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 Curriculum Plan

Social Studies-IL

5th Grade

 

2019 – 2020

 

 

 

Resource:  Studies Weekly

 

 

 

Note:  The following is the key for “Teacher Time.”

B – below grade level

O – on grade level

A – above grade level

 

Week 1

Geography: SS.G.1.5

Resources:  Studies Weekly – N/A

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-3 American symbols, landmarks, monuments and American flag

 

B:

 

O:

 

A:

Design Your Own U.S. Symbol: Use the color chart below and design your own symbol to represent our country and its people. Describe what the symbol stands for and why you chose the colors you used.

Blue – Peace and justice

red – Bravery and courage

white -Purity and faith

yellow- Honor and loyalty

black – Grief and sorrow

orange – Strength and endurance green-  Hope

 

Allow students share out what they learned today.  Also discuss how the workshop went.
4-5 American sights and holiday B:

 

O:

 

 

Imagine a friend from another country was coming to visit you in the U.S.  Write a paragraph listing the sights you think they should see and why. Allow students share out what they learned today.  Also discuss how the workshop went.

 

Resource Books: Resource Websites:
“The Great Seal of the United States” by Norman Pearle

 

“The Great Seal of the United States” by Terri Degezelle

 

“The Lincoln Memorial” by Kristin L. Nelson

 

“Historic Monuments: The Lincoln Memorial” by Julie Hargrove

 

“The Story of the Statue of Liberty” by Betsy and Giulio Maestro

 

“L Is for Liberty” by Wendy Cheyette Lewison and Laura Freeman Hines

 

“Uncle Sam & Old Glory: Symbols of America” by Jean M. Delno

 

“Uncle Sam” by Anastasia Suen

 

“The Liberty Bell” by Lloyd G. Douglas

 

“Our Liberty Bell” by Henry Jonas Magaziner

 

“The Washington Monument” by Brent Ashabranner

 

“The Washington Monument” by Kristin L. Nelson

 

“Connor The Carver Carves Michigan’s Symbols” by Gary Elzerman

 

“The Mystic Symbol: Mark of the Michigan Mound Builders” by Henriette Mertz

 

“National Park Service” by Barry MacKintosh

 

“The United States Postal Service” by Cheryl Weant McAfee

 

“Government Services” by Ann-Marie Kishel

 

“Taxes, Taxes: Where The Money Goes” by Nancy Loewen

 

“Paying Taxes” by Sarah De Capua For Teachers

 

“Penny Wise Finds Out About Bills and Taxes” (Teacher’s Book) by Andy Flatt

 

“Uncle Sam and Old Glory: Symbols of America” by Delno C. West, Jean M. West and Christopher Manson

http://www.michigan.gov/documents/hal_mhc_moundbuilders_vaneck_85108_7.pdf

 

http://bensguide.gpo.gov/fles/Ben_Activity_webversion.pdf

 

http://www.baldeagleinfo.com/

 

www.loc.gov/rr/program/bib/ourdocs/Constitution.html

 

www.epa.gov/superfund/kids/alphabet/a.htm

 

http://www.econedlink.org/lessons/index.php?lesson=EM370&page=teacher

 

http://www.si.edu/encyclopedia_si/nmah/starfag.htm

 

 

 

Week 2

Geography SS.G.1.5 and SS.G.2.5

Resources:  Studies Weekly – N/A

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 American sights and holiday (continued) A: Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 Louisiana Purchase and Lewis and Clark expedition B:

 

O:

 

A:

Comment on what you think should have been done once the Louisiana Purchase was made. Point out that Jefferson was anxious to find out more about this unexplored land that was now part of the United States. He chose to send an expedition to explore this great new frontier. Look at the pictures of Lewis and Clark. Suggest qualifications that the leaders of this expedition should have. List these qualifications on the board.

 

Imagine you are a member of the Corps of Discovery traveling with Lewis and Clark. Describe a typical day along your journey. Using correct grammar, spelling and punctuation, tell what you ate, what you wore, how far you traveled, the new plants and animals you saw, etc. Be sure to include lots of details!

 

Allow students share out what they learned today.  Also discuss how the workshop went.
5 Technological developments and catastrophic & environmental events B: Write letters to themselves from a world 50 years in the future. Make predictions about how scientific advances and technological discoveries will have changed the future world. Predictions should be based on factual evidence presented in this week’s issue and based on the students’ own ideas and predictions. All ideas should be supported with details.

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

 

Resource Books: Resource Websites:
http://www.pbs.org/lewisandclark/

 

http://www.nationalgeographic.com/lewisandclark/resources_discoveries_animal.html and http://www.lewis-clark.org/

 

http://www.loc.gov/exhibits/lewisandclark/lewis-landc.html

 

http://www.britannica.com/EBchecked/topic/515171/

 

http://www.nps.gov/jeff/historyculture/upload/louisianapurchase.pdf

 

 

 

 

 

 

 

 

 

 

 

Week 3

Geography: SS.G.3.5 and SS.G.4.5

Resources:  Studies Weekly – weeks

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-2 Technological developments and catastrophic & environmental events (continued) O:

 

A:

Choose one of the books listed below; read it with a partner.

 

Write letters to themselves from a world 50 years in the future. Make predictions about how scientific advances and technological discoveries will have changed the future world. Predictions should be based on factual evidence presented in this week’s issue and based on the students’ own ideas and predictions. All ideas should be supported with details.

