The students will listen as the teacher reads the Paradox of Jamestown. The students will read about the starving time. The students will list the diseases that were prominent during this time. Students will work in groups to research one of the diseases that caused deaths. The students will use modern research to conclude what the colonists could have done to prevent the disease.

The students will read about the first winter of the Jamestown Settlement. The students will list several reasons that the colonists were not prepared for surviving in the new world. The students will work in groups to create brochures. The students must tell about the hardships but they must use adjectives that make them seem less harsh.

D.A – Students whose strongest intelligence area is interpersonal will benefit from working in a group. Bendarz, p. 276

Day 81 HKSOL – SS – 4 – 4.3 English/Powhath an relationships

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 17 Character Trait: Integrity Day 82 Day 83 Day 84 HKSOL – SS – 4 – HKSOL – SS – 4 – HKSOL – SS – 4 – 4.3 4.3 4.3 English/Powhath English/Powhath English/Powhath an relationships an relationships an relationships

The teacher will review the terms “culture” and “environment “ as the terms relate to the Powhathan people. The teacher will have the students look at a Virginia map of Jamestown. The teacher will explain how the region provided the Indians with all of their needs. The teacher will have the students watch a video about how the powhathan organized their society

The teacher will have the students review the culture of the powhathan people. The teacher will have the students write some of the facts on the board. The teacher will have the class read The Double Life of Pocahontas. The teacher will use the smart board to research information about Pocahontas and how she helped the Jamestown settlement.

The teacher will read How the Rabbit Fooled Alligator, a tale by the Muscogee Indians. The teacher will have the class visit http://www.ic.ariz ona.edu/ic/kmartin /School/amer1.htm to learn about their land, food, clothing, lifestyles, and families. The students will have Native American rhythms planning in the back ground.

The teacher will begin by reading The Gift of the Sacred Dog. The teacher will have the student suggest how horses hove helped the Native Americans adapt to their environments. The students will suggest how the horse has helped the Indians secure food, shelter, and clothing. The teacher will provide magazines and encyclopedias for the student’s research.

The students will review the terms culture and environment as they relate to the powhathan people. The students will watch a vide about the Powhathan people. After watching the video, the students will create a poem comparing the societies of the Jamestown settlers to the Powhathan Indians.

The students will review the culture of the powhathan people. the students will write the facts on the board. The students will read The Double life of Pocahontas. The students will research facts about Pocahontas and how she helped the colonists. The students will then work in groups. Each group will role-play how Pocahontas saved John Rolf’s life.

The students will listen as the teacher reads How the Rabbit Fooled Alligator. The students will use the smart board to research the Muscogee tribe. The students will take notes about their land, food, clothing, lifestyles, and families. The students will work in groups. The teacher will provide each group with felt bags. The students will use beads and markers to decorate their own medicine bags like those used by the Native Americans.

The students will listen as the teacher reads The Gift of the Sacred Dog. After Guided Practice, the students will research facts about Buffalo. The students will learn about how the Native Americans used different parts of the Buffalo. The students will complete a math worksheet about Buffalo facts. This worksheet will test student’s ability to add, multiply, subtract and divide.

D.A – Students whose strongest intelligence area is Kinesthetic will benefit from roleplaying Marsh, p. 263

Bendarz, p. 232 Marsh, p. 267

Day 85 HKSOL – SS – 4 – 4.4 Agricultur e and Slavery The teacher will display a map of Virginia’s different regions. The teacher will have the class review the regions of Virginia. The teacher will show another map of Virginia’s regions. This map will also list the different Indian groups who lived in those regions. The teacher will write the regions on the board The students will read the names of each tribe according to the region that they lived in. The students will work in groups. Each group will be given a region. The groups will write a poem about each region. The poems will include the names of each of the Indian tribes that lived in that region. The students will create illustrations to go with their poems. The students will recite their poems.

