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Week of Aug. 20th - Aug. 24thAug. 20th - Aug. 24th Indicator

Review Civil War

Review Map Skills

Instructional Strategies

Resources

Websites:Harcourt Brace – http://www.hbschool.com

Smithsonian Institute – http://www.smithsonianeducation.org/students/explore_by_topic/history_culture.htmlAssessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

http://www.hbschool.com/

Week of Aug. 27th - Aug. 31stAug. 27th - Aug. 31st Indicator

5-1.1 Summarize the aims and course of Reconstruction, including the effects of Abraham Lincoln’s assassination, Southern resistance to the rights of freedmen, and agenda of the Radical Republicans. (old indicator 5-1.1)


1. Students write the vocabulary words (Reconstruction, assassination, impeachment) for this lesson in their notebook. They will illustrate each word that lends itself to illustrations. Students include an example sentence to show their understanding of each word’s meaning. A great way to do this is through Verbal Visual Vocabulary Squares. On an index card, students write the word in the center and in each of the four corners write a definition, an example sentence, an illustration, and the word’s part of speech. These can be used later as flash cards. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B

2. Compare the two attitudes from the North – 1) South should be punished; 2) South should be re-built. Students debate both viewpoints. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant D

3. Students write a reaction paper to the news of President Lincoln’s assassination from various points of view – Southern, Northern, African-American, Plantation owner, Yankee soldier, etc. Consider multiple perspectives of documents and stories. Establish chronological order in constructing one’s own historical narratives. Quadrant D

Resources

Text:Scott Foresman Social Studies: Growth of a Nation pg. 51, 107-111

Workbook:Scott Foresman Social Studies: Growth of a Nation26, 27

Web Sites:Harcourt Brace – http://www.hbschool.com

Smithsonian Institute – http://www.smithsonianeducation.org/students/explore_by_topic/history_culture.html

Learning Network – http://www.teachervision.com

American Museum of Natural History – http://www.amnh.org

Library of Congress – http://www.loc.gov

http://www.questia.com

Social Studies Help Center - How did the assassination of Abraham Lincoln affect Reconstruction? http://www.socialstudieshelp.com/Lesson_36_Notes.htm United Streaming videos http://www.unitedstreaming.comAmerican Civil War, The Reconstruction:The Lessons of ReconstructionThe Impeachment of Andrew JohnsonLincoln Assassinated, Johnson Becomes PresidentThe End of ReconstructionPresident Lincoln’s Plan for Reconstruction

S3 Curriculum Link

http://www.unitedstreaming.com/

http://www.socialstudieshelp.com/Lesson_36_Notes.htm

http://www.questia.com/

http://www.loc.gov/

http://www.amnh.org/

http://www.teachervision.com/


http://scde.mrooms.org/index.php?page=14481

Toolboxforteachers.comhttp://www.toolboxforteachers.com/

ETV Streamline SChttp://www.scetv.org/education/streamlinesc/

Study Islandwww.studyisland.com

Step Away From the Textbook: Home Court Publishers

PASS Coach Pg. 12-15

Challenge the PACT pg. 3-6Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

Week of Sept. 3rd - Sept. 7thSept. 3rd Indicator

Labor Day (Holiday) Labor Day (Holiday)Instructional Strategies

Labor Day (Holiday)Resources

Labor Day (Holiday)Assessment

Labor Day (Holiday)

Sept. 4th - Sept. 7th Indicator

5-1.2 Explain the effects of Reconstruction, including new rights under the thirteenth, fourteenth, and fifteenth amendments; the actions of the Freedmen’s Bureau; and the move from a plantation system to sharecropping. (old indicators 5-1.3, 5-1.2 5-1.4)


1. Students write the vocabulary words for this lesson in their notebook. They will illustrate each word that lends itself to illustrations. Students may include an example sentence to show their understanding of each word’s meaning. A great way to do this is through Verbal Visual Vocabulary Squares. On an index card, students write the word in the center and in each of the four corners write a definition, an example sentence, an illustration, and the word’s part of speech. These can be used later as flash cards. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B

2. Students write a journal entry from the point of view of an African American who was a slave and is now running for public office. Include details that reflect an understanding of African American life before and after the Civil War. Consider multiple perspectives of documents and stories. Quadrant C

3. Students should create a flip book with the 13th, 14th, and 15th Amendments.4. Students write the vocabulary words (relocation, Freedmen’s Bureau, scalawags, carpetbaggers) for this lesson

in their notebook. They will illustrate each word that lends itself to illustrations. Students include an example sentence to show their understanding of each word’s meaning. A great way to do this is through Verbal Visual Vocabulary Squares. On an index card, students write the word in the center and in each of the four corners write a definition, an example sentence, an illustration, and the word’s part of speech. These can be used later as flash cards. Construct maps, graphs, tables, and diagrams to display social studies information.

http://www.studyisland.com/

http://www.scetv.org/education/streamlinesc/

http://www.toolboxforteachers.com/


Quadrant A5. Students research to gather information about the support systems African Americans formed to help one

another after the Civil War. Students draw conclusions about the types of adjustments this group of Americans had to make once they gained their freedom. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B

6. Students think about the actions of the Freedmen’s Bureau. They draw a picture and write a one or two sentence summary about the actions of the Freedmen’s Bureau. Quadrant B

Resources

Text:Scott Foresman Social Studies: Growth of a Nation pg. 51, 107-111


Web Sites: The Thirteenth Amendment - Gives background for The Thirteenth Amendment. -

http://www.greatamericanhistory.net/amendment.htmThe Fourteenth Amendment - Explains ratification of 14th amendment. -

http://www.thenagain.info/WebChron/USA/14Ammend.html The Fifteenth Amendment – Explains the Fifteenth Amendment.

-http://en.wikipedia.org/wiki/Fifteenth_Amendment_to_the_United_States_Constitution

United Streaming video – http://www.unitedstreaming.comAmerican Civil War, The Reconstruction:The Lessons of ReconstructionThe Thirteenth AmendmentThe Fifteenth AmendmentThe Thirteenth and Fourteenth AmendmentsThe End of Reconstruction

S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481




Step Away from the Textbook: Home Court Publishing


Challenge the PACT pg. 7-15

Other Resources: Scott Foresman Reading Series (Basal)Black Frontiers: A History of African American Heroes in the Old West by Lillian Schlissel

Assessment






http://en.wikipedia.org/wiki/Fifteenth_Amendment_to_the_United_States_Constitution

http://www.thenagain.info/WebChron/USA/14Ammend.html

Week of Sept. 10th - Sept. 14thSept. 10th - Sept. 14th Indicator

5-1.3 Explain the purpose and motivations of subversive groups during Reconstruction and their rise to power after the withdrawal of federal troops from the South. (old indicators 5-1.4 & 5-1.5)


1. Students write the vocabulary words (discrimination, black codes, Ku Klux, Klan, impeachment, segregation) for this lesson in their notebook. They will illustrate each word that lends itself to illustrations. Students include an example sentence to show their understanding of each word’s meaning. A great way to do this is through Verbal Visual Vocabulary Squares. On an index card, students write the word in the center and in each of the four corners write a definition, an example sentence, an illustration, and the word’s part of speech. These can be used later as flash cards. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A

2. Students randomly pick a color-coded (green or blue) card first thing in the morning. Let the green card have all of the privileges for the day (first in line, restroom breaks, helpers, run errands, etc.). At the end of the day let students discuss how they felt having a specific color-coded card. Discuss discrimination. Peace Scholars: Creative Conflict Solving, “Conflict Resolution”, T54, T62 and T76. Challenge ad hominem and other illogical arguments (e.g., name calling, personal attacks, insinuation and innuendo, circular arguments). Quadrant B

3. Students research the Civil Rights Movement of the 1960s and discuss why it took over 100 years for African Americans to truly have civil rights. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

4. Students research how people in other parts of the world are still discriminated against based on sex, ethnicity, religion, etc. Explain change and continuity over time. Quadrant C

Resources

Scott Foresman Social Studies: Growth of a Nation pg. 232-238


Web Sites:Harcourt Brace – http://www.hbschool.comSmithsonian Institute – http://www.smithsonianeducation.org/students/explore_by_topic/history_culture.htmlLearning Network – http://www.teachervision.comAmerican Museum of Natural History – http://www.amnh.orgLibrary of Congress – http://www.loc.govMarco Polo Search http://www.MarcoPolosearch.orgSocial Studies Help Center - Includes examples of Black Codes.

http://www.socialstudieshelp.com/Lesson_38_Notes.htm Social Studies Help Center - Describes laws that were specifically designed to take away the political power of Blacks by

taking away their right to vote granted in the 15th amendment. - http://www.socialstudieshelp.com/Lesson_39_Notes.htm

United Streaming Video – http://www.unitedstreaming.comAmerican Civil War, The Reconstruction:

The Black Codes










http://www.MarcoPolosearch.org/

http://www.loc.gov/



http://www.smithsonianeducation.org/students/explore_by_topic/history_culture.html




PASS Coach pg. 20-27

Challenge the PACT 14-18

Assessment

Week of Sept. 17th - Sept. 21thSept. 17th - Sept. 21st Indicator

5-1.4 Compare the political, economic, and social effects of Reconstruction on different populations in the South and in other regions of the United States. (old indicators 5-1.4 & 5-1.5)


1. Students write a personal narrative about sharecropping. They will reflect on how the sharecroppers paid rent for the land, even though there was little money to get ahead. Students will pretend they are sharecroppers. They write about their feelings pertaining to sharecropping as compared with slavery, including their hope or lack of hope for the future. Distinguish between past, present, and future time. Quadrant B

2. Students conduct research on the Black Codes. Write an article from first-person point of view explaining the effect on you as an African American during the period of Reconstruction. Locate, gather, and process information from a variety of primary and secondary sources including maps. Explain change and continuity over time. Quadrant C

3. Create a chart comparing the plantation system to the system of sharecropping that came to exist in the southern states. Locate, gather, and process information from a variety of primary and secondary sources including maps. Explain change and continuity over time. Quadrant C

Resources

Text:Scott Foresman Social Studies: Growth of a Nation pg. 51, 110, 145, 182, 213, 232-239


Web Sites: Harcourt Brace – http://www.hbschool.comSmithsonian Institute – http://www.smithsonianeducation.org/students/explore_by_topic/history_culture.html Learning Network – http://www.teachervision.comAmerican Museum of Natural History – http://www.amnh.orgSocial Studies Help Center - Explains economic and social problems of freedmen. - http://www.socialstudieshelp.com/Lesson_37_Notes.htm Encyclopedia.com - Explains sharecropping - http://www.encyclopedia.com/html/s1/sharecro.asp

United Streaming Video – http://www.unitedstreaming.comAmerican Civil War, The Reconstruction:

The Lessons of ReconstructionThe End of Reconstruction




http://www.encyclopedia.com/html/s1/sharecro.asp







Toolboxforteachers.comhttp://www.toolboxforteachers.com/ETV Streamline SChttp://www.scetv.org/education/streamlinesc/Study Islandwww.studyisland.com


PASS Coach Pg. 20-27Challenge the PACT pg. 14-18Assessment

Week of Sept. 24th - Sept. 28thSept. 24th - Sept. 26th Indicator 5-2.1 Analyze the geographic and economic factors that influenced westward expansion and the ways that these factors affected travel and settlement, including physical features of the land; the climate and natural resources; and land ownership and other economic opportunities. (old indicator 5-2.1)


1. To introduce the unit, students reflect on the time in the mid-1800s when the government’s Homestead Act gave settlers land to live on in the Great Plains. Predict how these people would travel west. Compare travel in covered wagons and later using the transcontinental railroad. Identify the problems of wagon travel and the advantages of the railroad. Explain change and continuity over time. Quadrant C

2. Map : Give students a blank map of the United States for them to label in principle colors the borders as settlers moved west, mountains and rivers. Construct maps, graphs, tables, and diagrams to display social studies information. Use maps to observe and interpret geographic information and relationships. Quadrant B

3. A Changing Nation , p. 85 – Nystrom Mapping United States History to the Present. Students make flipbook maps showing growth of cattle ranges and railroads while the buffalo ranges and Indian land shrank. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant C

4. Students keep a journal of their daily life and compare it to life on the Oregon Trail. Distinguish between past, present, and future time. Quadrant B

5. Students write letters home regarding their experiences on the Oregon Trail. Include crossing rivers, hardships due to mountain ranges, etc. Explain change and continuity over time. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Quadrant B

Resources

Text:Scott Foresman Social Studies: Growth of a Nation pg. 120-121,129,136-140,142-143

Workbook:Scott Foresman Social Studies: Growth of a Nation29-35

Web Sites: OFCN’s Academy Curricular Exchange - #6 mini-lesson on pioneers and Oregon Trail - http://www.ofcn.org/cyber.serv/academy/ace/soc/elem.html

Oregon Trail- http://www.isu.edu/~trinmich/Studyguide.html

Westward Expansion - Great source of research/informational sites, online activities, and online lesson plans for Westward Movement standards. - http://edtech.kennesaw.edu/web/westward.html

United Streaming Videos – http://www.unitedstreaming.comOpening of the American West, The:


http://edtech.kennesaw.edu/web/westward.html

http://www.isu.edu/~trinmich/Studyguide.html

http://www.ofcn.org/cyber.serv/academy/ace/soc/elem.html




The Route Westward: Wagon Trains and TreacheryEntering Mountainous Country: Independence RockThe Journey WestwardLife on the Oregon TrailWestward Expansion: The Pioneer ChallengeWagon TrainsRoutes WestwardPioneer Spirit: Wagon Trails and the Oregon TrailWagon Trails

S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481Toolboxforteachers.comhttp://www.toolboxforteachers.com/ETV Streamline SChttp://www.scetv.org/education/streamlinesc/Study Islandwww.studyisland.com




Other Resources: Nystrom Grade 5 Atlas, pp. 74-75

Assessment

Week of Sept. 24 - 28thSept. 27 – 28thIndicator

5-2.2 Summarize how technologies such as railroads, the steel plow and barbed wire, federal policies such as subsidies for the railroads and the Homestead Act, and access to natural resources affected the development of the West. (old indicators 5-2.3 & 5-2.2)