 

Allow students share out what they learned today.  Also discuss how the workshop went.
3-5 Environmental characteristics of the US as compared to other world regions B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

Resource Books: Resource Websites:
“On the Way to the Web: The Secret History of the Internet and Its Founders” by Michael A. Banks

 

“Inventions We Use for Information and Entertainment” by Jane Bidder

 

“Our 50 States: A Family Adventure across America” by Lynne Cheney and Robin Preiss Glasser

 

“The United States of America: A State-by-State Guide” by Millie Miller and Cyndi Nelson

 

“The Internet Revolution: The Not-for-Dummies Guide to the History, Technology, and Use of the Internet” by J. R. Okin

 

http://sixrevisions.com/resources/the-history-of-the-internet-in-anutshell/

 

http://www.connectsafely.org/

 

 

 

 

 

 

Week 4

History:  SS.H.1.5

Resources:  Studies Weekly – weeks 14 and 25

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-3 The War of 1812:  causes, events and effects B:

 

O:

 

A:

Explain why both Great Britain and France did not want the U.S. to ship goods to the other. (They believed the shipments of food, weapons and raw goods would give the other an advantage in the war.)

 

Why do you think the War of 1812 is sometimes called the second war for independence? (Great Britain was interfering with the U.S. by searching ships, impressing sailors and getting in the way of trade with other nations. The U.S. fought to gain independence from this interference.)

 

Why do you think the War of 1812 was both unsuccessful as well as successful? (Though the problems that caused the war were not solved with the Treaty of Ghent, the United States had regained its pride and honor and was now seen as a world power.)

 

Allow students share out what they learned today.  Also discuss how the workshop went.
4-5 World War I:  the road to war and the war begins B:

 

O:

 

Allow students share out what they learned today.  Also discuss how the workshop went

 

 

 

Resource Books:

Resource Websites:
“The War of 1812” by Rob Edelman and Audrey E. Kupferberg

 

“Black Hawk’s War” by Georgene Poulakidas

 

“Uncle Sam and Old Glory: Symbols of America” by Delno C. West, Jean M. West and Christopher Manson

 

http://americanhistory.si.edu/starspangledbanner/the-war-of-1812.aspx

 

http://rediscover1812.com

 

 

 

 

 

Week 5

History:  SS.H.1.5

Resources:  Studies Weekly – week 25

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 World War I:  the road to war and the war begins (continued) A: See previous week Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 World War I:  events of the war and the road to peace B:

 

O:

 

A:

5 The Great Depression B:

 

 

 

Resource Books: Resource Websites:
“The War of 1812” by Rob Edelman and Audrey E. Kupferberg

 

“Black Hawk’s War” by Georgene Poulakidas

 

“Uncle Sam and Old Glory: Symbols of America” by Delno C. West, Jean M. West and Christopher Manson

 

http://americanhistory.si.edu/starspangledbanner/the-war-of-1812.aspx

 

http://rediscover1812.com

 

 

 

 

Week 6

­­­­History:  SS.H.1.5

Resources:  Studies Weekly – week 27

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 The Great Depression (continued) A: Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 World War II:  lead-up to war in Europe, Asia and global events B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
5 Timelines B:   Identify a B.C.E. event.

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books: Resource Websites:
“World War II” (DK Eyewitness Books) by Simon Adams

 

“The Good Fight: How World War II Was Won” by Stephen E. Ambrose

 

“Code Talker: A Novel About the Navajo Marines of World War Two” by Joseph Bruchac

 

“A Boy at War: A Novel of Pearl Harbor” by Harry Mazer

 

“World War II” by Tom McGowen

 

“D-day Landings: the Story of the Allied Invasion” (DK Readers) by Richard Platt

 

http://www.pearlharbor.org/

 

http://www.graceproducts.com/fmnc/main.htm

 

http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=75

 

 

http://www.history.navy.mil/photos/sh-usn/usnsh-o/bb37.htm

 

http://www.ourdocuments.gov/doc.php?fash=true&doc=73

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 7

­­­­History:  SS.H.1.5 and SS.H.2.5

Resources:  Studies Weekly – weeks N/A

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-2 Timelines O:   Define B.C.E. and C.E.

 

A:   Create a B.C.E. and C.E. timeline of events within a given time period.

Timeline Poster: Have students work in pairs to research and create a timeline poster of the colonization of each of the colonial regions.

 

Locate a historic event that occurred B.C.E. on a timeline that includes both C.E. and B.C.E. events.

 

Recognize C.E. and B.C.E. on a timeline of historic events in the Western Hemisphere.

 

Define B.C.E. as “before the common era” which includes events that happened in the world before the year 1.

 

Define C.E. as the “common era” which includes events that happened in the world after the year 1.

 

Understand that events happen in order (first, second, third) using a classroom schedule.

 

Engage with a timeline that includes positive and negative numbers.

 

Engage with a ruler/yardstick to understand beginning, middle, end.

 

When introducing multiple-tier timelines, have students create a multiple-tier timeline covering their life since their birth that includes events that occurred at the local, state and national levels. Have students identify relationships among local, state and national events and their lives.

 

Have students use biographies of famous people to create multiple-tier timelines that compare events in the biography with world events. Challenge students to think about how world events may have impacted or been impacted by the actions of the famous people read about.

 

Allow students share out what they learned today.  Also discuss how the workshop went.
3-5 Antebellum Period:  abolitionist and proslavery perspectives B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

Resource Books Resource Websites
“The Discovery of the Americas” by Betsy and Giulio Maestro, 1992

 

“Meet Christopher Columbus” by James T. DeKay and John Edens, 2001

 

“Cortés and the Conquest of the Aztec Empire in World History” by Charles Flowers, 2001

 

“Kids During the Age of Exploration” by Cynthia MacGregor, 1999

 

http://timeline.thinkport.org

 

http://www.kidinfo.com/american_history/explorers.html

 

http://videos.howstuffworks.com/discovery/30586-assignment-discovery-cortez-and-the-new-world-video.htm

 

http://worldhistory.pppst.com/explorers.html

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 8

­­­­History:  SS.H.3.5

Resources:  Studies Weekly – weeks 2-4

 

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-3 Jamestown:  the early years and growth of a colony and Plymouth B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
4-5 New England colonies:  religion, government, economy, and conflict B:

 

O:

 

 

Explain why the success of Plymouth inspired more people to come to the colonies? (Plymouth was successful so that meant there might be a good chance for a better life in the colonies.)

