fourth grade social studies curriculum guide - olde … · · 2015-11-12fourth grade social...

Fourth Grade Social Studies Curriculum Guide provided through the Teaching American History Grant

for the Winthrop Olde English Consortium

United States History—Beginnings to 1865 Unit Title: Development of American Culture Pacing Suggestions: Three weeks Enduring Understandings and Essential Questions:

• Describe how the new American ideals and environmental differences led to unique regional cultures. How did regional cultures in the North, South, and West compare? What contributed to and detracted from each region’s quality of living?

• Evaluate how various reform movements and minority activists impacted American culture. Who were significant reform figures of the period? How did their causes impact the nature of American democracy?

• Analyze the impact of technology and innovation on American culture.

What were the most influential inventions of the period? How did this technology lead to cultural changes?

Standards Correlation: 4-5: The student will demonstrate an understanding of the westward movement

and its impact on the institution of slavery. (Specifically indicators 3, 4, 7) 4-6: The student will demonstrate an understanding of the Civil War and its

impact on America. (Specifically indicators 1, 2) Assessment 1: WebQuest

• Introduction A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the web. In a long-term WebQuest like this one, the students will be extending and refining knowledge. They will analyze a body of knowledge, transform it, and present it in a meaningful way.

• Timeframe After conducting their Internet research, the students will spend 4 days collecting and organizing their information in an electronic journal/scrapbook. This final product will be the formal assessment.

• Materials Students will use computers with Internet access, PowerPoint, and/or a word processing program.

• Instructions This WebQuest is collaborative, but students will be individually responsible for portions of the research. Each group will create one journal/scrapbook using the rubric below as a guideline. The journal/scrapbook should include 11 entries for each day’s virtual journey. The entry should include a summary of information and appropriate pictures or clip art. The final component in the scrapbook should be the essay describing the regions in which the groups would choose to live.

• Differentiation for Diverse Learners/Levels of Ability Students can be grouped in any number of ways. Teachers should use research on effective collaboration to choose the grouping model that best meets the needs of their students.

• Scoring Rubric Rubrics to guide and evaluate both product and process are attached below.

Content:

• Among the advantages of using a WebQuest is the expanse of resources available on the Internet. These links can be replaced or excluded at a teacher’s discretion. Regions:

• Agricultural Plantations http://www.civilwarhome.com/plantation.htm

• Phillis Wheatley http://search.eb.com/blackhistory/micro/637/40.html

• Spirituals http://www.mtsu.edu/~baustin/jubilee.html

• Nat Turner http://www.pbs.org/wgbh/aia/part3/3p1518.html

• Benjamin Franklin http://www.pbs.org/benfranklin/l3_wit_read.html

• Industry http://www.germantown.k12.il.us/html/sections.html#TheNorth

• Sweatshops http://americanhistory.si.edu/sweatshops/history/seamstress.htm

• Horace Mann http://www.pbs.org/onlyateacher/horace.html

• Cowboys http://www.unm.edu/~gabbriel/chap1.html

• Pony Express http://www.nps.gov/poex/

• Levi Strauss http://www.pbs.org/weta/thewest/people/s_z/strauss.htm

• The Alamo http://www.pbs.org/wgbh/amex/alamo/peopleevents/p_crockett.html

• John Brown http://education.ucdavis.edu/NEW/STC/lesson/socstud/railroad/Brown.htm

Reform: • Grimké Sisters

http://www.edc.org/WomensEquity/women/grimke.htm • Harriet Tubman—Underground Railroad

http://www2.lhric.org/pocantico/tubman/gourd1.html • Harriet Beecher Stowe—Uncle Tom’s Cabin

http://www.americancivilwar.com/women/hbs.html • Amelia Bloom

http://www.nps.gov/wori/bloomer.htm • Elizabeth Cady Stanton

http://www.nps.gov/wori/ecs.htm • Frederick Douglass

http://www.africawithin.com/bios/frederick_douglass.htm • William Lloyd Garrison—The Liberator

http://www.pbs.org/wgbh/aia/part4/4p1561.html • Henry Clay

http://bioguide.congress.gov/scripts/biodisplay.pl?index=C000482 • Trail of Tears

http://www.rosecity.net/tears/trail/jenny.html Technology:

• Eli Whitney—Cotton Gin http://www.eliwhitney.org/inventor.htm

• Gabriel Fahrenheit—Thermometers http://www.fact-index.com/g/ga/gabriel_fahrenheit.html

• Kirkpatrick MacMillan—Bicycle http://www.bbc.co.uk/history/historic_figures/macmillan_kirkpatrick.shtml

• Benjamin Banneker—Almanac and Clock http://www.progress.org/banneker/bb.html

• Cyrus McCormick—Reaper http://www.vaes.vt.edu/steeles/mccormick/bio.html

• John Walker—Matches http://www.coolquiz.com/trivia/explain/docs/match.asp

• George Stephenson—Steam Locomotive http://www.spartacus.schoolnet.co.uk/RAstephensonG.htm

• Robert Fulton—Steamboat http://www.worldalmanacforkids.com/explore/inventions/fulton_robert.html

