5th - Turner and Currie - Social Science Charts

Legend
A – art
AA- afternoon activity
CI – community involvement – collaboration with the community
CC – collaboration with colleagues
CL – cultural literacy and diversity
CM – communication
CZ – citizenship
DA – differentiation / accommodation
DR- drama
E – evaluation
G- game
GA – group activity
I- instruction
IR- independent reading
L – literacy
LA – Language Arts
LI – listening
LS – life skills
H – health
HS – home / school connection – collaboration with families
HW – homework
M – math
MA – manipulative activity
MO – movement / physical education
MU – music
OL – oral language / public speaking
PS – problem solving / critical thinking
R – reading
S – science
SS – social studies
T – technology
TE- testing
TX – text
W – writing
WU- warm-up activity
Week 1 Social Science Chart
Tekla Currie & Kristen Turner
Day 1 Day 2 Day 3 Day 4 Day 5
NO SOCIAL SCIENCE THIS WEEK


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

read pg. 20-24 of
their textbook.

Native Americans Native Americans Native Americans Native Americans Native Americans
I: Teacher will I: Teacher will I: Teacher will I: Teacher will I/OL: Teacher will
give students a give the students a give the students a give the students a review Native
handout on packet on packet entitled packet entitled Americans with
Europeans and Europeans and Native Americans. Native Americans her students.
Indians. Native Americans. and the White Students will be
W/PS: Students Settlers. allowed to ask any
W/PS: Students W/PS: Students will use a questions that they
will look up and will look up and dictionary to look W/PS: Students would like.
record the record the up and record the will use a
following words in following words in following words: dictionary to look R: Teacher will
the dictionary. a dictionary. o Different up and record the read a short story
o Unknown o Adults o Ancestors following words: on teepees to the
o Island o Barbarian o Conflict o Oppression class.
o Ignorant o Inferior o Privately o Vanished
o Intelligence o Ignored o Differences A: Students will
o Keen OL/PS/I: Teacher o Plea o Economy then design their
will then ask the own teepee using
class pre-reading whatever craft
OL/I: Teacher will OL/PS/I: Teacher OL/PS/I: Teacher
then ask the questions. will ask pre- materials available
will ask pre-
to them.
students questions reading questions. reading questions.
that will jog their PS/SS: Students
memory before will use a map to PS/SS: Students OL: Students will
PS/SS: Students
they begin to read. locate: will develop their present their
will develop their
o Mexico map skills. teepees to the
map skills.
PS/SS: Students o Central class.
will develop their America R: Students will R: Students will
map skills. o South America then read a short then read a short DA: Students who
story entitled have difficulty
o North America. story entitled
using scissors will
R: Students will Native Americans. Native Americans
then read and the White receive a pre-cut
R: Students will
Europeans Meet Settlers. teepee shape from
read Europeans W/PS: Students
“Indians” in the the teacher.
and Native will then complete
New World. Americans. all activities that W/PS: Students
follow the reading. will then complete
W/E/PS: Students W/PS: Students all activities that
will complete the will then complete E: Teacher will follow the reading.
rest of the all activities that collect the packet.
activities that follow the reading. E: Teacher will
accompany this collect the packet.
story. E: Teacher will
collect the packet.
European Explorers European Explorers European Explorers European Explorers European Explorers
A/W: Students will I/W/PS/T/A/E: I/LI: Teacher will I: Teacher will DR: Students will
create their Class will go to the instruct the class show students a perform their
Explorer Journal. library today. on the results of map of the places explorer play for
Students will write Teacher will divide the exploration of that each of these parents, teacher,
their first entry. the students into the explorers. She explorers settled. and other classes.
Students will groups. Teacher will note the way Students will then
discuss what they will give each that the explorers have a general idea H/LS/HS:
already know group a piece of impacted America. of the exploration Students will then
about explorers. paper with the of America. have a feast with
name of an GA/DR/E: food that the
T/I: Teacher will explorer on it. Students will then DR/E/I: Students explorers might
then begin Teacher will also work in groups to will have a dress have eaten. Parents
introducing the give the students construct a skit on rehearsal of their and teacher will
students to the an envelope with a certain explorer. performance for have prepared the
different explorers. pictures of all of Students will tomorrow. Teacher food. Students will
Teacher will the explorers. perfect this skit to will evaluate and then share their
describe their Students will use where they will be offer suggestions. explorer journals
accomplishments. the computer, able to perform it Students will make with their parents.
Teacher will use books, and other in front of an those corrections
online resources to resources to create audience on and run through DA: Students with
introduce all of the a baseball card for Friday. the play again. food allergies will
explorers to the all of the explorers bring in food that
class. on the sheet. E: Teacher will W: Students will they can eat.
Students will place proof read the skits write in their Teacher will check
W: Students will the picture on the for the students. Explorer Journal. for allergies as she
write in their front of the card is preparing for the
Explorer Journal. and they will write W: Students will HW: Students will feast.
two physical traits write in their bring in the food
and three Explorer Journal. that their parents
accomplishments prepared for the
on each card. feast tomorrow.
W: Students will
write in their
Explorer Journal.