 

Why would a man in the New England Colony feel he had more say in the government than he did in England? (Men who belonged to the church were allowed to vote in elections. This was not true in England.)

 

Colonial Region Newspaper: Create a newspaper front page that might have appeared in a colonial region newspaper. Students may choose their own region and colony to write about.

 

Reverse Questions: A list of answers is found below. Write the question for each answer. a. Quakers b. Puritans c. The New England Colonies d. The Middle Colonies e. The Southern Colonies

 

Poster: Design an advertisement to convince debtors to come to Georgia. Be sure to persuade them with as much information as possible about the benefits of relocating to the Southern colony.

Allow students share out what they learned today.  Also discuss how the workshop went.

 

Resource Books: Resource Websites:
“A Primary Source History of the Colony of Rhode Island” by Joan Axelrod-Contrada, 2006

 

“The English Colonization of North America: How Explorers and Colonists Such as Sir Walter Raleigh, John Smith, and Miles Standish Helped Establish England’s Presence in the New World” by Dan Harvey, 2003

 

“Anne Hutchinson: Religious Reformer” by Mélina Mangal, 2000

 

“A Colonial Quaker Girl: the Diary of Sally Wister 1777-1778” by Megan O’Hara, 1999

 

“The Quakers” by Jean Kinney Williams, 1998

http://www.historyforkids.org/learn/northamerica/after1500/religion/quakers.htm

 

http://www.columbia.k12.mo.us/mce/jhenry/13colonies/The%2013%20Colonies%20WebQuest.htm

 

http://www.congressforkids.net/Independence_thirteencolonies.htm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 9

­­­­­­­­History:  SS.H.3.5

Resources:  Studies Weekly – weeks 2-4

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 New England colonies:  religion, government, economy, and conflict (continued) A: Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 Middle Colonies:  founding, government, economy and society B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
5 Southern Colonies:  founding, government, economy and slavery B:

 

 

Poster: Design an advertisement to convince debtors to come to Georgia. Be sure to persuade them with as much information as possible about the benefits of relocating to the Southern colony. Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

Resource Books: Resource Websites:

 

 

 

 

Week 10

­­­­­­­­­­­­History:  SS.H.3.5

Resources:  Studies Weekly – week 6

 

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-2 Southern Colonies:  founding, government, economy and slavery O:

 

A:

Poster: Design an advertisement to convince debtors to come to Georgia. Be sure to persuade them with as much information as possible about the benefits of relocating to the Southern colony. Allow students share out what they learned today.  Also discuss how the workshop went.
3-5 The American Revolution:  the thirteen colonies under British rule B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books: Resource Websites:

 

 

 

 

 

 

 

 

 

 

 

 

Week 11

­­­­­­­­­­­­­­­­History:  SS.H.3.5

Resources:  Studies Weekly – week 6

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-3 The American Revolution:  New British taxes and the Boston Tea Party B:

 

O:

 

A:

How do you think the Sons of Liberty felt when the British taxed tea? (They were probably very upset. Not only was tea a favorite beverage but it was another example of Great Britain unfairly taxing and governing the colonies.)

 

Why did the Tea Act of 1773 anger colonists? (This act made it nearly impossible for colonists to buy tea from any other company except the British East India Company. The price of the tea was cheaper, but the colonists did not like being forced to make their purchases from only one company. They began to realize that Great Britain was keeping a tighter and tighter hold on them.)

 

Why did Great Britain choose to close Boston Harbor with the Boston Port Act of 1774? (Primarily the harbor was closed as punishment for Bostonians. The British wanted the wasted tea to be paid for and they wanted the people responsible for the loss to “pay” as well.) •

 

Do you think the Intolerable Acts were indeed “intolerable”? (Answers will vary based on students’ opinions.)

Allow students share out what they learned today.  Also discuss how the workshop went.
4-5 The American Revolution:  the rebellion begins and preparing for war B:

 

O:

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

Resource Books: Resource Websites:
“You Wouldn’t Want to Be at the Boston Tea Party! Wharf Water Tea You’d Rather Not Drink” by Peter Cook, et al, 2006

 

“Who Was George Washington?” by Roberta Edwards and True Kelley, 2009

 

“The Sons of Liberty” by Alexander Lagos, et al, 2010 60 Teacher Supplement “Justice for All: December 5, 1773 – September 5, 1774” by Amanda Stephens, 2003

 

“The Shot Heard round the World: the Battles of Lexington and Concord” by Nancy Whitelaw, 2001

 

 

 

Week 12

­­­­­­­­­­­­­­­­­­­­History:  SS.H.3.5

Resources:  Studies Weekly – week 7

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 The American Revolution:  the rebellion begins and preparing for war (continued) B:

 

O:

 

A:

See previous week Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 The American Revolution:  struggle for independence and turning the tide of the war B:

 

O:

 

A:

See previous week Allow students share out what they learned today.  Also discuss how the workshop went.
5 The American Revolution:  conclusion and aftermath B:

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

Resource Books: Resource Websites:
“Eighteen Roses Red” by Ruth H. Maxwell, 2006

 

“The Signers: the Fifty-six Stories behind the Declaration of Independence” by Dennis B. Fradin and Michael McCurdy, 2002

 

“In Defense of Liberty: the Story of America’s Bill of Rights” by Russell Freedman, 2002

 