• Samuel Morse—Telegraph http://www.150.si.edu/150trav/remember/r819.htm

Electronic WebQuest Journal Rubric

Name______________________ Date________________

4-Exemplary 3-Acomplished 2-Developing 1-Beginning

Research Facts are accurate and detailed

Most facts are accurate and

detailed

Some facts are accurate and

detailed

Facts are inaccurate or

missing

Organization

Information is well organized and

clearly and logically presented

Most information is organized and


Some information is organized and


Information is disorganized and

confusing

Conventions

Journal contains proper grammar,

spelling, and punctuation

Journal contains mostly proper

grammar, spelling, and punctuation

Journal contains some proper

grammar, spelling, and punctuation

Journal contains many grammar,

spelling, and punctuation errors

Appearance

Colors, backgrounds, and

text are clear. Layout is easy to

follow.

Most colors, backgrounds, and

text are clear. Layout is easy to

follow.

Colors, backgrounds,

and text are not easy to read.

Layout is inconsistent.

Colors, backgrounds, and

text are not legible. Layout is

confusing.

Graphics

Graphics are important and

contribute to the meaning of the

journal.

Graphics are important but

clutter the meaning of the journal.

Graphics are inconsistent and

confuse the meaning of the

journal.

Graphics are unrelated.

WebQuest Rubric

Name______________________ Date________________

4-Always 3-Most of the Time 2-Some of the Time 1-Rarely

Stayed on task Shared tasks

equitably Maintained calm, quiet

voices Handled

materials and equipment properly

Completed work on time G

roup

Per

form

ance

Resolved disagreements

fairly and quickly

Worked cooperatively

Completed specific task assignment Contributed

ideas Was neither

dominant nor passive

Indi

vidu

al P

erfo

rman

ce a

s a G

roup

M

embe

r

Respected the participation of

others

Assessment 2: Literature Circles • Introduction

During literature circles, students meet in small groups to discuss, respond, and reflect on their reading. The teacher or students facilitate the discussion. Students begin by reading a predetermined amount of text and preparing for discussion. Students comfortable with literature circles can use bookmarks or sticky-notes to mark significant points in the text, but most students need more structure. Learning logs prompt students to collect quotes, questions, and interesting words. Some teachers find that having students write down what they want to share in the discussion helps them participate more fully and be more accountable. It is important for all children, regardless of reading level, to have the opportunity to participate in literature discussion. Students must feel comfortable sharing ideas and taking risks in the discussions. Teachers should model good discussion and questioning behavior.

• Timeframe

These literature circles will last for 2 ½ weeks. Students will complete a Learning Log for each reading assignment. Teachers should monitor student progress during this time, making suggestions and offering compliments throughout the process. Students will compile the daily Learning Logs when they have finished the text so that teachers may review their progress.

• Materials Teachers can photocopy the Learning Logs attached below, or students can recreate this simple format on notebook paper in a folder or binder.

• Instructions The Learning Logs are to be completed independently for homework. Students bring the book, their Learning Logs, and a pencil to Literature Circle discussions, and may expand their written responses during and after group discussions.

• Differentiation for Diverse Learners/Levels of Ability

Appropriate accommodations may be made for students with language or processing difficulties. Students can be instructed to draw portions of their Learning Logs rather than writing each response. Anecdotal records during teacher observation should supplement the Learning Logs to help teachers hear oral contributions from these students, as well. Gifted students can be given a more complex Learning Log format, or can be given an additional essay or product opportunity after the text is completed.

• Scoring Rubric Process skills can be guided and evaluated using the attached self-, peer-, and teacher-assessment rubrics for contributions during literature circles. A Learning Log rubric is attached below for product guidance and evaluation.

Content: • Roop, Peter and Connie. In Their Own Words: Benjamin Franklin. New York:

Scholastic, Inc., 2002. ISBN 0-439-15806-0

• Roop, Peter and Connie. In Their Own Words: Sojourner Truth. New York: Scholastic, Inc., 2002. ISBN 0-439-26323-9

• Sullivan, George. In Their Own Words: Lewis and Clark. New York: Scholastic, Inc., 2002. ISBN 0-439-09553-0

Self-Assessment: Literature Circles

Name______________________ Date________________


Brings book, learning logs, and pencil

Uses a calm, quiet voice

Uses words/pictures in the book to support ideas

Stays on topic

Listens actively with mind and body

Does not interrupt

Asks questions to understand the book better

Piggybacks off of another person's ideas

Disagrees without being disagreeable

Respects another person's point of view

Peer-Assessment: Literature Circles

Name______________________ Date________________





Stays on topic


Does not interrupt





Teacher-Assessment: Literature Circles

Name______________________ Date________________





Stays on topic


Does not interrupt





Literature Circle Learning Log

Name________________ Date________________

Job__________________ Book________________ Pages______

Name________________ Date________________

Job__________________ Book________________ Pages______

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Learning Log Rubric

Name______________________ Date________________

4-Exemplary 3-Acomplished 2-Developing 1-Beginning Completes reading assignment and Learning Log entirely

Completes reading assignment and Learning Log on time

Completes reading assignment and Learning Log neatly

Uses words, pictures, and knowledge to make meaningful predictions

Asks important questions that lead to discussion

Records favorite passages and ideas

Records favorite or unknown words

Assessment 3: Jeopardy • Introduction

This assessment focuses on knowledge acquisition, which serves as a foundation for the higher-order thinking activities of the WebQuest. Current brain research indicates that students must be able to generate knowledge at least three times perfectly in succession in order to produce an accurate memory. This game is designed to be a fun way to assess student recall.

• Timeframe This quiz can be used once each week with the different PowerPoint games, or it can be used at the end of the unit using all or parts of each of the weekly PowerPoint games. The quiz will take approximately 15 minutes.

• Materials The teacher will need a computer with PowerPoint and an LCD/data projector or appropriate equipment to view a computer screen from a television monitor. Students will need the quiz sheet(s) attached below and a non-erasable writing tool, like a pen, colored pencil, or marker.

• Instructions

After students have played the game as a class and at centers during free or contract time, the teacher should conduct a “Final Jeopardy” round in which students write down their answers before the teacher reveals the answers. Because students are writing with a non-erasable writing tool, teachers can reveal the correct answers after every student has recorded an answer. Students then get immediate feedback and make the grading process easier for teachers.

• Differentiation for Diverse Learners/Levels of Ability Students with language or processing difficulties can take the quiz orally. Gifted students can write their own test questions.

• Scoring Rubric A key for each quiz is provided below.

Content: • See WebQuest websites and Literature Circle Books

Final Jeopardy: Week 1

Name______________________ Date________________

Who are

What is

What is

What is

What is

Who is

What are What are What is Who are

Who is

What is

Who is

Who is

What is

Literature

Reform

Science

The South

The Arts


Key

Who are Sarah and Angelina Grimké?

What is the cotton gin?

What is farming or agriculture?

What is a primary source? What is singing?

Who is Benjamin Banneker?

What are the alcohol and

mercury thermometers?

What are spirituals? What is Uncle Tom's Cabin?

Who are the Jubilee Singers?

Who is Harriet Tubman?

What is the bicycle? Who is Nat Turner? Who is Phillis

Wheatley? What is a

melodrama?

Literature

Reform

Science

The South

The Arts


Name______________________ Date________________

Who is

What is

What is

Who is

What are

What is

What is

What are

Who is

What is

Who is

Who is

Where is

Who is

Who is

Reform

The Arts

Science

The North

Literature


Key

Who is Elizabeth Cady Stanton? What is the reaper? What is industry or

factories? Who is Benjamin

Franklin? What are bloomers?

What is The Liberator? What is steam? What are

sweatshops? Who is Sojourner

Truth? What is pottery?

Who is Horace Mann?

Who is Samuel Morse?

Where is Harper’s Ferry? Who is Sacagawea?

Who is Johnny Appleseed or John

Chapman?

Reform

The Arts

Science

The North

Literature


Name______________________ Date________________

Who is

What are What is Who are What is

Who are

What are What is What is What are

What is

What is Where is Who is What is

The Arts

Reform

Science

The West

Literature


Key

Who is Frederick Douglass?

What are the railways?

What is ranching or being a cowboy?

Who are the Blackfoot Indians?

What is “Home on the Range?”

Who are the Cherokee?

What are “Lucifers?”

What is the Pony Express? What is the turkey? What are jeans?

What is California? What is the Erie Canal?

Where is the Alamo?

Who is Abraham Lincoln? What is a hat?

The Arts

Reform

Science

The West

Literature

Activity 1: WebQuest • Introduction

A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the web. WebQuests are designed to use students’ time well, to focus on using rather than finding information, and to support the higher-order thinking skills of analysis, synthesis, and evaluation. The model was developed in 1995 by Bernie Dodge and Tom March. In a long-term WebQuest like this one, the students will extend and refine knowledge. They will analyze a body of knowledge, transform it, and present it in a meaningful way.

• Timeframe

The students will explore designated websites for approximately 30 minutes for 11 days. During the remaining 4 days, students will record and organize their information as journal entries in a PowerPoint scrapbook.

• Materials

The WebQuest assignment is attached below. The rubrics for cooperative learning and for the electronic journal are attached above, with the description of Assessment 1: WebQuest. Students will benefit from individual access to the Internet, but can work in groups to browse websites if school resources do not allow for individual access to computers. If classroom computers do not have PowerPoint or a similar program, students can record information in any word processing program.

• Instruction As the WebQuest instructions indicate, students will be working ideally in groups of three. Within that group, each student will do an individual, in-depth study of one of the topics. If computer access is limited, or if students are new to WebQuests, teachers can assign groups of six with teams of two to conduct the in-depth study of each of the topics within that group. The larger the group, the harder it is for students to reach a consensus on the task and ensure student involvement.


• Informal and Formal Assessment Suggestions The cooperative learning rubric is best used on a daily basis with informal, anecdotal notes from teacher observation. Students can use the self- and peer-assessment forms on a weekly basis, or more often as needed. The electronic scrapbook rubric is best used as the formal, culminating assessment. Students can participate in a brief, daily conversation in their groups or in a whole-class setting to describe what techniques for collaboration and research are successful.

• Suggestions for Extension Activities and/or Assessments Students can present their scrapbooks in whole or in part to the class. The teacher can also monitor an oral debate about the regions each group selects.

WebQuest: Development of American Culture

Scenario: Breaking News! A team of American scientists has brought time machines out of science fiction stories and into our reality. After embarking on several journeys to test and celebrate their accomplishment, this team has invited you to be a part of a history-making educational field trip back in time. They would like for you to explore what life was like before the Industrial Revolution when technology began to dramatically change our American culture. Upon landing in early 1800’s, you will travel from South Carolina to California to:

• observe regional uniqueness in the South, North, and West, • meet reform leaders who challenged America’s sense of democracy, • explore other technology and how it affected the American people.

Task: In this WebQuest you will be working together with a group of students in class. As a member of the group you will explore webpages from people all over the world who care about American culture. Because you will browse real webpages, not things made just for schools, the reading level might challenge you. Feel free to use an online dictionary or one in the classroom. Each person on your team will become an expert on one topic of the quest. Please divide the investigation using the following topics. Each day, you will explore websites that pertain to your topic. At the end, you will use your discoveries about regional cultures, reform movements, and technology to decide where your group would choose to live during this period. Guiding Questions for the Investigation of Regions:

1. How did regional cultures in the North, South, and West compare? 2. What contributed to and detracted from each region’s quality of living?

Guiding Questions for the Investigation of Reform Movements: 1. Who were significant reform figures of the period? 2. How did their causes impact the nature of American democracy?

Guiding Questions for the Investigation of Innovation: 1. What were the most influential inventions of the period? 2. How did this technology lead to cultural changes?

Product: Keep a daily journal of your adventures in an electronic scrapbook in PowerPoint. Then trace your route on a paper map. Finally, compose an explanation of where you would have chosen to live during this period using your discoveries about regional cultures, reform movements, and technology.

Itinerary: The scientists who created this time machine are eager for you to return so that another journey can begin. You have a busy schedule and much to see. Use your time wisely. Day 1: South Carolina

• Regions: Agricultural Plantations http://www.civilwarhome.com/plantation.htm

• Reform: Grimké Sisters http://www.edc.org/WomensEquity/women/grimke.htm

• Technology: Eli Whitney—Cotton Gin http://www.eliwhitney.org/inventor.htm

Day 2: North Carolina

• Regions: Spirituals http://www.mtsu.edu/~baustin/jubilee.html

• Reform: Phillis Wheatley http://search.eb.com/blackhistory/micro/637/40.html

• Technology: Gabriel Fahrenheit—Thermometers http://www.fact-index.com/g/ga/gabriel_fahrenheit.html

Day 3: Virginia

• Regions: Nat Turner http://www.pbs.org/wgbh/aia/part3/3p1518.html

• Reform: Harriet Tubman—Underground Railroad http://www2.lhric.org/pocantico/tubman/gourd1.html

• Technology: Kirkpatrick MacMillan—Bicycle http://www.bbc.co.uk/history/historic_figures/macmillan_kirkpatrick.shtml

Day 4: Washington, DC

• Regions: Benjamin Franklin http://www.pbs.org/benfranklin/l3_wit_read.html

• Reform: Harriet Beecher Stowe—Uncle Tom’s Cabin http://www.americancivilwar.com/women/hbs.html

• Technology: Benjamin Banneker—Almanac http://www.progress.org/banneker/bb.html

Day 5: Maryland

• Regions: Industry http://www.germantown.k12.il.us/html/sections.html#TheNorth

• Reform: Amelia Bloom http://www.nps.gov/wori/bloomer.htm

Day 6: New York • Regions: Sweatshops

http://americanhistory.si.edu/sweatshops/history/seamstress.htm • Reform: Elizabeth Cady Stanton

http://www.nps.gov/wori/ecs.htm Day 7: Massachusetts

• Regions: Horace Mann http://www.pbs.org/onlyateacher/horace.html

• Reform: Frederick Douglass http://www.africawithin.com/bios/frederick_douglass.htm

• Technology: William Lloyd Garrison—The Liberator http://www.pbs.org/wgbh/aia/part4/4p1561.html

Day 8: Kansas

• Regions: Robert Fulton—Steamboat http://www.worldalmanacforkids.com/explore/inventions/fulton_robert.html

• Reform: John Brown http://education.ucdavis.edu/NEW/STC/lesson/socstud/railroad/Brown.htm

• Technology: Cyrus McCormick—Reaper http://www.vaes.vt.edu/steeles/mccormick/bio.html

Day 9: Oklahoma

• Regions: Cowboys http://www.unm.edu/~gabbriel/chap1.html

• Reform: Trail of Tears http://www.rosecity.net/tears/trail/jenny.html

• Technology: John Walker—Matches http://www.coolquiz.com/trivia/explain/docs/match.asp

Day 10: Texas

• Regions: Pony Express http://www.nps.gov/poex/

• Reform: The Alamo http://www.pbs.org/wgbh/amex/alamo/peopleevents/p_crockett.html

• Technology: George Stephenson—Steam Locomotive http://www.spartacus.schoolnet.co.uk/RAstephensonG.htm

Day 11: California

• Regions: Levi Strauss http://www.pbs.org/weta/thewest/people/s_z/strauss.htm

• Reform: Henry Clay http://bioguide.congress.gov/scripts/biodisplay.pl?index=C000482

• Technology: Samuel Morse—Telegraph http://www.150.si.edu/150trav/remember/r819.htm

Activity 2: Literature Circles • Introduction

In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response. Literature circles look different in every classroom; they change from teacher to teacher, grade to grade, student to student. Literature circles have no recipe, they are not a specific "program," and they never look the same from year to year. Attached is a chart of possible formats. These formats can be adopted or adapted as needed.