Resources




Oregon Trail- http://www.isu.edu/~trinmich/Studyguide.html


United Streaming Videos – http://www.unitedstreaming.comOpening of the American West, The:The Route Westward: Wagon Trains and TreacheryEntering Mountainous Country: Independence RockThe Journey WestwardLife on the Oregon TrailWestward Expansion: The Pioneer ChallengeWagon TrainsRoutes WestwardPioneer Spirit: Wagon Trails and the Oregon TrailWagon Trails

S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481Toolboxforteachers.comhttp://www.toolboxforteachers.com/

ETV Streamline SChttp://www.scetv.org/education/streamlinesc/Study Islandwww.studyisland.com




Other Resources: Nystrom Grade 5 Atlas, pp. 74-75

Assessment

Week of Oct. 1st - Oct. 5thOct. 1st - Oct. 3









Indicator

5-2.2 Summarize how technologies such as railroads, the steel plow and barbed wire, federal policies such as subsidies for the railroads and the Homestead Act, and access to natural resources affected the development of the West. (old indicators 5-2.3 & 5-2.2)







Resources




Oregon Trail. - http://www.isu.edu/~trinmich/Studyguide.html


United Streaming Videos – http://www.unitedstreaming.comOpening of the American West, The:The Route Westward: Wagon Trains and TreacheryEntering Mountainous Country: Independence RockThe Journey WestwardLife on the Oregon TrailWestward Expansion: The Pioneer ChallengeWagon TrainsRoutes WestwardPioneer Spirit: Wagon Trails and the Oregon TrailWagon Trails

S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481Toolboxforteachers.comhttp://www.toolboxforteachers.com/







ETV Streamline SChttp://www.scetv.org/education/streamlinesc/Study Islandwww.studyisland.com




Other Resources: Nystrom Grade 5 Atlas, pp. 74-75Assessment

Week of Oct. 1st - Oct. 5thOct. 4th - Oct. 5thIndicator

5-2.3 Identify examples of conflict and cooperation between occupational and ethnic groups in the West, including miners, farmers, ranchers, cowboys, Mexican and African Americans, and European and Asian immigrants. (old indicator 5-2.4)


1. Students pretend they are an immigrant on the cattle train and write a journal entry describing a typical day on the trail. Consider multiple perspectives of documents and stories. Quadrant C

2. Use the website www.nationalgeographic.com/cattledrives.goldrush. Students explore the west with this interactive website. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B

3. Most events in history create a chain reaction. Students construct a time line putting the following events in order. Write a brief summary statement for each event and tell what cultural and ethnic groups are involved in each.

Oklahoma land rush Building of railroads “Black Migration” to Kansas Create and interpret data on time lines. Quadrant B

4. Students use primary-source documents to compare the relationship between ranchers and miners at the time of the westward expansion. Describe both the conflicts and the cooperation between the groups. Sample Classroom Activity. Quadrant C

5. Students explain why our country is like a “nation of immigrants” and how these groups contribute to American life today. Illustrate these ideas in a collage using pictures. Construct maps, graphs, tables, and diagrams to display social studies information. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

6. Groups of students report on the history of minority groups in America and how they have made our culture diverse. Distinguish between past, present, and future time. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

Resources

Text:Scott Foresman Social Studies: Growth of a Nation pg.131-133,148-161

Workbook:Scott Foresman Social Studies: Growth of a Nation36-38Web Sites: Join a Cattle Drive-http://hbschool.com/activity/cattledrive/cattledrive.html Virtual tour of San Francisco’s Chinatown – http://hbschool.com/activity/chinatown/intro.html

http://hbschool.com/activity/chinatown/intro.html

http://hbschool.com/activity/cattledrive/cattledrive.html



Western Expansion – http://daphne.palomar.edu//llewis/AIS101/101Lectures/M6/Lec61.htm Central Pacific Railroad Photographic History Museum - Chinese American Contribution to Transcontinental Railroad - http://cprr.org/Museum/Chinese.htmlChinatown - Virtual tour of San Francisco’s Chinatown - http://www.hbschool.com/activity/chinatown/pages/c06.htmlThe Gold Rush - All about the Gold Rush – Includes fun facts and teacher resources. - http://www.isu.edu/~trinmich/home.html







Challenge the PACT pg. 43-46 & 49-52

Other Resources: Nystrom Grade 5 Atlas, 70-71 Assessment

Week of Oct. 8th – 12thOct. 8th - Oct. 10th





http://www.isu.edu/~trinmich/home.html

http://www.hbschool.com/activity/chinatown/pages/c06.html

http://cprr.org/Museum/Chinese.html

http://daphne.palomar.edu//llewis/AIS101/101Lectures/M6/Lec61.htm

Indicator

5-2.3 Identify examples of conflict and cooperation between occupational and ethnic groups in the West, including miners, farmers, ranchers, cowboys, Mexican and African Americans, and European and Asian immigrants. (old indicator 5-2.4)


1. Students pretend they are an immigrant on the cattle train and write a journal entry describing a typical day on the trail. Consider multiple perspectives of documents and stories. Quadrant C

2. Use the website www.nationalgeographic.com/cattledrives.goldrush. Students explore the west with this interactive website. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B

3. Most events in history create a chain reaction. Students construct a time line putting the following events in order. Write a brief summary statement for each event and tell what cultural and ethnic groups are involved in each.

Oklahoma land rush Building of railroads “Black Migration” to Kansas Create and interpret data on time lines. Quadrant B

4. Students use primary-source documents to compare the relationship between ranchers and miners at the time of the westward expansion. Describe both the conflicts and the cooperation between the groups. Sample Classroom Activity. Quadrant C

5. Students explain why our country is like a “nation of immigrants” and how these groups contribute to American life today. Illustrate these ideas in a collage using pictures. Construct maps, graphs, tables, and diagrams to display social studies information. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

6. Groups of students report on the history of minority groups in America and how they have made our culture diverse. Distinguish between past, present, and future time. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

Resources

Text:Scott Foresman Social Studies: Growth of a Nation pg.131-133, 148-161


Web Sites: Join a Cattle Drive- http://hbschool.com/activity/cattledrive/cattledrive.html Virtual tour of San Francisco’s Chinatown – http://hbschool.com/activity/chinatown/intro.htmlWestern Expansion – http://daphne.palomar.edu//llewis/AIS101/101Lectures/M6/Lec61.htm Central Pacific Railroad Photographic History Museum - Chinese American Contribution to Transcontinental Railroad - http://cprr.org/Museum/Chinese.htmlOregon Trail- http://www.isu.edu/~trinmich/home.html










http://www.isu.edu/~trinmich/home.html

http://cprr.org/Museum/Chinese.html

http://daphne.palomar.edu//llewis/AIS101/101Lectures/M6/Lec61.htm

http://hbschool.com/activity/chinatown/intro.html

http://hbschool.com/activity/cattledrive/cattledrive.html



Other Resources: Nystrom Grade 5 Atlas, 70-71 Assessment

Week of Oct. 8th - Oct. 12thOct. 11th - 12th Indicator

5-2.4 Explain the social and economic effects of westward expansion on Native Americans, including opposing views on land ownership, Native American displacement, the impact of the railroad on the culture of the Plains Indians, armed conflict, and changes in federal policy. (old indicators 5-2.5 & 5-2.2)


1. Pair students to research one of the major battles fought during the struggle between the Indian tribes and the U.S. Research should explain where the battle took place, who fought, and why. It should also tell how the conflict was resolved. Possible battles include: Wounded Knee, Bear Paw, Birch Creek, Sand Creek, Little Big Horn, Washita, Palo Duro Canyon, Kill Deer Mountain. After the research is presented, as a class, plot the battles on a timeline working toward the granting of citizenship in 1924 as the final date. Locate, gather, and process information from a variety of primary and secondary sources including maps. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Create and interpret data on time lines. Quadrant C

2. Students read biographies and prepare a presentation for the class from a first person perspective. Make the presentation in costume. Examples might include: Buffalo Bill Cody, Crazy Horse, Chief Red Cloud, Sitting Bull, George Custer, Chief Joseph, Geronimo, Mary Jemison. Locate, gather, and process information from a variety of primary and secondary sources including maps. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Quadrant C

3. See “Railroad Ties”, Scott Foresman Social Studies Plus. Quadrant A4. Students divide a piece of paper into two columns. Head the columns before and after. Students describe each

tribe’s way of life before and after their conflict with the U.S. Government. Distinguish between past, present, and future time. Distinguish between past, present, and future time. Quadrant C

5. Students write a news account of an event from the perspective of a Native American. Consider multiple perspectives of documents and stories. Quadrant B

Resources Text: Scott Foresman Social Studies: Growth of a Nation pg.154-161

Workbook: Scott Foresman Social Studies: Growth of a Nation 36-3

Web Sites: Cherokee Displacement – http://education.yahoo.com/reference/encyclopedia/entry?id=9822Native American Removal - www.emayzine.com/lectures/native%20lecture1800-1828.htm Attitudes Toward Native Americans - Were the policies and actions toward Native Americans justified? -


S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481Toolboxforteachers.comhttp://www.toolboxforteachers.com/ETV Streamline SChttp://www.scetv.org/education/streamlinesc/





http://www.emayzine.com/lectures/native%20lecture1800-1828.htm

http://education.yahoo.com/reference/encyclopedia/entry?id=9822



PASS Coach Pg. 35-36 & 46-51


Assessment

Week of Oct. 15th - Oct. 19thOct. 15th - Oct. 17thIndicator

5-2.4 Explain the social and economic effects of westward expansion on Native Americans, including opposing views on land ownership, Native American displacement, the impact of the railroad on the culture of the Plains Indians, armed conflict, and changes in federal policy. (old indicators 5-2.5 & 5-2.2)


1. Pair students to research one of the major battles fought during the struggle between the Indian tribes and the U.S. Research should explain where the battle took place, who fought, and why. It should also tell how the conflict was resolved. Possible battles include: Wounded Knee, Bear Paw, Birch Creek, Sand Creek, Little Big Horn, Washita, Palo Duro Canyon, Kill Deer Mountain. After the research is presented, as a class, plot the battles on a timeline working toward the granting of citizenship in 1924 as the final date. Locate, gather, and process information from a variety of primary and secondary sources including maps. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Create and interpret data on time lines. Quadrant C

2. Students read biographies and prepare a presentation for the class from a first person perspective. Make the presentation in costume. Examples might include: Buffalo Bill Cody, Crazy Horse, Chief Red Cloud, Sitting Bull, George Custer, Chief Joseph, Geronimo, Mary Jemison. Locate, gather, and process information from a variety of primary and secondary sources including maps. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Quadrant C

3. See “Railroad Ties”, Scott Foresman Social Studies Plus. Quadrant A4. Students divide a piece of paper into two columns. Head the columns before and after. Students describe each

tribe’s way of life before and after their conflict with the U.S. Government. Distinguish between past, present, and future time. Distinguish between past, present, and future time. Quadrant C

5. Students write a news account of an event from the perspective of a Native American. Consider multiple perspectives of documents and stories. Quadrant B

Resources

Text: Scott Foresman Social Studies: Growth of a Nation pg. 154-161


Web Sites: Cherokee Displacement – http://education.yahoo.com/reference/encyclopedia/entry?id=9822Native American Displacement - www.emayzine.com/lectures/native%20lecture1800-1828.htm Attitudes Toward Native Americans - Were the policies and actions toward Native Americans justified? -


S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481Toolboxforteachers.comhttp://www.toolboxforteachers.com/ETV Streamline SC




http://www.emayzine.com/lectures/native%20lecture1800-1828.htm



http://www.scetv.org/education/streamlinesc/Study Islandwww.studyisland.comStep Away from the Textbook: Home Court Publishing

PASS Coach Pg. 35-36 & 46-51


Assessment

Week of Oct. 15th – 19thOct. 18th – 19th Indicator

5-3.1 Explain how the Industrial Revolution was furthered by new inventions and technologies, including new methods of mass production and transportation and the invention of the light bulb, the telegraph, and the telephone. (old indicators 5-3.1 & 5-3.2)


1. Students write a commercial radio broadcast to try to sell their new invention of the automobile, telegraph, telephone, or light bulb. Quadrant D

2. Students write a letter to a relative or friend describing how electricity and the invention of the light bulb has changed their life. Students could write the letter on light bulb shaped paper to display in class. Quadrant B

3. Ask students to come up with an idea for a new invention. Create a brochure advertising the new invention. Use the following web site for ideas: http://cuip.net/~shakiwan/lesson-template1.htm. Quadrant D

ResourcesText: Scott Foresman Social Studies: Growth of a Nation pg. 34,166-173, 206, 219-221

Workbook:Scott Foresman Social Studies: Growth of a Nation 39-41

Web Sites: Light Bulb History - Fascinating facts about the invention of the light bulb by Thomas Edison. -

http://www.ideafinder.com/history/inventions/story074.htm

Samuel F.B. Morse Papers Home Page - Invention of the telegraph- includes primary sources. - http://memory.loc.gov/ammem/sfbmhtml/sfbmhighlights01.html

Telephone History - Fascinating facts about the invention of the telephone by Alexander Graham Bell in 1876. - http://www.ideafinder.com/history/inventions/story078.htm










http://memory.loc.gov/ammem/sfbmhtml/sfbmhighlights01.html


http://cuip.net/~shakiwan/lesson-template1.htm



Oct. 26th Indicator

Professional Development/Workdays Professional Development/WorkdaysInstructional Strategies

Professional Development/WorkdaysResources

Professional Development/WorkdaysAssessment

Professional Development/WorkdaysWeek of Oct. 22nd – 26thOct. 22nd – 24thIndicator

5-3.1 Explain how the Industrial Revolution was furthered by new inventions and technologies, including new methods of mass production and transportation and the invention of the light bulb, the telegraph, and the telephone. (old indicators 5-3.1 & 5-3.2)