“Wives of the Signers: the Women behind the Declaration of Independence” by Harry Clinton Green, et al, 1997

 

“George vs. George: the American Revolution as Seen from Both Sides” by Rosalyn Schanzer, 2004

 

http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm

 

http://www.historyplace.com/unitedstates/revolution/revwar-75.htm

 

http://www.historyplace.com/unitedstates/revolution/revwar-77.htm

 

http://www.americanrevolution.org/archives.html

 

http://www.americanrevolution.org/home.html

 

 

 

 

 

Week 13

­­­­­­­­­­­­­­­­­­­­­­­­History:  SS.H.3.5

Resources:  Studies Weekly – weeks 7 and 14

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-2 The American Revolution:  conclusion and aftermath (continued) O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
3-5 War of 1812:  causes, events and effects B:

 

O:

 

A:

Explain why both Great Britain and France did not want the U.S. to ship goods to the other. (They believed the shipments of food, weapons and raw goods would give the other an advantage in the war.)

 

Why did the British navy often stop and search U.S. cargo ships? (They were looking for weapons that might be sold to France. They were also looking for sailors they might impress, or force to sail for the British navy.)

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

Resource Books: Resource Websites:
“The War of 1812” by Rob Edelman and Audrey E. Kupferberg

 

“Black Hawk’s War” by Georgene Poulakidas

 

“Uncle Sam and Old Glory: Symbols of America” by Delno C. West, Jean M. West and Christopher Manson

 

http://www.si.edu/encyclopedia_si/nmah/starfag.htm

 

http://americanhistory.si.edu/starspangledbanner/the-war-of-1812.aspx

 

http://rediscover1812.com

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 14

­­­­­­­­­­­­­­­­­­­­­­­­­­­­History:  SS.H.3.5

Resources:  Studies Weekly – weeks 15-18

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-3 Antebellum Period:  economies of the North and South, abolitionist and proslavery perspectives B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
4-5 Antebellum Period:  slavery and politics B:

 

O:

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books: Resource Websites:
“If You Lived When There Was Slavery in America” by Anne Kamma and Pamela Johnson

 

“Slaves on a Southern Plantation” by Debbie Levy

 

“The Rise and Fall of American Slavery: Freedom Denied, Freedom Gained” by Tim McNeese

 

“Young Heroes of the North and South” by Lou Waryncia and Sarah Elder Hale

 

“Slave Life on the Plantation: Prisons beneath the Sun” by Richard Worth

 

http://teacher.scholastic.com/activities/bhistory/ underground_railroad/map.htm

 

http://www.historyonthenet.com/Slave_Trade/plantation.htm

 

http://www.eyewitnesstohistory.com/plantation.htm

 

 

Week 15

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­History:  SS.H.3.5

Resources:  Studies Weekly – weeks 20 and 21

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 Antebellum Period:  slavery and politics (continued) O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 The Civil War:  beginning of the war and the First Battle of Bull Run to Gettysburg B:

 

O:

 

A:

Draw a political cartoon strip showing how the Southern states seceded from the Union. (Examine other political cartoons related to the Civil War before beginning assignment at http://www.indiana.edu/~liblilly/cartoon/civilalbum.html.)

 

Write an acrostic poem for the UNDERGROUND RAILROAD.

 

Use the following website to design a Wordle™ technology art piece using words and ideas related to the Civil War: http://www.wordle.net/create.

 

Draw recruiting posters for the Union and/or Confederate Army. Students should provide enough information so that a young person would be persuaded to join the cause.

 

Create a list of interview questions you would have liked to ask a surviving Civil War soldier. Now fnd a partner and answer each other’s questions from the point of view of that soldier.

 

Create a bar graph to show the number of battles held in each state during the Civil War. Use the following website as a resource: http://www.f.edu/fellows/fellow4/may99/ss-battles.html.

 

Write a letter from the point of view of a woman at home (in the North or South) during the Civil War to her husband, brother or son at battle.

Allow students share out what they learned today.  Also discuss how the workshop went.
5 The Civil War:  war tactics and the home front and the end of the war B:

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

Resource Books: Resource Websites:
“The Mystery at Fort Sumter” by Carole Marsh

 

“The Boys’ War: Confederate and Union Soldiers Talk about the Civil War” by Jim Murphy

 

“Soldier’s Heart: a novel of the Civil War” by Gary Paulsen

 

“Behind the Blue and Gray: The Soldier’s Life in the Civil War” by Delia Ray

 

“The Election of 1860 and the Administration of Abraham Lincoln” by Arthur M. Schlesinger, Fred L. Israel and David J. Frent

 

http://www.historyplace.com/civilwar/

 

http://civilwar.si.edu/collections.html

 

http://www.history.com/topics/american-civil-war

 

http://www.bigfishgames.com/download-games/3285/hidden-mysteries-civil-war/index.html?channel=sem&identifer=usgooglcimgkcivw&WT.srch=1&v1=5577297742&v2=civil%20 war&v3=&v6=d&v7=americanhistory.mrdonn.org&gclid=CNO01_7d4KcCFRFU7AodORhF_Q    

 

http://www.civilwartraveler.com/

 

http://www.archives.gov/research/military/civil-war/photos/index.html

 

 

Week 16

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­History:  SS.H.3.5

Resources:  Studies Weekly – weeks 20-22

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 The Civil War:  war tactics and the home front and the end of the war (continued) O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 Reconstruction B:

 

O:

 

A:

Write a letter to a freedman living in the South in 1865. Explain to him what life is like in the U.S. today. Explain how the country has changed since the Civil War. How is your life today different from his life during Reconstruction? Use the main-idea/detail format. Be sure to write in complete sentences and edit your work.

