2 Decker Tartick Social Studies Charts

Legend
A-art
CI-community involvement
CC-collaboration with colleagues
CL-cultural literacy and diversity
CM-communication
CZ-citizenship
DA-differentiation/accomodation
E-evaluation
GA-group activity
L-literacy
LA-language arts
LI-listening
LS-life skills
H-health
HS-home/school connection
HW-homework
M-math
MA-manipulative activity
MO-movement/physical education
MU-music
OL-oral language/public speaking
PS-problem solving/critical thinking
R-reading
S-science
SS-social studies
T-technology
TH-theater
TX-text
W-writing
Social Science Charts
Day 1 Day 2 Day 3 Day 4 Day 5

Monday Tuesday Wednesday Thursday Friday
MJ SS 2.4 MJ SS 2.1 MJ SS 2.1 MJ SS 2.1 MJ SS 2.1
Locate China and Contributions of Contributions of Contributions of Contributions of
Egypt Asia Asia Africa Africa
CM/HS: The CM/LI/R/SS: The CL/LI/MU/SS: A/CL/SS: The CM/LI/R/SS: The
teacher will send teacher will read The students will teacher will show teacher will read
home a letter “A History of listen to “The Song the students Hieroglyphs from
introducing China China”. of Mu Lan”. various pictures of A to Z.
and Egypt and the architecture.
requesting CL/CM/LI/SS: A/CL/CM/ A/CL/E/MA
materials they may The teacher will MA/R: The CL/CM/L /SS/W: The
have available. discuss the teacher will read /LI/R/SS: The teacher will
inventions from “Language” and students will break reproduce several
A/CL/SS: The China. The teacher explain the into groups and copies of the
teacher will set up will aim towards language used in read Pyramid. hieroglyphics on a
a section of the discussing silk, the China. The teacher page for reference.
room to display compass, paper, will show the A/LI/MA/SS: The teacher will
collectibles, porcelain, and students various Each student will lead the students in
literature, music folding umbrellas. letters and words be given a pyramid writing easy words
and artwork from written in Chinese. pattern on a piece in hieroglyphics.
China and Egypt. A/E/L/SS/W: The of paper. The
students will write A/CL/W: Each student will cut on A/CM/L/PS
CL/CM/LI/SS: in their journal student will be the dotted lines /R/SS/W: The
The teacher will about an invention given a bamboo and fold the students will write
display a large and illustrate the brush and black pyramid on the a message using a
world map and invention. ink. The students lines to construct combination of
show the students will practice it. hieroglyphics and
where China and DA: For students writing in Chinese. English. The
Egypt are on the who struggle with CM/E/L/SS/W: teacher will tape
map. writing skills, the The students will the messages to the
teacher will write in their wall and the
A/LI/SS: Each provide the journals about the students will act
student will be students with an architecture in like archeologists
given their own opener and a word Egypt. to discover the
maps, they will bank to use. messages.
color China blue
and Egypt green.
Culture Kit, p. 40
Resource Guide, p. Resource Guide, p. Ancient Egypt, p. 4
China, p. 3 1, 4 5, 13 -5
Contributions of Locate Indian Contributions of Contributions of Contributions of
Africa Regions Indians Indians Indians
CL/CM/LI/ CL/CM/LI/ CL/LI/SS: The CL/CM/LI/SS: CI/LI/SS: The
M/SS: The teacher R/SS: The teacher teacher will The teacher will teacher will invite
will explain will read “Eastern explain pictograph review how many a local Indian to
measurement in Woodlands”, writing. Indians lived in the the class. The
Egypt. The teacher “Southwest”, and United States. The Indian will come
will specifically “Plains” from A/CL/CM/E/ teacher will dressed up in an
describe the Indians. L/LI/PS/R/SS: explain that there outfit representing
invention of a The teacher will are various an Indian and
cubit. CL/LI/SS: The give each student a elements that can explain the life of
teacher will show story written in still be found from their ancestors.
CM/E/GA/LI/ the students a map pictograph and a Indians who lived
M/MA/PS/SS: with designated sheet translating a long time ago.
The teacher will Indian regions the pictures. Using
break the students located. the sheet, the A/CL/CM/LI/
up into groups. students will solve SS: The teacher
The teacher will A/CL/CM/E/ the story. will bring in
give the students a LI/MA/PS/SS: various articles
piece of rope or The students will A/CL/CM/E/L/ and pictures of
string. The each be given their HS/HW/PS/W: articles. The
students will own maps. The Each student will teacher will
measure the rope students will locate use the sheet and explain how each
in cubits. The and list the various write two article was used
students will then Indian regions sentences with and the
use the rope reviewed in class. pictograph. The contribution
measured in cubits The students will students will take towards
to measure the color each section home their stories Americans.
length of their desk a different color. and ask their
and various points parents to solve A/CL/CM/E/
in the classroom. DA: The teacher their story. The L/W: The students
will provide maps student will be will draw a picture
with the various able to explain of an article and
Indian regions how the Indians write four
labeled for used pictograph. sentences
students who explaining it.
struggle.
Indians, p. 44-45