1. Students write a commercial radio broadcast to try to sell their new invention of the automobile, telegraph, telephone, or light bulb. Quadrant D

2. Students write a letter to a relative or friend describing how electricity and the invention of the light bulb has changed their life. Students could write the letter on light bulb shaped paper to display in class. Quadrant B

3. Ask students to come up with an idea for a new invention. Create a brochure advertising the new invention. Use the following web site for ideas: http://cuip.net/~shakiwan/lesson-template1.htm. Quadrant D

Resources

Text:Scott Foresman Social Studies: Growth of a Nation 34, 166-173, 206, 219-221


Web Sites: Light Bulb History - Fascinating facts about the invention of the light bulb by Thomas Edison. -


Samuel F.B. Morse Papers Home Page - Invention of the telegraph- includes primary sources. - http://memory.loc.gov/ammem/sfbmhtml/sfbmhighlights01.html

Telephone History - Fascinating facts about the invention of the telephone by Alexander Graham Bell in 1876. - http://www.ideafinder.com/history/inventions/story078.htm











http://memory.loc.gov/ammem/sfbmhtml/sfbmhighlights01.html


http://cuip.net/~shakiwan/lesson-template1.htm



Week of Oct. 22nd – 25th Oct. 25thIndicator

5-3.2 Explain the practice of discrimination and as well as the passage of discriminatory laws in the United States and their impact on the rights of African Americans, including the Jim Crow laws and the ruling in Plessy v. Ferguson. (old indicator 5-1.5)


1. Students write the vocabulary words (discrimination, black codes, Ku Klux, Klan, impeachment, segregation)for this lesson in their notebook. They will illustrate each word that lends itself to illustrations. Students include an example sentence to show their understanding of each word’s meaning. A great way to do this is through Verbal Visual Vocabulary Squares. On an index card, students write the word in the center and in each of the four corners write a definition, an example sentence, an illustration, and the word’s part of speech. These can be used later as flash cards. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A

2. Students randomly pick a color-coded (green or blue) card first thing in the morning. Let the green card have all of the privileges for the day (first in line, restroom breaks, helpers, run errands, etc.). At the end of the day let students discuss how they felt having a specific color-coded card.

3. Discuss discrimination. Peace Scholars: Creative Conflict Solving, “Conflict Resolution”, T54, T62 and T76. Challenge ad hominem and other illogical arguments (e.g., name calling, personal attacks, insinuation and innuendo, circular arguments). Quadrant B



ResourcesText: Scott Foresman Social Studies: Growth of a Nation pg. 232-238


Other Resources:Nystrom: Atlas of United States History, pp. 68-71

Web Sites:Harcourt Brace – http://www.hbschool.comSmithsonian Institute – http://www.smithsonianeducation.org/students/explore_by_topic/history_culture.htmlLearning Network – http://www.teachervision.comAmerican Museum of Natural History – http://www.amnh.orgLibrary of Congress – http://www.loc.govMarco Polo Search Engine- http://www.MarcoPolosearch.orgSocial Studies Help Center - Includes examples of Black Codes. -



United Streaming Video – http://www.unitedstreaming.comAmerican Civil War, The Reconstruction:The Black Codes





http://www.loc.gov/






PASS Coach pg. 24-27Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Week of October 22nd – 25thOct. 25th Indicator

5-3.2 Explain the practice of discrimination and as well as the passage of discriminatory laws in the United States and their impact on the rights of African Americans, including the Jim Crow laws and the ruling in Plessy v. Ferguson. (old indicator 5-1.5)


1. Students write the vocabulary words (discrimination, black codes, Ku Klux, Klan, impeachment, segregation) for this lesson in their notebook. They will illustrate each word that lends itself to illustrations. Students include an example sentence to show their understanding of each word’s meaning. A great way to do this is through Verbal Visual Vocabulary Squares. On an index card, students write the word in the center and in each of the four corners write a definition, an example sentence, an illustration, and the word’s part of speech. These can be used later as flash cards. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A

2. Students randomly pick a color-coded (green or blue) card first thing in the morning. Let the green card have all of the privileges for the day (first in line, restroom breaks, helpers, run errands, etc.). At the end of the day let students discuss how they felt having a specific color-coded card.

3. Discuss discrimination. Peace Scholars: Creative Conflict Solving, “Conflict Resolution”, T54, T62 and T76. Challenge ad hominem and other illogical arguments (e.g., name calling, personal attacks, insinuation and innuendo, circular arguments). Quadrant B





Other Resources:Nystrom: Atlas of United States History, pp. 68-71

Web Sites:Harcourt Brace – http://www.hbschool.comSmithsonian Institute – http://www.smithsonianeducation.org/students/explore_by_topic/history_culture.html Learning Network – http://www.teachervision.comAmerican Museum of Natural History – http://www.amnh.orgLibrary of Congress – http://www.loc.gov

Marco Polo Search Engine- http://www.MarcoPolosearch.orgSocial Studies Help Center - Includes examples of Black Codes. -



United Streaming Video – http://www.unitedstreaming.comAmerican Civil War, The Reconstruction:The Black Codes






http://www.loc.gov/





PASS Coach pg. 24-27Assessment


Week of Oct. 29th – Nov. 2ndOct. 29th – Nov. 1stIndicator

5-3.3 Summarize the significance of large-scale immigration to America, including the countries from which the people came, the opportunities and resistance they faced when they arrived, and the cultural and economic contributions they made to the United States. (old indicator 5-3.4)

Instructional Strategies1. The United States grew in agriculture and industry during the late 1800s. This was largely due to the number of

immigrants coming from other countries. Students should come up with some problems that were faced by the Americans and the immigrants during that time. Make a T-chart on the board with one column labeled Americans and one column labeled immigrants. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A

2. As a result of all the people coming to America, cities in the United States began to grow very fast. This led to problems in these large, overcrowded places.

First, list all the positives and negatives of cities in chart form. Next, list the problems that people who live in cities deal with today and those problems of the past. Compare/contrast the two time periods’ problems using a Venn diagram.

Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A3. Divide the class into 4 groups, assigning each a group of immigrants: Asian, Mexican, European, and African

American. Students research each groups arrival in our country, answering the following questions about each: Why did this group leave their country? Upon arrival to the U.S., where did the majority of this group settle? What jobs did they find? Explain how Native Americans treated this group.

Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

4. Host a “cultural feast.” Assign willing students to bring an international food that has become popular or common in America because of the massive immigration of 1870. Examples are as follows:

French: omelet, French Fries, cheese cake Italian: lasagna, spaghetti Mexican: taco German: sauerkraut Japanese: sushi Russian: beef stroganoff African-American: okra Ireland: soda bread

You might begin by allowing students to volunteer to represent a country, or the countries may be drawn at random. Play multi-cultural music during the feast. Quadrant C

5. Students choose a cultural group, Mexican, Chinese, Polish, etc. Pretend they have immigrated to America and are writing a letter to family members left behind. A date should appear at the top. In the letter they should tell what America is like to them. Tell where they are living and what the conditions are like. Describe their workday and wages. They should end their letter by telling their relatives how they feel about their decision to immigrate. Consider multiple perspectives of documents and stories. Quadrant B

6. Students work with a partner to identify causes of a specific social problem related to mass immigration. Quadrant B

ResourcesText: Scott Foresman Social Studies: Growth of a Nation pg. 182, 184-191, 216-221


Web Sites: Tenement Museum - Click on the rooms of the tenement building of the early 1900s and see a dramatization based upon actual immigrant tenants. - http://www.thirteen.org/tenement/logcabin.html

United Streaming Video – http://www.unitedstreaming.comImmigration to the United States: American Heritage SeriesImmigration to the United States: American Heritage SeriesAmerican Industrial Revolution, TheThe Urban TransformationLiving History: Living During the Industrial RevolutionFactories and the Growth of Industrial Cities








Assessment


Week of Oct. 29th – Nov. 2Nov. 2ndIndicator

5-3.4 Summarize the impact of industrialization, urbanization, and the rise of big business, including the development of monopolies; long hours, low wages, and unsafe working conditions on men, women, and children laborers; and resulting reform movements. (old indicators 5-3.3 & 5-3.5)


1. Andrew Carnegie was an entrepreneur in his day. He learned about the steel business while on a trip to Britain. He came back to the United States and sought out people who would invest in a small steel mill he wanted to start for himself. Business turned out to be good and he made large profits that he used to start more steel mills. By also purchasing iron and coal mines, eventually he was able to make steel at a cheaper price than the existing steel mills. They all consolidated. Students start their own business. What type of business would it be? Who would their main competition be? How could they make their business more profitable? Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant D

2. John D. Rockefeller also set up his own business, an oil refinery in Ohio. After less than ten years in the business, he had bought the other 30 oil refineries in the area and made one large company. Rockefeller ended up with a monopoly on the oil business. How is this harmful and why are there now laws to protect against people forming monopolies? Students predict if a monopoly could occur, if it were legal, of the business they have created. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

3. Students research online stores for price comparison. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

4. Students look through newspaper ads for comparisons of similar goods. Locate, gather, and process






http://www.thirteen.org/tenement/logcabin.html

information from a variety of primary and secondary sources including maps. Quadrant B

Resources

Text: Scott Foresman Social Studies: Growth of a Nation pg.192-199,222-229, 262-267, 270-271,311


Web Sites: John D. Rockefeller Biography- http://www.biography.com/people/john-d-rockefeller-9461341 John D. Rockefeller ETV Biography- http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_rock_jsr.htmlJohn D. Rockefeller Biography- http://www.u-s-history.com/pages/h957.htmlAndrew Carnegie Video- http://www.biography.com/people/andrew-carnegie-9238756Andrew Carnegie ETV Biography- http://www.pbs.org/wgbh/amex/carnegie/Carnegie Corporation of New York Website- http://carnegie.org/about-us/foundation-history/about-andrew-carnegie/

Videos:http://www.unitedstreaming.comAmerican Industrial Revolution, TheThe Price of ProgressAmerican History: Urban Growth in AmericaPolitics and ProgressivesAmerica in the 20th-Century: The Progressive EraTheodore RooseveltHistory in Focus: 1900-1909President Theodore Roosevelt


Movie: Disney’s “Newsies”


PASS Coach Pg. 60-63 & 68-71

Challenge the PACT pg. 68-72 and 79-84Assessment







http://carnegie.org/about-us/foundation-history/about-andrew-carnegie/

http://www.pbs.org/wgbh/amex/carnegie/

http://www.biography.com/people/andrew-carnegie-9238756

http://www.u-s-history.com/pages/h957.html

http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_rock_jsr.html

http://www.biography.com/people/john-d-rockefeller-9461341

Week of Nov 5th – 9thNov. 5th – Nov. 7thIndicator

5-3.4 Summarize the impact of industrialization, urbanization, and the rise of big business, including the development of monopolies; long hours, low wages, and unsafe working conditions on men, women, and children laborers; and resulting reform movements. (old indicators 5-3.3 & 5-3.5)


1. Andrew Carnegie was an entrepreneur in his day. He learned about the steel business while on a trip to Britain. He came back to the United States and sought out people who would invest in a small steel mill he wanted to start for himself. Business turned out to be good and he made large profits that he used to start more steel mills. By also purchasing iron and coal mines, eventually he was able to make steel at a cheaper price than the existing steel mills. They all consolidated. Students start their own business. What type of business would it be? Who would their main competition be? How could they make their business more profitable? Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant D

2. John D. Rockefeller also set up his own business, an oil refinery in Ohio. After less than ten years in the business, he had bought the other 30 oil refineries in the area and made one large company. Rockefeller ended up with a monopoly on the oil business. How is this harmful and why are there now laws to protect against people forming monopolies? Students predict if a monopoly could occur, if it were legal, of the business they have created. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

3. Students research online stores for price comparison. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

4. Students look through newspaper ads for comparisons of similar goods. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

Resources

Text: Scott Foresman Social Studies: Growth of a Nation pg.192-199,222-229, 262-267, 270-271,311


Web Sites: John D. Rockefeller Biography- http://www.biography.com/people/john-d-rockefeller-9461341 John D. Rockefeller ETV Biography- http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_rock_jsr.htmlJohn D. Rockefeller Biography- http://www.u-s-history.com/pages/h957.htmlAndrew Carnegie Video- http://www.biography.com/people/andrew-carnegie-9238756Andrew Carnegie ETV Biography- http://www.pbs.org/wgbh/amex/carnegie/Carnegie Corporation of New York Website- http://carnegie.org/about-us/foundation-history/about-andrew-carnegie/

Videos:http://www.unitedstreaming.comAmerican Industrial Revolution, TheThe Price of Progress


http://carnegie.org/about-us/foundation-history/about-andrew-carnegie/

http://www.pbs.org/wgbh/amex/carnegie/

http://www.biography.com/people/andrew-carnegie-9238756

http://www.u-s-history.com/pages/h957.html

http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_rock_jsr.html

http://www.biography.com/people/john-d-rockefeller-9461341

American History: Urban Growth in AmericaPolitics and ProgressivesAmerica in the 20th-Century: The Progressive EraTheodore RooseveltHistory in Focus: 1900-1909President Theodore Roosevelt


Movie: Disney’s “Newsies”


PASS Coach Pg. 60-63 & 68-71

Challenge the PACT pg. 68-72 and 79-84Assessment


Nov. 6th Indicator

Election Day (Holiday) Election Day (Holiday)Instructional Strategies

Election Day (Holiday)Resources

Election Day (Holiday)Assessment

Election Day (Holiday)

Week of Nov. 5th – Nov. 9thNov. 8th – 9thIndicator

5-3.5 Summarize the reasons for the United States’ control of new territories as a result of the Spanish American War and the building of the Panama Canal, including the need for raw materials and new markets and competition with other world powers. (old indicator 5-3.6)


1. Some viewed the United States as imperialistic after they took control of Alaska and Hawaii. This resulted in conflict with some of the European countries that were also spreading out. Make predictions about why imperialism could cause a conflict like this. Quadrant C