Geography Geography Geography Geography Geography
I: Teacher will PS/SS/W/E: T/W/PS/SS/E/A: I/T: Teacher will OL/A/E: Students
give students a Students will Teacher will discuss with the will present their
stack of maps. create their own reserve the students the countries to the
country. Students computer lab for importance of class. They must
A/I/GA/PA/E: will first name the students to proper have a drawing, 3D
Students will use a their country. work on their advertisement. image, or some
stapler and Students will then projects. Teacher will show concrete form of
construction paper design the shape of the students their country to
to make a map their country. sample brochures bring in. Students
book. Teacher will Students will then DA: Students who using the Elmo. will present all
then lead the class decide the do not need the Teacher will areas of their
in a large group population of their computer for their explain to the projects to the
activity in which country. Next project will bring students that the class.
they go through students will their supplies with will develop a
each of those maps design the seasons them and work on brochure to have
together. Students and climate of the floor in the guests visit their
will discover many their country. computer lab. countries.
geographical Students will then
characteristics by decide the A/SS/PS/W/E:
using these maps. geographical Students will
Teacher will formations that design a vacation
collect the map will be a part of brochure for their
book at the end of their country. country. Students
the day. Students Students will must make sure
will have chances decide if there is that they note the
to work on some of going to be a geographical
the maps dominant religion factors that would
individually. in their country. appeal to visitors.
Teacher will Teacher will
TE/E: Teacher provide a checklist provide all
will give the for the students as supplies that are
students a final they complete their need to complete
map assessment. project. Students this project.
Teacher will will make sure that Students will
collect and they have all include their
evaluate. components brochure in their
present in their final presentation
project. tomorrow.
Geography Geography Geography Geography Test 1
PS/W/E: Students GA/W/A: A/SS/PS/W: A/SS/PS: Students TE/E: Students
will be given a Students will get Teacher will then will finally pick will take test one
blank map of the back into their give the students a one explorer that that will include:
United States. groups from large plastic tray we have studied
Students will have yesterday. Students for them to place and they will use a o Geography
to properly label will be given blank their rice krispies different color gel
all of the states. flags. Students will in. Students will to draw the o Native
write the name of add major bodies exploration trail of Americans
GA/A/MA: each U.S. state on of water to their that explorer.
Students will one flag. Students rice krispy Teacher will o European
divide into groups. will then tape that outlines. Student evaluate all of the Explores
Teacher will give flag onto a will first spread maps. Teacher will
the students a toothpick. blue icing all over take a picture of
blown up blank the tray. Student each student with DA: Students who
map of the United SS/PS/A/W/E: will then place their maps. These have difficulties
States. Students Students will pick their rice krispy pictures will be testing in the
will place wax up their U.S. rice outlines on the placed on the classroom will be
paper on top of krispy outlines tray. Students will bulletin board. allowed to test in
these maps. from the back label all oceans another room
Teacher will then table. Students will with gel writing H: Students will where they are
give the students a then place the flags tools. Students will then be allowed to monitored.
clump of rice in the correct then use the eat their maps!
krispies to create a geographical writing gel to draw
formation of the location in the rice the major rivers on DA: Students with
U.S. Students will krispies. Once to their maps. food allergies will
form the outline of students have all be allowed to bring
the U.S. on top of state flags properly A/SS/PS: Teacher in a different snack
the wax paper. placed the teacher will then give the or the teacher will
Teacher will then will come to their students mini allow them to
collect the large group and evaluate chocolate chips to make and outline
maps from the the flag place on the map using a different
students. Students placements. for mountain food that they are
will place their rice Students will make regions. not allergic to.
krispy outline on any necessary
the back table to changes to their
form. outlines.