MJ SS 2.2 Social Science Test MJ SS 2.3 MJ SS 2.3 MJ SS 2.3
Contributions of Change in Change in Change in
Indians Community Community Community
CL/CM/L/LA E/SS: The students A/CM/SS: The CI/CM/CZ/GA CI/CM/HS/SS:
/LS/SS: The will take a test teacher will bring /LI/LS/PS/SS: In The teacher will
teacher will over locating in pictures to show groups, the send home a letter
explain that like China and Egypt, change in students will explaining that
Indians had many contributions of communities over discuss the future during Social
myths and legends. Asia and Africa, time. The students of their school and Science time on
The teacher will and Indians. will understand inform each other Day 25, the class
explain that many that communities about will have
of the tales were of can change either improvements that “community day”.
great courage, for the good or the could be done to The teacher will
magic, and bad. help the school. inform the parents
mystery. that they are able
DA: The teacher CI/CM/E/GA/ to come to school
CL/CM/LI/LS will specifically L/LA/LI/LS/OL and assist the
/R/SS: The teacher discuss the /PS/SS: The teacher.
will read The Fire difference with groups will each
Plume: Legends of students who have go to the front of CI/CC/CM/CZ/
the American trouble visually the classroom and GA/LI/LS/SS:
Indians. The seeing the use their The teacher will
teacher will differences. persuasive skills collaborate with
specifically read taught in English teachers and the
legends of CI/CM/LI class to inform and principal changes
integrity and /LS/SS: The persuade the class to be made. Each
respect. teacher will list about the future of student will be
steps of a good the school. The assigned specific
E/GA/LI/SS citizen and ways to class will vote on duties to help
/TH: The students help the the best prediction change their
will create a skit community change of the future of the school.
based on one of in a positive way. school.
the legends they CM/CZ/LS/SS:
read as a class. CM/E/GA/L/LI The teacher will
/OL/PS/SS/TH: discuss how the
The students will students are to
break into groups show integrity and
and create a skit obedience during
based on the rules this activity.
the teacher gave
them.
Indians, p. 56-57

Inventors-Wright Inventors- Inventors- Inventors- Inventors-
Brothers Wright Brothers George George George
Washington Carver Washington Carver Washington Carver
LI/R/SS: The A/CM/GA/ CM/L/LA/ CL/CM/LI/ A/SS: The teacher
teacher will MA/PS/SS: The LI/SS: The teacher S/SS: The teacher will use an outline
introduce the students will be will review the will explain how of George
Wright brothers. split into groups. vocabulary words George Washington
The teacher will Each group will slave, struggled, Washington Carver Carver’s face and
explain aviation use a piece of graduate and studied agriculture. create a bulletin
and how their paper and design a agriculture with board.
invention paper airplane that the students. H/LI/S: The
completely they believe will teacher will CM/E/L/
transformed the fly the best. A/CM/E/L/LA explain the LA/SS/W: Each of
idea of /LI/PS/R: The importance of the students will
transportation. The CM/GA/E/LI teacher will print sweet potatoes and write a paragraph
teacher will read /PS/SS/TH: The off pages 25 peanuts in a diet. about the life of
Will and Orv. group will go to through 30 in The students will George
the front of the Famous Friends understand that Washington Carver
CM/E/L/LA/ classroom and put for each student. both of these to post on the
LS/PS/SS/W: The on a skit The students will products can be bulletin board.
students will write pretending they are use these pages to very healthy.
in their journals like the Wright cut and create a CM/L/LA/LI
about the brothers and they flip book on the A/E/PS/W: The /OL/R/SS: The
perseverance and have invented a life of George students will think students will each
integrity. The flying airplane. Washington of how peanuts can go to the front of
students will use Carver. The be used and create the classroom and
examples of times The class will go students will read a class cookbook. read their
when the Wright outside the soccer the book aloud. paragraph before
brothers used both field and each CM/E/HS/ positing it on the
of these character group will fly their DA: The teacher OL/PS: Each bulletin board.
traits. planes to see will provide sheets parent will be
which one flies the that are already cut given a copy and
best. for students who the student will
struggle with explain all they
motor skills. learned.
Famous Friends,
History’s Stories, p. 31 Famous Friends,
p. 65 p. 32