Day 91 HKSOL – SS – 4 – 4.4 Agriculture and Slavery The teacher will present effects and influences that agriculture had on the Virginia Colony and slavery. Tobacco became the most profitable agricultural product in Virginia. The teacher will also mention how tobacco influenced the encouragement for slavery.

The students will pay close attention to the presentation about the effects and influences of agriculture on the Virginia Colony. The students will grasp that tobacco encouraged slavery. The students will write a paragraph on ways that they think that the tobacco crops could have been ran without using slavery.

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 19 Character Trait: Integrity Day 92 Day 93 Day 94 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 – 4.4 – 4.4 – 4.4 American American Geography; Cultural Cultural Relocation of Landscape Landscape VA’s Capital The teacher will The teacher will The teacher will show the aim in answering look at how and why the capital of students “Where did the Virginia was examples of various cultural moved from things that are groups settle?” Jamestown to influenced by a The teacher will Williamsburg. One person’s beliefs, have a map of reason that will be customs, and Virginia with the discussed is how cultures. The four groups the dirty living conditions in teacher will also marked Jamestown made mention (removable examples of markings) on the them move the capital to places that have map of where Williamsburg. been named in they settled. The reflection of a groups will *HEALTH: culture. include the Incorporate the English, importance of Germans and having clean living conditions still Scotch-Irish, today. Africans, and American Indians. The students will The students will The students will think of and draw actively participate actively participate in the discussion of in the discussion of different things the reasons for the teacher that could be moving the capital discussing the influenced by from Jamestown to areas where the their own beliefs four groups settled. Williamsburg. They after viewing the They will also need will also identify ways that they could examples of to pay close have improved the things that have attention to the dirty living map. After the been influenced conditions back then class has become by beliefs and and also mention in familiar with the discussion how they cultures in the map, the teacher are keeping their area. DA: Hands on activity like art is a great way for ADHD and kinesthetic learners to use up some extra energy.

will remove the labels. The students will then have to match the group to the right area of settlement.

living environment clean today. They will also compare the different ways of keeping the living conditions clean today to the ways back then when the capital was moved.

Day 95 HKSOL – SS – 4 – 4.4 Geography; Relocation of VA’s Capital The teacher will look at how and why the capital of Virginia was moved from Williamsburg to Richmond with the students. The teacher will have a map out of where the old and new capital are located along with the location of the English. The teacher will help the students grasp the reasons for moving the location of the capital and why being further away from the English mattered enough to move the capital. The students will actively participate in the discussions of the reasons for moving the capital from Williamsburg to Richmond. The students will locate where the old capital and the new capital are located on a map in relation to the location of the English and why the capital needed to be further away from the English.

Day 101 HKSOL – SS – 4 – 4.4 Money, Barter, Credit

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 21 Character Trait: Reliability Day 102 Day 103 Day 104 HKSOL – SS – 4 – HKSOL – SS – 4 HKSOL – SS – 4 4.4 – 4.5 – 4.5 Money, Barter, Reasons for Reasons for Credit American American Revolution Revolution

The teacher will help the students to become familiar with the common terms that are used with money, barter, and credit. The teacher will do this by having the words on a poster with their definition. The teacher will also have the students try to think of ways that some of the terms are still used today.

The teacher will review with the students the different terms that were discussed in the lesson the day before. The teacher will assign parts from the terms to the students. The teacher will assist the students as they act out using one of the terms from the previous lesson. DA: Role play is a great way for the students to interact and for some to use some extra energy.

The teacher will discuss the difference in thoughts of the colonists and the English on how the colonies should be governed. The teacher will discuss with the students who each group should have power over the colonies.

The teacher will have an enlarged copy of the Declaration of Independence. The teacher will ask the students if they know anything about this document before mentioning anything about the document. The teacher will show the students the high importance of the Declaration of Independence.

The students will actively participate in the discussion about the terms concerning money, barter, and credit. The students will also have to think of ways that the terms are still used today and how they could used.

The students will have to remember and pay close attention to the review of the terms from the previous lesson. The students will be assigned a part concerning the terms covered. They will have to act out the word based on the definition that they are familiar with from the previous lesson.