Societies west of Societies west of Societies west of Societies west of Societies west of
Africa Africa Africa Africa Africa
R/I/OL: Teacher R/I/OL: Teacher R/I/OL: Teacher T/I: Teacher will OL/PS: Students
will read Chile to will read will read Brazil to reserve the will spend the day
the class. The Argentina to the the class. The computer lab for presenting their
teacher will stop class. The teacher teacher will stop the afternoon. oral presentations
throughout the will stop throughout the of their country.
book and make throughout the book to emphasize PS/W/T/I/E: Each student will
comments about book to emphasize certain parts. Students will be give their
certain aspects. certain parts. Teacher will also given a list of other presentation. Their
pause to ask countries to the classmates will be
W/E: Students will W/A: Students guided questions west of Africa. allowed to ask
then write a one will write a one as well. Students will questions about the
page summary of paragraph choose a country countries and the
the society in description of PS/W: Students and then research student must be
Chile. Teacher will Argentina. will then construct that country. prepared to answer
collect. Students will then a Venn Diagram Students will have it.
draw a picture of comparing Brazil a worksheet to fill
PS/W: Students Argentina under to another country out for their W/E/PS: The
will then make an their writing. that we have country. teacher will then
acrostic of Chile. studied earlier in give the students a
This acrostic MO: Students will the week. W: Students will blank map of the
should include then go outside then use that world and the
characteristics of and play soccer. A/PS: Students information to type students will have
society. This is a common will draw a replica a, minimum of one to label all of the
game played in of the flag of page, report on countries west of
OL: Students will Argentina. Teacher Brazil. Students their country. Africa that we
then present their will observe the will then create a studied. Students
poems to the class. students play this new flag for OL/PS/W: will be allowed to
game. Brazil. Students Students will then use their textbooks
will present their prepare a three to find the proper
DA: Students who new flags to the minute oral locations.
have a physical class. presentation on
disability will be their country for
allowed to bring a tomorrow.
book outside and
read or they will be HW: Students will
allowed to construct their
‘referee’ the game. countries flag and
Teacher will bring it to class for
provide them with their presentation.
a whistle and a
chair to sit in if
they need one.

American colonies Social & Religion Economics Politics American colonies
I/T/W: Teacher I/LI: Teacher will I: Teacher will I/LI: Students will I/W/GA: Teacher
will introduce the explain the explain to the study the will prepare the
American colonies Pilgrims were students that there Mayflower class for their field
to the class. She religious people. was not a lot of Compact and its trip next week.
will show them a She will explain to money during influence on the Teacher will give
map of the them that one of colonial times. colonies. the students a
colonies. Students the ways in which Teacher will packet of
will then write they had social explain to the OL/LI: Teacher worksheets and
down the names of gatherings and students that most will have a class activities. Students
the thirteen celebrated their people made discussion on what will spend the
original colonies. religion was money off of the a compact is. remainder of their
Students will keep through feasts like crops that they time working on
the list in their the first sold. Teacher will W/PS/GA: The these worksheets
notebook. Thanksgiving then explain that class will then and activities.
feast. the children did create their own These worksheets
I: Teacher will not have toys like compact. will help them
then show the R: Teacher will they do today. remember things
students what read First PS/GA/SS: The about the colonial
clothing was worn Thanksgiving to A: Students will class will then hold life.
during colonial the class. then make spoon elections for the
times. dolls like the ones instillation of a W/E: Students will
H/CF: Class will the colonial new class rule. then write a two
I: Students will have a children us to play paragraph
make their own Thanksgiving feast with. Students will expectation of their
replica outfits out like the one the have the field trip next
of various Pilgrims would opportunity to week. Teacher will
materials. Boys have had. Teacher decorate their dolls collect.
will make the boys and parents will whatever why they
outfits and girls supply all of the want to. H: Teacher will
will make a girl food. review proper
outfit. Students hygiene with the
will save these DA: Students with children. She will
outfits until Friday food allergies will explain to them
when they do a skit bring in food that that is important
with them. they can eat. If for them to stay
teacher can healthy for the big
provide it for them field trip.
she will.