2. The Spanish-American War was fought to protect the lives and property of the Americans living in Cuba. As a





result of the treaty signed after the war, the United States gained control of Cuba, Guam, the Philippine Islands, and Puerto Rico. The people who live here are United States citizens but do not have the right to vote in national elections. Students put themselves in the position of these citizens. Is it fair to be considered a citizen but not have the same rights? Defend your answer. Quadrant D

3. Discuss how teamwork and cooperation were needed to build the Panama Canal. Use the map and photograph on pages 256-257 to help. Students watch Building the Panama Canal. Students take notes about the video and write a summary using their notes. Quadrant C

ResourcesText:Scott Foresman Social Studies: Growth of a Nation pg. 248-261, 272-281, 284-285


Web Sites: Panama Canal- http://education.yahoo.com/reference/encyclopedia/entry?id=35824Live Cameras Panama Canal Authority - Cool site that has live cameras that show operations in the canal! - http://www.pancanal.com/eng/photo/camera-java.htmlSpanish-American War Timeline- http://www.sparknotes.com/history/american/spanishamerican/timeline.html Spanish American War for Kids- http://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm

United Streaming Video – http://www.unitedstreaming.comAmerica in the 20th-Century: America Becomes a World PowerThe War Ends: The Treaty of ParisJose Marti and the Cuban Revolution Against Spanish RulePurchasing AlaskaAmerica Begins the Twentieth CenturyAnnexing HawaiiThe Spanish-American War BeginsUnited States ExpansionismAlaskaAmerica in the 20th-Century: World War I: The War in Europe





Step Away from the Textbook: Home Court Publishers



Other Resources: Grade 5 Nystrom Atlas, 80-81, 84-85 Assessment






http://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm

http://www.sparknotes.com/history/american/spanishamerican/timeline.html

http://www.pancanal.com/eng/photo/camera-java.html


Week of Nov. 12th – 16thNov. 12th – 16thIndicator

5-3.5 Summarize the reasons for the United States’ control of new territories as a result of the Spanish American War and the building of the Panama Canal, including the need for raw materials and new markets and competition with other world powers. (old indicator 5-3.6)


1. Some viewed the United States as imperialistic after they took control of Alaska and Hawaii. This resulted in conflict with some of the European countries that were also spreading out. Make predictions about why imperialism could cause a conflict like this. Quadrant C

2. The Spanish-American War was fought to protect the lives and property of the Americans living in Cuba. As a result of the treaty signed after the war, the United States gained control of Cuba, Guam, the Philippine Islands, and Puerto Rico. The people who live here are United States citizens but do not have the right to vote in national elections. Students put themselves in the position of these citizens. Is it fair to be considered a citizen but not have the same rights? Defend your answer. Quadrant D

3. Discuss how teamwork and cooperation were needed to build the Panama Canal. Use the map and photograph on pages 256-257 to help. Students watch Building the Panama Canal. Students take notes about the video and write a summary using their notes. Quadrant C


Workbook:Scott Foresman Social Studies: Growth of a Nation56,57

Web Sites: Panama Canal- http://education.yahoo.com/reference/encyclopedia/entry?id=35824Live Cameras Panama Canal Authority - Cool site that has live cameras that show operations in the canal! - http://www.pancanal.com/eng/photo/camera-java.htmlSpanish-American War Timeline- http://www.sparknotes.com/history/american/spanishamerican/timeline.html Spanish American War for Kids- http://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm

United Streaming Video – http://www.unitedstreaming.comAmerica in the 20th-Century: America Becomes a World PowerThe War Ends: The Treaty of ParisJose Marti and the Cuban Revolution Against Spanish RulePurchasing AlaskaAmerica Begins the Twentieth CenturyAnnexing HawaiiThe Spanish-American War BeginsUnited States ExpansionismAlaskaAmerica in the 20th-Century: World War I: The War in Europe


http://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm

http://www.sparknotes.com/history/american/spanishamerican/timeline.html

http://www.pancanal.com/eng/photo/camera-java.html









Other Resources: Grade 5 Nystrom Atlas, 80-81, 84-85 Assessment

Week of Nov. 19th – 23rdNov. 19th – 20thIndicator

5-3.6 Summarize the factors that led to the involvement of the United States in World War I and the role of the United States in fighting the war. (old indicator 5-3.6)


1. Students write a newspaper article explaining why the U.S. entered WWI. Consider multiple perspectives of documents and stories. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

2. Students create a timeline including the major events that caused WWI and include events leading to the end of WWI. Create and interpret data on time lines. Quadrant C

3. Divide students into small groups. Each group illustrates an event from WWI. Establish chronological order in constructing one’s own historical narratives. Quadrant B

4. Explain causes in analyzing historical actions. Create a cause and effect flowchart of events leading to the beginning of WWI and events leading to the intervention of the U.S. Explain change and continuity over time. Construct maps, graphs, tables, and diagrams to display social studies information. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

5. Students role play different countries’ involvement in WWI. For example, one student is the bully, two other students are the ones being bullied. They try to stand together against the bully. The bully then gets a partner. How should the other two respond? (Get another ally.) This shows how the countries worked together against each other. Demonstrate responsible citizenship within the school community and local and national communities. Quadrant D



Web Sites: World War I Timeline- http://www.easyfunschool.com/article1823.html

http://www.easyfunschool.com/article1823.html





WWI BBC for Kids- http://www.bbc.co.uk/schools/worldwarone/Cyber Sleuth Kids- http://www.cybersleuth-kids.com/sleuth/History/Wars/World_War_I/index.htm Encyclopedia Britannica Kids- http://kids.britannica.com/comptons/article-9277797/World-War-I

United Streaming Video – http://www.unitedstreaming.comAmerica in the 20th-Century: America Becomes a World PowerThe War Ends: The Treaty of ParisAmerica Begins the Twentieth CenturyUnited States ExpansionismThe United States and World War I








Assessment

Nov. 21st - Nov. 23rd Indicator

Thanksgiving (Holiday) Thanksgiving (Holiday)Instructional Strategies

Thanksgiving (Holiday)Resources

Thanksgiving (Holiday)Assessment

Thanksgiving (Holiday)






http://kids.britannica.com/comptons/article-9277797/World-War-I

http://www.cybersleuth-kids.com/sleuth/History/Wars/World_War_I/index.htm

http://www.bbc.co.uk/schools/worldwarone/

Week of Nov. 26th – 30thNov. 26th – 30thIndicator

5-3.6 Summarize the factors that led to the involvement of the United States in World War I and the role of the United States in fighting the war. (old indicator 5-3.6)


1. Students write a newspaper article explaining why the U.S. entered WWI. Consider multiple perspectives of documents and stories. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

2. Students create a timeline including the major events that caused WWI and include events leading to the end of WWI. Create and interpret data on time lines. Quadrant C

3. Divide students into small groups. Each group illustrates an event from WWI. Establish chronological order in constructing one’s own historical narratives. Quadrant B

4. EExplain causes in analyzing historical actions. Create a cause and effect flowchart of events leading to the beginning of WWI and events leading to the intervention of the U.S. Explain change and continuity over time. Construct maps, graphs, tables, and diagrams to display social studies information. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

5. Students role play different countries’ involvement in WWI. For example, one student is the bully, two other students are the ones being bullied. They try to stand together against the bully. The bully then gets a partner. How should the other two respond? (Get another ally.) This shows how the countries worked together against each other. Demonstrate responsible citizenship within the school community and local and national communities. Quadrant D

Resources

Text:Scott Foresman Social Studies: Growth of a Nation pg. 248-261, 272-281, 284-285


Web Sites: World War I Timeline- http://www.easyfunschool.com/article1823.htmlWWI BBC for Kids- http://www.bbc.co.uk/schools/worldwarone/Cyber Sleuth Kids- http://www.cybersleuth-kids.com/sleuth/History/Wars/World_War_I/index.htm Encyclopedia Britannica Kids- http://kids.britannica.com/comptons/article-9277797/World-War-I

United Streaming Video – http://www.unitedstreaming.comAmerica in the 20th-Century: America Becomes a World PowerThe War Ends: The Treaty of ParisAmerica Begins the Twentieth CenturyUnited States ExpansionismThe United States and World War I






http://kids.britannica.com/comptons/article-9277797/World-War-I

http://www.cybersleuth-kids.com/sleuth/History/Wars/World_War_I/index.htm

http://www.bbc.co.uk/schools/worldwarone/

http://www.easyfunschool.com/article1823.html






Assessment

Week of Dec. 3rd - Dec. 7th

Dec. 3rd - Dec. 7th Indicator

5-4.1 Summarize daily life in the post–World War I period of the 1920s, including improvements in the standard of living, transportation, and entertainment; the impact of the Nineteenth Amendment, the Great Migration, the Harlem Renaissance, and Prohibition; and racial and ethnic conflict. (old indicator 5-4.1)


1. As an interactive activity, provide students with 4 x 6 cards with the following names written on them: Henry Ford, Charles Lindbergh, Orville & Wilbur Wright, Zora Neale Hurston, Harlem Renaissance, Charlie Chaplin, Langston Hughes, Louis Armstrong, Billie Holiday, Duke Ellington, and Paul Robeson. Other students have cards with each person’s or event’s significance. As one person with a name card stands up and reads their card, the person holding the matching significance card stands also. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

2. Henry Ford had a major impact on the automobile industry with the development of the assembly line. The value of a dollar has changed since the 1920s. Students work in groups to explain how this has affected the cost of a car from the 1920s to the present time. Results should indicate that you could buy more for less money then. (See TE p. 308) Locate, gather, and process information from a variety of primary and secondary sources including maps. Distinguish between past, present, and future time. Quadrant C

3. For each invention listed (airplane, automobile, radio, movie) give the year it was created and tell how it affected life in America. Locate, gather, and process information from a variety of primary and secondary sources including maps. Measure and calculate calendar time. Quadrant C

4. Students brainstorm what they know about the Roaring Twenties and what life was like in the United States after World War I. They explain that life changed dramatically after World War I. Make and record observations about the physical and human characteristics of places. Quadrant B

5. After an introduction to the vocabulary, students discuss in small groups the 3 types of resources. Students draw a Venn diagram to illustrate the differences and similarities of natural, capital, and human resources. Discuss how these resources are needed to support various professions. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B

ResourcesText: Scott Foresman Social Studies: Growth of a Nation pg. 298-305, 308-317


Web Sites: National Museum of American History for Kids - http://americanhistory.si.edu/kids/index.cfm The History Channel - www.thehistorychannel.comHarlem Renaissance PBS Kids- http://pbskids.org/bigapplehistory/arts/topic9.html Harlem Renaissance Power Point Presentations- http://americanhistory.pppst.com/harlem-renaissance.html

http://americanhistory.pppst.com/harlem-renaissance.html

http://pbskids.org/bigapplehistory/arts/topic9.html

http://www.thehistorychannel.com/

http://americanhistory.si.edu/kids/index.cfm



The Roaring Twenties - Includes highlights of the 1920s. - http://www.mce.k12tn.net/1920/roaring_twenties.htmThe Great Migration - Through a series of paintings, in The Great Migration, Jacob Lawrence illustrates the mass

exodus of African-Americans who moved to the North in search for a better life. - http://www.columbia.edu/itc/history/odonnell/w1010/edit/migration/migration.html

Automobiles in the Progressive Era - Lists the effects automobiles had on society and includes primary sources. - http://rs6.loc.gov/learn/features/timeline/progress/autos/autos.html

Suffrage Movement Primary Sources- http://www.loc.gov/teachers/classroommaterials/primarysourcesets/womens-suffrage/






PASS Coach Pg. 82-87Challenge the PACT pg. 103-112

Other Resources: 100 Inventions That Shaped World History by Robert CarrowAccidents May Happen: Fifty Inventions Discovered by Mistake by Charlotte Foltz JonesToilet, Toasters, and Telephones: The How and Why of Everyday Inventions by Goldman RubinInventions: A Thematic Unit by Patricia M. Sima Assessment

Week of Dec. 10th - Dec. 14thDec. 10th - Dec. 14th Indicator

5-4.2 Summarize the causes of the Great Depression, including overproduction and declining purchasing power, the bursting of the stock market bubble in 1929, and the resulting unemployment, failed economic institutions; and the effects of the Dust Bowl. (old indicator 5-4.2)


1. Discuss the crash of the stock market on October 29, 1929. Create a cause/effect pattern that students can complete to show the events leading to the crash. Construct maps, graphs, tables, and diagrams to display social studies information. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant A

2. Students pretend they are bank owners during the Great Depression. Write a journal entry describing what is happening to their business. Make and record observations about the physical and human characteristics of places. Quadrant C

3. Students create a time line depicting events during the Great Depression. Create and interpret data on time lines. Quadrant B

4. Display headlines depicting the economic trouble our economy was in following the stock market crash of 1929 and other headlines showing the solutions to those problems. Make sure the dates are obvious. Students make predictions about the events and who is involved in them. Students imagine that these headlines are from the present time and make more predictions about the impact this would have on our lives today and the lives of the business people. They compare these predictions to those from the 1929 headlines. Use texts,





http://www.loc.gov/teachers/classroommaterials/primarysourcesets/womens-suffrage/

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/womens-suffrage/

http://rs6.loc.gov/learn/features/timeline/progress/autos/autos.html

http://www.columbia.edu/itc/history/odonnell/w1010/edit/migration/migration.html

http://www.mce.k12tn.net/1920/roaring_twenties.htm

photographs, and documents to observe and interpret social studies trends and relationships. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

5. Discuss the concept of stock ownership with students. Students draw a diagram to illustrate the relationship between stockholders and a corporation. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B

6. During the Great Depression, many people were unemployed. President Roosevelt developed the New Deal. Students summarize the actions taken under this plan and the Alphabet Administration that put Americans back to work. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

7. Students create a table of the 1900’s showing the numbers of unemployed people in the United States. Compare today’s numbers to those during the Great Depression. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B