The students will actively participate in the discussion about how the colonies were to be governed. The students will also have to realize that these conflicting ideas brought about one of the reasons for the American Revolution. They will have to write a paragraph on how they think that it could have been handled without the war.

The students will actively participate in the discussion about the Declaration of Independence and offer any information that they already know about this important document. The students will also be assigned a small section of the Declaration of Independence and will have to write a paragraph on why they think that the assigned portion is an important portion.

Day 105 HKSOL – SS – 4 – 4.5 Revolutionary War; George Washington, Thomas Jefferson, Patrick Henry The teacher will look at the different roles that took place in the Revolutionary War era. The teacher will prepare index cards each with a different role with lines for the students to say according to the role of that person or group from the era. The teacher will direct the students as they play out the part of the role from the era. The students will listen to the discussion about the different roles from the Revolutionary War Era. They will be given a card with a role and lines to match that particular role. They will do role play to see how the important roles may have taken place during the Revolutionary War.

Day 111 HKSOL – SS – 4 – 4.5 Revolutionary War; George Washington, Thomas Jefferson, Patrick Henry The teacher will discuss the contributions that George Washington, Thomas Jefferson, and Patrick Henry made during the Revolutionary War. The teacher will have posters made of each person. The teacher will also prepare a matching worksheet with each person and his contributions.

The students will actively participate in the discussion about the contributions of George Washington, Thomas Jefferson, and Patrick Henry during the Revolutionary War. They will have to match the contribution to the contributor on a worksheet.

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 23 Character Trait: Reliability Day 112 Day 113 Day 114 HKSOL – SS – 4 HKSOL – SS – 4 – HKSOL – SS – 4 – 4.5 4.6 – 4.5 Review of the George Victory at Revolutionary Washington Yorktown

Day 115 HKSOL – SS – 4 – 4.6 James Madison

War

The teacher will make a timeline of the events leading up to and during the victory at Yorktown. The teacher will discuss with the students the importance of the victory and what it meant that the Americans won at Yorktown. The teacher will also have timeline worksheets prepared for the students to fill in some of the dates and events of the war leading up to and during the victory at Yorktown.

The teacher will take the class to the computer lab and log them onto the site of www.solpass.org. The teacher will help them get to the game of Revolutionary Matchup. In this game the teacher will have the students print the final page where they are graded on how many blanks they answered correctly. The teacher will also keep check on the activity of the students to make sure they to not wander to other websites. DA: Using the computer can help improve fine motor skills.

The teacher will help the students to understand why George Washington is referred to as out country’s Father. The teacher will make a biography poster of George Washington. The poster will include that he was a Virginian, 1st President, and a strong leader among other things.

The teacher will help the students to understand why James Madison is referred to as the “Father of the Constitution”. The teacher will also make another biography poster for James Madison. This poster will include the important role(s) that James Madison played in getting the Constitution and help writing the Constitution.

The students will participate in the discussion about the importance of the victory at Yorktown. They will also have to comment on why they think that it is importance that the Americans won the battle at Yorktown. The students will also have to fill in a timeline of the events leading up to the battle and during the battle at Yorktown.

The students will act respectively in the computer lab and stay on the site that the teacher sends them to for the activity. In this game the students will have to chose the correct word or phrase that should go in each blank in the paragraph that is provided through the game. The students will print the final page where they are graded on their accuracy of filling in the blanks.

The students will participate in the discussion about George Washington. The students will help the teacher to finish the biography poster by mentioning things that they already know about George Washington. They will also have to make their own biography mini poster of George Washington.

The students will participate in the discussion about James Madison. The students will observe the important facts that are on the biography poster of James Madison. They will have to make a mini biography poster of James Madison. They will also have to practice compromising as James Madison did with the Constitution through role play.