Colonial lifestyles Colonial lifestyles Europe & America Europe & America Test 2
R: Teacher will OL/PS/CM: TE/E: Students
FIELD TRIP FIELD TRIP read Europe to the Teacher will lead will take test two
class. the class is a that will include:
Class will take an Class will still be discussion that
over night field on their overnight OL/I/CM: deals only with the o Societies west
trip to Colonial field trip to Students and comparing of of Africa
Williamsburg. Colonial teacher will then Europe &
Williamsburg. discuss what the America. Teacher o American
DA: Students who European lifestyle will select a few Colonies
cannot afford to go and cultures were. areas that can be
on this trip will compared, such as o Colonial
have a scholarship W/PS: Students economics and lifestyle
given to them by will write a one politics.
the school to paragraph o Colonial
attend this trip. No comparison of the PS/W: Students Williamsburg
student will be left European lifestyle will create a Venn
behind on this field and the Colonial Diagram o Europe &
trip unless their lifestyles. Students comparing Europe America
parents say they will need specific to America.
cannot go or they examples from DA: Students who
are in discipline their trip yesterday. T/I/W: Teacher have difficulties
trouble. will then use the testing in the
GA/OL/W/E: overhead to create classroom will be
Teacher will then a Venn Diagram allowed to test in
have the students comparison. another room
break off into Students will where they are
groups and discuss compare their monitored.
the American diagrams to the
lifestyle today. teacher’s diagram.
Students will
create a bullet
point list of
components of the
American lifestyle.
Teacher will
collect these lists.

Causes of the AR Revolution leaders American victory New government Two party system
R: Teacher will I: Teacher will T/R/W/E: Teacher I/LI/SS: Students I/OL: Teacher will
read American print off a will reserve the will receive a copy explain to the
Revolution: A character profile of computer lab and of the Articles of students the
Nonfiction the leaders of the the students will Confederation. The Federalist and
Companion to American visit this website teacher will Anti-Federalists
Revolutionary War Revolution. She http://school.disco explain to them were the first
on Wednesday to will give one veryeducation.com/ that this was the political parties in
the class. profile to each lessonplans/prog new government the U.S. Teacher
student. rams /revwar5/ that was will explain how
I/OL: The teacher and read the established after those two parties
will pause at the OL/R/E: The information there. the American formed and
end of each student will come Students will type a Revolution. worked.
chapter and to the front of the one page summary
discuss the events class and read their of the American I/OL/LI/SS: GA/SS/PS/I/DR:
of the book with profile. Students victory. Students Students will then To demonstrate
the students. will take turns will print this off receive a copy of how the parties
until everyone has and turn it in. the Declaration of worked the teacher
W/E: Students gone. Independence. will select one
will write a one DA: Student in Teacher will student’s name out
paragraph I/LS/OL: Teacher behavioral trouble explain to the a hat and that
reflection on the will then recap the will have to read students that this student will come
book. The students prominent leaders their textbook followed the to the front of the
will list the causes of the American instead of using the Article of classroom. The
of the American revolution. Teacher internet. Confederation. teacher will give
Revolution under will also take this that student a
their paragraphs. opportunity to PS/SS/W/E: symbol of
Teacher will encourage the Students will then authority. The rest
collect. students to be make up a of the class will
leaders. Class will Declaration of split in to groups
discuss ways in Independence or of three or four.
which they can be an Articles of Teacher will ask
leaders everyday. Confederation for the students to put
our class. Students together a list of
will work in the three main
groups to complete rules they want for
this project. the classroom. The
Teacher will student in authority
collect. will do the same.
Class will compare
rules and if they do
not match the
kings then they
cannot have them.

