grade 5 studies curriculum map - mr. smith's...
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1 Volusia County Schools/Elementary Curriculum Spring 2013
Grade 5
SOCIAL STUDIES Curriculum Map
2013 - 2014
Volusia County Schools
Next Generation Sunshine State Standards
2 Volusia County Schools/Elementary Curriculum Spring 2013
Fifth Grade: United States History – The fifth grade Social Studies curriculum consists of the following content area strands: American History, Geography, Economics, and Civics. Fifth grade students will study the development of our nation with emphasis on the people, places and events up to approximately 1850. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the initial inhabitation, exploration, colonization, and early national periods of American History. So that students can see clearly the relationship between cause and effect in history, students should also have the opportunity to understand how individuals and events of this period influenced later events in the development of our nation.
Next Generation Sunshine State Standards
American History Standard 1: Historical Inquiry and Analysis Standard 2: Pre-Columbian North America Standard 3: Exploration and Settlement of North America Standard 4: Colonization of North America Standard 5: American Revolution & Birth of a New Nation Standard 6: Growth and Westward Expansion Geography Standard 1: The World in Spatial Terms Economics Standard 1: Beginning Economics Standard 2: Places and Regions Standard 3: Environment and Society Standard 4: Uses of Geography Civics and Government Standard 1: Foundations of Government, Law, and the American Political System Standard 2: Civic and Political Participation Standard 3: Structure and Functions of Government
Fifth Grade Overview
3 Volusia County Schools/Elementary Curriculum Spring 2013
Making Connections Common Core State Standards
Language Arts- Common Core State Standards for K–5 literacy in history/social studies, science, and technical subjects are integrated into the K–5 Reading, Writing, Speaking and Listening, and Language standards.
LACC.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
LACC.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
LACC.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
LACC.5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
LACC.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
LACC.5.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
LACC.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
LACC.5.W.2.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
LACC.5.W.3.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
LACC.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
LACC.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
LACC.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
LACC.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LACC.5.SL.2.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
LACC.5.SL.2.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
LACC.5.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
LACC.5.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4 Volusia County Schools/Elementary Curriculum Spring 2013
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low Complexity Low-complexity items may require students to recall and recognize previously learned concepts, facts, and principles. Items typically require a single step or simple demonstration of social studies skills and abilities. Items in this category do not necessarily require the student to apply previously learned information in a new scenario or context. Skills required to respond to low-complexity items may include, but are not limited to, the following:
define the correct meanings of social-studies-related words, concepts, and terminology
identify or recall common contemporary or historical events, actions, personalities, or concepts
utilize a chart, table diagram, graph, or image to recall or recognize information
identify characteristics of a group, place, or event
Moderate Complexity Moderate-complexity items involve greater flexibility of thought and choice among alternatives than low-complexity items. Items require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to apply previously learned material in new ways—using informal methods of reasoning and problem-solving strategies—and to bring together skills and knowledge from various domains. Skills required to respond to moderate-complexity items may include, but are not limited to, the following:
apply or infer cause-and-effect relationships
identify outcomes of particular cause-and-effect relationships
identify the significance of historical or contemporary events, actions, personalities, or concepts
categorize historical or contemporary people, places, events, or concepts
determine the relationship between historical or contemporary events, actions, personalities, or concepts
explain historical or contemporary problems, patterns, or issues
High Complexity High-complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items often involve multiple steps and require the student to think in an abstract, sophisticated way. Skills required to respond to high-complexity items may include, but are not limited to, the following:
solve or predict the outcome of a problem
generalize or draw conclusions when presented with historical or contemporary information
provide justification for events, actions, or issues in the past or current timeframe
predict a long-term result, outcome, or change within society
analyze how changes have influenced people or social institutions
recognize and explain historical or contemporary misconceptions
analyze similarities and differences between historical or contemporary events
COGNITIVE COMPLEXITY: Low, Moderate, High What Does It Mean?
5 Volusia County Schools/Elementary Curriculum Spring 2013
The Social Studies Curriculum Map has been developed by teachers for teachers for ease of use during instructional planning. Definitions for the framework of the curriculum map components are defined below.