 

Create a Venn diagram or other comparing and contrasting organizer to analyze the North and South during Reconstruction. Use information from this week’s issue along with independent research to support your ideas.

 

Complete the following summary: The period of Reconstruction was a ______________ in which the South _______________ and ___________________ while the North ____________, ________________ and ________________, and freedmen _________________.

 

Pretend your family members are freedmen living in the North during Reconstruction. Write a story about what your life is like now that you are no longer a slave. What are you doing? What conflicts do you still have in your life? What do you see, hear and feel? Use complete sentences and edit your work.

 

Pretend your family members are freedmen living in the North during Reconstruction. Write a story about what your life is like now that you are no longer a slave. What are you doing? What conflicts do you still have in your life? What do you see, hear and feel? Use complete sentences and edit your work.

Allow students share out what they learned today.  Also discuss how the workshop went.
5 World War I:  the road to war and the war begins B:

 

O:

 

A

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

Resource Books: Resource Websites:
“A Separate Battle: Women and the Civil War” by Ina Chang

 

“Reconstruction: America After the Civil War” by Zak Mettger

 

“Traveling the Freedom Road: from Slavery and the Civil War through Reconstruction” by Linda Barrett Osborne

 

“Forty Acres and Maybe a Mule” by Harriette Gillem Robinet

 

“Amos Fortune, Free Man” by Elizabeth Yates

 

http://www.pbs.org/civilwar/classroom/lesson_lincoln.html

 

http://www.freedmensbureau.com/

 

http://dig.library.vcu.edu/cdm4/index_cook.php?CISOROOT=/cook

 

 

 

 

 

 

 

 

 

 

 

Week 17

History:  SS.H.3.5

Resources:  Studies Weekly – week 25

 

Day Mini Lesson Teacher Time Learning Stations Ideas Wrap Up
1-2 World War I:  the road to war and the war begins (continued) B:

 

O:

 

A:

WWI Cause-and-Effect Chart: Have students make a cause and effect chart, similar to the one shown, to detail ideas related to the war.

 

Cause — WWI–Effects

1. ____  WWI ______

 

Make vocabulary cards from this week’s issue on small index cards (one side only). Students should write the word on one card and the definition on another. Have groups trade cards and place all cards face down on the floor or a desk. Students in the group should take turns turning over cards and matching words with definitions

 

Have students design a poster that honors veterans

Develop a set of picture notes that explains in words and symbols the following main idea: “The 1920s was a decade of colorful, free-spirited behavior and technological developments that came to a serious end.”

 

Research the prices of common items during the Great Depression. Compare these with the prices of similar items today. Complete the chart below. How do the prices compare? Now research the average wages earned by workers during the Great Depression and today. What conclusions can you make?

(see below for chart)

 

Study photographs of Hoovervilles during the Great Depression at the following site: http://rs6.loc.gov:8081/learn/features/timeline/depwwii/depress/hoovers.html Pretend you are a child living in a Hooverville. Create a journal detailing what life is like during this time period for you and your family.

 

Pretend you are a migrant farm worker traveling to California during the Great Depression to fnd work with your family. Write a story about your experiences in frst person. What do you see, hear and feel? Use complete sentences and edit your work.

 

Use the following resource: http://1930.mrdonn.org/index.html. Have students read the short stories at the source. Then ask students to write their own story of life during the Great Depression. Encourage students to include facts and details they may have learned in their research.

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 World War I:  events of the war and the road to peace B:

 

O:

 

A:

See previous lessons Allow students share out what they learned today.  Also discuss how the workshop went.
5 The Great Depression B:

 

 

See previous lessons Allow students share out what they learned today.  Also discuss how the workshop went.

 

Resource Books: Resource Websites:
“Peanut Butter for Cupcakes: A True Story From the Great Depression” by Donna N. Aviles

 

“The Usborne Introduction to the First World War” by Ruth Brocklehurst and Henry Brook

 

“Dust to Eat: Drought and Depression in the 1930s” by Michael L. Cooper

 

“True Stories of the First World War” by Paul Dowswell

 

“Children of the Great Depression” by Russell Freedman

 

“The War to End All Wars: World War I” by Russell Freedman

 

 

THEN and NOW:  Prices

 

THEN NOW
WOMEN’S CLOTHES
Winter coat $28
Leather or suede bag $2.25
MEN’ CLOTHES
Shirt $1
sweater $1
GAMES and TOYS

 

 

Week 18

­­­History:  SS.H.3.5

Resources:  Studies Weekly – weeks 25 and 26

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-2 The Great Depression O:

 

A:

See previous week. Allow students share out what they learned today.  Also discuss how the workshop went.
3-5 The New Deal B:  Ask students to use the newspaper to write a story about Franklin Roosevelt.

 

O: Ask students to write a story about Franklin Roosevelt in the first person. Students can use the paper, books and the Internet for research.

 

A:  Ask students to research the United Nations. What problems has this organization helped to solve? What types of activities does the UN take part in to help improve people’s lives? Create a poster to show what has been learned.

 

The New Deal was a program to help people in need during the time of the Great Depression. Research programs in your city that are available to help families in need. Students should then work together to write a classroom newsletter about how the government, businesses and non-profit agencies in their communities help people in need.

 

Research Franklin D. Roosevelt. Students should then create a “Fireside Chat” speech to give about the man. The following website is an excellent source of information: http://www.whitehouse.gov/history/presidents/fr32.html

 

Review the purpose of Roosevelt’s frequent “Fireside Chats” with the American public. Go to the following link and read the text of his frst chat: http://www.presidency. ucsb.edu/ws/index.php?pid=14540#axzz1M5YzFnVx. Next, have students write a “Fireside Chat” of their own. They should select one of the economic problems facing the American people today and write a “chat” about the problem and how the nation could attempt to solve it.