8. Students collect items in a class or school wide drive to donate to an unemployment agency or a homeless shelter. Quadrant D



Web Sites: Stock Market – www.stock-market-crash.net/1929.htmStock Market Crash PBS Kids- http://pbskids.org/bigapplehistory/business/topic19.html Stock Market Crash Think Quest- http://library.thinkquest.org/J001569/st.html A Photo Essay on the Great Depression - Includes super photos and descriptions! -

http://www.english.uiuc.edu/maps/depression/photoessay.htmPhotographs of the Great Depression - Topics of photographs include: Dust Storms, Farms For Sale, Relocating: On the

Road, Migrant Workers, Women and Children, Life During the Depression, Unemployment, and Breadline and Soup Kitchens. - http://history1900s.about.com/library/photos/blyindexdepression.htm

The Great Depression - Many good lesson plans and WebQuests dealing with the Great Depression. - http://webtech.kennesaw.edu/jcheek3/depression.htm

The Great Depression Academic Kids- http://www.academickids.com/encyclopedia/index.php/Great_Depression






PASS Coach Pg. 88-91Challenge the PACT 113-119

Other Resources: Nystrom Grade 5 Atlas, 90-91

The Truth About Sparrow by Marian Hale

Ida Early Comes Over the Mountain by Robert Burch Purely Rosie Pearl by Patricia Cochrane





http://www.academickids.com/encyclopedia/index.php/Great_Depression

http://webtech.kennesaw.edu/jcheek3/depression.htm

http://history1900s.about.com/library/photos/blyindexdepression.htm

http://www.english.uiuc.edu/maps/depression/photoessay.htm

http://library.thinkquest.org/J001569/st.html

http://pbskids.org/bigapplehistory/business/topic19.html

http://www.stock-market-crash.net/1929.htm

Bud, Not Buddy by Christopher Paul Curtis

A Letter to Mrs. Roosevelt by C. Coco DeYoung

Grandpa’s Mountain by Carolyn Reeder

Let the Circle be Unbroken by Mildred D. Taylor

Dust for Dinner by Amy Warren Turner

The Bread Winner by Arvella Whitmore

Assessment

Week of Dec. 17th - Jan. 4thDec. 17th - Jan. 2nd Indicator

Winter Break Winter BreakInstructional Strategies

Winter BreakResources

Winter BreakAssessment

Winter BreakJan. 3rd - Jan. 4th Indicator

5-4.3 Explain the American government’s response to the Great Depression in the New Deal policies of President Franklin Roosevelt, including the Civilian Conservation Corps, the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Act. (old indicator 5-4.3)

Winter BreakInstructional Strategies 1. Students create a web diagram demonstrating the results of the policies from the New Deal. Construct maps,

graphs, tables, and diagrams to display social studies information. Quadrant B2. Students discuss the effects of the New Deal on Americans and draw pictures showing people participating in

activities (i.e. building schools and buildings) that were a result of the New Deal. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B

3. Students write an essay analyzing and explaining why Franklin Roosevelt’s programs were called the New Deal. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Consider multiple perspectives of documents and stories. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

4. Predict what sort of labor trend was going on during the Great Depression. Students defend/support their predictions. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant D

5. After an introduction to the concept of installment buying, brainstorm a list of things that students could buy today that might be paid for using an installment plan. Students write down a plan for their purchase, including the item to be bought, how they anticipate the installments to work, and a reason why this would be beneficial to someone making a large purchase. Demonstrate responsible citizenship within the school community and local and national communities. Quadrant D

6. Students choose from a list of famous performers from the Harlem Renaissance. After finding information, the students will create a poem to tell about their famous entertainer. They will illustrate the poem with pictures or drawings. Quadrant C

7. Play jazz and blues music in the background as students present clips of the musicians, dances and artists of

the time period. This can be done using the “Movie Making” program. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

Resources



Web Sites: Federal Deposit Insurance Corp. – www.fdic.gov/about/learn/symbol/index.htmlNew Deal Agencies – A partial list of New Deal “alphabet agencies” and their primary function (relief, recovery, or

reform). – http://faculty.washington.edu/qtaylor/Courses/101_USH/new_deal.htmThe New Deal Network- http://newdeal.feri.org/

United Streaming Video – http://www.unitedstreaming.comAmerica in the 20 th -Century: The Great Depression The New Deal







Challenge the PACT pg. 120-124Winter Break

Assessment






http://newdeal.feri.org/

http://faculty.washington.edu/qtaylor/Courses/101_USH/new_deal.htm

http://www.fdic.gov/about/learn/symbol/index.html

inter BreakWeek of Jan. 7th - Jan. 11thJan. 7thIndicator

5-4.3 Explain the American government’s response to the Great Depression in the New Deal policies of President Franklin Roosevelt, including the Civilian Conservation Corps, the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Act. (old indicator 5-4.3)

Winter BreakInstructional Strategies 1. Students create a web diagram demonstrating the results of the policies from the New Deal. Construct maps,

graphs, tables, and diagrams to display social studies information. Quadrant B2. Students discuss the effects of the New Deal on Americans and draw pictures showing people participating in

activities (i.e. building schools and buildings) that were a result of the New Deal. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B

3. Students write an essay analyzing and explaining why Franklin Roosevelt’s programs were called the New Deal. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Consider multiple perspectives of documents and stories. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

4. Predict what sort of labor trend was going on during the Great Depression. Students defend/support their predictions. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant D

5. After an introduction to the concept of installment buying, brainstorm a list of things that students could buy today that might be paid for using an installment plan. Students write down a plan for their purchase, including the item to be bought, how they anticipate the installments to work, and a reason why this would be beneficial to someone making a large purchase. Demonstrate responsible citizenship within the school community and local and national communities. Quadrant D

6. Students choose from a list of famous performers from the Harlem Renaissance. After finding information, the students will create a poem to tell about their famous entertainer. They will illustrate the poem with pictures or drawings. Quadrant C

7. Play jazz and blues music in the background as students present clips of the musicians, dances and artists of the time period. This can be done using the “Movie Making” program. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

Winter BreResources



Web Sites: Federal Deposit Insurance Corp. – www.fdic.gov/about/learn/symbol/index.htmlNew Deal Agencies – A partial list of New Deal “alphabet agencies” and their primary function (relief, recovery, or

reform). – http://faculty.washington.edu/qtaylor/Courses/101_USH/new_deal.htmThe New Deal Network- http://newdeal.feri.org/

United Streaming Video – http://www.unitedstreaming.comAmerica in the 20 th -Century: The Great Depression The New Deal



ETV Streamline SC




http://newdeal.feri.org/

http://faculty.washington.edu/qtaylor/Courses/101_USH/new_deal.htm

http://www.fdic.gov/about/learn/symbol/index.html






Assessment

Week of Jan. 7th – Jan. 11thJan. 8th – Jan. 11th Indicator

5-4.4 Explain the principal events related to the involvement of the United States in World War II, including campaigns in North Africa and the Mediterranean; major battles of the European theater such as the Battle of Britain, the invasion of the Soviet Union, and the Normandy invasion; and events in the Pacific theater such as Pearl Harbor, the strategy of island-hopping, and the bombing of Hiroshima and Nagasaki. (old indicator 5-4.4)inter Break

Win BreakInstructional Strategies

1. Students evaluate the causes of World War II and select the one they think is the most direct cause. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant C

2. Students make a cause/effect chart for the causes and effects of WWII. Make and record observations about the physical and human characteristics of places. Establish chronological order in constructing one’s own historical narratives. Quadrant B

3. Students use a world map to locate Japan and Hawaii. Label the island on which Pearl Harbor is located. Calculate how many miles are between Tokyo, Japan and Pearl Harbor. Discuss why Japan chose Pearl Harbor as the first attack on the U.S. Discuss how many lives, planes, and ships were lost during the attack. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Construct maps, graphs, tables, and diagrams to display social studies information. Interpret information obtained from maps, aerial photographs, satellite-produced images, and geographic information systems. Quadrant B

4. Invite someone who fought in WWII or lived during the time period to share information with students. Students should brainstorm a list of questions to ask before the speaker arrives. (Examples of discussion topics: Pearl Harbor, relocation and/or concentration camps, Franklin Roosevelt, life in the U.S. during the war, new inventions during the period, popular music and movies.) Distinguish between past, present, and future time. Locate, gather, and process information from a variety of primary and secondary sources including maps. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant C

5. Students compare and contrast the methods of fighting used during World War I and those used during World War II or another war. Create a Venn diagram to illustrate the comparison. Explain change and continuity over time. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B






Web Sites: Pro Teacher – http://www.proteacher.com/090075.shtml Normandy- www.historyguy.com/normandy_links.htmlScholastic - Scholastic's "My Story: Pearl Harbor" introduces your students to the momentous event of Japan's attack on

Pearl Harbor on December 7, 1941. Through this learning adventure, students will come to know about the events that led to the bombing, read the account of Pearl Harbor eyewitnesses, and relive the day Pearl Harbor was bombed through an interactive hour-by-hour account. - http://teacher.scholastic.com/pearl/index.htm

Scholastic - Our America: World War II. Activities include reading diaries of a Pearl Harbor witness and of a Japanese American who spent time in an internment camp. - http://teacher.scholastic.com/activities/wwii/ahf/mineta/index.htm

Websites:S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481




Daily Analogies for Social Studies



Other Resources: Nystrom Grade 5 Atlas, 92-99Pearl Harbor Is Burning: A Story of World War II by Kathleen V. KudlinskiUnder the Blood-Red Sun by Graham SalisburySurviving Hitler by Andrea Warren


Winter Break





http://teacher.scholastic.com/activities/wwii/ahf/mineta/index.htm

http://teacher.scholastic.com/pearl/index.htm

http://www.historyguy.com/normandy_links.html

http://www.proteacher.com/090075.shtml

Week of Jan. 14th - Jan. 18thJan. 14th Indicator

5-4.4 Explain the principal events related to the involvement of the United States in World War II, including campaigns in North Africa and the Mediterranean; major battles of the European theater such as the Battle of Britain, the invasion of the Soviet Union, and the Normandy invasion; and events in the Pacific theater such as Pearl Harbor, the strategy of island-hopping, and the bombing of Hiroshima and Nagasaki. (old indicator 5-4.4)inter Break


1. Students evaluate the causes of World War II and select the one they think is the most direct cause. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant C

2. Students make a cause/effect chart for the causes and effects of WWII. Make and record observations about the physical and human characteristics of places. Establish chronological order in constructing one’s own historical narratives. Quadrant B

3. Students use a world map to locate Japan and Hawaii. Label the island on which Pearl Harbor is located. Calculate how many miles are between Tokyo, Japan and Pearl Harbor. Discuss why Japan chose Pearl Harbor as the first attack on the U.S. Discuss how many lives, planes, and ships were lost during the attack. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Construct maps, graphs, tables, and diagrams to display social studies information. Interpret information obtained from maps, aerial photographs, satellite-produced images, and geographic information systems. Quadrant B

4. Invite someone who fought in WWII or lived during the time period to share information with students. Students should brainstorm a list of questions to ask before the speaker arrives. (Examples of discussion topics: Pearl Harbor, relocation and/or concentration camps, Franklin Roosevelt, life in the U.S. during the war, new inventions during the period, popular music and movies.) Distinguish between past, present, and future time. Locate, gather, and process information from a variety of primary and secondary sources including maps. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant C

5. Students compare and contrast the methods of fighting used during World War I and those used during World War II or another war. Create a Venn diagram to illustrate the comparison. Explain change and continuity over time. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B




Web Sites: Pro Teacher – http://www.proteacher.com/090075.shtml Normandy- www.historyguy.com/normandy_links.htmlScholastic - Scholastic's "My Story: Pearl Harbor" introduces your students to the momentous event of Japan's attack on

Pearl Harbor on December 7, 1941. Through this learning adventure, students will come to know about the events that led to the bombing, read the account of Pearl Harbor eyewitnesses, and relive the day Pearl Harbor was bombed through an interactive hour-by-hour account. - http://teacher.scholastic.com/pearl/index.htm

Scholastic - Our America: World War II. Activities include reading diaries of a Pearl Harbor witness and of a Japanese American who spent time in an internment camp. - http://teacher.scholastic.com/activities/wwii/ahf/mineta/index.htm

Websites:S3 Curriculum Link


http://teacher.scholastic.com/pearl/index.htm

http://www.historyguy.com/normandy_links.html

http://www.proteacher.com/090075.shtml








Other Resources: Nystrom Grade 5 Atlas, 92-99Pearl Harbor Is Burning: A Story of World War II by Kathleen V. KudlinskiUnder the Blood-Red Sun by Graham SalisburySurviving Hitler by Andrea Warrenter BreakAssessment

Winter Break

Week of Jan. 14th - Jan. 18thJan. 15th - Jan. 17th Indicator

5-4.5 Analyze the role of key figures during World War II, including Winston Churchill, Franklin D. Roosevelt, Joseph Stalin, Benito Mussolini, and Adolph Hitler. (old indicator 5-4.4)r


1. Students write an essay discussing the pros and cons of joining the military. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant C

2. Students create a poster trying to encourage people to enlist in the military for World War II. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant C

3. Explain to students that we are going to jump back in time for the day and be high members of government. It is our job to convince President Roosevelt to help the Jews in Europe. Students write a persuasive letter that includes all important arguments to be presented to the President. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Make and record observations about the physical and human characteristics of places. Quadrant C

4. Students think of alternatives to relocation camps. Write an action plan from the point of view of a government official. Plan should include a way to be fair to all citizens.

5. Students create a week’s worth of meals using rationed goods. Make a list of rationed items and items that were not rationed. What things that we enjoy today would not have been freely available?

6. Read and discuss pp. 341-342. Why were German’s willing to listen to Hitler’s promises? Not everyone wanted a dictator. Write a speech to persuade the voters not to listen as the candidates try to gain power. Can also be used with Mussolini and/or Stalin.