Day 121 HKSOL – SS – 4 – 4.6 VA Declaration of Rights

The teacher will help the students to understand the importance of the VA Declaration of Rights. The teacher will also present key points about the VA Declaration of Rights like the author and important statements for the Declaration.

The students will actively participate in the discussion about the VA Declaration of Rights. They will pay close attention to the things that George Mason included. The students will write their own declaration of rights. They will have to include things that they think are important that will not only benefit themselves but will also benefit others.

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 25 Character Trait: Cooperation Day 122 Day 123 Day 124 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 – 4.6 – 4.6 – 4.6 VA Statute for Geography; Geography; Religious Western Western Freedom Migration Migration

The teacher will help the students to understand the importance of the Virginia Statue of Religious Freedom. The teacher will also have the students look at the influence this had on the Constitution. They will look at who the author is and the influence that it had specifically on the Constitution. The students will actively participate in the discussion about the Virginia Statue of Religious Freedoms. They will look at the contributions that Thomas Jefferson made in writing the Statue. They will compare this to the first Amendment of the Constitution and find the similarities and differences.

The teacher will have the students look at the influences that made Virginians move to the western frontier. The teacher will look at the influence of tobacco and having to look for new opportunities. The teacher will concentrate on the influence of agriculture on the move. The students will participate in the discussion of the influences of tobacco and having to find new opportunities on the move. They will look at the different influences of agriculture. They will research the effects of tobacco crops to be able to have a better grasp on why tobacco influenced the move.

The teacher will review the concept of culture landscapes. The teacher will discuss the different things that the people took with them along with the path that they took. The teacher will have an enlarged map with the path highlighted.

The students will participate in the discussion about the things that the people took with them and the path that they took. The students will also observe the map of the path. They will have to identify the path taken on their own map. They will also write a paragraph on something that they will take with them if they have to move similar to that of what the Virginians took with them when they moved. DA: Allow those who have a difficult time with handwriting to type their paragraph.

Day 125 HKSOL – SS – 4 – 4.7 Civil War; Difference between northern and southern states The teacher will make a timeline of the events leading up to the Civil War. They will include the events of Nat Turner, the try to end slavery, and the Underground Railroad among other important events. The teacher will have the students make their own timeline of the events covered that led up to the Civil War. The students will participate in the discussion of the events that lead up to the Civil War. They will also closely observe the timeline that was made by the teacher. They will have to complete their own timeline of the important events leading up to the Civil War. The teachers timeline will be taken down in order for the students to be checked for how much they were paying attention. The students may take simple notes during the discussion.

Day 131 HKSOL – SS – 4 – 4.7 Civil War; Difference between northern and southern states

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 27 Character Trait: Cooperation Day 132 Day 133 Day 134 HKSOL-SS–4– HKSOL-SS–4– HKSOL–SS–4– 4.7 4.7 4.8 Role of VA in Role of VA in Reconstruction the Civil War the Civil War in VA

The teacher will look at how Virginia seceded from the Union and how West Virginia became a state. The teacher will mention some of the reasons for the succession. One of the reasons being that they could not resolve their differences on economic issues and slavery. The teacher will also show that West Virginia was formed because of Virginia seceding from the Union.

The teacher will have a timeline made of the important events of the Civil War that Virginia played an important role in. Te timeline will include the Battle of Bull Run, Robert E. Lee defeating the Union troops at Fredericksburg, Richmond falling to Grant, the sea battle, and the end of the Civil War taking place at Appomattox Court House in April of 1855.

The students will actively participate in the discussion of the succession from the Union and the forming of West Virginia. They will have to write a paragraph on the reasons what were given for either the succession from the Union or the formation of West Virginia.

The students will pay close attention to the teacher during the discussion about the important roles that Virginia held during the Civil War. The students will also research one of the major roles, mentioned above. They will present their finding in the next lesson.