Presidents Presidents Expansion Expansion Expansion
SS/ W/ T/ PS: The SS/ W/ PS/ L: The SS/ A/ PS: The SS/ W/ A/ PS: The SS/ OL/ PS: The
teacher will give teacher will students will students will use students will give
each student five introduce the terms brainstorm about their expansion short presentations
note cards. The “federalist” and why the early booklet to add about the families
students will write “republican” to the Americans would more details. The they portrayed in
the names of the students, want to expand. teacher will assign their paragraphs
first five American explaining that The teacher will each student one of and illustrations.
presidents as the these were the first fill in any areas the the ten expansion The students will
teacher lists them two “parties” in students do not periods they have use all of their
on the board. our government, think of, including colored, and the work together as a
like “democrat” the term “manifest students will use class to put
The students will and “republican” destiny.” the school library together a book
use the computers today. She will ask to learn how about the territorial
in the computer lab the students to The students will people travelling to expansion of the
to research write down on the be given a map for each territory United States.
back of their cards 1810, 20, 30, 40, would travel,
<http://www.white whether the 50, 60, 70, 80, dress, and any
house.gov/history president was 1900, and 1920. other important
/presidents/ federalist or They will color in information about
republican (the on the ten maps the people travelling at
and write three teacher will give territories acquired the time. The
important the students this that year. The students will write
accomplishments information, students will bind a paragraph about
of each of the five explaining the their maps together a travelling family,
presidents on the policies that in order to form an and will draw a
back of their cards. aligned the expansion booklet. picture of their
president with their family, using all
party). The the information
students will use a they have learned.
classroom bulletin
to make a diagram DA- students with
of the first party reading difficulties
system of the US. will be given
Then students will books appropriate
each write a for their reading
campaign slogan level by the
for one of the teacher or
candidates, librarian.
showing
something about
their party
alignment
(Armento 131A-
B).
Inventions Inventions Movements Movements Movements
SS/ S/ W/ T/ PS: SS/ S/ W/ T/ GA/ SS/ W/ GA/ PS: SS/ CZ/ PS: The SS/ CZ: The
The teacher will PS: The teacher The teacher will students will read teacher will remind
turn on a light bulb will tell students introduce the their letters against the students what a
in the front of the how Alexander students to some slavery out loud, big role women
classroom, and ask Graham Bell major players in and display their played in the
students if anyone invented the the abolitionist pictures of the antislavery
knows who telephone. The movement, major figures. movement. She
invented the light students will use a Sojourner Truth, will read students
bulb. The teacher garden hose and Frederick The teacher will part of the
will make sure funnels to make Douglass, William tell students about Declaration of
they know that it their own “phone.” Lloyd Garrison, the Quakers who Independence, as
was Thomas The teacher will Harriet Beecher helped some slaves well as Stanton’s
Edison, and she give the students a Stowe. The escape to the Declaration of
will explain to the worksheet, and the teacher will have North to find Sentiments. The
students that a lot students will have students read from freedom. The teacher will have
of inventions we to fill in questions the textbook “A teacher will the students
rely on today were like “what happens More Perfect explain that separate into boys
invented by early when the hose is Union” (Armento) Quakers were and girls, and will
Americans. The pulled around a about each of these pioneers in many have boys sit on
teacher will use the corner players, and then political issues. one side of the
website : (http://www.inventi she will divide the The students will classroom, and
http://invention. onatplay.org/iapedu class into four brainstorm some girls on the other.
smithsonian. catorsmanual.pdf)? groups. Each political issues that The teacher will
org/centerpi group will draw a religious groups have students give
eces/edison/ the teacher will picture of one of are fighting for some reasons why
to learn how a show students four the historical today. The teacher early Americans
lightbulb works, pictures found at: figures, and write a will list on the might have been
and to see some http://www.smiths letter that they board some pros opposed or
other inventions. oniansource.org/ might have and cons of supportive or
The teacher will display/lessonplan written. religious group women’s rights.
have students write /viewdetails.aspx? advocacy for
down ways that TopicId=1003&Le DA- gifted political change The teacher will
their life would or ssonPlanId students can write (Armento 323). have the class
would not be =1011 a hypothetical come back
different before the response that the together, and all
light bulb and I/OL: The class person could have shake hands. Each
other inventions of will discuss how received from student will write a
Edison. quickly home. paragraph about
photography why all boys and
advanced because girls are equal.
so many people
used creativity to
invent new
processes.