 

work in pairs to view various political cartoons related to the New Deal. (There are multiple online resources. Try http://www.nisk.k12.ny.us/fdr/.) After selecting a cartoon, students should prepare to show the cartoon to the rest of the class and discuss what the meaning of the cartoon might be. Students can then draw their own political cartoon regarding a current economic situation in the United States.

 

 

Create a set of picture notes showing the main goals of the New Deal agencies. The picture notes should use only pictures, single words or short phrases and symbols to convey the main ideas and details of the topic.

 

Students should use information from this week’s issue along with their knowledge of social studies to complete the following summary: Mount Rushmore is a type of _________________ that_______________________________.

 

Have students brainstorm modern day heroes who could have their place on Mount Rushmore. Students should write oral presentations about one hero they would choose to add to the monument. Students can present to the class and then have the class vote on the best choice to join four current day faces on the mountain. Students may then draw or use computer programs (Photoshop, etc.) to show what Mount Rushmore might look like after its remake.

 

Follow the link at the USPS website: http://about.usps.com/who-we-are/ postal-history/new-deal-art.htm to learn more about New Deal wall mural paintings commissioned to hang in the nation’s post offices. Ask students to read the history of the paintings and research paintings that might have hung (or still hang) in their community. Students may work in teams to use large butcher paper to create a mural that could hang in their school hallway

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

Resource Books: Resource Websites:
“Make Your Mark Franklin Roosevelt” by Judith St. George

“Franklin Delano Roosevelt: A Leader in Troubled Times” by Editors of Time for Kids

“Franklin D. Roosevelt (Rookie Biographies)” by Wil Mara

“World War II (First Book)” by Tom McGowen

“Growing up in World War II: 1941-1945” by Judith Pinkerton Josephson

“FDR’s Alphabet Soup: New Deal America, 1932-1939” by Tonya Bolden

 

“Out of the Dust” by Karen Hesse

 

“The Great Depression & the New Deal” by Carole Marsh

 

“The Mystery at Mount Rushmore” by Carole Marsh

 

“Climbing out of the Great Depression: The New Deal” by Sean Price

“Children of the Dust Bowl: the True Story of the School at Weedpatch Camp” by Jerry Stanley

http://www.bbc.co.uk/history/worldwars/wwone/

 

http://www.kidskonnect.com/subject-index/16-history/279-roaring-twenties.html

 

http://www.archives.gov/exhibits/new_deal_for_the_arts/

 

http://www.brainpop.com/socialstudies/ushistory/newdeal/preview.weml

 

http://www.nps.gov/moru/forkids/index.htm

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 19

­­­­­­­History:  SS.H.3.5

Resources:  Studies Weekly – week 27

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 The New Deal (continued) B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 World War II:  lead-up to war in Europe, Asia and global events B:

 

O:

 

A:

Copy and complete the following content frame to help them organize information about the countries involved in WWII. Students should complete the content frame following research. (see below)

 

create a timeline of events related to WWII from 1941-1945. After students create the timeline they should circle the three events they feel were most significant to the United States. On the back of the timeline students should write summaries of the three most significant events and explain their significance. Students should support their choices with specific facts and details.

 

Create clues for an online scavenger hunt. Students should work in groups to research World War II memorials around the world. Students can create scavenger hunt clues and then trade with other groups to learn more about WWII memorials.

 

List the ABC’s on a piece of paper. Record one idea about World War II from this week’s issue or outside research for each letter of the alphabet. The first three are done for you: A—Axis Powers – World War II group of nations against Allied Powers. The nations included Germany, Japan and Italy. B—Bomb Shelters – Also known as air-raid shelters during WWII, bomb shelters were chambers, usually built underground, to be used as protection for people should a bomb attack occur. C—China – A country in Asia occupied by Japanese forces during WWII.

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.
5 Review history through game(s) No groups today. Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

Resource Books: Resource Websites:
“World War II” (DK Eyewitness Books) by Simon Adams

 

“The Good Fight: How World War II Was Won” by Stephen E. Ambrose

 

“Code Talker: A Novel About the Navajo Marines of World War Two” by Joseph Bruchac

 

“A Boy at War: A Novel of Pearl Harbor” by Harry Mazer

 

“World War II” by Tom McGowen

 

“D-day Landings: the Story of the Allied Invasion” (DK Readers) by Richard Platt

 

http://www.pearlharbor.org

 

 

http://www.graceproducts.com/fmnc/main.htm

 

http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=75

 

 

http://www.history.navy.mil/photos/sh-usn/usnsh-o/bb37.htm

 

http://www.ourdocuments.gov/doc.php?fash=true&doc=73

 

 

 

 

 

Axis or Allied Power Country Leader Role in War

Week 20

­­­­Civics:  SS.CV.1.5

Resources:  Studies Weekly – week 9

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 Review history through game(s) No groups today. Allow students share out what they learned today.  Also discuss how the workshop went.
2 Assessment of history
3-5 Local government B:

 

O:

 

A

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

Resource Books: Resource Websites:
“The Bill of Rights: Protecting Our Freedom Then and Now” by Syl Sobel

 

“The U.S. Constitution and You” by Syl Sobel

 

“The United States Constitution: A Graphic Adaptation” by Jonathan Hennessey, Aaron McConnell

 

“We the Kids: The Preamble to the Constitution of the United States” by David Catrow

 

http://www.congressforkids.net/games/billofrights/2_billofrights.htm

 

http://www.archives.gov/exhibits/charters/charters.html

 

http://www.billofrightsinstitute.org/

 

 

Week 21

­­­­­­­­Civics:  SS.CV.1.5 (5-K.2-3)

Resources:  Studies Weekly – week 9

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-3 State government B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
4-5 Federal government B:

 

O:

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books: Resource Websites:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 22

­­­­­­­­­­­­Civics:  SS.CV.1.5 and SS.CV.4.5

Resources:  Studies Weekly – 8

 

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 Federal government (continued) A: Allow students share out what they learned today.  Also discuss how the workshop went.
2-3 The Constitution Have students divide into three teams: executive branch, legislative branch and judicial branch. The students should then have a round table discussion and debate from the point of view of the three groups regarding the system of checks and balances. Students within each group should be able to represent an “expert” opinion on the topic.