• Timeframe Each literature circle will meet for 10-15 minutes daily, with the exception of Mondays. Because homework will not be assigned over the weekend, students will not be prepared for literature circles on the first day of the week. Because the length of each of the books is different, students will complete their studies on different days. The reading schedules are attached below.

• Materials You will need classroom sets of multiple books. Recommended texts:

Roop, Peter and Connie. In Their Own Words: Benjamin Franklin. New York: Scholastic, Inc., 2002. ISBN 0-439-15806-0

Roop, Peter and Connie. In Their Own Words: Sojourner Truth. New York: Scholastic, Inc., 2002. ISBN 0-439-26323-9

Sullivan, George. In Their Own Words: Lewis and Clark. New York: Scholastic, Inc., 2002. ISBN 0-439-09553-0

Though most literature circle experts suggest that students should determine the amount of text to be read for each assignment, reading schedules are attached below for classrooms new to literature circles. The page numbers can be deceiving because of photographs and printing styles. The actual reading quantities are as follows:

Benjamin Franklin 6-9 pages for each assignment Sojourner Truth 5-10 pages for each assignment Lewis and Clark 5-12 pages for each assignment

Teachers should also provide students with the description of discussion roles, which is also attached below. Students new to literature circles benefit from these roles, which rotate on a daily basis. Students familiar with literature circles may not need the structure and can conduct conversations without predetermined roles. The self-, peer-, and teacher-assessment rubrics for literature circles are attached above, with the description of Assessment 2: Literature Circles. Good discussion and reflective thinking strategies need to be modeled and practiced with students ahead of time. Teachers may want to have students help generate the guidelines as a class.

• Instruction o Day 1: Students conduct a book pass and read the first chapter of each book to

preview the selections. Students then prioritize their choices. The teacher uses this feedback to select groups and distributes books, reading schedules, role descriptions, and rubrics. Groups meet briefly only to choose roles for the following day’s discussion.

o Days 2-5: Students read assignments and record reflections for homework in a learning log. Students conduct discussions in class.

o Day 6: Another activity. See Activity 3: Jeopardy. o Days 7-10: Students read assignments and record reflections for homework in a

learning log. Students conduct discussions in class. o Day 11: Another activity. See Activity 3: Jeopardy. o Days 12-13: Students read assignments and record reflections for homework in a

learning log. Students conduct discussions in class. o Days 14-15: Culminating Assessment.

• Differentiation for Diverse Learners/Levels of Ability Literature circles are not designed to replace guided reading instruction. Teachers can assist emerging readers with their literature circle texts during guided reading instruction, but literature circles are formed not by reading ability but by interest. Teachers can record themselves or a volunteer reading the texts in advance, and students can check these tapes out as needed for homework assistance. Parents are encouraged to read the books with their children at home. Reading is a tool for high-interest learning in literature circles, so reading assistance in many forms is encouraged. Gifted readers can conduct peer-tutoring sessions, and can be given additional, related reading material.

• Informal and Formal Assessment Suggestions The literature circle rubrics can be used on a daily or weekly basis with informal, anecdotal notes from teacher observation combined with student and peer feedback. The students will submit their learning logs for a formal assessment.

• Suggestions for Extension Activities and/or Assessments

Each literature circle can and should make a presentation to the class about the text. This can be done using the multiple intelligences and other creative teaching tools.

Because these are non-fiction texts, one culminating activity might be “Fact or Fib Strips.” Students fold a piece of construction or typing paper in half “hot dog style.” They cut 3-4 strips in the top half only so that the strips can be flipped up. On the top of each flap, students write a statement from the text that is either a fact or a fib. Underneath the flap, students write whether the statement is a fact or fib. On the bottom layer, covered up by the flap, students either expound on the fact or correct the fib and add an illustration. These strips make a great interactive bulletin board.

• Suggestions for Daily Oral Reading: o Day 1:

Bennett, William J., ed. “I Hear America Singing.” The Children’s Book of America. New York: Simon & Schuster, 1998. 72. ISBN 0-684-84930-5

o Day 2: Bennett, William J., ed. “The Tale of ‘Swing Low, Sweet Chariot.’” The

Children’s Book of America. New York: Simon & Schuster, 1998. 73-75. ISBN 0-684-84930-5

o Day 3: Nelson, Vaunda Micheaux. Almost to Freedom. New York: Scholastic, Inc.,

2003. ISBN 0-439-63156-4

o Day 4: Pinkney, Andrea Davis. Dear Benjamin Banneker. Florida: Voyager Books,

1994. ISBN 0-15-201892-1

o Day 5: McCully, Emily Arnold. The Bobbin Girl. New York: Dial Books for Young

Readers, 1996. ISBN 0-803-71827-6

o Day 6: McCully, Emily Arnold. The Ballot Box Battle. New York: Dragonfly Books,

1996. ISBN 0-679-89312-1

o Day 7: Bennett, William J., ed. “Johnny Appleseed.” The Children’s Book of America.