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

Civil War Battles Civil War Battles Civil War Players Civil War Players Civil War Players
SS/ MA/ OL/ PS: SS/ GA/ H/ LS: SS/ W/ T/ PS: The SS/ W: The SS/ W/ MA: The
The teacher will The teacher will teacher will teacher will teacher will have
give each student a discuss with the explain to the introduce the the students read
map with points class how many students how the students to the Ulysses S. Grant
for the fifteen people must have Confederacy Emancipation (History Maker
major battles of the been hurt by these elected President Proclamation of Bios Series)
civil war. The battles. She will Jefferson Davis. Lincoln. Se will by Susan Bivin
students will use read the class a The students will explain how this Aller. The students
toothpicks and story about Clara compare him to proclamation will write all of the
colored flags Barton, and then President Lincoln. essentially set all important events in
anchored in play will ask the The student will slaves free, and Grant’s life on
dough to students what they use two websites, many joined the colored cards, and
chronologically know about taking http://americanciv union army to fight they will draw
see the results of care of some of ilwar.com/south/ for their freedom. illustrations for
each battle. their minor jeffdavi.html The students will each. The teacher
injuries. the write a letter to the will hang a length
The students will teacher will assign and Union as a freed of rope across the
use the text book some of the slave, explaining front of the
(Armento 350) to students to be http://home.att.net why they would be classroom, and
make note cards injured soldiers, /~rjnorton willing to fight for students will use
with the name of and some to be /Lincoln77.html their freedom. clothes pins to
each battle and the doctors, and the To make a large hang the events
important facts of class will practice comparison chart and their
each. Then the wrapping each on the board. The illustrations from
students will take others’ wounds. students will write the rope in
turns doing a The class will paragraph chronological
dramatic reading discuss reasons summaries of the order.
from their cards why this would differences
while the class have been so hard between the two
follows along, at some of the presidents.
placing their flags. battles of the civil
war (no water, too
many people,
dark).
DA- students who

have a physical
disability can be
referees, keeping
track of which
team hits the other
team’s doctor.

Civil War Effects Civil War Effects Reconstruction Reconstruction Reconstruction
SS/ W/ PS: The SS/ GA/ H/ PS: SS/ W/ PS: The SS/ W/ OL/ PS: SS/ W/ LS/ CZ/
teacher will The students will teacher will remind The students will PS: The teacher
display a variety of play a game the students that imagine what it will pass out
old photographs simulating a even though the was like to be a newspapers to the
around the room. battlefield. The war was over, there freed slave in the class. Each student
For each students will were still thirteen south. The teacher will find an article
photograph (black divide into two states that had will pass out that deals with
soldier, Abraham teams, and each seceded, and there pictures of the first equal rights as they
Lincoln, white will have five soft had to be a way to black schools in are currently. The
plantation owner, balls. One person bring them back the south, the first students will each
etc.) the student on each team will into the Union. blacks to hold read their article
will write a be the Doctor, who several offices, and aloud to the class,
paragraph about will drag the The students will sharecroppers. and they will write
what they would injured students off make a comparison The students will what progress or
have thought about the battlefield. chart between the write what they lack thereof this
the results of the The goal of each presidential and think is the article shows in
civil war. team is to hit the congressional plan significance of the civil rights since
other team’s to readmit the pictures, and they the era of
doctor. The team seceded states. will write what reconstruction
to hit the doctor some difficulties (Garcia 284).
first wins (Black). might have been.
The teacher will DA- Students who
discuss each have trouble
picture with the reading may be
class once given an article so
everyone has they do not waste
written their time searching for
hypotheses. one.

KTSOL SS 5.28: KTSOL SS 5.28: KTSOL S 5.29: KTSOL S 5.29: KTSOL S 5.29:
Immigration Immigration Events of WWI Events of WWI Events of WWI
SS/ W/ A/ PS: The SS/ MO/ PS: The SS/ LI/ W/ T/ PS: SS/ W/ PS: The SS/ W/ GA/ A/
teacher will put a students will The teacher will teacher will remind PS: The teacher
large statue of reenact the events ask the students if the students that will pass out maps
liberty on the new immigrants anyone knows why they did not think of America and
bulletin board. would go through. WW1 began. The the US should get Europe. The
The teacher and The teacher will teacher will involved. She will students will
students will set up areas for explain that then announce that follow the teacher
discus people they Ellis Island, Angel European nations they have just as she colors in
know who have Island, Hull House were competing received an percentages of
been immigrants, and a Hospital. At for land, trade and important each country
and the teacher each station the military power. telegraph showing how many
will encourage all students will take a The teacher will (remember how people were killed
the students to card with explain that new new technology in the war. The
realize that most of directions, and technology changes war?). class will discuss
them come from they will have to changed the way The teacher will the importance of
families who follow their war was fought. read the 1917 war and its costs.
emigrated to the directions. Some She will pass out telegraph to the
US. The teacher students will get cards with pictures students. The class The teacher will
will make a list of sick, others will depicting the will work in read the highlights
names, with their find jobs, some changes, and the groups to write of the Treaty of
countries of origin will die, etc. Some students will letters to president Versailles to the
beside them, and students will be discuss ways in Wilson stating class. The students
each student will children who have which each new their positions on will work in
pick one name. to work. At the technology would whether the US groups to write
the students will end, the class will make war a more should go to war. their own treaties,
use the school have a group terrible thing. The Just after the class stating what they
library to find out discussion about students will each begins working, think the
why people the hardships faced write a journal the teacher will agreements should
emigrated from by new entry stating their make a second have been. The
their country, and Immigrants, and opinion about important teacher will hang
will write a short they will discuss whether the US announcement- these treaties up
journal entry of why it was worth it should join in the that some US ships around the room.
their person. The for the immigrants war. The students have been sunk by
students will draw to move to will read aloud Germany. The
a picture of their America (freedom, their journal students will
person, and will food, etc.) entries to the class continue to write
hang the picture (most will say the their letters in light
and journal entry US should not get of the new
on the bulletin involved). developments.
board. The
students will share DA- Students with
with the class why speech difficulties
their person might will have the
have wanted to teacher read their
move to America. journal entry.