Organizing Principle: the overarching organizational structure used to group content and concepts within the curriculum map
Pacing: the recommended time frames within the year determined by teacher committee for initial delivery of instruction
Topics: a grouping of standards and skills that form a subset of concepts covered in each unit of study Benchmarks/Learning Targets: the content knowledge, processes, and enabling skills that will ensure successful mastery of the standards
Standards: the Next Generation Sunshine State Standards required in the course descriptions posted on CPALMS by FLDOE
Academic Language: the content vocabulary and other academic language and phrases that support mastery of the benchmarks/learning targets; for teacher and student use alike
Resource Alignment: a listing of available, high quality and appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the benchmarks/learning targets *The American History standards are repeated within each unit throughout the year
HOW TO INTERPRET THE
SOCIAL STUDIES CURRICULUM MAP
6 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLES – 5TH
GRADE U.S. AND FL HISTORY
1: During the 1800’s the West became a magnet for people seeking adventure, religious freedoms, and economic opportunities. (Chpts 16 & 17)
2: The idea of reform-the drive to improve society and the lives of Americans by addressing social issues-grew between 1820 and 1850. (Chapter 18)
3: The Civil War was caused by historic economic, social, political, sectional differences that were further emotionalized by the issue of slavery.
(Chapters 19 & 20)
4: From 1861-1865, the Union and the Confederacy fought a brutal war pitting brother against brother. (Chapter 21) COW CALVALRY
5: After the Civil War, reconstruction effectively determined the nature of the Union, the economic direction of the United States, and political control of the country. (Chapter
22)
6: During the late 19th
Century, Native Americans’ ways of life were adversely affected as the Western United States settled. (Chapter 23) DEPARTING FOR DESTINY and
RETURN TO BIG CYPRESS
7: During the time period known as the “Gilded Age” (1870’s until early 1900’s) a booming industry fueled by immigration led to the growth of cities and friction between
workers and factory owners. (Chapter 24 & 25) WHERE PEACEFUL WATERS FLOW
8: The Progressive movement partially succeeded in improving life for average Americans by curbing big business, making government more responsive to the will of the people
and enacting social welfare legislation. (Chapter 26)
9: From the 1890’s to 1918, the United States became increasingly active and aggressive in world affairs. (Chapter 27)
10: The stark contrast from the Roaring twenties to the Great Depression led to the expectation of government intervention to maintain the economic stability of the nation through
the “New Deal.” (Chapter 28) A DEADLY BOND, ORANGE FRITTERS AND A STORY, and SEMINOLE STEER
11: The world’s triumph over fascism during WWII led to America’s emergence as a super power. (Chapter 29) U-123
12: The Cold War led the U.S. to pursue ambivalent policy of confrontation, negotiation, and preventative maintenance between 1945-1970. (Chapter 30)
13: Between 1954-1973, a campaign for equal rights for all Americans gained momentum with civil disobedience and other forms of protest. (Chapter 31)
14: Since the 1950’s, the U.S. has faced triumph and tragedy, political transformation, clashes in a changing culture, changes in foreign and domestic affairs, economic policy, and
technological innovations. (Chapter 32)
7 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 1: During the 1800’s the West became a magnet for
people seeking adventure, religious freedoms and economic opportunities.
ESTIMATED # OF WEEKS:
4 PACING:
August - September
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Westward Expansion
Mission
Rancho
Frontier
Expedition
Hardship
Legacy
Homestead
Pioneer
Prospecting
Heritage
Tradition
Adaptation
Irrigation
Community property
Cultures
Revolution
Anglo
Mexicano
Wagon train
Adobe
Spanish architecture
Patio
Veranda
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.4.2.5
SS.A.6.2.3
SS.A.6.2.7
SS.B.1.2.1
SS.B.1.2.2
SS.B.1.2.3
SS.B.1.2.4
SS.B.1.2.5
SS.B.2.2.1
SS.B.2.2.2
SS.B.2.2.3
SS.B.2.2.4
1. What were the reasons some Americans moved West
during the 1800s? (explorers, Californios, mountain men,
missionaries, pioneer women, Mormons, forty-niners, and
Chinese)
2. What hardships were faced by western explorers and
settlers?