New York: Simon & Schuster, 1998. 58-61. ISBN 0-684-84930-5

o Day 8: Bennett, William J., ed. “‘The Erie Canal.’” The Children’s Book of America.

New York: Simon & Schuster, 1998. 66. ISBN 0-684-84930-5

o Day 9: Bennett, William J., ed. “‘Home on the Range.’” The Children’s Book of

America. New York: Simon & Schuster, 1998. 82-83. ISBN 0-684-84930-5

o Day 10: Bennett, William J., ed. “Remember the Alamo!” The Children’s Book of


o Day 11: Thomas, Joyce Carol. I Have Heard of Land. New York: HarperTrophy, 2000. ISBN 0-064-43617-9

o Day 12: Bennett, William J., ed. “John Henry and the Steam Drill.” The Children’s Book

of America. New York: Simon & Schuster, 1998. 84-88. ISBN 0-684-84930-5

o Day 13: Carlson, Laurie. The Boss of the Plains: The Hat that Won the West.

New York: DK Publishing, Inc., 1998. ISBN 0-7894-2479-7

o Day 14: Bennett, William J., ed. “The Legend of the Grand Canyon.” The Children’s

Book of America. New York: Simon & Schuster, 1998. 11-15. ISBN 0-684-84930-5

o Day 15: Bennett, William J., ed. “America the Beautiful.” The Children’s Book of


• Suggestions for Classroom Resources:

Adler, David A. A Picture Book of Harriet Tubman. New York: Holiday House, 2002. ISBN 0-8234-0926-0 Adler, David A. A Picture Book of Sojourner Truth. New York: Scholastic, Inc., 1994. ISBN 0-439-27655-1 Bledsoe, Lucy Jane. Phillis Wheatley: First in Poetry. California: Simon and Schuster, 1989. ISBN 1-55555-032-0 Collier, J.L. The Frederick Douglass You Never Knew. New York: Childrens Press, 2003. ISBN 0-516-25837-0 Collins, Kathleen. Sojourner Truth: Equal Rights Advocate. New York: The Rosen Publishing Group, Inc., 2004. ISBN 0-8239-4121-3 Cooper, Michael. Slave Spirituals and the Jubilee Singers. New York: Clarion Books, 2001. ISBN 0-395-97829-7 Cornelissen, Cornelia. Soft Rain: A Story of Cherokee Trail of Tears. New York: Delacorte Books for Young Readers, 1998. ISBN 0-440-41242-0

Davidson, Margaret. Frederick Douglass Fights for Freedom. New York: Scholastic, Inc., 1968. ISBN 0-590-42218-9 Davis, Kenneth C. Don’t Know Much About American History. New York: Scholastic, Inc., 2003. ISBN 0-439-58740-9 Ferris, Jeri. Go Free or Die: A Story About Harriet Tubman. Minnesota: Carolrhoda Books, Inc., 1988. ISBN 0-87614-504-7 Ferris, Jeri. Walking the Road to Freedom: A Story About Sojourner Truth. Minnesota: Carolrhoda Books, Inc., 1988. ISBN 0-87614-318-4 Flatley, Dennis R. Opening the West: The Railroads. New York: Franklin Watts, 1989. ISBN 0-531-10682-9 Fritz, Jean. You Want Women to Vote, Lizzie Stanton? New York: G.P. Putnam’s Sons, 1995. ISBN 0-399-22786-5 Gaines, Ann. Eli Whitney: Discover the Life of an Inventor. Florida: Rourke Publishing LLC, 2002. ISBN 1-58952-118-8 Giblin, James Cross. The Amazing Life of Benjamin Franklin. New York: Scholastic Press, 2000. ISBN 0-590-48534-2 Gintzler, A.S. Rough and Ready Railroaders: True Tales of the Wild West. New Mexico: John Muir Publications, 1994. ISBN 1-56261-237-9 Gragg, Rod. Lewis and Clark on the Trail of Discovery: The Journey that Shaped America. Tennessee: Rutledge Hill Press, 2003. ISBN 1-4016-0075-1 Graves, Charles. Frederick Douglass. New York: G.P. Putnam’s Sons, 1970 ISBN Unknown Harness, Cheryl. Rabble Rousers: 20 Women Who Made a Difference. New York: Dutton Children’s Books, 2003. ISBN 0-525-47035-2 Hinman, Bonnie. Benjamin Banneker: American Mathematician and Astronomer. Pennsylvania: Chelsea House Publishers, 2000. ISBN 0-7910-5348-2 Hughes, Holly. Hoofbeats of Danger. Wisconsin: Pleasant Company Publications, 1999. ISBN 1-56247-758-7 Joseph, Paul. Inventors: Benjamin Franklin. Minnesota: ABDO and Daughters, 1996. ISBN 1-56239-633-1 Kalman, Bobbie. Life in the Old West: The Railroad. New York: Crabtree Publishing Co., 1999. ISBN 0-7787-0076-3