The teacher will provide materials that the students need to make their presentations of their research. The teacher will have the students present in the order that the evens appear on the timeline. The teacher will help the students prepare and grade the students on their presentation of their research and their accuracy of the event. DA: Having the students present their topics is a great way to practice public speaking and to allow the students to use up extra energy. The students will finish researching their event from the timeline. They will put together a simple presentation. The students will present their research findings on the events to the class. They will have to go in the order of the events as they are listed on the timeline.

Day 135 HKSOL–SS–4– 4.8 Reconstruction in VA

The teacher will discuss with the students some of the problems that Virginia faced during the reconstruction period after the war. The problems that were faced include the ruined economy, freed slaves needing housing, food, clothing, and jobs, banks were closed, and railroad, bridges, plantations, and crops were destroyed. The teacher will discuss with the students possible ways that the problems could be helped or solved.

The teacher will discuss the measures that Virginian took during the reconstruction period to help solve the problems that they were facing. The teacher will also have the students compare their ideas for helping to deal with the problems to the actual ways that they dealt with the problems. The teacher will provide the students with a T chart to record the actual measures in relation to the measures that the students came up with in the previous lesson.

The students will actively participate in the discussion of the problems that Virginia faced during the reconstruction period. They will also offer up ways that they think could have helped in this period being discussed. They will also offer up ways that they could have helped if they were alive then.

The students will pay attention to the discussion about the measures that Virginians took during the reconstruction period. The students will compare the actual measures taken to the measures that they thought of in the previous lesson. They will record these comparisons on the T chart provided by the teacher.

Day 141 HKSOL–SS–4– 4.8 Segregation and “Jim Crow” The teacher will help the students to know what Jim Crow laws were. The teacher will look at specific Crow laws. The teacher will compare them to laws today and show the students how much the laws have changed for the good.

The students will look at what Jim Crow laws were. They will participate in comparing the crow laws to the laws of today. They will look at the differences of the laws and see how much better the laws are today than they were back then.

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 29 Character Trait: Cooperation Day 142 Day 143 Day 144 HKSOL–SS–4– HKSOL–SS–4– HKSOL–SS–4– 4.8 4.8 4.8 Segregation Importance of Importance of and “Jim Crow” Railroads, new Railroads, new industries and industries and growth of cities growth of cities The teacher will The teacher will The teacher will have a chart present the review the made of the importance of the concepts of the effects of the Jim railroads, new railroads, new Crow laws. The industries, and industries, and main effect that the growth of the growth of the will be listed is cities. The cities. The that of teacher will show teacher will segregation. It the many areas provide the will be listed with that began to students with art its definition. grow after the supplies. The The teacher will Civil War. The teacher will have have the teacher will have the students students write a a map of the paint any aspect paragraph on different areas of the concepts how they think that grew and that were they could have marked with the reviewed. They peacefully fixed railroads and can choose any the effects of the industries. area that was Jim Crow laws. discussed about the railroads, new industries, and growth of the cities. The students will The students will The students will pay close participate in the participate in the attention to the discussion about review of the chart made by the importance of railroads, new the teacher of the railroads, industries, and the effects of the new industries the growth of the Jim Crow laws. and the growth of cities. They will The students will the cities. The then paint a write a students will picture of any paragraph on closely observe area that was how they would the map and will reviewed; have tried to have to identify railroads, new peacefully the different industries, and correct he Jim areas and points the growth of the Crow laws. that were labeled cities. on the map DA: Painting presented by the can help with teacher. fine motor skills.

Day 145 HKSOL–SS–4– 4.9 VA Urbanization (1900) The teacher will help the students to come of an understanding of why Virginia changed from an agricultural to an industrial society in the 12th century. The teacher will list the reasons why agriculture started to decline. The teacher will have the students think of ways that could have helped Virginia to say an agricultural society. The students will participate in the discussion about the decline of agriculture as the society of Virginia changed from agriculture to an industrial society. The students will write a paragraph on two ways that they think would have helped the society to stay as an agricultural society.