Text: Scott Foresman Social Studies: Growth of a Nation pg. 350-353, 381, 384-391, 396-403, 407






Web Sites: Winston Churchill- http://www.historylearningsite.co.uk/winston_churchill.htmBenito Mussolini- http://www.britannica.com/EBchecked/topic/399484/Benito-Mussolini/5091/Role-in-World-War-IIAdolf Hitler- http://www.2worldwar2.com/adolf-hitler.htmJoseph Stalin- http://www.historylearningsite.co.uk/joseph_stalin.htmFranklin D. Roosevelt- http://worldwar2.org.uk/franklin-d-roosevelt

United Streaming Video – http://www.unitedstreaming.comAmerican History: World War II: Causes and ConsequencesWomen and World War IIAmerica in the 20th-Century: World War II: The World at WarNisei: Japanese-Americans During Wartime





Other Resources: American Dreams by Lisa BanimSo Far From the Sea by Eve BuntingLove You, Soldier by Amy HestPearl Harbor Is Burning: A Story of World War II by Kathleen V. KudlinskiNim and the War Effort by Milly LeeBaseball Saved Us by Ken MochizukiUnder the Blood-Red Sun by Graham SalisburyThe Bracelet by Yoshiko UchidaMercedes and the Chocolate Pilot by Margot T. RavenSurviving Hitler by Andrea Warren



Challenge the PACT pg. 125-134Winter BreakAssessment

Winter Break






http://worldwar2.org.uk/franklin-d-roosevelt

http://www.historylearningsite.co.uk/joseph_stalin.htm

http://www.2worldwar2.com/adolf-hitler.htm

http://www.britannica.com/EBchecked/topic/399484/Benito-Mussolini/5091/Role-in-World-War-II

http://www.historylearningsite.co.uk/winston_churchill.htm

Jan. 18thIndicator

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday

Week of Jan. 21st - Jan. 25thJan. 21st - Jan. 22ndIndicator

Martin Luther King Jr. Day (Holiday)Professional Development/Workday




ResourcesMartin Luther King Jr. Day (Holiday)Professional Development/Workday

AssessmentMartin Luther King Jr. Day (Holiday)Professional Development/Workday

Jan. 23rd - Jan. 24thIndicator

5-4.6 Summarize key developments in technology, aviation, weaponry, and communication and their effects on World War II and the United States economy. (old indicator 5-4.6)


1. Invite a local member of the community who may have been involved in WWII and let students interview them about his experiences. Distinguish between past, present, and future time. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Consider multiple perspectives of documents and stories. Quadrant B

2. For each technology, weaponry, or communication listed, students give a description and how it was used during World War II. Give a brief description to the class.

atomic bomb antiaircraft guns two-way radio drones radar

Distinguish between past, present, and future time. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

3. Students write a news story. Students imagine they are reporters for an American newspaper. They write new stories about the development of radar and other technological advances and how they have changed the way soldiers fight. Distinguish between past, present, and future time. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Quadrant D

4. Divide students into groups and briefly discuss with students the dropping of the atomic bombs on Japan. Each group researches one of the following questions:

Who developed the atomic bomb? What political and military factors led President Truman to order the atomic bombing of Japan? What alternatives were available to him? On what grounds do Truman critics question his decision? In your opinion was the decision to drop the bomb on Japan the right one? Explain your reasoning.

Hold a debate for the two sides to argue their points.5. Distinguish between past, present, and future time. Use texts, photographs, and documents to observe

and interpret social studies trends and relationships. Consider multiple perspectives of documents and stories. Quadrant B

6. Review weapons introduced and used during WWI. Then discuss weapons introduced and used during WWII. Students make a chart to compare weapons of WWI and WWII. Discuss each weapon’s effectiveness. How do these weapons compare to the ones we use now for war? Distinguish between past, present, and future time. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

7. Put students in pairs or groups and have one group create a code and an “enigma machine”. The other group tries to crack the code without the enigma. Switch codes with other groups.

Resources

Text: Scott Foresman Social Studies: Growth of a Nation pg. 350-353, 381, 384-391, 396-403, 407-409


Web Sites: Science and Technology During WWII- http://www.learnnc.org/lp/editions/nchist-worldwar/6002Really neat WWII Technology Website- http://www.ww2sci-tech.org/

United Streaming Video – http://www.unitedstreaming.comTechnology During WWII







PASS Coach pg. 102-105, 106-109







http://www.ww2sci-tech.org/

http://www.learnnc.org/lp/editions/nchist-worldwar/6002

Assessment

Jan. 25th Indicator

5-4.7 Summarize the social and political impact of World War II on the American home front and the world, including opportunities for women and African Americans in the work place, the internment of the Japanese Americans, and the changes in national boundaries and governments. (old indicator 5-4.5 & 5-4.6)








Resources



Web Sites: Pro Teacher – www.proteacher.comRead about a Japanese American who experienced living in an internment camp. -

http://teacher.scholastic.com/activities/wwii/ahf/mineta/index.htmWomen and the Home Front During WWII- http://www.teacheroz.com/WWIIHomefront.htmRosie the Riveter- http://www.nps.gov/pwro/collection/website/rosie.htmPictures of African Americans during WWII- http://www.archives.gov/research/african-americans/ww2-pictures/


Other Resources: American Dreams by Lisa BanimSo Far From the Sea by Eve BuntingLove You, Soldier by Amy HestPearl Harbor Is Burning: A Story of World War II by Kathleen V. KudlinskiNim and the War Effort by Milly LeeBaseball Saved Us by Ken MochizukiUnder the Blood-Red Sun by Graham Salisbury


http://www.archives.gov/research/african-americans/ww2-pictures/

http://www.nps.gov/pwro/collection/website/rosie.htm

http://www.teacheroz.com/WWIIHomefront.htm


http://www.proteacher.com/

The Bracelet by Yoshiko UchidaMercedes and the Chocolate Pilot by Margot T. RavenSurviving Hitler by Andrea Warren






PASS Coach pg.102-105


Week of Jan. 28th - Feb. 1stJan. 28th - Feb. 1st Indicator

5-4.7 Summarize the social and political impact of World War II on the American home front and the world, including opportunities for women and African Americans in the work place, the internment of the Japanese Americans, and the changes in national boundaries and governments. (old indicator 5-4.5 & 5-4.6)








Resources



Web Sites: Pro Teacher – www.proteacher.com

http://www.proteacher.com/





Read about a Japanese American who experienced living in an internment camp. - http://teacher.scholastic.com/activities/wwii/ahf/mineta/index.htm

Women and the Home Front During WWII- http://www.teacheroz.com/WWIIHomefront.htmRosie the Riveter- http://www.nps.gov/pwro/collection/website/rosie.htmPictures of African Americans during WWII- http://www.archives.gov/research/african-americans/ww2-pictures/








PASS Coach pg.102-105


Assessment

Winter Break






http://www.archives.gov/research/african-americans/ww2-pictures/

http://www.nps.gov/pwro/collection/website/rosie.htm

http://www.teacheroz.com/WWIIHomefront.htm


Week of Feb. 4th - Feb. 8thFeb. 4th - Feb. 8th Indicator

5-5.1 Explain the causes and the course of the Cold War between the Union of Soviet Socialist Republics (USSR) and the United States, including McCarthyism, the spread of communism, the Korean Conflict, Sputnik, the Berlin Wall, the Cuban Missile Crisis, and the Vietnam War. (old indicator 5-5.4)


1. Students interpret the meaning or significance of events, ideas, and phenomena, for example, how the Cold War or the destruction of the Berlin Wall affected the government. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

2. Students brainstorm things that could happen if they became angry with their best friend and how things would be different between them at school or in the neighborhood. Relate this to the Cold War years and what might have happened between the United States and the Soviet Union during this time. How did the agreement to limit the number of weapons each nation had help the relationship between these two superpowers? Conflict Resolution Strategy. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant C

3. Read The Wall and follow Literature Link unit. Quadrant A4. Read The Butter Battle Book by Dr. Seuss. Compare and contrast the story to the Cold War. Quadrant A

Resources

Text: Scott Foresman Social Studies: Growth of a Nation pg. 406-413, 428-435


Web Sites: Vietnam – http://kids.nationalgeographic.com/kids/places/find/vietnam/

http://www.academickids.com/encyclopedia/index.php/Vietnam_War Space Race – http://www.pbs.org/wgbh/amex/moon/timeline/index.html Cuban Missile Crisis - www.hpol.org/jfk/cuban; http://www.history.com/topics/cuban-missile-crisisCold War – http://www.neok12.com/Cold-War.htm ; http://www.surfnetkids.com/coldwar.htm Communism Spread – http://kids.britannica.com/comptons/article-9273756/communism McCarthyism – http://history.howstuffworks.com/american-history/mccarthyism.htm;

http://www.academickids.com/encyclopedia/index.php/McCarthyism Korean War – http://www.surfnetkids.com/go/194/about-the-korean-war/; http://kids.britannica.com/elementary/article-

353347/Korean-War Berlin Wall - http://www.dailysoft.com/berlinwall/history/berlinwall-timeline.htm; http://berlin-wall.org/b_muren.html Cuban Missile Crisis Interactive Storyboard - Click on “example storyboard” to see/edit storyboard about Cuban Missile

Crisis. - http://www.schoolhistory.co.uk/storyboards/working.htmlKorean War Map - Interactive map of Korean War (1950-1953) - http://users.erols.com/mwhite28/korea.htm

United Streaming Video – http://www.unitedstreaming.comCold War Into Guerrilla WarDemocracy vs. Communism: The Korean WarSpace Exploration: The RocketsThe Gemini Program: Perils of Space TravelThe Apollo Program: Journey to the MoonThe Beginnings of the Race Into Space

Humans in Space

Other Resources: The Wall by Eve BuntingMercedes and the Chocolate Pilot by Margot T. RavenThe Butter Battle Book by Dr. Seuss


http://users.erols.com/mwhite28/korea.htm

http://www.schoolhistory.co.uk/storyboards/working.html

http://berlin-wall.org/b_muren.html

http://www.dailysoft.com/berlinwall/history/berlinwall-timeline.htm

http://kids.britannica.com/elementary/article-353347/Korean-War


http://www.surfnetkids.com/go/194/about-the-korean-war/

http://www.academickids.com/encyclopedia/index.php/McCarthyism

http://history.howstuffworks.com/american-history/mccarthyism.htm

http://kids.britannica.com/comptons/article-9273756/communism

http://www.surfnetkids.com/coldwar.htm

http://www.neok12.com/Cold-War.htm

http://www.history.com/topics/cuban-missile-crisis

http://www.hpol.org/jfk/cuban

http://www.pbs.org/wgbh/amex/moon/timeline/index.html

http://www.academickids.com/encyclopedia/index.php/Vietnam_War

http://kids.nationalgeographic.com/kids/places/find/vietnam/








Assessment


5-5.1 Explain the causes and the course of the Cold War between the Union of Soviet Socialist Republics (USSR) and the United States, including McCarthyism, the spread of communism, the Korean Conflict, Sputnik, the Berlin Wall, the Cuban Missile Crisis, and the Vietnam War. (old indicator 5-5.4)


1. Students interpret the meaning or significance of events, ideas, and phenomena, for example, how the Cold War or the destruction of the Berlin Wall affected the government. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

2. Students brainstorm things that could happen if they became angry with their best friend and how things would be different between them at school or in the neighborhood. Relate this to the Cold War years and what might have happened between the United States and the Soviet Union during this time. How did the agreement to limit the number of weapons each nation had help the relationship between these two superpowers? Conflict Resolution Strategy. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant C

3. Read The Wall and follow Literature Link unit. Quadrant A4. Read The Butter Battle Book by Dr. Seuss. Compare and contrast the story to the Cold War. Quadrant A

Resources

Text: Scott Foresman Social Studies: Growth of a Nation pg. 406-413, 428-435


Web Sites: Vietnam – http://kids.nationalgeographic.com/kids/places/find/vietnam/

http://www.academickids.com/encyclopedia/index.php/Vietnam_War Space Race – http://www.pbs.org/wgbh/amex/moon/timeline/index.html Cuban Missile Crisis - www.hpol.org/jfk/cuban; http://www.history.com/topics/cuban-missile-crisisCold War – http://www.neok12.com/Cold-War.htm ; http://www.surfnetkids.com/coldwar.htm Communism Spread – http://kids.britannica.com/comptons/article-9273756/communism McCarthyism – http://history.howstuffworks.com/american-history/mccarthyism.htm;



http://history.howstuffworks.com/american-history/mccarthyism.htm

http://kids.britannica.com/comptons/article-9273756/communism

http://www.surfnetkids.com/coldwar.htm

http://www.neok12.com/Cold-War.htm

http://www.history.com/topics/cuban-missile-crisis

http://www.hpol.org/jfk/cuban

http://www.pbs.org/wgbh/amex/moon/timeline/index.html

http://www.academickids.com/encyclopedia/index.php/Vietnam_War

http://kids.nationalgeographic.com/kids/places/find/vietnam/





Korean War – http://www.surfnetkids.com/go/194/about-the-korean-war/; http://kids.britannica.com/elementary/article-353347/Korean-War

Berlin Wall - http://www.dailysoft.com/berlinwall/history/berlinwall-timeline.htm; http://berlin-wall.org/b_muren.html Cuban Missile Crisis Interactive Storyboard - Click on “example storyboard” to see/edit storyboard about Cuban Missile

Crisis. - http://www.schoolhistory.co.uk/storyboards/working.htmlKorean War Map - Interactive map of Korean War (1950-1953) - http://users.erols.com/mwhite28/korea.htm

United Streaming Video – http://www.unitedstreaming.comCold War Into Guerrilla WarDemocracy vs. Communism: The Korean WarSpace Exploration: The RocketsThe Gemini Program: Perils of Space TravelThe Apollo Program: Journey to the MoonThe Beginnings of the Race Into Space

Humans in Space

Other Resources: The Wall by Eve BuntingMercedes and the Chocolate Pilot by Margot T. RavenThe Butter Battle Book by Dr. Seuss








AssessmentWinter Break


5-5.2 Summarize the social, cultural, and economic developments that took place in the United States during the Cold War, including consumerism, mass media, the growth of suburbs, expanding educational opportunities, new technologies, the expanding job market and service industries, and changing opportunities for women in the workforce. (old indicator 5-5.1 and 5-5.2)Winter Brea

Winter BreakInstructional Strategies

1. During the 1950s, several new inventions appeared in the homes of Americans. These included the washing machines, dishwashers, and televisions. Students write an essay explaining which invention they would choose if they were limited to only one. Students predict what the economic and social effects of not having the others would be. Explain change and continuity over time. Quadrant C

2. Students distinguish between past, present, and future time by choosing an invention to investigate. Students identify what this invention may have been like in the past, how it has changed in the present, and predict how it may change in the future. Distinguish between past, present, and future time. Use texts, photographs,






http://users.erols.com/mwhite28/korea.htm

http://www.schoolhistory.co.uk/storyboards/working.html

http://berlin-wall.org/b_muren.html

http://www.dailysoft.com/berlinwall/history/berlinwall-timeline.htm



http://www.surfnetkids.com/go/194/about-the-korean-war/

and documents to observe and interpret social studies trends and relationships. Quadrant C3. Invite a member of the community who lived during the 50s and 60s. Discuss the inventions of their time.