Kanetzke, Howard W. Read About Trains and Railroads. Milwaukee: Raintree Children’s Books, 1978. ISBN 0-8393-0087-5 Kudlinski, Kathleen. Harriet Tubman: Freedom’s Trailblazer. New York: Aladdin Paperbacks, 2002. ISBN 0-689-84866-8 Kulling, Monica. Escape North: The Story of Harriet Tubman. New York: Random House, 2000. ISBN 0-375-90154-X Larned, Phillis. Benjamin Franklin. California: Simon and Schuster, 1989. ISBN 1-55555-027-4 McCall, Edith. Frontiers of America: Mail Riders, Paul Revere to Pony Express. Chicago: Children’s Press, 1961. ISBN Unknown McGill, Marci Ridlon. The Story of Louisa May Alcott, Determined Writer. New York: Dell Publishing, 1988. ISBN 0-440-40022-8 McKissack, Patricia and Frederick. Sojourner Truth: Ain’t I a Woman? New York: Scholastic, Inc., 1992. ISBN 0-590-44690-8 Moriarity, J.T. Phillis Wheatley: African-American Poet. New York: The Rosen Publishing Group, Inc., 2004. ISBN 0-8239-4119-1 Mosher, Kiki. Learning About Bravery from the life of Harriet Tubman. New York: The Rosen Publishing Group, Inc., 1996. ISBN 0-8239-2424-6 Mungenast, Marcia. Benjamin Banneker. New Jersey: Quercus, 1990. ISBN 1-55675-574-0 O’Brien, Patrick. Steam, Smoke, and Steel: Back in Time with Trains. Massachusetts: Charlesbridge Publishing, 2000. ISBN 0-88106-969-8 Pelz, Ruth. Black Heroes of the Wild West. Washington, Open Hand Publishing, Inc., 1990. ISBN 0-940880-26-1 Penn, Sarah. Nat Love: African American Cowboy. New York: The Rosen Publishing Group, Inc., 2004. ISBN 0-8239-4116-7 Powers, Tom. Osceola: Seminole War Leader. New Jersey: Globe Book Company, 1989. ISBN 1-55555-037-1 Quasha, Jennifer. The Pony Express: Hands-On Projects About Early Communication. New York: The Rosen Publishing Group, 2001. ISBN 0-8239-5702-0 Rockwell, Anne. Only Passing Through: The Story of Sojourner Truth. New York: Alfred A. Knopf, 2000. ISBN 0-679-89186-2

Rowland, Della. The Story of Sacajawea, Guide to Lewis and Clark. New York: Dell Publishing, 1989. ISBN 0-440-40215-8 Schanzer, Rosalyn. How We Crossed the West: The Adventures of Lewis and Clark. Washington, DC: National Geographic, 1997. ISBN 0-4922-6726-5 Shumate, Jane. Sojourner Truth and the Voice of Freedom. Connecticut: The Millbrook Press, 1991. ISBN 1-56294-041-4 Sterling, Dorothy. Freedom Train: The Story of Harriet Tubman. New York: Scholastic, Inc., 1954. ISBN 0-590-43628-7 Stone, Deborah. Frederick Douglass. New Jersey: Quercus, 1990. ISBN 1-556-75573-2 Stone, Deborah. Tecumseh. New Jersey: Globe Book Company, 1989. ISBN 1-55555-036-3 Stone, Lynn M. America’s Railroads: Trains. Florida: The Rourke Corporation, Inc., 1999. ISBN 0-86593-519-X Sullivan, George. In Their Own Words: Harriet Tubman. New York: Scholastic, Inc., 2001. ISBN 0-439-16584-9 Turnbull, Stephanie. Trains. Oklahoma: Usborne Publishing, 2002. ISBN 0-7945-0174-5 Turner, Ann. Grasshopper Summer. New York: Troll Associates, 1989. ISBN 0-8167-2262-5 Wadsworth, Ginger. Benjamin Banneker: Pioneering Scientist. Minnesota: Carolrhoda Books, Inc., 2003. ISBN 0-87614-104-1 Warren, Andrea. Pioneer Girl: Growing Up on the Prairie. New York: HarperCollins Publishers Inc., 1998. ISBN 0-688-17151-6 Welch, Catherine. Frederick Douglass. Minnesota: Lerner Publications Co., 2003. ISBN 0-8225-4802-X Wilson, Ruth. Our Blood and Tears: Black Freedom Fighters. New York: G.P. Putnam’s Sons, 1972. ISBN 0-399-60717-X

Literature Circle Formats

Format Teacher Role Benefits Challenges

One group meets at a time while other students

work on WebQuest

Facilitator

Control, Opportunity to

teach discussion techniques,

Manageable for beginning

literature circles

Students tend to address the

teacher instead of one another.