Inventors- Inventors- Inventors- Time line and Time line and
Alexander Graham Alexander Graham Alexander Graham Understanding of Understanding of
Bell Bell Bell Future Future
LI/SS: The teacher CC/SS: All of the LI/SS: The class LI/SS: The teacher CM/HS/SS/W:
will discuss the second grade will review the will introduce time The teacher will
importance of the teacher will information they lines to the send home a letter
phone and what collaborate and discovered about students. to the parents
life was like back decided what Alexander Graham explaining the
in the day without information is Bell. CM/PS/SS: The topic being
phones. The imperative for teacher will list the studied. The
teacher will their own personal E/L/LA/SS/W: On events of past, teacher will ask
introduce “Alexander telephone outline, present, and future every parent to
Alexander Graham Bell” to the students will of the day on the help their student
Graham-Bell and cover. write the board. Each prepare a time line
his famous importance of the student will be of their life. The
invention. CM/LI/HS/ phone and given a sheet of students will
OL/PS/SS: All of information they paper. The teacher include events that
CM/E/L/LA/ the second grade gained in the prior will provide the are hoped for in
PS/SS/W: The classes will meet days. students with an the future.
students will write in the auditorium. example of a time
in their journals A parent will role CM/LI/MO line. The students CM/E/L/SS: Each
about information play as Alexander /OL/SS: The will the use the student will go to
they learned about Graham Bell and students will go information on the the front of the
Alexander inform the students outside and play board and create a classroom and
Graham-Bell. of the imperative “telephone”. The time line of the present their time
information. The students will run to day. line of their life
DA: For students parents will also each student and from poster board.
who struggle with answer questions pass on a message LI/SS: The teacher The students will
writing skills, the the students have until the last will then review read their short
teacher will for him. person relays the the correct sentences
provide the message to the sequence of the describing
students with an teacher. information on the important events in
opener and a word board. their life.
bank to use.
50 S.S. Strategies, 50 S.S. Strategies,
p. 170 p. 170

MJ SS 2.3 Social Science MJ SS 2.6 MJ SS 2.6 Simple MJ SS 2.5
Timeline and Test Simple Maps Maps Maps and Globes
Understanding of
Future
CM/E/L/SS: The E/SS: The CM/LI/LS/SS: CM/LI/PS/SS: CM/LI/MA/SS: The
remaining students will take The teacher will The class will teacher will point to
students will a test over change explain the uses create a simple the world map on the
present their time in community, the of maps. The map of the school wall and a globe in the
line of their life Wright brothers, teacher will on the blackboard. front of the classroom.
on a poster board. George explain how The teacher will The class will discuss
The students will Washington people who explain the uses of the similarities and
read their short Carver, Alexander navigate use a compass rose differences between
sentences Graham Bell, leadership to help and include it on the two objects.
describing timelines, and others. The the map.
important events understanding the teacher will LI/SS: The teacher
in their life. future. introduce how to A/CM/E/LI/SS: will show the students
use a title and a The teacher will various places on the
CM/LI/OL/PS: legend with maps. have previously map and globe.
The class will created a simple
discuss the future A/E/SS: Each map of the school CM/MA/SS/T: The
and understand student will use a to pass out to each teacher will log on to
that there is no piece of paper and student after the www.googleearth.com
specific way to markers and draw class creates the and show the students
identify exactly a simple map of map on the board. the picture of the
what will happen the classroom. The students will earth. The teacher will
in the future. The students will use crayons and type in various places
title their map and the map to draw and the students will
CM/E/L/LA create a simple the lines and be able to see a real-
/SS/W: The class legend. directions to life example of the
will write in their various places the different places.
journal about why DA: The teacher teacher tells them
they chose the will provide a to. The students
things they did on map of the class will include a title,
their time line for for students who a legend, and a
the future. struggle with compass rose on
spatial problems. their individual
maps.
50 S.S. Strategies, 50 S.S. Strategies, 50 S.S. Strategies, p.
p. 170 p. 40 74