Great Depression Great Depression Great Depression Great Depression Great Depression
SS/ LS/ MA/ PS: SS/ W/ LS/ L/ PS: SS/ H/ MA/ PS: SS/ W/ R: The SS/ MA/ H/ PS:
The teacher will The teacher will The teacher will teacher will The students will
hand out fake remind the ask the students to introduce President read about the
money to the students that they think about how Roosevelt’s New Tennessee Valley
students. Every invested their people might have Deal. She will Authority, and how
student will get the money on Monday. eaten during the write on the board they built dams to
same amount, and She will show the great depression. his three goals- to create jobs, prevent
they will choose results after the The teacher will help the poor and flooding and
how they wish to market crashed. set up a mock jobless, to help the improve land. The
invest the money. The teacher will grocery store, economy, and to students will use
They can invest in announce that showing how some change the sand bags on the
stocks, in the bank, people without healthy things conditions so it playground to
or they can keep jobs and farmers became more wouldn’t happen make a mock dam,
their money. The who can’t sell their expensive than again. and then the
teacher will then crops for very some less healthy students will be a
announce that the much cannot pay things. The The students will “river” and try to
stock market has the banks back on students will use a use the school knock the dam
crashed, and their loans, so the food pyramid and library to find what down.
explain how. The banks run out of a set budget to try plans Roosevelt
teacher will pass money. Now only to make a balanced had to make these DA- Students with
out five pieces of the students who meal for their three things a physical
candy, and will kept all their “family.” happen. handicap will get
demonstrate how money have any. the title of
competition for the The class will The class will fill engineer, and the
candy could make discuss how their in the chart on the other students will
them willing to losses would affect board. have to follow
pay more for it. them. their directions for
Then the teacher The teacher will how to place some
will pass out thirty have homes for of the sand bags.
more pieces of sale on the board.
candy. The teacher A few people will
will explain that be able to buy
now the students houses, others will
do not care to be able to buy
spend more for the shacks, others
candy, because nothing at all.
there is so much. Students will write
The teacher will a journal entry
explain that the about how they
same thing feel about their
happened to economic state.
American crops The students will
and manufactured read the journal
goods in the late entries to the class.
1920s.

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

write an acrostic
poem for the Axis
and The Allies.

Civil Rights & Civil Rights & Civil Rights & Civil Rights & Sequencing
Vietnam War Vietnam War Vietnam War Vietnam War Movements
SS/ W/ GA/ MO/ SS/ W/ PS: The SS/ W: The SS/ W/ T/ CZ: The SS/ W/ MA/ GA/
PS: The students students will teacher will show teacher will have PS: The teacher
will read I Am brainstorm ways in students a map of the students visit the will hang a long
Rosa Parks, by which people Vietnam, show website length of rope
Rosa Parks and should be treated where South and http://thewall- across the front of
James Haskins. equally. The class North Vietnam are, usa.com/gallery.asp. the classroom, and
will write a book, and explain to The teacher will will give every
The teacher will with each student students that North explain to the student an
write Brown v. contributing two Vietnam wanted students that many important
Board of pages. On one Communism, and Americans have historical event.
Education, Rosa page the students the Soviet Union died to protect the Each student will
Parks, Martin will write a poem was helping them, values and rights of write their event
Luther King, Jr., about their hopes but South Vietnam this country, on the front of a
and Sandra Day and aspirations to wanted including note card, and
O’Connor on the equality. On the Democracy, so the democracy. important details
board. The class second page the US wanted to help and dates of the
will be divided students will write them. The students will event on the back
into four groups to about their own write letters of of the note card.
research these four experience with The teacher will thanks to a soldier Each student will
areas, and they discrimination or ask the students to stationed around the read their cards
will write and that of someone write a letter to the world. and the class will
perform short skits they know. president about work together to
showing the four how they feel DA- students who hang the cards in
struggles for civil about the US do not wish to write chronological
rights. fighting in a civil letters of thanks to a order on the rope.
war in another soldier can read a
country. The history book of their
students will share choice from the
their journal school library.
entries with the
class, and the
teacher will use
this to begin a
discussion about
the social activism
of the 1960s and
70s.