Students must be able to work

independently on WebQuest.


work on WebQuest

Group Member

Control, Opportunity to

model discussion techniques,

Manageable for beginning

literature circles

Students tend to address the

teacher instead of one another.




work on WebQuest

Removed Observer

Control, Opportunity to observe student

growth in discussion techniques,

Student-directed

Teacher observation must be unobtrusive so

as not to stifle conversation.



Two or more groups meet at a

time

Observer and Guide

Flexibility, Opportunity to observe student

growth in discussion techniques,

Student-directed, Opportunity to assist students

with WebQuest

Higher noise levels, Greater

possibility of off-task behavior,

Less opportunity for in-depth assessment

In Their Own Words: Benjamin Franklin

By Peter and Connie Roop

Date Assignment Job Monday, April 12 Chapter 2

pp. 13-24

Tuesday, April 13 Chapter 3 pp. 25-34

Wednesday, April 14 Chapter 4-5 pp. 35-45

Thursday, April 15 Chapter 6: Part 1 pp. 47-54

Monday, April 19 Chapter 6: Part 2 pp. 55-62


Wednesday, April 21 Chapters 8-9 pp. 73-80

Thursday, April 22 Chapter 10 pp. 81-89

Monday, April 26 Chapters 11-12 pp. 91-101

Tuesday, April 27 Chapters 13-Chronology pp. 103-114

In this space, make a prediction about what you think is going to happen before you read the assignment.

In this space, record your favorite part of the reading assignment and the page number on which it is found.

In this space, write a question about the assignment you would like the students in your literature circle to answer.

In this space, record words you do not know and words you think the author uses well. Include the page numbers on which they are found.

In Their Own Words: Sojourner Truth By Peter and Connie Roop

Date Assignment Job Monday, April 12 Chapter 2

pp. 10-17

Tuesday, April 13 Chapters 3-4 pp. 18-30

Wednesday, April 14 Chapter 5 pp. 31-39


Monday, April 19 Chapter 7 pp. 50-58


Wednesday, April 21 Chapters 9-10 pp. 69-81

Thursday, April 22 Chapters 11-12 pp. 82-94



Wednesday, April 28 Chapter 15 and Chronology pp. 117-122





In Their Own Words: Lewis and Clark By George Sullivan

Date Assignment Job Monday, April 12 Chapters 2-3

pp. 10-24










Wednesday, April 28 Chapter 13-Chronology pp. 110-123





Literature Circle Jobs Homework Checker

This student makes sure that all students in the literature circle have prepared their homework completely and neatly. This student informs the teacher if any student is missing work. Students with incomplete homework should return to their seats to prepare themselves for the literature circle.

Summarizer This student begins the literature circle by asking people

what their predictions were and stating what actually happened in the assignment. Other students may add details, but this student begins the summary.

Discussion Director This student begins the discussion about the questions that

people wrote down about the assignment. Each student takes a turn asking and answering questions, but this student begins the discussion.

Passage Picker This student begins the discussion of the students’ favorite

passages. Each student takes a turn sharing, but this student begins the discussion.

Word Wizard

This student asks people to share their favorite words and the words they did not know. After all the words are shared, this student picks one new word to look up as a group.

Scheduler This student ends the literature circle by confirming what the

next assignment is and when it is due.

Non-Fiction Literature Circle Prompts

Here are some ideas for asking questions about non-fiction text.

Based on your information, how would you explain…

Would it be different if…

What do you think/feel about…

What would happen if…

What you would change about…

Would it have been better if…

What is the relationship between…

What motivated/caused…

How would you have solved…

How would you improve…

Can you think of another way to…

I agree with…, because…

I disagree with…, because…

I found this interesting because…

I wonder why…

I don’t understand…

What is your opinion of…

What choice would you have made…

What would you recommend…

Do you agree with the actions…

Why was it better that…

How would you compare this to…

If you were…, what would you have done differently…

What would you change about…

Activity 3: Jeopardy • Introduction

This activity focuses on knowledge acquisition, which serves as a foundation for the higher-order thinking activities of the WebQuest. Current brain research indicates that students must be able to generate knowledge at least three times perfectly in succession in order to produce an accurate memory. This game is designed to be a fun way for students to practice recall.

• Timeframe The class can play as a whole-group for 10-15 minutes once per week, possibly on Mondays in place of Literature Circles. The game can then be available at centers for contract or free time.

• Materials

The teacher will need a computer with PowerPoint and an LCD/data projector or appropriate equipment to view a computer screen from a television monitor. The PowerPoint games are included below.

• Instruction Teachers can introduce the game to the whole-class by playing in groups or teams. Three different versions of the game have been provided for each of the three weeks of the unit. Students can then play independently, in pairs, or in groups at centers during contract or free time.


• Informal and Formal Assessment Suggestions Playing the game as a whole-group will give teachers an informal sense of knowledge acquisition. Students can play or quiz one another at centers and record scores for teachers to review. Teachers can conduct a formal quiz, disguised as a “Final Jeopardy” round, in which students write down their answers before hearing the correct answer.

• Suggestions for Extension Activities and/or Assessments

Students can copy the Jeopardy PowerPoint onto a disk and use the template to create their own questions and answers.

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