Day 151 HKSOL–SS–4– 4.9 Desegregation and Massive Resistance in VA The teacher will help the students to come to have an understanding of how desegregation came and how it affected the people living in that day. The teacher will explain the meaning of desegregation to the students. The teacher will also explain what integration is and how it was introduced along with desegregation. The students will actively participate in the discussion about desegregation and integration. The students will learn to appreciate the concept of desegregation and integration. They will realize that if it weren’t for this, that they would most likely not have some of the good friends that they have today.

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 31 Character Trait: Respect Day 152 Day 153 Day 154 HKSOL–SS–4– HKSOL–SS–4– HKSOL–SS–4– 4.9 4.9 4.9 Desegregation Contributions Contributions and Massive of famous of famous Resistance in Americans Americans VA (1900-present) (1900-present) The teacher will The teacher will The teacher will help the students present the present to have an contributions of contributions understanding Maggie L. Walker made by Arthur about the Civil and Harry F. R. Ashe, Jr. and Rights Byrd, Sr. The L. Douglas Movement, the teacher will show Wilder. The Supreme Court the students the teacher will show ruling in 1954, impact of the two the impact of the and the Massive major two major Resistance. The contributions that contributions that teacher will show these two people these two people the students how made. made. The desegregation teacher will also and integration have a work into the worksheet for the Civil Rights students to Movement, the match the Supreme Court contributions of Ruling, and the today and the Massive previous lessons Resistance. with the person who made the contribution. The students will pay close attention to the discussion about the Civil Rights Movement, the Supreme Court Ruling, and the Massive Resistance. The students will have to write one page on how the Civil Rights Movement and the Supreme Court Ruling changed life for the good.

The students will listen to the presentation of the contributions made by Maggie Walker and Harry Byrd, Sr. The students will also have to write a paragraph on how the contributions helped the state and the rest of the United States. DA: Allow those students who have difficulty with handwriting to type their paragraph.

The students will listen to the presentation of the contributions made by Arthur R. Ashe, Jr. and L. Douglas Wilder. The students will write a paragraph on how one of the contributions helped the state and the rest of the United States. They will also have to match the contributions from this lesson and the previous lesson to the contributor.

Day 155 HKSOL–SS–4– 4.10 Three Branches of Government) The teacher will introduce the three branches of government to the students. The teacher will provide the definition and examples of what each branch of government does in relation to each other. The teacher will provide the students with a worksheet of having to match the definition to the correct branch of government. The students will actively participate in the discussion about the three branches of government. The students will have to complete a worksheet where they will have to match the definition of a branch of government with the correct name of the branch. They will also have to identify whether the branch if city, state, or federal level.

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 33: REVIEW WEEK FOR STANDARDIZED TESTING Character Trait: Respect Day 161 Day 162 Day 163 Day 164 Day 165 HKSOL 4.1 and HKSOL 4.3 and HKSOL 4.5 and HKSOL 4.7 and HKSOL 4.9 and 4.2 4.4 4.6 4.8 4.10 The teacher will The teacher will The teacher will The teacher will The teacher will do review games do review games do review games do review games do review games and other and other and other and other and other activities activities activities activities activities concerning concerning concerning concerning concerning HKSOL 4.1 and HKSOL 4.3 and HKSOL 4.5 and HKSOL 4.7 and HKSOL 4.9 and HKSOL 4.2 to HKSOL 4.4 to HKSOL 4.6 to HKSOL 4.8 to HKSOL 4.10 to review the review the review the review the review the material for the material for the material for the material for the material for the students before students before students before students before students before the standardized the standardized the standardized the standardized the standardized testing week. testing week. testing week. testing week. testing week. The students will The students will The students will The students will The students will actively actively actively actively actively participate in the participate in the participate in the participate in the participate in the review games review games review games review games review games and other and other and other and other and other activities activities activities activities activities concerning concerning concerning concerning concerning material for material for material for material for material for HKSOL 4.1 and HKSOL 4.3 and HKSOL 4.5 and HKSOL 4.7 and HKSOL 4.9 and HKSOL 4.2 HKSOL 4.4 HKSOL 4.6 HKSOL 4.8 HKSOL 4.10 before the before the before the before the before the standardized standardized standardized standardized standardized testing week. testing week. testing week. testing week. testing week.