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

Foresman, S. The United States: Teacher’s Edition. Glenview: Pearson Education, 2005.
Garcia, J. R. et. al. Our United States: Teacher’s Edition Parsippany: Silver Burdett &
Ginn, 1997.
German, J. (1988). U.S. Geography: Know Your State. Palos Verdes Estates, California: Frank Schaffer
Publications.
Henrich, S., & Henrch, J. (1988). Story Starters on Colonial. Revolutionary America. United States:
Henrich Enterprises.
Invention Website. Retrieved 12/04/07 from
http://www.inventionatplay.org/iapeducatorsmanual.pdf
Kamma, A. (2001). First Thanksgiving. New York: Scholastic, Inc.
Knowlton, J. (1997). Geography from A to Z: A Picture Glossary. New York: Harper Collins.
Leacock, E. (1993). Map Skills: The United States. Austin, Texas: Steck-Vaughn Company.
McNair, S. (2000). Chile. New York: Scholastic Library Publications.
Milliken, L. (1996). Colonial American Activity Book: Explore Colonial Times Through Art, Crafts,
Cooking and Historical Aids. Dana Point, California: Edupress, Inc.
Peterson, D. (1998). Europe. New York: Scholastic Library Publishing.
Petty, K. (2000). The Amazing Pop-up Geography Book. New York: Penguin Young Readers Group.
Presidents Website. Retrieved 12/05/07 from
<http://www.whitehouse.gov/history/presidents/
Smithsonian Museum Websites. Retrieved 12/05/07 from the following:
http://invention.smithsonian.org/centerpieces/edison/
http://www.smithsoniansource.org/display/lessonplan/viewdetails.aspx?TopicId=1003&LessonPla
nId=1011
Raff, T. (2007) The American Revolution: Victory. Retrieved December 6, 2007 from
http://school.discoveryeducation.com/lessonplans/programs/revwar5/
Rushdoony, H.A. (1983). The Language of Maps. Belmont, California: MAKEMASTER Blackline
Masters.
Vietnam Veterans Memorial Website. Retrieved 12/07/07 from http://thewall-
usa.com/gallery.asp.

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Legend

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

HW: Students will

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

DA- students who

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

The students will

NO SOCIAL SCIENCE THIS WEEK

NO SOCIAL SCIENCE THIS WEEK

Abraham Lincoln Website. Retrieved 12/07/07 from

New York: Educational Activities, Inc.

New Jersey: Modern Curriculum Press.

Parsippany, New Jersey: Modern Curriculum Press.

Armento, B. J. et al. A More Perfect Union: Teacher’s Edition. Boston: Houghton

Bernstein, V. (1995). America’s Story. Austin, Texas: Steck-Vaughn Company.

Black, H. Dodgeball War. Retrieved 12/07/07 from

California: Teacher Created Materials, Inc.

Jersey: Good Year Books.

Civil War Website. Retrieved 12/04/07 from

Dahl, M.S. (1997). Brazil. Mankato, Minnesota: Coughlan Publishing.

Dougherty, T. (2003). Argentina. Farmington Hills, Michigan: Gale Group.

Invention Website. Retrieved 12/04/07 from

Kamma, A. (2001). First Thanksgiving. New York: Scholastic, Inc.

McNair, S. (2000). Chile. New York: Scholastic Library Publications.

Cooking and Historical Aids. Dana Point, California: Edupress, Inc.

Peterson, D. (1998). Europe. New York: Scholastic Library Publishing.

Presidents Website. Retrieved 12/05/07 from

Smithsonian Museum Websites. Retrieved 12/05/07 from the following:

Vietnam Veterans Memorial Website. Retrieved 12/07/07 from http://thewall-

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