Students prepare interview type questions ahead of time. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

4. Students write a speech telling how different the world would be without inventions such as the television. Distinguish between past, present, and future time. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

5. Students debate the changes since WWII in one of the following areas: communication, transportation, agriculture, or manufacturing. Students compare and contrast their ideas with their classmates. Quadrant D

6. Students should be placed in groups to create a pictorial timeline showing the changes in communication, transportation, manufacturing, or agriculture from the end of WWII to the present. Quadrant C

7. Students use one of the pictorial timelines from the previous activity to interpret data in timelines. Students conclude what effects the changes that have taken place have had on the United States. Quadrant C

8. Students role-play a leader during this time, explaining in first person how they shaped the nation. Quadrant D9. Locate pictures of computers that were used during World War II. Compare these machines with the computers

we use today. How are they alike? How are they different? Do they do different things? Quadrant CWinter Break

ResourcesText:Scott Foresman Social Studies: Growth of a Nation pg. 394-403


Web Sites: Post WWII Economy- http://economics.about.com/od/useconomichistory/a/post_war.htm Wikipedia- http://en.wikipedia.org/wiki/Post-World_War_II_economic_expansion A woman’s narriative of living in the 50s- http://legendsofamerica.com/66-nostalgic50s.htmlKid’s Newsroom- http://www.kidsnewsroom.org/elmer/infoCentral/frameset/decade/1950.htmThe People’s History- http://www.thepeoplehistory.com/1950s.htmlGrowth of Suburbs- http://ushistory1950.weebly.com/the-growth-of-suburbs.htmlMass Media Timeline- http://library.thinkquest.org/27629/themes/media/mdtimeline.html







Challenge the PACT pg.157-167Winter BreakAssessment

nter Break





http://library.thinkquest.org/27629/themes/media/mdtimeline.html

http://ushistory1950.weebly.com/the-growth-of-suburbs.html

http://www.thepeoplehistory.com/1950s.html

http://www.kidsnewsroom.org/elmer/infoCentral/frameset/decade/1950.htm

http://legendsofamerica.com/66-nostalgic50s.html

http://en.wikipedia.org/wiki/Post-World_War_II_economic_expansion

http://economics.about.com/od/useconomichistory/a/post_war.htm

Week of Feb. 18th - Feb. 22ndFeb. 18thIndicator

President's Day (Holiday) President's Day (Holiday)Instructional Strategies

President's Day (Holiday)Resources

President's Day (Holiday)Assessment

President's Day (Holiday)

Feb. 19th - Feb. 22ndIndicator

5-5.3 Explain the advancement of the modern Civil Rights Movement; including the desegregation of the armed forces, Brown v. Board of Education, the roles of Rosa Parks, Martin Luther King Jr., Malcolm X, the Civil Rights acts, and the Voting Rights Act. (old indicator 5-5.3)


1. As a writing activity, students write their view of Brown vs. Board of Education. Did the Supreme Court make the right decision? Why was it so important to consider viewpoints other than their own? What could have been the result if the Court had not passed this decision? How would things be different now? Hold a class discussion comparing students’ views in a debate format. Consider multiple perspectives of documents and stories. Quadrant C

2. Students research an issue to trace the idea from the beginning to a policy, noting the development. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

3. Read Goin’ Someplace Special and follow Literature Link unit. Quadrant A4. Read My Brother Martin, A Sister Remembers and follow Literature Link unit. Quadrant A5. Read Happy Birthday, Martin Luther King and follow Literature Link unit. Quadrant A6. Read Martin’s Big Words and follow Literature Link unit. Quadrant A7. See Arts Integration Lesson 5-7.

Resources

Text: Scott Foresman Social Studies: Growth of A Nation pg. 418-427

Workbook:Scott Foresman Social Studies: Growth of a Nation91

Web Sites: Desegregation- http://www.academickids.com/encyclopedia/index.php/Desegregation, http://pbskids.org/wayback/civilrights/features_school.html http://www.socialstudiesforkids.com/articles/ushistory/brownvboard.htm Malcolm X – www.brothermalcolm.net/mxcontent.html, http://kids.britannica.com/comptons/article-9275635/Malcolm-XMartin Luther King– http://www.britannica.com/blackhistory/article-9045504, http://fun.familyeducation.com/martin-luther-king-jr/activities/32832.html Brown vs. Board of Education- http://www.britannica.com/blackhistory/article-9016710, http://library.thinkquest.org/J0112391/brown_v__board_of_education.htm Rosa Parks- http://www.britannica.com/blackhistory/article-9001689Civil Rights – http://www.britannica.com/blackhistory/article-9082763 Separate Is Not Equal: Brown v. Board of Education - Excellent lesson plan with photographs of white schools and black

schools. - http://americanhistory.si.edu/Brown/resources/two.html

http://americanhistory.si.edu/Brown/resources/two.html

http://www.britannica.com/blackhistory/article-9082763


http://library.thinkquest.org/J0112391/brown_v__board_of_education.htm


http://fun.familyeducation.com/martin-luther-king-jr/activities/32832.html

http://fun.familyeducation.com/martin-luther-king-jr/activities/32832.html


http://www.brothermalcolm.net/mxcontent.html

http://www.socialstudiesforkids.com/articles/ushistory/brownvboard.htm

http://pbskids.org/wayback/civilrights/features_school.html

http://www.academickids.com/encyclopedia/index.php/Desegregation

Other Resources: Nystrom Grade 4 Atlas, 70-71Nystrom Grade 5 Atlas, 86-89Goin’ Someplace Special by Patricia C. McKissackMy Brother Martin, A Sister Remembers by Christine King FarrisHappy Birthday, Martin Luther King by Jean MarzolloMartin’s Big Words, the Life of Dr. Martin Luther King, Jr. by Doreen RappaportI Am Rosa Parks by Rosa ParksFight On! Mary Church Terrell’s Battle for Integration by Dennis FradinLinda Brown, You Are Not Alone: The Brown vs. Board of Education Decision by Carol Joyce Thomas and Linda Brown








Assessment

Week of Feb. 25th - Mar. 1stFeb. 25th – Feb. 27 Indicator

5-5.4 Explain the international political alliances that impacted the United States in the latter part of the twentieth century, including the United Nations, the North Atlantic Treaty Organization (NATO), and the Organization of Petroleum Exporting Countries (OPEC). (old indicator 5-5.5)

Winter BreakWinter BreakInstructional Strategies

1. Provide a list of the original 50 countries of the United Nations. Students analyze the purpose of the United Nations. Then students list those countries that belong to the United Nations today. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant A

2. Students research the United Nations, the requirements needed to belong and its purpose. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

3. Students tell what NATO stands for and identify who belongs to this group. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

4. Students tell what OPEC stands for and identify how it affects our economy. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B





5. Winter BreakResourcesText: Scott Foresman Social Studies: Growth of a Nation pg. 387, 447, 449-451

Workbook: Scott Foresman Social Studies: Growth of a Nation 93

Web Sites: United Nations – www.un.org/aboutun/history.htm l http://www.wonderrotunda.com/UnitedNations.php http://academickids.com/encyclopedia/index.php/United_Nations OPEC – www.opec.orghttp://www.life123.com/career-money/taxes/self-employment/what-is-opec.shtmlhttp://academickids.com/encyclopedia/index.php/OPEC NATO Official Homepage - Click on “What is NATO?” under “Shortcuts” for slide show. - http://www.nato.int/#http://academickids.com/encyclopedia/index.php/NATO

United Streaming Video – http://www.unitedstreaming.comAmerica in the 20th-Century: World War II: The World at WarThe Birth of the United Nations and Post-War Recovery

Other Resources: Nystrom Grade 5 Atlas, 110-113

Extensions: Children’s Encyclopedia of American History, by David C. King, 208-247


Step Away from the Textbook: Home Court PublishersPASS Coach pg. 142-145Challenge the PACT pg. 189-195Winter BreakAssessment

ter BreakWeek of Feb. 25th - Mar. 1stFeb. 28th - Mar. 1st Indicator

5-6.1 Summarize the changes in world politics that followed the collapse of the Soviet Union and the end of Soviet domination of eastern Europe. (old indicator 5-6.6)


1. Students use a map to identify the various regions of United States political involvement since the fall of the communist states.

Middle East- Israel, Saudi Arabia, Iran, Iraq, Afghanistan, kuwait Central America- Mexico, Panama Caribbean- Haiti, Cuba Africa- Somalia, Darfur Balkans in Europe- Serbia, Croatia Asia, Russia, and China

Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A2. Students research and discuss the main idea of the United States’ involvement in each area. (The U.S.






http://academickids.com/encyclopedia/index.php/NATO

http://www.nato.int/

http://academickids.com/encyclopedia/index.php/OPEC

http://www.life123.com/career-money/taxes/self-employment/what-is-opec.shtml

http://www.opec.org/

http://academickids.com/encyclopedia/index.php/United_Nations

http://www.wonderrotunda.com/UnitedNations.php

http://www.un.org/aboutun/history.htm

politically involves itself with the other nations of the world for a variety of reasons, including self interest, matters affecting world peace, addressing terrorism, and advocating for human rights.) Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

3. Students will use a map on the smartboard to locate the different regions mentioned in strategy one. The student will move an American flag clipart to the region to show that the United States has involvement in each particular region. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

4. While researching and discussing each region, the students will construct a chart giving the following information:

name of region and countries involved Role of Government and religion economics and resources of region why United States was involved outcome of involvement

Important information to address as a cause/effect chart: Middle East- role of religion (Islam, Judaism, and Christianity) causing conflict and the economic

importance of U.S. dependency on oil of this regiion. Panama- significance the Panama Canal has on our economic interests Mexico, Haiti, Cuba- immigration issues Somalia, Darfur, Serbia, and Croatia- struggle against dictatorial governments and human rights

violations, drought stricken. Iraq and Afghanistan- war on terror, Saddam Hussein, the Taliban, and al Qaeda China- Economic issues could be addressed as the Chinese economy is quickly increasing to a level to

rival our own Russia- the largest nation in the world, our relationship is important especially since the collapse of the

Soviet UnionConstruct maps, graphs, tables, and diagrams to display social studies information. Quadrant C5. Students will be divided into groups and will create a report about one of the following regions (the Middle East,

Central America, the Caribbean, Africa, the Balkans in Europe, and Asia). Using audio visuals, each group will locate and show the region on the map as well as the main idea of our involvement. Locate, gather, and process information from a variety of primary and secondary sources including maps. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Quadrant D

6. In small groups, students will debate the positives/negatives of the United States becoming politically involved in other regions of the world. Challenge ad hominem and other illogical arguments (e.g., name calling, personal attacks, insinuation and innuendo, circular arguments). Consider multiple perspectives of documents and stories. Quadrant DWinter Break

ResourcesText: Scott Foresman Social Studies: Growth of a Nation pg. 448, 453, 506-508

Workbook:Scott Foresman Social Studies: Growth of a Nation94

Web Sites:Cold War History- http://www.historyking.com/World-War/cold-war/Summary-Of-The-Cold-War.htmlForeign Policy- http://www.foreignaffairs.com/articles/24389/george-f-kennan/after-the-cold-warBlank and Outline Maps- http://geography.about.com/od/blankmaps/Blank_and_Outline_Maps.htm

Other Resources:Scholastic Weekly NewsTime Magazine for KidsAlmanacEncyclopedia (including Encarta Encyclopedia or Grolier Online) S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481




http://geography.about.com/od/blankmaps/Blank_and_Outline_Maps.htm

http://www.foreignaffairs.com/articles/24389/george-f-kennan/after-the-cold-war

http://www.historyking.com/World-War/cold-war/Summary-Of-The-Cold-War.html



Step Away from the Textbook: Home Court Press


Challenge the PACT pg. 226-228Winter BreakAssessment

reak

Week of Mar. 4th - Mar. 8thMar. 4th Indicator

5-6.1 Summarize the changes in world politics that followed the collapse of the Soviet Union and the end of Soviet domination of eastern Europe. (old indicator 5-6.6)













Soviet Union



Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant C5. Students will be divided into groups and will create a report about one of the following regions (the Middle East,




Workbook:Scott Foresman Social Studies: Growth of a Nation p 94

Web Sites:Cold War History- http://www.historyking.com/World-War/cold-war/Summary-Of-The-Cold-War.htmlForeign Policy- http://www.foreignaffairs.com/articles/24389/george-f-kennan/after-the-cold-warBlank and Outline Maps- http://geography.about.com/od/blankmaps/Blank_and_Outline_Maps.htm

Other Resources:Scholastic Weekly NewsTime Magazine for KidsAlmanacEncyclopedia (including Encarta Encyclopedia or Grolier Online) S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481




Step Away from the Textbook: Home Court Press



Assessment

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th

Week of Mar. 4th - Mar. 8thMar. 5th - Mar. 8th Indicator

5-6.2 Identify places in the world where the United States is involved in humanitarian and economic efforts, including the Middle East, the Balkans, Central America, Africa, and Asia. (old indicator 5-6.1)







http://www.foreignaffairs.com/articles/24389/george-f-kennan/after-the-cold-war

http://www.historyking.com/World-War/cold-war/Summary-Of-The-Cold-War.html
















Other Resources:Scholastic Weekly NewsTime Magazine for KidsAlmanacEncyclopedia (including Encarta Encyclopedia or Grolier Online)

Web Sites: http://www.mapsofworld.com/ Atlas: Middle East - Map of Middle East – Click on country to zoom in. - http://www.infoplease.com/atlas/middleeast.htmlBlank and Outline Maps- http://geography.about.com/od/blankmaps/Blank_and_Outline_Maps.htm


http://www.infoplease.com/atlas/middleeast.html

http://www.mapsofworld.com/








AssessmentBenchmark #3 Testing Window: Mar. 4th - Mar. 15th

Week of Mar. 11th - Mar. 15thMar. 11th Indicator

5-6.2 Identify places in the world where the United States is involved in humanitarian and economic efforts, including the Middle East, the Balkans, Central America, Africa, and Asia. (old indicator 5-6.1)










importance of U.S. dependency on oil of this regiion. Panama- significance the Panama Canal has on our economic interests





Mexico, Haiti, Cuba- immigration issues Somalia, Darfur, Serbia, and Croatia- struggle against dictatorial governments and human rights







Other Resources:Scholastic Weekly NewsTime Magazine for KidsAlmanacEncyclopedia (including Encarta Encyclopedia or Grolier Online)

Web Sites: http://www.mapsofworld.com/ Atlas: Middle East - Map of Middle East – Click on country to zoom in. - http://www.infoplease.com/atlas/middleeast.htmlBlank and Outline Maps- http://geography.about.com/od/blankmaps/Blank_and_Outline_Maps.htm















http://www.infoplease.com/atlas/middleeast.html

http://www.mapsofworld.com/


5-6.3 Explain the impact of the September 11, 2001, terrorist attacks on the United States, including the wars in Iraq and Afghanistan and the home-front responses to terrorism. (old indicator 5-6.1 and 5-6.5)

Winter BreakInstructional Strategies 1. As a result of the attacks of September 11, 2001, the United States has taken an increasingly active role in

addressing the issue of global terrorism. Students will debate on why the United States centered its attention on the terrorist group known as al Qaeda, led by Osama bin Laden. (The United States has directed its efforts by taking military action in Afghanistan, against the Taliban government suspected of protecting bin Laden, and Iraq, against Saddam Hussein suspected of encouraging and allowing terrorists to train freely in his country. The Taliban government in Afghanistan was defeated and a newly elected democratic government is beginning a new era. The Saddam Hussein-led government in Iraq was defeated. Free elections were held in Iraq; however the fighting between rival factions of Islamic militants continues to threaten the stability of the new democratic government. The United States continues to be committed to the rebuilding process of Afghanistan and Iraq as well as establishing democratic governments in each nation.) Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

2. Choose a pen pal from a soldier in Iraq and one in Afghanistan. As a class write each soldier asking the same questions, such as: What’s a typical day like? What type of food do you eat? What do you do when you are not on patrol? Where are you from? When you look outside, what type of land do you see?The students prepare charts or discuss the comparisons of the two sites. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant D

3. Students research Homeland Security/war on terrorism and compare how things have changed in America since 9/11. Distinguish between past, present, and future time. Quadrant C

4. Students create a mural timeline. Divide students into groups to find pictures of the following events: pre-Sept. 11, 2001, 9/11, post 9/11 (war on terrorism). Glue pictures onto large pieces of bulletin board paper and have students write about where they were on Sept. 11, 2001 and what they remember. Do they think 9/11 should be a national holiday? Why or why not? Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant D


Text: Scott Foresman Social Studies: Growth of a Nation pg. 490-494, 503-511, 513-515Scott Foresman Social Studies: Growth of a Nation pg. 490-491, 515, 520-521

Web Sites: Terrorism- http://www.aboutourkids.org/articles/talking_kids_about_terrorism_or_acts_warhttp://kids.britannica.com/comptons/article-9277307/terrorismSeptember 11th Interactive Timeline- http://timeline.national911memorial.org/ 9/11- http://www.classbrain.com/artfree/publish/cat_index_17.shtml Time - a remarkable collection of photographs by award-winning photojournalist James Nachtwey -

http://www.time.com/time/photoessays/shattered/1.html

United Streaming Video – http://www.unitedstreaming.comAmerican History: Modern-Day AmericaChallenges for Our CenturyCost of Freedom, The: Civil Liberties, Security, and the USAFighting Terrorism: The Immediate Legislative Impact of 9/11The Antiterrorism Act of 1996




http://www.classbrain.com/artfree/publish/cat_index_17.shtml

http://timeline.national911memorial.org/

http://kids.britannica.com/comptons/article-9277307/terrorism

http://www.aboutourkids.org/articles/talking_kids_about_terrorism_or_acts_war








Assessment


Week of Mar. 18th - Mar. 22ndMar. 18thIndicator

5-6.3 Explain the impact of the September 11, 2001, terrorist attacks on the United States, including the wars in Iraq and Afghanistan and the home-front responses to terrorism. (old indicator 5-6.1 and 5-6.5)

Winter BreakInstructional Strategies 1. As a result of the attacks of September 11, 2001, the United States has taken an increasingly active role in

addressing the issue of global terrorism. Students will debate on why the United States centered its attention on the terrorist group known as al Qaeda, led by Osama bin Laden. (The United States has directed its efforts by taking military action in Afghanistan, against the Taliban government suspected of protecting bin Laden, and Iraq, against Saddam Hussein suspected of encouraging and allowing terrorists to train freely in his country. The Taliban government in Afghanistan was defeated and a newly elected democratic government is beginning a new era. The Saddam Hussein-led government in Iraq was defeated. Free elections were held in Iraq; however the fighting between rival factions of Islamic militants continues to threaten the stability of the new democratic government. The United States continues to be committed to the rebuilding process of Afghanistan and Iraq as well as establishing democratic governments in each nation.) Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C

2. Choose a pen pal from a soldier in Iraq and one in Afghanistan. As a class write each soldier asking the same questions, such as: What’s a typical day like? What type of food do you eat? What do you do when you are not on patrol? Where are you from? When you look outside, what type of land do you see?The students prepare charts or discuss the comparisons of the two sites. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant D

3. Students research Homeland Security/war on terrorism and compare how things have changed in America since 9/11. Distinguish between past, present, and future time. Quadrant C

4. Students create a mural timeline. Divide students into groups to find pictures of the following events: pre-Sept. 11, 2001, 9/11, post 9/11 (war on terrorism). Glue pictures onto large pieces of bulletin board paper and have students write about where they were on Sept. 11, 2001 and what they remember. Do they think 9/11 should be a national holiday? Why or why not? Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant D






Text: Scott Foresman Social Studies: Growth of a Nation pg. 490-494, 503-511, 513-515Scott Foresman Social Studies: Growth of a Nation pg. 490-491, 515, 520-521

Web Sites: Terrorism- http://www.aboutourkids.org/articles/talking_kids_about_terrorism_or_acts_warhttp://kids.britannica.com/comptons/article-9277307/terrorismSeptember 11th Interactive Timeline- http://timeline.national911memorial.org/ 9/11- http://www.classbrain.com/artfree/publish/cat_index_17.shtml Time - a remarkable collection of photographs by award-winning photojournalist James Nachtwey -


United Streaming Video – http://www.unitedstreaming.comAmerican History: Modern-Day AmericaChallenges for Our CenturyCost of Freedom, The: Civil Liberties, Security, and the USAFighting Terrorism: The Immediate Legislative Impact of 9/11The Antiterrorism Act of 1996









AssessmentWinter Break

Week of Mar. 18th - Mar. 22ndMar. 19th - Mar. 22nd Indicator

5-6.4 Explain how technological innovations have changed daily life in the United States, including the changes brought about by computers, satellites, and mass communication systems. (old indicator 5-6.3)Break


1. Student groups create a pictorial timeline showing the changes in the U.S. economy and culture that were brought about by computers, electronics, satellites, and mass communication systems from 1990 to present. Create and interpret data on time lines. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Quadrant B

2. Students create a classroom mural to depict changes in communication, transportation, agriculture, and manufacturing over time. Locate, gather, and process information from a variety of primary and







http://www.classbrain.com/artfree/publish/cat_index_17.shtml

http://timeline.national911memorial.org/

http://kids.britannica.com/comptons/article-9277307/terrorism

http://www.aboutourkids.org/articles/talking_kids_about_terrorism_or_acts_war

secondary sources including maps. Distinguish between past, present, and future time. Quadrant C3. Bring in a typewriter to show students and to demonstrate how to use it to write a story. Then demonstrate how

to use Microsoft Word to write the same story. Students write down their thoughts about using each one and create a Venn diagram to compare/contrast the two. Distinguish between past, present, and future time. Quadrant B

4. Students locate pictures of computers that were used during World War II and compare these machines with the computers we use today. How are they alike? How are they different? Do they do different things? Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B

5. Students write about life today if an invention of their choice had not been invented. Distinguish between past, present, and future time. Quadrant C

6. Students work in a cooperative group to create a collage of technology since 1992. Group according to uses. Create titles and present information to class. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Quadrant C

7. Students will construct cause and effect models of the various ways that daily life has been affected by the following:

Personal computers fax machines scanners personal digital assistant (PDAs) digital music players (IPod/mp3) satellite television/radioDistinguish between past, present, and future time. Quadrant C

8. Students hold a panel discussion to summarize changes in one of the following areas since 1990: economy, culture, electronics, satellites, mass communication systems. Distinguish between past, present, and future time. Quadrant D

9. The Internet originated during the 1960s. Students will generate reasons for its invention, determine who designed it, and discuss the effects the Internet has had on communication in our society. Quadrant C

inter BreakResources

Text: Scott Foresman Social Studies: Growth of a Nation pg. 490-491, 494-495, 515, 520-521

Web Sites: Satellites – http://chrishonors.tripod.com/satel.htmlNational Inventor’s Hall of Fame - www.invent.org U.S. Patent and Trademark Office - www.uspto.gov/go/kids CNN - CNN.com users share their experiences of how technology is changing our lives. -

http://www.cnn.com/2005/TECH/10/27/humantech.emails/Computer History Museum- http://www.computerhistory.org/

United Streaming Video – http://www.unitedstreaming.comHistory in the Making: 1982Society and Culture S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481











http://www.computerhistory.org/

http://www.cnn.com/2005/TECH/10/27/humantech.emails/

http://www.uspto.gov/go/kids

http://www.invent.org/

http://chrishonors.tripod.com/satel.html


Assessment

Winter Break


5-6.5 Identify examples of cultural exchanges, including those in food, fashion, and entertainment, that illustrate the growing global interdependence between the United States and other countries. (old indicator 5-6.4)


1. Create a pop culture time capsule or pop culture pizza. Have students label favorite music, fashion, movies, technology, transportation, pop stars. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B

2. Research American pop culture and how it influences culture around the world. Students create a poster to present to the class. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B

3. Divide students into groups to create a visual product that will summarize, compare or explain the effects of American culture on other parts of the world including various musical artists, fashion trends, food, television and movie personalities, sports figures, etc. Make and record observations about the physical and human characteristics of places.


Text: Scott Foresman Social Studies: Growth of a Nation pg. 490-494, 503-511, 513-515, 520-521

Web Sites: American Popular Culture- http://www.americanpopularculture.com/home.htmhttp://www.ithaca.edu/faculty/mtrotti/popculture.htmlGlobal Interdependence Lesson Plan (you will need to modify to suit 5th grade)- http://www.frontiernet.net/~mikef/lessonplans/lesson1a.htm

United Streaming Video – http://www.unitedstreaming.comAmerican History: Modern-Day AmericaChallenges for Our CenturyCost of Freedom, The: Civil Liberties, Security, and the USA









Winter BAssessment

Winter Break

Mar. 29thIndicator






http://www.frontiernet.net/~mikef/lessonplans/lesson1a.htm

http://www.ithaca.edu/faculty/mtrotti/popculture.html

http://www.americanpopularculture.com/home.htm

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday

Week of Apr. 1st - Apr. 12thApr. 1st - Apr. 5th Indicator

Spring Break (Holiday) Spring Break (Holiday)Instructional Strategies

Spring Break (Holiday)Resources

Spring Break (Holiday)Assessment

Spring Break (Holiday)

Apr. 8th - Apr. 12th Indicator

PASS REVIEW

Break




Winter Break

Week of Apr. 15th - Apr. 19thApr. 15th - Apr. 19th Indicator

PASS REVIEW


Resources

Assessment

Week of Apr. 22nd - Apr. 26thApr. 22nd - Apr. 26th Indicator

PASS REVIEWInstructional Strategies



Winter Break

Week of Apr. 29th - May 3rdApr. 29th - May 3rd Indicator

PASS REVIEWr Break


Resources


Winter

Week of May 6th - May 10thMay 6th - May 10th Indicator

PASS TESTINGInstructional Strategies

Resources

Assessmentnak

Week of May 13th - May 17thMay 13th - May 17th Indicator

PASS TESTING

Instructional Strategies Winter Break

Resources

Assessment

Week of May 20th - May 24th

May 20th - May 24th Indicator




Week of May 27th - May 31stMay 27th - May 31st Indicator

WrWintekInstructional Strategies

eakResources

Winte BreakAssessment

Break

Week of Jun. 3rd - Jun. 7thJun. 3rd - Jun. 6th Indicator

Wintinter BreakInstructional Strategies

Winter BeakResources

WinteAssessment

W Break

Jun. 7th Indicator

Teacher WorkdayInstructional Strategies

Teacher WorkdayResources

Teacher WorkdayAssessment

Teacher Workday

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