 

Founding Fathers, Samuel Adams and Thomas Jefferson had different opinions about Shays’ Rebellion. Ask the students to read the two quotes below and discuss them within their small groups. Then have each student fold a piece of paper in half “hamburger” fold. Students should copy the quote and write their response to the quote. Students should explain how each leader felt about rebellion in the new country. Jefferson: “A little rebellion now and then is a good thing. It is a medicine necessary for the sound health of government. God forbid that we should ever be twenty years without such a rebellion.” Adams: “Rebellion against a king may be pardoned or lightly punished, but the man who dares to rebel against the laws of a republic ought to suffer death.”

 

Write a letter from the viewpoint of James Madison about his “Virginia” plan for the Constitution of the United States. Why does Madison feel his ideas are best for the new nation? Give specific examples and write from Madison’s point of view.

 

Place the following sentence on the board or on a chart: The Constitutional Convention began when ___________________________________, continued when __________________________________ ___________________, and ended when ________________________________________. Students should then complete the summary structure. They should edit their final summarizations for capitalization, usage, punctuation, spelling and sentence structure.

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.
4-5 Review through game for Civics assessment No groups today. Allow students share out what they learned today.  Also discuss how the workshop went.
Resource Books: Resource Websites:
“The Founding: a Dramatic Account of the Writing of the Constitution” by Fred Barbash, 1987

 

“Checks and Balances: the Three Branches of the American Government” by Daniel E. Brannen and Lawrence W. Baker, 2005

 

“Shays’ Rebellion” by Michael Burgan, 2009

 

“We the Kids: the Preamble to the Constitution of the United States” by David Catrow, 2005

 

“The U.S. Constitution and You” by Syl Sobel and Denise Gilgannon, 2001

 

“How the U.S. Government Works” by Syl Sobel and Pam Tanzey, 1999

 

 

Week 23

­­­­Economics:  SS.EC.1.5 and SS.EC.2.5

Resources:  Studies Weekly – week N/A

Day Mini Lesson Teacher Time Learning Stations Ideas Wrap Up
1 Assessment of civics
2-4 Trade and specialization B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
5 Economics, including costs and befits B:

 

 

What is supply? (Supply is the amount of product a business has for sale.)

 

What is demand? (Demand is the amount of product that people want to buy.)

 

What usually happens to demand if a price is too high? (The demand will decrease, because people might not be willing to spend the large amount of money.)

 

What is the best situation for supply and demand? (It is best when the supply is equal to demand. Everyone who wants the good can purchase it. Everyone is happy.)

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

Resource Books: Resource Websites:
“The Young Entrepreneur’s Guide to Starting and Running a Business” by Steve Mariotti

“Kidpreneurs: Young Entrepreneurs with Big Ideas!” by Adam Toren and Matthew Toren

“Entrepreneur Extraordinaire – Grandpa Helps Emily Build A Business” by J.M. Seymour

“Kid Biz: Year Round Money-Making Projects for Young Entrepreneurs” by Bonnie Drew and Noel Drew

“The Everything Kids’ Money Book” (Everything Kids’) by Diane Mayr

“Rock, Brock, and the Savings Shock” by Sheila Bair and Barry Gott

“A Place Called Home” by Janie Lynn Panagopoulos

“Once on This Island” by Gloria Whelan

“Return to the Island” by Gloria Whelan

“Mackinac Passage: Pirate Party” by Robert A. Lytle

“Money and Motivation: An Analysis of Incentives in Industry” by William Foote Whyte


http://timelines.ws/
http://www.mackinacparks.com/colonial-michilimackinac/

http://www.econedlink.org/lessons/index.php?lesson=390&page=student

http://www.councilforeconed.org/

http://www2.scholastic.com/browse/collection.jsp?id=455

http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/settling/toledo.html

http://www.toledowar.com/

 

 

 

 

 

Week 24

­­­­­­­­Economics:  SS.EC.2.5

Resources:  Studies Weekly – week N/A

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-2 Economics, including costs and benefits (continued) O:

 

A:

See previous week Allow students share out what they learned today.  Also discuss how the workshop went.
3-5 Quantity and overall supply & demand B:

 

O:

 

A:

See previous week Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books: Resource Websites:
“Kids on Strike!” by Susan Campbell Bartoletti

 

“Industrial Revolution” by John D. Clare

 

“Kids at Work: Lewis Hine and the Crusade against Child Labor” by Russell Freedman and Lewis Wickes Hine Graphic Library:

 

“Eli Whitney and the Cotton Gin” by Jessica Gunderson

 

“Smokestacks and Spinning Jennys: Industrial Revolution” by Sean Price

 

“What Is Supply and Demand?” by Gare Thompson and Molly Aloian

 

http://worldhistory.pppst.com/industrialrevolution.html

 

http://www.nationalgeographic.com/eye/overpopulation/overpopulationintro.html

 

http://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/u2materials/eipac1.html

 

 

 

 

 

 

 

Week 25

­­­­­­­­Economics:  SS.EC.2.5

Resources:  Studies Weekly – week N/A

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-3 Supply and demand curves B:

 

O:

 

A:

