Illinois Social Studies – 5

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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

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“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://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

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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!

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

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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.

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“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://www.connectsafely.org/

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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.)

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Resource Books:

“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://rediscover1812.com

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“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://rediscover1812.com

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“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.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

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

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.

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“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://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

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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.

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

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

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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.)

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“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

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“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.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

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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.)

“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

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

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

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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.

“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://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

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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.

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“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.freedmensbureau.com/

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

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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.

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“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

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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.

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

“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.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

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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.

“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.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

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“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.archives.gov/exhibits/charters/charters.html

http://www.billofrightsinstitute.org/

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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.

“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

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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.)

“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://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/

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

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

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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).

“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://business.pppst.com/economics.html

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