Maps and Globes Locate equator Locate Seven Locate Seven Locate Four
Continents Continents Oceans
A/CM/HS/ LI/SS: The teacher LI/SS: The teacher LI/SS: The teacher CM/LI/OL/SS:
HW/MA/: The will explain the will point out the will point out the The teacher will
teacher will send a equator and tell seven continents seven continents show the students a
letter home asking various facts about on the world map. on the world map a map of the world.
parents to create a the equator. second time. The teacher will
papier- mache CM/GA/L/ locate the four
globe with their A/SS: Each LA/LI/R: The A/CM/E/L/ oceans and point
student and send it student will take students will be LI/PS/SS/W: The them out the
in on Day 61. their blue papier- split into groups. teacher will pass students. The
mache balls that Each group will be out outlines of the teacher will lead
A/LI/SS: This day they painted on given one seven continents the class in a
in class, each Day 61 and draw continent to on green discussion about
student will an equator around discuss. The construction paper the different
completely paint their ball. teacher will to each student. oceans and which
their papier-mache provide each group The students will one the students
balls with blue CM/E/L/LA with either a book label each probably have
paint. The students /SS/W: The or magazine with continent and cut been to.
will set their blue students will write relevant out the continents
papier-mache balls in their journals information from the green A/E/SS: The
aside to dry. about the equator pertaining to the piece of students will use
and the importance continent. The construction paper. the papier-mache
CM/L/LA/W: The of the equator. information will be The students will globes and label
students will write easy to read and then paste their the four oceans
a letter to their DA: The teacher easy to understand. continents on their with puff paint.
parents thanking will provide papier-mache balls
them for helping students who CM/E/GA/ with the assistance CM/E/LA
them create their struggle drawing a L/LA/LI/R: Each and direction of /SS/W: The
papier-mache straight line a group will go to the teacher. students write a
balls. piece of yarn to the front of the paragraph
use as the equator. classroom and tell describing which
about the ocean they have
information they gone to or want to
read about. go to.
50 S.S. Strategies, 50 S.S. Strategies,
p. 74 p. 74
Locate Major Locate Mountain Locate Great Locate Great Difference Urban,
Rivers Ranges Lakes Lakes Suburban, and
Rural Areas
L/LA/LI/SS/W: LI/R/SS/T: In the CC/CM/SS: The LI/SS: The teacher A/CL/LA/LI/SS:
The teacher will computer lab, each teacher will will review the The teacher will
locate the major student will be on collaborate with information they introduce the
rivers on the large a computer and the the fifth grade learned on Day 73 words urban,
map. The teacher teacher will bring teacher on with the students. suburban, and rural
will explain the up certain websites information of the to the class. The
various rivers and about mountain Great Lakes. CC/CM/L/ teacher will
the importance of ranges. Many of LA/LI/R/SS: The provide sample
them. The teacher the students will CM/LI/SS: The teacher will pictures of each
will expound on learn about the fifth grade students collaborate with area.
vocabulary, by same range. will visit the the librarian about
having the students second grade information on the A/CM/LI/
look up and define CM/E/GA classroom. The Great Lakes. The OL/PS/SS: The
words they are /LI/OL: The fifth grade students teacher will bring students will use
unfamiliar with. students will get will inform the the students to the the pictures to
into groups second grade library and the discuss the
E/SS/W: The according to the students about the librarian will read characteristics and
students will label range they information they the class a story similarities of the
major rivers on researched. Each have learned about about the Great different areas of
their personal group will tell the the Great Lakes. Lakes. The story living.
globes. class about the will be her choices
information. LI/SS/W: Each based on the E/L/SS/W: The
DA: The teacher fifth grade student information the students will draw
will assist the A/LI/SS/W: The will locate the teacher wants a chart with three
students who are teacher will locate lakes on map and covered. columns. The
struggling to label the ranges on a assist a second students will write
by providing large map and grade student with the various
sticky label tabs to assist the students locating and characteristics of
place on their with labeling the labeling the lakes each discussed in
globes. major ranges on on their globes. class.
their own globes.
Difference Urban, George George George
Suburban, and Washington Washington Washington
Rural Areas
A/T: The teacher E/SS: The students LI/SS: The teacher LI/R/SS: The LI/SS: The teacher
will research will take a test on will introduce teacher will read will review the
specific websites locating the seven George George Did It. importance and
online showing continents, the four Washington and contributions of
pictures of urban oceans, major explain his CM/E/L/LI George
life, suburban life, rivers, mountain significance to /LS/OL/PS: The Washington on
and rural life. ranges, great lakes. Americans. teacher will lead American’s lives.
The test will also the class in a
A/CL/CM/SS: cover the CM/E/ discussion on the CM/E/L/LA
The students will difference in LA/SS: The class way George /LI/SS/W: The
go on a virtual urban, suburban, will make a Washington led class will write
field trip online. and rural areas. timeline of George people. The class pretend letters to
Using the websites Washington’s life will focus on how George
researched by the using information George Washington,
teacher, the the teacher Washington thanking him for
students will see provides the class impacted the lives all of his hard
real life pictures with. of Americans. work and
and examples of leadership. The
the various types A/CM/E/L/ CM/LI/LS/SS: students will
of living areas. LA/SS/W: The The students will personally come
students will draw learn that people in up with ways their
CM/E/L/LA a picture of George leadership take on lives have been
/LI/SS: The Washington and an important role changed, because
teacher will review write a sentence and can strongly of George
the words urban, using information influence Washington.
suburban, and rural they learned about individuals under
with the students. him. their leadership. DA: The teacher
will allow those
who struggle with
writing to draw a
picture.
50 S.S. Strategies,
p. 181
Abraham Lincoln Abraham Lincoln Abraham Lincoln Susan B. Anthony Susan B. Anthony
R/SS: The A/SS/W: The LI/PS/R/SS: The LI/SS: The teacher A/SS: The students
students will read students will draw teacher will read will introduce will make paper
several paragraphs a picture of Lives of the Susan B. Anthony. mache’ sculptures
about Abraham Abraham Lincoln Presidents to the The class will of Susan B.
Lincoln. The and write one of class to review the discuss her life and Anthony. The
teacher will give his famous quotes lives of George accomplishments. students will
the students slips under the portrait. Washington and incorporate their
of paper with Abraham Lincoln. LI/R/SS: The knowledge of what
events from DA: The teacher The class will teacher will review she wore, how she
Abraham Lincoln’s will give students compare and the definition of a looked, and what
life. The students who struggle with contrast these two biography. The she achieved into
will place the drawing a picture presidents. teacher will read the sculpture.
events in order. of Abraham Susan B. Anthony
The class will Lincoln to trace. R/SS/W: The to the class. A/SS/W: The
discuss some of students will make students will write
the important SS/W: The a timeline for GA/PS/SS/W: The a journal entry
events in Abraham students will write Abraham students will make describing the
Lincoln’s life. a journal entry Lincoln’s life. a list of Susan B. accomplishments
entitled “What if Anthony’s of Susan B.
LI/R/SS: The Abraham Lincoln accomplishments. Anthony. They
teacher will read had not lived?” The students will will explain why
The Abraham The students will also make up her
Lincoln Joke Book discuss how several false accomplishments
to the class. The history might have accomplishments are important. The
teacher will been changed if and include them students will
explain that many Abraham Lincoln in the list. The include a drawing
of the selections in had not lived. students will with their journal
the book are switch lists with a entry.
stories and jokes partner and
that Abraham determine which Cornett, p. 208
Lincoln actually are the fake
told. accomplishments.
Virginia Standards
of Learning
Resource Book;
Cornett, p. 143 Cornett, p. 143
Helen Keller Helen Keller Helen Keller Jackie Robinson Jackie Robinson
CM/LI: The LI/SS/T: The LI/SS/T: The LI/SS: The teacher GA/OL/SS/W:
teacher will have teacher will use a students will watch will introduce the Pairs of students
the students close powerpoint on The Miracle concept of will work together
their eyes and plug Helen Keller to Worker. segregation. She to “interview”
their ears for ten share important will explain that Jackie Robinson.
seconds. The facts about her life segregation was One student will be
teacher will ask the and present even in Jackie Robinson,
students what they accomplishments. sports. The and the other will
would miss most teacher will ask if be the interviewer.
about not being GA/LA/W: The any of the students The students will
able to see or hear. teacher will know who Jackie write at least five
distribute Braille Robinson is. The questions to ask.
LI/R/SS: The alphabets to teacher will The students will
teacher will read groups of three introduce Jackie practice their
Helen Keller to the students. Each Robinson. interviews and
students. The class group will work present them to the
will discuss how together to write LI/R/SS: The class.
Helen Keller three sentences in teacher will read
overcame her Braille using each Teammates to the A/SS/W: The
disabilities. of their names in a class. The class students will draw
sentence. will discuss the a picture of an
meanings of the event in Jackie
LA/SS/W: The words prejudice, Robinson’s life.
students will write intimidation, The students will
a journal entry humiliation, and write a sentence to
listing three of hostility. The class describe their
Helen Keller’s will discuss how picture.
accomplishments. Jackie Robinson
The students faced and DA: The teacher
should write why overcame these will have a list of
they believe these challenges. events from Jackie
accomplishments Robinson’s life for
are important. students who are
struggling with
coming up with
ideas for their
picture.
Social Studies:
People and Places,
p. 59
Jackie Robinson Natural Resources Natural Resources Natural Resources
GA/R/SS/W: The E: The students LI/SS: The teacher LI/PS/R/SS: The LI/OL/SS: The
students will play a will take a social will introduce teacher will read class will discuss
game which studies test natural resources. The Goat in the the importance of
requires them to covering George The teacher will Rug to the class. conserving natural
write clues Washington, explain that air, The class will resources.
describing the Abraham Lincoln, water, forests, and discuss the
people they have Susan B. Anthony, soil are natural resources needed A/SS/W: The
learned about Helen Keller, and resources. The to make a rug. The students will write
throughout the Jackie Robinson. class will discuss teacher will give a journal entry
year. Groups of how these natural several examples describing ways
students will be resources are used. of common they can conserve
given the name of products (eg. natural resources.
one historical A/SS/W: The paper, milk, etc.) The students will
person. Each students will make and ask the draw a picture to
group will write a natural resource students to identify accompany their
five clues about booklet. The the natural journal entry.
that person. students will draw resources needed
Groups will switch pictures of how to make them.
clues and try to they use air, water,
guess each other’s forests, and soil.
historical figure. The students will
write a sentence to
GA/H/MO/SS: accompany each
The class will go page.
outside and play
baseball in honor DA: The teacher
of Jackie will allow students
Robinson. who struggle with
drawing to cut
pictures from
magazines or
newspapers.
Social Studies:
People and
Places, p. 19
Human Resources Human Resources Human Resources Capital Resources Capital Resources
LI/SS: The teacher A/OL/SS/T/W: CI/LI: The LI/SS: The teacher A/SS/W: The
will explain that The students will students’ parents will explain that students will cut
human resources finish researching will come in and capital resources pictures out of
are people working the human talk about their are goods made by magazines and
to produce goods resource of their careers. They will people that are newspapers to
and services. The choice. The discuss the types used to make other make collages.
students will give students will write of natural things. The Each student will
examples of a paragraph resources they use students will give make a collage
human resources. describing that and the types of examples of booklet with pages
The teacher will human resource capital resources capital resources. for natural, capital,
write their ideas on and its importance. they create. The teacher will and human
the board. The students will write their ideas on resources. The
also draw a picture the board. students will write
SS/T/W: Each to accompany their a sentence to
student will choose report. The A/SS/W: Each describe each type
a particular human students will student will choose of resource.
resource to present their a capital resource.
research and write human resource They will write DA: The teacher
a short report on reports to the class. about the natural will have lists of
(eg. farmer, miner, and human natural, capital,
builder, etc.). The GA/MO/SS: The resources used to and human
students will begin students will create make that resources for
researching their a dance by resource. The students who are
human resource. brainstorming the students will also struggling with
motions used when write about the finding pictures for
people work. goods that are their collages.
Groups of students made using their
will create dances capital resource. HS/SS: The
for specific human The students will teacher will
resources and draw a picture of instruct the
share them with the capital students to bring
the class. resource they an item (worth one
chose. The or two dollars)
students will from home to
present their barter with on
capital resource to Monday.
the class.
Barter Money Money Scarcity Scarcity
CM/LI/OL/SS: The LI/M: The LI/OL/SS: The LI/R/SS: The A/SS/TH/W: The
teacher will teacher will students will teacher will read students will write
introduce the concept review money discuss ways The Water Hole to a comic strip about
of bartering. The with the class. which they earn the class. The scarcity. In
students will explain The students will and use money. student will groups, the
what they think complete a discuss scarcity as students will act
bartering is. The worksheet which A/SS/W: Each it relates to the out their comic
teacher will write reviews the value student will think story. The class strips.
their ideas on the of coins and bills. of a good or will discuss other
board. service to sell. resources that LI/PS/SS: The
LI/R/SS: The The students will may become class will discuss
LI/R/SS: The teacher will read make scarce. ways to protect
teacher will read Ox- Market Day to the advertisements for resources so that
cart Man to the class. The their goods or SS/W: The they do not
class. The class will students will services. The students will write become scarce.
compare their discuss how the advertisement a journal entry
definitions of family in the book should include the describing what
bartering to the used money. price of the good they would do if
concept seen in the or service. an important
book. The teacher A/SS/W: The resource like
will explain that students will write GA/M/SS: The water or air
bartering is the a journal entry students will became scarce.
exchange of goods describing what practice using
without the use of they would have manipulative
money. She will bought at the money to make
give several market. The the amounts
examples. students will required to
explain why they purchase their
GA/MA/OL/SS: chose those items. classmates goods
The students will The students will and services.
display the items draw a picture of
they brought from their purchases to DA: The teacher
home. The students accompany the will provide
will walk around and journal entry. notecards with the
notice what everyone value of each coin
brought. The and bill for
students will begin students who are
bartering with one struggling with
another for different counting money.
items. After twenty
minutes, the class
will discuss the
activity.
Social Studies:
People and Fun with the
www.lessonplanspage.co Places, p. 35 Funnies
m
MJ SS 2.9 Social Science MJ SS 2.10a MJ SS 2.10a MJ SS 2.10a
Scarcity Test Respect Respect Respect
GA/R/SS/T/W: The E: The students CZ/LI/SS: The CZ/LI/SS: The CZ/LI/R/SS: The
students will go to the will take a social teacher will teacher will teacher will
computer lab and studies test introduce the explain that it is explain that it is
complete a webquest covering concept of respect. important to important to
on scarcity resources, The students will respect other respect all people.
(http://www.wku.edu). money, and discuss what they people’s things. The teacher will
This webquest will scarcity. think respect read The
familiarize students means. A/OL/SS/W: The Lavender Llama
with terms related to students will to the class. The
scarcity. GA/OL/SS/TH/W: write a journal class will discuss
The students will entry with ideas the importance of
work in groups to of how they can respecting those
develop dramas respect other who are different
which portray people’s things. from themselves.
respect. The The students will
students will draw a picture to A/SS/W: The
present their go along with students will color
dramas to the class. their journal their very own
entry. The llama however
DA: The teacher students will they like. Under
will provide drama share their ideas the picture, the
ideas for groups of with the class. students will write
students who are a sentence about
struggling with MO/SS: The respecting those
developing a class will go who are different
drama. outside and pick from themselves.
up trash around
the school to
practice showing
respect for others.
MJ SS 2.10b MJ SS 2.10b MJ SS 2.10c MJ SS 2.10c MJ SS 2.10c
Self-discipline Self-discipline Trustworthiness Trustworthiness Trustworthiness
CZ/R/SS: The A/LA/SS/W: The CZ/LI/SS: The GA/OL/SS/TH/W: CZ/R/SS: The
teacher will give students will write students will write Groups of students students will make
slips of paper with a creative story down all the words will work together a chart depicting
actions to each with themselves as they can think of to create dramas the values of
student. The a main character. when they hear the depicting a comic strip
students will sort The theme of the word trustworthy. situation in which a characters. The
the actions story will be self- The teacher will person acted in a teacher will
according to which discipline. The write some of their trustworthy way provide each
show self- students will make answers on the and a situation in student with ten
discipline and several drawings board. The class which a person did comic strips. The
which do no show to accompany their will discuss the not act in a students will read
self-discipline. story. importance of trustworthy way. the comic strips
being trustworthy. The students will and decide which
SS/TH/W: The DA: The teacher present their characters are
students will write will allow students SS: The students dramas to the class. honest, respectful,
several scenarios who struggle with will complete a The class will and trustworthy.
of their own. The handwriting to worksheet which decide which The students will
students will work type their short requires them to drama depicts a also not which
in groups to act stories. circle truthful person acting in a characters display
out the actions on situations. trustworthy way. the opposite
the slips of paper values. The class
and their own GA/LI/SS: The will discuss their
scenarios. The class will play findings.
class will give a “Two Truths and a
thumbs up for Lie.” Each student A/SS/W: The
actions that show will think of three students will write
self-discipline and statements about a comic strip about
a thumbs down for themselves: two trustworthiness.
actions that do not. that are true and
one that is not.
The class will try
to determine which
statement is the lie.
Virginia Standards Fun with the
of Learning Funnies, p. 47
Resource Book
MJ SS 2.10d MJ SS 2.10d MJ SS 2.12 MJ SS 2.12 MJ SS 2.12
Voting Voting Diversity in Diversity in U.S. Diversity in U.S.-
U.S.- backgrounds, united as
backgrounds, customs, traditions Americans
customs,
traditions
LI/SS: The teacher A/GA/OL/SS/W: R/SS/W: The LI/OL/SS: The LA/LI/SS: The
will introduce the The students will teacher will ask students will share teacher will
concept of voting to hold a mock the students what about their family introduce the
the class. She will election. Each they think heritage, customs, concept of
write students’ group will choose diversity is. She and traditions. community. The
definitions for the a representative to will write their students will
process on the board. run for class ideas on the A/LA/SS/W: The write down all
The teacher will president for the board. The class students will make a the words they
explain the process week. The groups will make a chart heritage field using think of when
of voting. will make posters depicting several symbols that they hear the
advertising how diverse groups in represent their word
A/LA/LI/R/SS/W: their candidates the United States family. The students “community.”
The students will will handle water (eg. Chinese, will write out their Each student will
read The True Story breaks and recess. Native family’s story in write their top
of the Three Little The candidate will Americans, narrative form. three words on
Pigs. The students make a short Jewish, etc.). post-it notes and
will vote on whether speech to the class The students will DA: The teacher will stick them to a
they believe the pigs describing their fill in the chart allow students who piece of chart
or the wolf by policies. The by researching struggle with paper with the
drawing a picture of students will vote the backgrounds, handwriting to type word
the animal they for their favorite customs, and their family heritage “community”
believe on a piece of candidate. traditions of story. written in the
notebook paper. The these diverse center. The
students will also groups. students will use
write several the dictionary to
sentences explaining HS/OL: The look up the
why they voted the teacher will definition of
way they did. instruct the community. The
students to class will discuss
M/SS: The teacher interview their the different
will tally the votes. family members types of
The students will regarding their communities and
make a graph family heritage, how the United
depicting the number customs, and States as a whole
of votes the pigs and traditions. The is a community.
the wolf received. students will
present their SS/W: The
findings to the students will
class the next write a journal
day. entry describing
how they fit into
the community of
Americans.
Social Studies:
People and
www.lessonplanspage.co www.lessonplanspage.co
Places, p. 47
m m
MJ SS 2.12 MJ SS 2.11 MJ SS 2.11 MJ SS 2.11 Social Science
Diversity in U.S.- Martin Luther Martin Luther Martin Luther King Test
united as King Jr. King Jr. Jr.
Americans
LI/R/SS: The MA/SS: The R/SS: The A/LI/R/SS: The E: The students
teacher will read teacher will hand students will read teacher will will take a social
Tough Cookie to select students Martin’s Big introduce the art of studies test
the class. The pieces of candy Words: The Life of Faith Ringgold. She covering respect,
students will (those wearing Dr. Martin Luther will explain that trustworthiness,
review the red). She will ask King Jr. The class Faith wrote a book self-discipline,
concept of the other students will discuss the about Martin Luther voting, diversity,
community. The how they felt contributions of King Jr. The teacher and Martin Luther
class will discuss about not Martin Luther will read Faith’s King Jr.
how diverse receiving the King Jr. book, My Dream of
Americans unite candy. The Dr. Martin Luther
to form one teacher will LA/SS/W: The King Jr.
community. introduce students will write
discrimination to a journal entry A/CM/OL/SS: The
A/GA/SS: The the class. (The describing three of teacher will give
students will work teacher will give a Martin Luther each student a slip of
together to create piece of candy to King Jr.’s paper with an event
a United States the students who accomplishments. from Martin Luther
mural. The did not already get The students will King Jr.’s life. The
students will one.) explain why they students will make a
make drawings believe each drawing to tell about
and cut pictures LI/R/SS: The accomplishment is that event. The
from magazines teacher will read important. students will glue the
for the mural. The Sneetches to slip of paper to the
The mural will the class. The LI/PS/SS: The bottom of their
depict the students will class will compare drawing. The
diversity of the discuss and contrast students will present
American people. discrimination. Martin Luther their drawings to the
King Jr., Susan B. class.
Anthony, Abraham
Lincoln, and DA: The teacher will
Jackie Robinson. have a list of things
The teacher will that could be
point out that each included in the
of these historical drawings for students
figures was who are struggling
fighting for with ideas.
equality.
www.lessonplanspage.co
m
Resources
Artman, J. (1986). Indians: an activity book. Illinois: Good Apple Incorporation.
Bunting, E. and Berry, H. (1996). Market day.
Carroll, J. & Wells, C. (1986). Famous Friends: a child’s first encounter with famous Americans. Illinois:
Good Apple Incorporation.
Cornett, C. E. (2007). Creating meaning through literature and the arts: An integration resource for
classroom teachers. Upper Saddle River, NJ: Pearson.
DeRegniers. (1978). The Abraham Lincoln joke book.
Dr. Seuss. (1988). The sneetches.
Fries, M. & Lems-Tardif, G. (1995). China: world neighbor series. California: Creative Teaching Press.
Guenther, J. (1983). Fun with the funnies. Glenview, IL: Scott, Foresman, and Company.
Hall, D. and Conney, B. (1979). The oxcart man.
Hamilton, R. (1994). Ancient Egypt: activity book. California: Edupress.
Johnson, M. & Scher, L. (1996). China: activities, projects, poster, audiotape, and map. New York:
Scholastic.
Jurmain, S. (2006). George Did It. New York: Dutton.
Macaulay, D. (1975). Pyramid. New York: Houghton Mifflin.
Manuelian, P. (1991). Hieroglyphs: from A to Z. Museum of Fine Arts.
Obenchain, K. & Morris, R. ( 2007). 50 Social Studies strategies for K-8 classrooms. New Jersey: Pearson
Education Incorporation.
Rappaport, D. and Collier, B. (2001). Martin’s big words: The life of Dr. Martin Luther King Jr.
Schoolcraft, W. (1969). The Fire Plume: legends of the American Indians. New York: Dial.
Schulz, W. & J. (1991). Will and Orv. New York: First Avenue.
Washburn, K. & J. (1998). History’s Stories: a literary timeline. Alabama: Make Way for Books.
Yuan, J. (1992). China: a cultural resource guide. Missouri: Milliken Publishing Company.

2 Decker Tartick Social Studies Charts

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

2 Decker Tartick Social Studies Charts

Hochgeladen von

Copyright:

Verfügbare Formate

Legend

Day 1 Day 2 Day 3 Day 4 Day 5

Day 21 Day 22 Day 23 Day 24 Day 25

Day 31 Day 32 Day 33 Day 34 Day 35

Day 41 Day 42 Day 43 Day 44 Day 45

Day 51 Day 52 Day 53 Day 54 Day 55

Day 61 Day 62 Day 63 Day 64 Day 65

Artman, J. (1986). Indians: an activity book. Illinois: Good Apple Incorporation.

Bunting, E. and Berry, H. (1996). Market day.

Good Apple Incorporation.

classroom teachers. Upper Saddle River, NJ: Pearson.

DeRegniers. (1978). The Abraham Lincoln joke book.

Dr. Seuss. (1988). The sneetches.

Hall, D. and Conney, B. (1979). The oxcart man.

Hamilton, R. (1994). Ancient Egypt: activity book. California: Edupress.

Jurmain, S. (2006). George Did It. New York: Dutton.

Macaulay, D. (1975). Pyramid. New York: Houghton Mifflin.

Manuelian, P. (1991). Hieroglyphs: from A to Z. Museum of Fine Arts.

Das könnte Ihnen auch gefallen