See previous weeks Allow students share out what they learned today.  Also discuss how the workshop went.
4-5 Shortage and surplus, including graphs and data B:

 

O:

 

 

See previous weeks Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books: Resource Websites:
“What Is Supply and Demand?” by Gare Thompson and Molly Aloian

 

 

 

 

 

Week 26

­­­­­­­­­­­­Economics:  SS.EC.2.5 and SS.EC.FL.1.5

Developing Questions and Planning Inquiries:  SS.IS.1-2.3-5

Resources:  Studies Weekly – week 15

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 Shortage and surplus, including graphs and data A: See previous weeks and next week Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 Local government goods and services B:

 

O:

 

A:

To practice identifying cause and effect and to review goods and services, read the book “If You Give a Mouse a Cookie” by Laura Numeroff. Ask students to identify what items the mouse wanted. Continue around the room until all items wanted by the mouse are listed. Discuss how each want (or cause) produced an effect. Note that one effect becomes the next cause. Ask students to list the items the mouse wanted that were goods. Which of them was a service? (He wanted the boy to read a story.) On the last page of the story, the mouse wants a cookie to go with the milk. Ask students to predict what will happen next.

 

In groups, have students write their own version of “If You Give A Mouse a Cookie.” Students may choose to start their story with “If you give a mom a___” or choose another creative introduction. After students have fnished writing, have them share their stories with the class.

 

Post two pieces of tag board on the wall. Label one “Goods in Our Community” and the other one “Services in Our Community.” Ask students to use the yellow pages from the phone book (parents may choose to donate) to locate and cut out goods and services provided in your own community. Ask students to glue the good or service on the correct tag board. When students are fnished, go over each board and discuss goods and services available in your community.

 

 

Use the book “Rumplestiltskin’s Daughter” by Diane Stanley as a read-aloud with your students. After reading the book, make a chart on the board to show the goods or services provided by the farmer, cook, grannies and guards. Note on the chart if this is a good or a service. Discuss with students the service the king wanted the miller’s daughter to provide (spin straw into gold). Ask students to describe the economic problem the kingdom faced because of the king’s desire for more gold (things needed by the people became scarce).

 

Allow students share out what they learned today.  Also discuss how the workshop went.
5 Interest on money B:

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.
Resource Books: Resource Websites:
“What Are Goods and Services” (Economics in Action) by Carolyn Andrews

 

“Learning About Integrity from the Life of Eleanor Roosevelt” (Character Building Books) by Nancy Ellwood

 

“Goods or Services?” (Little World Social Studies) by Ellen Mitten

 

“Alexander Who Used to Be Rich Last Sunday” by Judith Viorst

 

“Rumpelstiltskin’s Daughter” by Diane Stanley

 

“If You Give a Mouse a Cookie” by Laura Numeroff.

 

http://www.econedlink.org/lessons/index.php?lid=642&type=educator

 

http://business.pppst.com/economics.html

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 27

­­­­­­­­­­­­­­­­Economics:  SS.EC.FL.1.5

­­­­­­­­­­­­­­­­­­­­Developing Questions and Planning Inquiries:  SS.IS.1-2.5

Resources:  Studies Weekly – weeks N/A

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-2 Interest on money (continued) O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
2 Review economics through class game

 

Allow students share out what they learned today.  Also discuss how the workshop went.
3 Assessment of economic
4-5 Essential and supporting questions B:

 

O:

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

Resource Books: Resource Websites:

 

 

Week 28

­­­­­­­­­­­­­­­­­­­­Developing Questions and Planning Inquiries:  SS.IS.1-4.5

Resources:  Studies Weekly – week N/A

 

Day Mini Lesson Teacher Time Learning Stations Ideas Wrap Up
1 Essential and supporting questions (continued) A: Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 Sources representing multiple points of view:  Antebellum Period and Reconstruction B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
5 Fact and opinion to determine credibility of multiple sources:   Antebellum Period and Reconstruction B:

 

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

Resource Books: Resource Websites:

 

 

 

 

Week 29

­­­­­­­­­­­­­­­­­­­­­­­­Developing Questions and Planning Inquiries:  SS.IS.4-5.5

Resources:  Studies Weekly – weeks ___

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-2 Fact and opinion to determine credibility of multiple sources:   Antebellum Period and Reconstruction (continued) O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
3-5 Claims that use evidence from multiple sources to answer essential questions B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

Resource Books: Resource Websites:

 

 

 

 

 

 

 

 

Week 30

­­­­­­­­­­­­­­­­­­­­­­­­Developing Questions and Planning Inquiries:  SS.IS.6-7.5

Resources:  Studies Weekly – week N/A

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-3 Arguments and explanations using reasoning, examples and details from multiple sources O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
4-5 Identifying local problems and ways to address them B:

 

O:

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

Resource Books: Resource Websites:

 

 

 

 

Week 31

­­­­­­­­­­­­­­­­­­­­­­­­Developing Questions and Planning Inquiries:  SS.IS.7-8.3-5

Resources:  Studies Weekly – week N/A

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1 Identifying local problems and ways to address them A:

 

 

Allow students share out what they learned today.  Also discuss how the workshop went.
2-4 Listening, consensus-building and voting procedures to decide classroom issues B:

 

O:

 

A:

Allow students share out what they learned today.  Also discuss how the workshop went.
5 Divide class into teams and have them use the skills in SS.IS to debate an issue.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books: Resource Websites:

 

 

Week 32

­­­­­­­­­­­­­­­­­­­­­­­­Developing Questions and Planning Inquiries:  SS.IS.7-8.3-5

Resources:  Studies Weekly – week N/A

 

Day Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
1-5 Divide class into teams and have them use the skills in SS.IS to debate an issue.

 

 

 

 

 

 

Resource Books: Resource Websites: