3 Mink Weaver Social Studies Charts

Week 1-History Chart
Jennifer Mink & Sarah Weaver

Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.1 JSSOL SS 3.1 JSSOL SS 3.1 JSSOL SS 3.1 JSSOL SS 3.1
Contribution of Contribution of Contribution of Contribution of Contribution of
Different Cultures Different Cultures Different Cultures Different Cultures Different Cultures
MA/LI: The teacher A/CL/L: The students CI/LI: Students will T/LI:The class will T/LA/W: The students
will have a table will make a step book hear from a Chinese- watch a short video clip will watch a media
displayed with various with construction paper American who moved on how the English presentation on
items from different about several different to the U.S when he was language has developed DaVinci’s inventions
cultures using their texts
cultures. The teacher 15. and borrowed from and afterwards complete
and/or powerpoint notes
will show each item and various other languages. a journaling prompt.
explain what it is and GA/T: The teacher will OL/LI: The groups who
where it comes from. break students into groups had fashion and music OL/LI: The groups who OL/LI: The groups who
The teacher will explain to research contributions & dance will present had tools & weapons, had foods and helpful
what “culture” is. in certain areas by the today. and music will present inventions will present
various cultures. These today. today.
A: Students will make a areas will include DA: Students who have
culture collage to sum contributions in: fashion, hearing impairment may CC: The teacher will
up what culture they are music and dance, tools & come to the front of have a few cultural
living in, including: weapons, foods, design class to hear and see the dishes brought in from
and architecture, &
hobbies, foods, speaker. teachers to have the
helpful inventions.
language, fashions, students sample.
Students may use their
beliefs, & holidays texts, supplemental books,
and the website links from DA: The teacher will
www.usborne- have an alternative
quicklinks.com snack for any students
with food allergies
China Empire China Empire China Empire China Empire China Empire
MA/GA/LI: The class MA/MA: The teacher will LI/PS: The class will discuss PS/GA: The class will E: Students will be
will discuss some begin by using a globe to how they think Sitti will live discuss comprehension Tested on this
holidays celebrated in illustrate where China is on in another country where they and Chritical thinking section of Social
this country. They will the map in comparison to speak a different language. questions from yesterdays Science
then study pictures and the United states. reading.
discuss what they think W: In journals, students will
that the pictures are W: Students will write in predict what they think will W: In journals, students
from. their journals why they happen in the story. will discuss the girl and
think China celebrates the her grandmother’s ability
LI/MA: The teacher returning of spring. R/GA: In groups, students to understand each other.
will use a graphic will read Sitti’s Secrets by
organizer depicting who, GA/MA: The class will Shihab Nye. GA: Students will play a
what, where, and why to develop a word cluster on marble game and require
focus students’ attention the board to help illustrate MA/GA/PS: Students will no talking, such as in the
on the content. the activities that occur research and make posters of story. Then they will
during New Years. other countries they think that research other games that
R/GA/W: In reading the main language is Chinese. do not require talking.
groups, students will GA/W: In groups, students
read Celebrating a New will write a question about DA: Students acquiring W: The students will then
Year. Then, they will the lesson and then pass it English can help others write a letter home, from
create a to the right for the next understand how people who the narrator’s point of
compare/contrast chart, students to answer, then don’t speak the same view, describing some
comparing our country write another question language speak. activities in the reading.
to the people of China.
Reasons for Exploration of Reasons for Exploration of Reasons for Exploration Reasons for Exploration of Reasons for
the New World the New World of the New World the New World Exploration of the
New World
PS/MA: In order to activate GA/LA/R: In groups, LI: The teacher will PS/A/W: As a class, students PS/GA/MA/OL:
prior knowledge, students students will read the poem explain the Northwest will determine the time that Each group will
will compare and contrast a Hiawatha’s Sailing and passage and what the the explorer from each group present their
Iroquois long house with an pantomime it. European explorers traveled and then will make a poster, timeline,
Anasazi cliff house. were searching for. Each time line to sequence and story about
DA: For enrichment, of the explorer’s routes European countries voyages their assigned
PS/A: Students will students can summarize the will be explained. of exploration. explorer.
determine what explore, poem in their own words.
explorer and exploration GA/A/MA/W: In four GA/A/W: In the same groups
means. They will paint a PS/LI: The teacher will groups, students will from the previous day
picture to illustrate each. summarize the Iroquois create a floor map of the students will create a poster to
and the class will water route; each group illustrate the country that their
R/GA/ MA: Students will determine how they will be assigned a explorer came from, including
then read Explorers Come differed from the European different explorer. When their flag and other facts
to North America and will explorers. the floor map is about the country.
complete a graphic completed, students will
organizer to illustrate the W: In their journals, research their explorer LI/OL: The teacher will re-
cause and effect that students will write what with resources provided teach the reason why
exploration of the Americas differences between the and write a story from explorers were exploring with
had on the people who lived Native Americans and the the explorer’s point of the use of question/answer
there. explorers caused conflicts. view. time.
JSSOL SS 3.3 JSSOL SS 3.3 JSSOL SS 3.3 JSSOL SS 3.3 Review & Test Day
Impact of European Impact of European Impact of European Impact of European
Explorers Explorers Explorers Explorers
MU: Student will listen GA/R/TX: The students V/LI: Students will V: Students will watch a The teacher will answer
to a song about will break into groups watch a film strip video on the Age of any class questions
Columbus’ voyage. and take turns reading detailing the explorers: Discovery. about exploration.
about the interactions Christopher Newport,
LI: The teacher will
LI: The teacher will between Columbus and Juan Ponce de Leon, E: The students will be
introduce a lesson on the
launch a lesson on how his men with the and Jacques Cartier. tested.
role that the spice trade
Columbus came to Indians. Students will have a fill played in European
discover America. in the blanks note set. exploration.
PS/W/MO: Students
R/W/LA: Students will will write on the board E: Afterwards students MO/MA/PS: The students
read an excerpt from his and transfer to their will use their notes and will play an exploration
diary and write a notes the positive filmstrip knowledge to game in which students
paragraph on what they interactions and complete an activity will manage a ship. They
learned. negative interactions matching up the will have to plan ahead,
explorer to a specific manage money, and react
to given situations.
LI: The teacher will fact.
discuss how the lives of DA: Students with
Europeans and the learning disabilities will
Indians were changed have a teacher aid help
forever. them.
Interpret Maps, Tables, Interpret Maps, Tables, Interpret Maps, Tables, Interpret Maps, Tables, Interpret Maps, Tables,
Graphs and Charts Graphs and Charts Graphs and Charts Graphs and Charts Graphs and Charts
LI/V: The teacher will V/L: The teacher will GA/CM/PS/MO: The T/LI: The teacher will LI/T: The teacher will
show and explain the have different maps on students will be given a reiterate the uses of have a PowerPoint
various types maps, the board displayed ie: survey of questions to graphs. The students will presentation about
tables, graphs, and topographical, ask in a large group. look at a graph on the charts.
charts, and what they geographical, etc. The groups will need to ELMO and discuss what it
means.
are used for. Students will receive a organize their data into L/HM: Students will be
handout with pictures of a table by question and MA: The students will be given a packet of charts
LI/CI: A nautical each type. number of yes and no given baggies of M&M’s and asked to answer
engineer will come in responses for each. ( An and will need to construct questions using the
and explain the A/LS: The class will be example table will be a histogram by the colors charts.
importance of the maps asked to individually provided) of the candies.
and charts he used, and make maps of the M/A: Students will be
what he used them for. classroom, paying V/CM/LI: The teacher LI/CM/MA: The results asked to turn their
The students will be careful attention to will tally up totals from will be tallied and made results from the M&M
allowed to ask detail and including a all groups on the board into a master graph. The activity into a pie chart
questions. key. and turn the information class will discuss how the putting the percentage
results compare or differ.
into one giant table. The Students may eat their and number in the
OL/MO: A few class will discuss and M&M’s. middle. Charts should
volunteers will be asked compare the tables be colored by the
to share theirs and results. DA: Students who cannot different M&M’s.
explain them. draw neatly wll be given
rulers to assist them.
Locate Countries and Locate Countries and Locate Countries and Locate Countries and Develop Different Map
Regions of America Regions of America Regions of America Regions of America Skills
LI/MA/E/GA: The LI: The teacher will MU: The teacher will MA/LS: The students CM/LI/HW: Students
teacher will demonstrate introduce longitude and teach a song to the class will be given the shapes will recall what they
how to use a globe to latitude. taken from Maps & of various states. They learned about latitude
find other countries. Globes, called: “A Hop, will use a map of and longitude. Students
Students will be put into MA/PS/LS: Each Skip, and a Jump” but America to locate the will use the poles and
groups and given a list student will be given a adapted to Virginia. state and which region it equator to give
of countries. Students copy of a world map is in. reference and
will use a globe to and asked to locate LI: The teacher will comparison for various
locate these countries several places by their introduce the various V/LI:The students will locations.
and place a small sticker given latitude and regions of America: the watch a video about the
over that country. The longitude. coasts, Midwest, New various regions and MA: The students will
teacher will come England, etc. what each is known for. attach maps to
around and check. M/A: The students will cardboard and use
use their maps to make A: Students will color a DA: Gifted students plastic pegs to locate an
MA/CM/MO: Students a table of the countries map using a different may also find and label area that is South,
will play a classroom that have various color for each region the capitals for states. North, West, East of a
game of Where in the characteristics, ie: On a and labeling them. certain location.
World is Carmen coast, has mountains,
SanDiego? etc.
Develop Different Map Develop Different Map Develop Different Map Effects of Geography Effects of Geography on
Skills Skills Skills on Culture Culture
LI/MA: The teacher A: Students will make a MO/GA: Student will MA/LI: The teacher LI/PS: The class will discuss
will discuss distance paper-mache globe, and be given a rough map of will show the key elements needed for
and size in relation to include labeling for all the school. The class students a map and successfully living off the
maps with the class. The four oceans, seven will be divided into discuss the geography land.The class will discuss
class will use a plastic continents, equator and several groups with of several different why people built Cahokia
bar scale with a prime meridian. different path marked locations on the map. and St. Louis.
movable needle to out. Students will stop
practice learning LS: While the globes at several location R/GA: In groups, the MA/SS: Students will use
distance and size. dry, students will points and record in students will read maps and yarn to indicate the
examine road maps what order they stopped People from Many flow of the major rivers and
MA/M/PS: The class identifying several at each location. Extra Places. their branches.
will be given blank points of interest. credit will be given to
maps and rulers and the groups who GA/PS: As a class, DA: Students will explain
asked to use the scale to DA: An adult volunteer correctly use the maps students will discuss specific examples of the
trace out distances from will be available to help and their paths to visit why the location of a effects of their major rivers.
one city to another. students with their each location. community is
They will also be given globes. important to its GA/LI/PS: In groups
a few distance in which HW/HS/LS: Students establishment, as well students will then discuss the
to pick a city and will be given a map of as its growth and population of Cahokia. They
connect it to a city that Virginia and asked to development. will then use almanacs and
would make the follow what roads will other sources to help find the
distance accurate. get them to a specific LI: The teacher will population of five or six
location. Parents may provide the class with cities in their own state.
assist key facts.
Effects of Geography Effects of Geography on Effects of Geography Effects of Geography on Effects of Geography on
on Culture Culture on Culture Culture Culture
MA/LI: The teacher LI/PS: The class will discuss LI/PS: The class will LI/PS: The class will LI/PS: The class will
will show the students key elements needed for discuss the ideas and discuss the term discuss how transportation
a map and discuss the successfully living off the life ways of the Native interdependence and is one of the causes of
geography of several land.The class will discuss Americans in Cahokia. understand why it affects change in a community.
different locations on why people built Cahokia culture and how geography
the map. and St. Louis. LI: The teacher will is related. Then, they will GA/S: In pairs, students
explain that other discuss the directions and will construct a small-scale
R/GA: In groups, the MA/SS: Students will use settlements later started the flow of rivers from model of a bridge using
students will read maps and yarn to indicate the where Cahokia source to ocean. paper clips, straws, and
People from Many flow of the major rivers and previously stood and toothpicks.
Places. their branches. explain that it became a A/W/PS: The class will
busy trading post. then view a picture from the LI/PS: Students will
GA/PS: As a class, DA: Students will explain 1850s and write in their discuss the use of the
students will discuss specific examples of the GA/W: In pairs, journals about how they Gateway Arch and then use
why the location of a effects of their major rivers. students will research think the families feel about parts of their body to
community is what safety precautions their journey. Then, they express the symbolism of
important to its GA/LI/PS: In groups should take place in will choose one family the Gateway Arch.
establishment, as well students will then discuss the floodplain areas. Then, member and write details
as its growth and population of Cahokia. They they will create about their imagination. A/GA: With partners,
development. will then use almanacs and newspaper articles students will trace the
other sources to help find the about a flood that is to OL: Students will present growth of St. Louis and
LI: The teacher will population of five or six occur and the and read what they wrote draw a scene showing
provide the class with cities in their own state. precautions people about their chosen character. pictures of the first
key facts. should take. building.
Understand Different Understand Different Understand Different Producers and Producers and Consumers
Uses of Environment Uses of Environment Uses of Environment Consumers
PS/GA: Students GA/PS: The class will W/PS/GA: In groups, V/LI: Students will MO: Students will check
will consider why discuss why it would be students will write a watch a video on items around the classroom
resources found in difficult to keep moving brief description of the Producers and to see where they are made.
nature might across the plains and be a climate in their state. Consumers. A Tally board will be made
influence the farmer at the same time. Then they will research as each country is listed and
location of farms, the types of crops and LI: The teacher will tallied for each item made
towns and cities. MA/PS: The class will animals found there. launch a formal there.
student the Farm products of explanation of
GA: In groups Nebraska map and looks for PS/LI/OL: The class producers, consumers, V/LI: The teacher will have
students will create patterns in the position of the will think and list ways goods, and services. a PowerPoint on the
lists and will classify symbols. that the cities and the interdependence of world
and organize six farms in a state are PS/CM/V/H: The class trade. The class will be
terms that will be W/LA/GA: In groups, related. Then they will will compile a list of given a picture chart with
used in the lesson. students will write a short discuss the fuels and producers/goods and various goods and where
They will use prior poem about what it is like to minerals found deep in services in their local they came from.
knowledge to guess live in a place with a long, the Earth. area, including a section
the meaning of each cold winter. They should on health related items. HW: The students are to go
word. include the effect of the GA/W/PS: The class home and look at 5
climate. will create a Venn different items recording
R/LI: The class will Diagram to help grasp where they came from.
read Communities DA: Advanced learners will the similarities and
Are Built Near write a story about a person differences between DA/HS: Parents may help
Resources. traveling down the river who coal and oil. students determine where
visits a farm near each city. items came from.
JSSOL SS 3.9 JSSOL SS 3.9 Review & Test JSSOL SS 3.10 JSSOL SS 3.10
Producers and Producers and Day Economic Systems Economic Systems
Consumers Consumers
LI: The teacher will GA/MA: The class will DA: Students LI/MA/A: The class will listen PS: The student will begin
introduce the simple play the short “Export with IEP will be to a song entitled Making their unit project and choose a
version of supply and Game” from Super Social given additional Choices and will look at goods or service to advertise.
demand. Studies. time to test pictures to identify different
items the girl may wish to have. PS/GA: The class will
V/GA: The students will
GA/R/CM: Students be shown an
research about four questions
will get into their advertisement on tv and W/PS: Students will use the pertaining to New York City,
reading groups to look asked to identify the information from the song and Portland, Phoenix, and
at a simplified article on producer, good or service, their ideas to make a list of Ellicottville.
the supply and demand and the consumer being ways that children earn, save,
of several services and targeted. Afterwards the and spend money. GA/W: In groups, students
their trends. The class students will be broken will be given the decision to
will discuss what they into groups and given W: Students will write in their move to one of the four
read, facilitated by the several magazine ads. The journals whether they would locations mentioned. They
teacher. groups will write the same want the same things as the girl will use a given decision
information on each as
pictured. Why or why not? making chart and discuss and
they did for the tv ad.
V/SS: Students will write about the considerations
watch a short video clip M/LS/HW: $100 dollar LI: The teacher will read Casey that go into their decision.
on the oil crisis of the Consumer activity to be at the Bat to the class.
70’s. turned in tomorrow. MA/GA: The class will use
HW: Students will keep a log pictures and captions to
of money spent. discuss communities.
Economic Systems Economic Systems Economic Systems Economic Choices Economic Choices
W/A: Students will draw PS: Students will make their OL: Students MA/PS: Money will be LI/OL/PS: The class will
pictures of the good or advertisement complete by will present their displayed in different discuss what a budget is,
service they chose including the name, price, goods and denominations of coins why people make budgets,
previously. and why the item should be service and bills and students will and where. They will also
bought or used. commercials to identify each discuss the terms income,
LI/OL: The class will the class. denomination. spending and saving.
discuss what sequence of W/PS: Students will finish
events is. their log of money charts and OL/GA/LA: R/OL: The class will read LA/GA: In groups
assess whether they spent Students will Earning Spending and students will be provided
GA/R/LA/OL: In groups their money wisely or not. present their Saving. Then will discuss with play money and
students will read a section sequence of how to earn money. objects for sale. They will
on Opening a Savings PS/LI/GA: The class will events plays. pantomime spending,
Account: A Sequence of discuss different methods to GA/PS/A/W: In pairs, saving and earning money.
Events. Then, they will create use in order to insure wise students will discuss if
a play on the sequence of money spending. they would use different M/GA/PS: The teacher
events which took place, ways than Robin to earn will display a budget for a
emphasizing first, next, then OL: Students will then money. Then, they will school’s end of the year
finally. present their log of money create a poster of things dinner. Students will
charts to the class and that can be done each identify the savings and
DA: Advanced students will explain if they would have week to earn money. total budget. Then they will
use sequence clue words to spent their money differently These posters will include calculate how much is
write a paragraph about their pictures and writing. needed to meet the
after-school routines. requirement.
Economic Choices Economic Choices Economic Choices Significance of Significance of
Government Government
R: The class will read PS/LI/OL: Students will OL: Students will give E: Students will R: In reading groups,
Saving Money. brainstorm ways a third- examples of a time when they take a test on students will read
grader would earn money. made wise choices when Economic Systems Communities are Built for
MA/PS: Students will use Then, the class will discuss spending money. and Choices. Government.
a newspaper how these jobs might teach
advertisement to find an them about running R: The class will read LI/OL/PS: The class will
item to buy and then make businesses. Choosing Wisely and discuss discuss that locations is
a budget to show how one the term Economic choice by important for places of
might save for it. R/OL/LI: Students will read, considering what will be government by making a
Giving to the Community. The bought with a $50 prize. Also, chart of what, who,
W: In journals, students class will discuss the reading the definition of opportunity where, and why.
will discuss the difference about Mr.Goizueta and how cost will be determined.
between Robin’s saving he contributed to the GA/PS/A: In groups,
plan and their saving plan. community. W/MA/PS: Students will students will use books,
make a chart to help them magazines, newspapers,
GA/A/MA: Three groups W/PS: Students will identify choose between two items and maps to figure out
will make a mobile an ordinary person in their they would like to purchase why they think the
illustrating ways of community who has started a and then compare their charts. nation’s capitol is located
earning saving and new business. They will write HW: Students will study for in Washington, D.C.
spending money. Students a letter to the Caring Institute test. Then, they will make a
will use pictures, artifacts, in Washington D.C. giving poster to illustrate their
captions and labels. three reasons why they should DA: Students will instead use findings and present it to
be selected. five words to make an the class.
economic choice.
Significance of Government Significance of Significance of Importance of Importance of Republican
Government Government Republican Government Government
LI/PS: The class will LI: The teacher will PS/LI/OL: The class OL/PS: The class will LI: The teacher will
discuss why the nations relay the important will review the discuss the three branches relate the three branches
capitol needs easy access contributions of Andrew, significance of of Government; the of government to their
because our government is Ellicott, Benjamin government and its President, the Congress, own community,
run by the people. Banneker, and Pierre location. They will and the Supreme Court. discussing their
L’Enfant to the building also review the terms community’s government
PS/W/MA: Students will of the National Capitol. that were discussed at W/GA: The students will and who leads the
describe the physical feature the beginning of the create an anticipation government.
of where the capitol is built. A/PS: The class will week. guide that will be used
Then they will compare and review two different during the reading to DA: Students acquiring
contrast two pictures of the drawings of what these W/OL: Each student determine if the facts English will use separate
capitol. (an old one and a men desired the capitol will be assigned two support or contradict what index cards to writ the
new one). too look at. Then they states. They will write they predicted. definition of terms.
will compare the a gazetteer entry about
DA: Advanced students will drawings to what today’s their state capitols GA/R/PS: In reading W/GA: The class will
use a map to locate the capitol looks like. including; the name, groups, students will read, discuss what the
middle of the nation today. capitol, population, How the National president’s duties are.
A/PS: Students will date it became capital, Government Works. They will write these
GA/S: In groups, students research the architecture and one interesting While reading, they will duties on the board.
will research using an of the capitol building of fact. They will then make corrections in their
encyclopedia or almanac the their state and then draw present their findings. anticipation guide also GA/W: In groups,
average temperature in D.C. a detailed picture of the The class will bind all writing down specific students will create a
building. 50 state Gazetteer’s in pages that their time line of 5 different
alphabetical order. verifications were found. presidents.
Importance of Republican Importance of Importance of Republican Importance of Importance of Republican
Government Republican Government Republican Government Government
Government
PS/GA/W: The class will put W: Students will write GA/OL/LI: The class GA: With groups, using MA/W: Students will be
these presidents in order. specific questions will discuss different provided materials, provided with maps and trace
They will research and find about the voting issues that could be dealt students will begin with their fingers the states that
one accomplishment of each process that they want with through this class creating election posters have only one representative
president during their answered in order to election process such as; and slogans. and ones with 30 or more. In
service. do their own voting bathroom rules. journals students will discuss
process. R/GA: In groups, the reasoning.
LI/OL: The class will GA: Groups will be students will read
discuss the responsibilities of GA/OL/LI: A provided time to discuss Congress Makes New DA: Students will look in the
each citizen. They will also member of a specific what the main points that Laws. newspaper for articles that
discuss the election process civic group will attend their leader is going to discuss the president or
and importance of it. class and explain the touch point on. W/PS: Students will congress.
voting process that individually find the
GA/PS: The class will do takes place when LI/OL: The class will names and addresses of PS/GA/A: The class will
their own election. First, choosing someone for begin discussing the their representatives. discuss what the Supreme
students will be divided into president of their civic importance of Congress They will then write a Court does; interprets laws. As
groups. Today, they will group. Students will and the two parts of letter asking for a a class the students will read
decide which person in their be provided with a Congress; House of picture, how long they The Supreme Court Interprets
group is going to be the time to ask their Representatives and have been in office, the Laws. Explain that some
representative of the group. questions about he Senate. issue that the judges still have wigs and in
voting process. representative is most groups have students make
concerned with and any their own wigs out of yarn.
other questions thought
necessary.
JSSOL SS 3.13 JSSOL SS 3.13 JSSOL SS 3.13 SOL TESTING SOL TESTING
Importance of Importance of Importance of
Republican Government Republican Government Republican Government
GA: The class will GA/PS/OL/W: The E: The class will take a
finish making the class voting will occur. test to assess the section
materials and speeches One person will be on Importance of
needed for their voting assigned as the Republican
process. organizer of speakers. Government.
The representatives will
GA/PS: The class will give their speeches.
participate in a game Then the class will vote
about the constitutional in a voting booth for the
convention organized in best representative.
the classroom.
GA: In groups, students

will create a chart that
shows how the national
government works.
R/OL: The class will

read or listen to the
news reports to identify
a real problem in our
nation. In groups, the
students will decide
how the problem should
be solved and then share
with the class.
Diversity of Americans Diversity of Americans Diversity of Americans Diversity of Americans Diversity of Americans
CM/M/CZ: The teacher W: Students will have a OL/CL: The class will OL/CL/LI/CM: Any LI/V: The teacher will
will conduct an in class writing prompt on how hear the short unfinished presentations read Snow in
survey and the results they spend Christmas presentations of each will go. The class will Jerusalem.
will be made into a and Thanksgiving student’s background then discuss the various
graph on Excel. The including all family and ancestors. Each backgrounds, places, LA/CM: The students
teacher will discuss the traditions. student will get 1 to 2 and/or traditions will complete a
differences even among minutes to share. involved in the character web of the 2
the class, and encourage W/V: Students will speeches. boys and their various
the class to be continue work on their DA: Students who may differences. The class
individuals reminding heritage project feel more comfortable A: The class will make will discuss the story.
them they are all organizing their reading, rather than a large poster map of all
unique. information and making memorizing can use the countries V/CL: The class will
a final draft. Students index cards to present represented in the watch a video about
V/LI: The students will should think of a prop to their background. backgrounds of the how Americans
watch a video about the bring in to accompany class. celebrate different
U.S.A being a “melting their presentations. traditions including
pot”. Jewish and Muslim
holidays from the story.
HW/CL: Students will
be given an assignment
to trace their heritage.
Native Americans Native Americans Native Americans Native Americans Native Americans
LI: The teacher will MU/CM/LI: Students V/CL: The students will V/W: Students will look MO/A/CL: Students
explain what the term will hear recordings of watch a video on the at a handout of various will take a field trip to
“native American” music from Native most common tribes in Indian crafts and lore. Amazement Square and
means. American tradition. The Virginia and their The students will in particular spend a lot
class will discuss what specific customs and complete a worksheet of time with the
LA: The students will they noticed about the traditions. describing the Monacan Indian exhibit.
complete a KWL sheet music. differences of each craft The students will be
including information CI/LI: A speaker from for the different tribes. given a list of questions
on the past lessons with LI: The teacher will the Virginia Native to answer from the
Columbus and the give a PowerPoint American Cultural A/LI/MA: The teacher displays in a scavenger
Indians. presentation on the three Center will come in and will present a lesson on hunt format.
largest North American give a presentation the symbols used to
V :The students will tribes, and the general allowing students to ask make up an Indian’s LA: Students will finish
watch a general video customs: religious questions. face. Students will have their KWL charts.
on Indian tribes. beliefs, hunting, shelter, a face cut from a paper
etc. bag, and will choose
A: Students will create symbols to paint or
an Indian name for DA: Gifted students will draw on their face.
themselves and be make a brochure on one
called this by classmates of the presented tribes. W: The students will
all week. complete a writing
activity on “An Indian
Journey”
Location of Native Location of Native Location of Native Location of Native Location of Native
Americans Americans Americans Americans Americans
Northeast Southeast Plains Southwest Great Basin
LI/V: The teacher will V/LI/CM: The teacher R/GA: The students V/LI: Students will LI: The teacher will
introduce the Iroquois will show a video on will break into groups watch a video on the give a lesson on the
League: (Mohawk, “The Five Civilized and will be given 10 warrior tradition of the similarities and
Onondaga, Tribes” The teacher will minutes to research a Southeast Indians, differences between its
Seneca,Oneida, and facilitate a discussion given tribe of the great particularly the Nvajo, nine tribes.
Cayuga) about what made these plains. Apache, and the Pueblo
Indians to be considered Indians. R: Students will read a
V/W: Students will see civilized. OL/LI: Each group will short story about Indian
a short clip about the present their tribe in a 1- A/LA: The students will women and how they
hero, Hiawatha and A/SS: Students will 2 minute presentation. do an artifact study on care for their babies.
answer a few questions create a timeline of items by these tribes:
in their notebook events with these tribes R/CL/LA: Students will whips, kachina dolls, HW/E: The class will
afterwards. interactions with the read an old newspaper ceremonial bows and be handed out a
U.S. account of the Massacre arrows, etc. worksheet with the
LA/LI: The class will at Wounded Knee and various basket and
be read a poem on the DA: Students who have write a guided journal R: The students will beadwork of the basin
hero by Henry trouble writing small, entry. read a story about the Indians. The students
Longfellow. may use a word warrior Geronimo from will be asked to match
processor to write out the Apaches. them.
their events.
Legend:
A-art
CI-community involvement
CL-cultural literacy and diversity
CM-communication
CZ-citizenship
DA-differentiation/accom
E-evaluation
GA-group activity
L-literacy
LA-language arts
LI-listening
LS-life skills
HS-collaboration with families
HW-homework
M-math
MA-manip. activity
MO-movement/physical activity
MU-music
OL-oral language
PS-problem solving
R-reading
S-science
SS-social studies
T-technology
TX-text
V-Visual
W-writing
Works Cited:
Caselli, Giovanni. (1985) The Renaissance and the New World. New York: Peter Bedrick Books
Doherty, Gillian & Claybourne, Anna. (2001) The Usborne Book of Peoples of the World. New York: Scholastic Inc.
da Costa, D. (2001). Snow in Jerusalem. Germany: Whitman Albert & Co.
Murdoch, David. (1995) North American Indians. New York: Dorling Kindersley Publishing
Van Tine, Elizabeth & (Various Authors). (1999) Super Social Studies! New York: Scholastic Inc.
Tidd, Charles & Sullivan, George. (1993) Essential Map Skills. Maplewood, New Jersey: Hammond Inc.
Marsh, Carole. (1997) Virginia Indians!: A Kid’s Look at Our State’s Chiefs, Tribes, Reservations, Powwows, Lore & More. Gallopade
Int.
Hunt, Ben W. (1954) Indian Crafts and Lore. Racine, WI: Western Publishing Company, Inc.
Frazee, Bruce & Guardia, William. (1994) Helping Your Children with Maps & Globes. Glenview, IL: GoodYearBooks
Harris, Nicholas. (2002) People of the World. Michigan: Blackbirch Press
Boehm, Richard G. (1997) Living in Our World. New York: Harcout Brace & co.
Bednarz, Sarah (1997) Share Our World. Boston: Houghton Mifflin Co.
Foresman, Scott (2005) Social Studies Communities. New York. Pearson Education Inc.
Wolff, Jean (1993) Hands On Social Studies. Grand Rapids: Instructional Fair, Inc.
Begun, Ruth Weltmann (1995) Social Skills Lessons and Activities. San Francisco: Jossy-Bass.
Forte, Imogene (1996) Integrating Instruction in Social Studies. Nashville: Incentive Publications.

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3 Mink Weaver Social Studies Charts

Enviado por

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Week 1-History Chart

Jennifer Mink & Sarah Weaver

GA: In groups, students

R/OL: The class will

CL-cultural literacy and diversity

HS-collaboration with families

da Costa, D. (2001). Snow in Jerusalem. Germany: Whitman Albert & Co.

Harris, Nicholas. (2002) People of the World. Michigan: Blackbirch Press

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