3. Why did pioneers want to travel and move across the
Appalachian Mountains?
4. What was the purpose of ‘missions’ in California?
5. How did Mexican rule change life in California?
6. What type of transportation did settlers use to move west?
7. How did settlers’ westward movement affect relations
between settlers and Native Americans?
8. What legacies were left by the explorers, Californios,
mountain men, missionaries, pioneer women, Mormons,
forty-niners, and Chinese?
Write a journal entry
from the perspective
of a person who
moved westward.
Use an organizational
tool to enumerate the
causes and effects of
Westward
Movement.
In small groups,
create a symbol,
statute or tribute to
one of the major
groups of Western
settlers.
Create a video that
depicts daily life in
the Southwest as it
pertains to Mexicano
contributions.
Create a building that
demonstrates Spanish
style architecture
typical of the period.
Meriwether Louis
William Clark
Sacagawea
Nez Perce Indians
Shoshone
Fiesta
Oregon Trail
Manuel Lisa
Marcus and Narcissa Whitman
Henry and Eliza Spalding
Hugh Glass
Jim Beckwourth
Crows
Pawnee
Sierra-Nevada
Brigham Young
Joseph Smith
Salt Lake City
James Marshall
Tex-Mex
Conestoga wagon
Church of Jesus Christ of the
Latter-Day Saints
Sluice
Sutter’s Mill
China Town
Queues
San Francisco
Corrido
Flandango
La Bamba
Jota
Jarabe tapatio (Mexican Hat
Dance)
Cinco de Mayo
SS.D.1.2.1
SS.D.1.2.2
SS.D.2.2.1
SS.D.2.2.4
1. What are the nine important contributions from the
Mexicanos to the culture of the southwest?
2. What did Anglo settlers in the southwest use and adapt
from the Mexicano contributions? How do these
contributions continue into the present day?
8 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
Florida Heritage Education Program:
-Colonial Pensacola 1781-1821
-Farm Life in the Early 1800s
History Alive Teaching Resources: (Chapter 16 and 17)
-Graphic Organizer Placard 16 and 17 -Transparencies 16A - 16I, and 17 -Student Handout 16 -Placards 17A-17I -Map Transparencies 16
-Student Handout 16
-masking tape -CD Track 7, “Sweet Betsy from Pike” -Interactive Student Notebook 1, Preview 16 and 17 -Interactive Student Notebook 1, Reading Notes for Chapter 16 and 17
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
John James Audubon
History Alive
-Interactive Student Notebook 1, Processing 16 and 17
- Assessment 16 and 17
History Alive: Project Ideas:
-Movie Story Board: You have been asked to make a
film about a group described in Chapter 16.
You need to create a storyboard for the film.
-make a list of characters (at least 3 historical) and
decide who you would like to play the different roles.
-describe the setting, plot, action, climax, conclusion
-Plan a Fiesta: Include the type of entertainment, music,
dancing, food, and decorations. Describe and illustrate
each area of your celebration.
9 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 2: The idea of reform (the drive to improve society and
the lives of Americans by addressing social issues) grew between 1820-1850.
ESTIMATED # OF WEEKS:
3 PACING:
September - October
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Reform
Era
Great Awakening
Plight
Abolition
Abolitionist Movement
Debate
Equality
Suffrage
Temperance
Women’s Rights
Slavery
Anti-slavery
Asylum
Prejudice
Discrimination
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.4.2.5
SS.B.2.2.2
SS.B.2.2.3
1. How did religious and philosophical ideas inspire reform
movements?
2. What were the important reform movements of the mid-
19th century?
3. What was the role of women in the reform movements?
4. Why did educational reformers believe that all citizens
should go to school?
Write an article for
The Liberator or The
North Star.
Create a protest sign
for a Women’s
Suffrage picket line.
Develop a chant to
match the message.
Read the Declaration
of Sentiments and
contrast it with the
Declaration of
Independence.
Write a short Negro
spiritual that might
have been sung by a
slave.
Write and present the
speech given by
Elizabeth Blackwell
upon her graduation
from medical school.