Day 171 HKSOL–SS–4– 4.10 Three Branches of Government

Laura Hostetler and Ava Kelley: 4th Grade Social Studies: Week 35 Character Trait: Citizenship Day 172 Day 173 Day 174 HKSOL–SS–4– HKSOL–SS–4– HKSOL–SS–4– 4.10 4.10 4.10 Industries of Industries of Prosperity; VA’s five VA’s five transportation, regions regions communication and technology

The teacher will provide the students with three different situations that should be discussed. The teacher will also divide the students into three groups representing the three branches of government. The teacher will have the students act as their assigned branch of government.

The teacher will present the different industries that are known for the five regions of Virginia (Tidewater, Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau). The teacher will have the students do research on one region and its industry.

The teacher will present the different products that are produced/found in the five different regions of Virginia. The teacher will provide the students with art supplies. The teacher will have the students draw/paint on product that is from one of the five regions of Virginia.

The teacher will present the advances that Virginia has made in transportation and communication. The teacher will ask the students what kind of advances they think that Virginia has made in transportation and communication along with technology.

The students will review their assigned branch of government. They will also have to work on the given situation on their assigned level of government. The students will do this as a role play. This activity will help the students to become familiar with and have a better understanding of the three branches of government.

The students will pay attention to the presentation of the five regions’ industries. After the presentation, the students will have to do research on one of the industries and write a paragraph on that industry, including why that industry is important. DA: Allow those who have a difficult time with handwriting to type their paragraph.

The students will pay close attention to the presentation of the products from the five regions of Virginia. The students will have to pick a product and draw or paint that particular product. After drawing the product, the student will have to write at least two sentences on why that product is important for every day life.

The students will pay close attention to the presentation about the advances that Virginia has made about transportation, communication, and technology. The students will also have to think of ways that Virginia has advanced in the given areas. They will also have to identify ways that they use the advances everyday.

Day 175 HKSOL–SS–4– 4.10 Prosperity; transportation, communication and technology The teacher will present the Federal impact on the Virginia economy. The teacher will bring up tourism to the zoos, museums, beaches, and other tourism spots as a major source of Virginia’s economy. The teacher will also mention how products that are made in Virginia are sent to different areas in the United States impacts the economy in Virginia. The students will pay close attention to the presentation about the Federal impact on the economy of Virginia. The students will identify ways that their families impact the economy in Virginia. Some of the ways identified may include buying groceries, going on vacation to the beach, or going on field trips to museums.

KEY A – art CI – community involvement – collaboration with the community CC – collaboration with colleagues CL – cultural literacy and diversity CM – communication CZ – citizenship DA – differentiation / accommodation E – evaluation GA – group activity 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 TX – text W – writing

Resources

Bednarz, S. (2003). Share our world. Teacher's book. Boston: Houghton Mifflin. Bednarz, S. (1997). Build Out Nation. Teacher’s Book Grade 5.2. Boston: Houghton Mifflin Boyd, C. D. (2005). Scott Foresman social studies. regions grade 4. Glenview, Ill: Scott Foresman. Boyd, C. D., & Berkin, C. (2005). Scott Foresman social studies building a nation. Princeton, N.J.: Recording for the Blind & Dyslexic. Fischer, Max W. (1993). American History Stimulations. California: Teacher Created Materials. Hoven, L., Apodaca, B., & Spence, P. (1990). Native Americans. Teacher created materials, TCM-285. Huntington Beach, Calif: Teacher Created Materials. Marsh, C. (2000). The big Virginia reproducible activity book! [Peachtree City, Ga.]: Gallopade International. SOL Pass. Retrieved December 8, 2007. www.solpass.org Vriesenga, Daryl. (1996). Daily Detectives: Presidents: Grades 3-5. Grand Rapids, MI: Instructional Fair.