Compose a letter to
the editor of the local
newspaper regarding
the conditions of the
local asylum.
Dorothea Dix
Sojourner Truth
Henry David Thoreau
Wagon train
Horace Mann
Public school
Puritans
Prudence Crandall
Antioch College
Frederick Douglass
The Liberator
William Lloyd Garrison
The North Star
Quakers
Angelina Grimke
Lucretia Mott
Elizabeth Cady Stanton
Lucy Stone
Elizabeth Blackwell
Seneca Falls, New York
Declaration of Sentiments
Susan B. Anthony
Charlotte Woodward
SS.C.2.2.1
SS.C.2.2.2
SS.C.2.2.3
SS.D.1.2.1
SS.D.2.2.4
1. How did some Americans work to eliminate slavery?
2. Why did many Americans fear the end of slavery?
3. What actions did slaves take to resist slavery?
1. How are the anti-slavery and Women’s Rights Movement
related?
2. What progress did women make toward equality during the
1800’s?
10 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
History Alive Teaching Resources: (Chapter 18)
-Graphic Organizer Placard 18 -Transparencies 18 -Student Handout 18 -Student Information 18 -CD Track 8, “Let Us All Speak Our Minds” -Interactive Student Notebook 1, Preview 18 -Interactive Student Notebook 1, Reading Notes for Chapter 18
-Interactive Student Notebook 1, Activity Notes for Chapter 18
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
African-Americans Settle in Fort Mose Fernandina and Amelia Island Thomas Alva Edison Henry Morrison Flagler Dr. John Gorrie Harriet Beecher Stowe
www.nationalgeographic.com/expeditions/atlas
www.geographyolympics.com
www.geographyzone.com
www.popclock.net
www.nationalatlas.gov
Travel Channel
Discovery Channel
History Alive
-Interactive Student Notebook 1, Processing 18
- Assessment 18
History Alive: Project Ideas -Put students into cooperative groups and have each group crate a
poster size graphic organizer that illustrates, in color, one of the reform
movements:
Temperance, education, abolition, women’s rights,
care for the mentally ill and handicapped
11 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 3: The Civil War was caused by historic economic, social,
political and sectional differences that were further emotionalized by the issue of slavery.
ESTIMATED # OF WEEKS:
3 PACING:
October
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Racism
Discrimination
Segregation
Prejudice
Slave breaking
Resistance/defiance
Rebellion
Bondage
Forced labor
Slave holder
Quilting bee
Oppression
Legend
Folktale
Fugitive slave
Slave auction
Republican Party
Lincoln-Douglas debate
Secession
Civil War
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.4.2.6
SS.A.6.2.3
SS.A.6.2.4
SS.A.6.2.5
1. How was a slave’s daily life different from that of his/her
owner in terms of living conditions, religious life and
community experiences?
2. How did economic and social forces contribute to the
survival and growth of slavery in the United States for nearly
250 years?
Role play the
Lincoln-Douglas
debate.
Create a timeline of
events leading to the
Civil War.
Create maps or other
visuals delineating
the states considered
slave states/free
states as well as those
added by the various
compromises.
Use a Venn diagram
or other
organizational tool to
depict the strengths
and weaknesses of
the North and the
South.
Create a story quilt
depicting the life of a
slave or slave family.
W.E.B. DuBois
Harriet Powers
Frederick Douglass
NCCP (National Council of
Colored People)
Quilting bee
Edward Covey
Nat Turner
Congo Square
Brier Rabbit
Shulo the Hare
Uncle Tom’s Cabin
Harriet Beecher Stowe
Abraham Lincoln
Stephen A. Douglas
John Brown
Roger Taney
Dred Scott decision
Lawrence, Kansas
Election of 1860
Fort Sumter
Fugitive
Fugitive Slave Act
Kansas-Nebraska Act
Civil War
Charles Sumner
Preston Brooks
Andrew P. Butler
Charleston, South Carolina
Harper’s Ferry
Harriet Tubman
SS.B.1.2.2
SS.B.1.2.4
SS.B.1.2.5
SS.B.2.2.1
SS.B.2.2.2
SS.B.2.2.3
SS.C.1.2.4
SS.C.2.2.2
SS.C.2.2.3
SS.D.1.2.2
SS.D.1.2.4
SS.D.2.2.1
1. How do you explain the following pre-war quote by
President Lincoln? “Well, boys, your troubles are over.
Mine have just begun.”
2. How did the main areas of disagreement increase the
tensions between the North and South prior to the Civil War?
3. How was the debate over slavery related to the admission
of new states?
4. What formal compromises were made in an attempt to
address growing tensions?
5. Why did the Fugitive Slave Act in Kansas-Nebraska Act
make the division between North and South worse?
6. Why was the Republican Party formed?
7. How did the Dred Scott decision, the Lincoln-Douglas
debates and John Brown’s raid affect Americans in the North
and South?
8. How did the election of 1860 lead to the break-up of the
nation?
9. Why did secession lead to the Civil War?
10. Why was Fort Sumter chosen as a target by the
Southerners?
11. What role did Florida play during the Civil War?
12. Why was support for slavery stronger in middle Florida
than in east or west Florida?
12 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
Florida Heritage Education Program:
-African American Suffrage in Florida History Alive Teaching Resources: (Chapters 19 and 20)
-Graphic Organizer Placard 19 and 20 -Transparencies 19, 20A-20E -Student Handout 19A and 19B -Student Information 18 -Placards 19A-19H -Map Transparency 19, 20a-20c -CD Track 9, “Moses” -CD Tracks 10-21 -Interactive Student Notebook 1, Preview 19 and 20 -Interactive Student Notebook 1, Reading Notes for Chapter 19 and 20
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
www.nationalgeographic.com/expeditions/atlas
www.popclock.net
Travel Channel
Discovery Channel
History Alive
- Assessment 19 and 20
History Alive: Project Ideas -Put students into cooperative groups and have each group crate a
poster size graphic organizer that illustrates, in color, one of the reform
movements:
Temperance, education, abolition, women’s rights,
care for the mentally ill and handicapped
-Design a class quilt and assemble it in the same way as a quilting
bee was held during these times. Each square should represent the
individual who creates it.
13 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 4: From 1861 until 1865, the Union and the Confederacy
fought a brutal war pitting brother against brother.
ESTIMATED # OF WEEKS:
4 PACING:
October - November
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Union
Confederacy
Blockade
Border states
Constitutional Rights
Underground railroad
Habeas Corpus
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.4.2.6
SS.A.6.2.3
SS.A.6.2.5
SS.B.1.2.1
SS.B.2.2.2
SS.B.2.2.3
SS.C.1.2.4
SS.C.2.2.1
SS.C.2.2.3
SS.C.2.2.4
SS.D.1.2.1
SS.D.1.2.2
SS.D.1.2.4
SS.D.2.2.1
1. What were the war strategies of the Union and
Confederacy, and was the Confederacy successful at the
beginning of the war?
2. What were the key battles and major turning points of the
war? What were the two key battles in Florida?
3. Why did the war that many believed would be short-lived
last 4 years?
4. How did physical geography (land and water) affect the
outcome of the Civil War?
5. What problems did the soldiers face during the war other
than the battles themselves? What problems did civilians
face?
6. What expanded powers were given to President Lincoln
during the war? How did citizens respond to this?
7. What role did Ulysses S. Grant and Robert E. Lee play
during the war?
Write an
Emancipation
Proclamation for
freedom from chores
and an early bedtime.
(or other student
issues)
Create and analyze a
pictograph, bar graph
and/or line graph
with keys depicting
death tolls for both
the North and South
during the Civil War.
Compare the
principles in the
Gettysburg Address
to those in the
Declaration of
Independence and
Preamble to the
Constitution.
Analyze the lyrics of
the song, Drinking
Gourd.
Role play the
surrender at
Appomattox
Courthouse.
Merrimac
Monitor
Ulysses S. Grant
Robert E. Lee
Appomattox Courthouse
Union
Confederacy
Abraham Lincoln
Jefferson Davis
Battle of Bull Run
Battle of Richmond
Battle of Antietam
Battle of Gettysburg
Battle of Vicksburg
Battle of Olustee
Battle of Natural Bridge
Emancipation Proclamation
Gettysburg Address
General Winfield Scott
Rose Greenhow
Clara Barton
George McClellan
Atlanta, Georgia
General George Meade
General George Pickett
Admiral Farragut
Colonel Robert Gould Shaw
Massachusetts 54 Regiment
1. How did women and African Americans participate in the
war effort?
2. How did the Union blockade affect the Confederacy?
3. What was the significance of the surrender at Appomattox
Courthouse?
4. Why did Lincoln issue the Emancipation Proclamation?
5. What constitutional rights were affirmed as a result of the
Civil War?
6. How were the faces of the North and South changed after
the war was over?
14 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
Pink and Say by Patricia Palacco
Follow the Drinking Gourd
Legendary Florida: Cow Calvalry
Florida Heritage Education Program:
-The Maple Leaf: A Civil War
History Alive Teaching Resources: (Chapter 21)
-Graphic Organizer Placard 21 -Student Handout 21A and 21B -Student Information 21A-21F -Placards 21A-21D -Map Transparency 21 -CD Track 22, “The Bonnie Blue Flag” -CD Track 23, “Tenting Tonight” -CD Track 24, “Civil War Siege Sounds” -CD Track 25, “Slavery Chain Done Broke at Last” -envelopes, letter size -masking tape, 8 rolls -scratch paper, cut into 24 strips, 4” x 11” -Interactive Student Notebook 1, Preview 19 and 20 -Interactive Student Notebook 1, Reading Notes for Chapter 19 and
20
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
Florida’s Role in the Civil War: “Supplier of the Confederacy” Florida’s Famous Lighthouses
www.nationalgeographic.com/expeditions/atlas
History Alive
-Interactive Student Notebook 1, Processing 21
- Assessment 21
History Alive: Project Ideas:
-Essay: First defend, and then criticize, the idea that
government should be given more power in wartime
than peacetime.
-Role Play: Write a two page conversation between
a Southerner and a Northerner who meet on a train in
the mid-1800s. Have them talk about the differences
between their lives. Present to the class.
-Political Cartoon: Draw a political cartoon that
illustrates Lincoln’s statement “A house divided
against itself cannot stand”.
-Debate: Give the Pros and Cons on the institution of
slavery from both the North’s and South’s viewpoints.
15 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 5: After the Civil War, Reconstruction effectively
determined the nature of the union, the economic direction of the United States and
political control of the country.
ESTIMATED # OF WEEKS:
2 PACING:
December
Concepts
Benchmark(s)
Essential Questions
People, Places, Events
Reconstruction
Assassination
Impeachment
Freedmen’s Bureau
Black Codes
Jim Crow Laws
Cash crop
Amnesty
Radical
Override
Corruption
Integration
Segregation
Reconciliation
Civil Rights
Lynching
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.4.2.6
SS.A.5.2.1
SS.A.6.2.3
SS.A.6.2.4
SS.A.6.2.5
SS.B.1.2.1
SS.B.2.2.2
SS.B.2.2.3
SS.C.1.2.4
SS.C.2.2.3
SS.C.2.2.4
SS.D.1.2.1
SS.D.1.2.2
SS.D.1.2.5
1. What was John Wilkes Booth’s motivation for
assassinating President Lincoln and how did the assassination
affect southern reconstruction?
2. How did plans for reconstruction differ between the North
and the South?
3. What was the purpose of the Freedmen’s Bureau?
4. What were the three main purposes of the Black Codes?
5. How did the 13th Amendment differ from the
Emancipation Proclamation?
6. What groups participated in Reconstruction in the south?
7. How did the Republican Party dominate Southern politics
during Reconstruction?
8. What changes happened in the South during the later years
of Reconstruction?
9. How the Democratic Party begin to regain control of
Southern politics at the end of Reconstruction?
10. How did the lives of African Americans improve after
Reconstruction?
11. Why were towns like Eatonville, Florida, important for
African Americans?
12. How did Florida’s government change during
Reconstruction?
13. What were Jim Crow laws, and how did they work to
limit the rights of African Americans?
Write a eulogy for
President Abraham
Lincoln’s funeral.
Compare and contrast
the amendments of
the U.S. Constitution
to those of the
Florida Constitution.
Analyze political
cartoons relating to
Reconstruction.
Evaluate the success
of Reconstruction.
Ford’s Theater
John Wilkes Booth
Carpetbaggers
Scalawags
Share croppers
Freedmen’s Bureau
Booker T. Washington
Andrew Johnson
13th Amendment
14th Amendment
15th Amendment
Forty Acres and a Mule
Ku Klux Klan
Grandfather Clause
Literacy Tests
Poll Tax
Plessy vs. Ferguson
Rutherford B. Hayes
Compromise of 1877
Thomas Nast
Josiah Thomas Walls
16 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
History Alive Teaching Resources: (Chapter 22)
-Graphic Organizer Placard 22 -Transparency 22 -masking tape -Interactive Student Notebook 1, Preview 22 -Interactive Student Notebook 1, Reading Notes for Chapter 22
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
Reconstruction
www.nationalgeographic.com/expeditions/atlas
www.popclock.net
Travel Channel
Discovery Channel
History Channel
History Alive
-Interactive Student Notebook 1, Processing 22
-Assessment 22
History Alive: Project Ideas -Design a poster illustrating the Fifteenth Amendment
17 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 6: During the late 19th
century, Native American ways of
life were adversely affected as the United States settled.
ESTIMATED # OF WEEKS:
2 PACING:
January
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Reservation
Homestead Act
Pacific Railroad Act
Homesteaders
Transcontinental railroad
Great Plains
Boom towns
Ghost towns
Mining
Ranching
The Long Drive
Stockyard
Gold Rush
Sod houses
Dugouts
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.6.2.1
SS.A.6.2.3
SS.A.6.2.4
SS.A.6.2.5
SS.B.1.2.2
SS.B.1.2.4
SS.B.2.2.1
SS.B.2.2.2
SS.B.2.2.3
SS.B.2.2.4
1. Which groups moved west following the Civil War? Why
did they go and what were their roles in developing the West?
2. How did Native Americans respond to encroachment by
settlers?
3. What clash between Native Americans and settlers resulted
from the settlement of the frontier?
4. What groups played an essential role in the building of the
first Transcontinental Railroad? How did this construction
affect the West?
5. Why was the Homestead Act extremely attractive to
prospective settlers?
6. What were the challenges faced by homesteaders of the
Great Plains?
7. What was the significance of the following quote? “I am
tired; my heart is sick and sad. From where the sun now
stands, I will fight no more forever.”
Map the route of the
Transcontinental
Railroad including
the geographic
features.
Create a Native
American painting
depicting the
importance of the
buffalo.
Create a timeline for
a day in the typical
life of a homesteader.
Develop a blueprint
for your farm as a
homesteader or
rancher.
Write a chief’s
response to relocation
to a reservation for
his tribe.
Nez Perce
Chief Joseph
Great Plains
Coleville Reservations
Golden Spike
Promontory Point
Grenville Dodge
Union Pacific/Central Pacific
Vigilantes
Black Hills
Dakota Territory
Dodge City
Sioux
George Custer
Sitting Bull
Mennonites
Little Big Horn
Boot Hill
Oklahoma Territory
Decrease of Buffalo
SS.D.1.2.1
SS.D.1.2.2
SS.D.2.2.1
1. Which group was drawn to the West by the promise of
great wealth? How were boom towns and ghost towns related
to their settlement? How did mining change the West?
2. How did ranchers’ and cowboys’ business ventures
contribute to the extermination of the buffalo?
3. How was life on the reservation different for the Native
Americans?
18 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
Legendary Florida:
-Departing for Destiny
-Return to Big Cypress
Florida Heritage Education Program:
-Home and Hearth: Black Communities in 19th Century Florida
Death of the Iron Horse
History Alive Teaching Resources: (Chapter 23)
-Graphic Organizer Placard 23 -Transparencies 23A-23E -CD Track 26, “The Heart of the Appaloosa” -Student Handouts 23A-23F -Map Transparency 23 -Interactive Student Notebook 2, Preview 23 -Interactive Student Notebook 2, Reading Notes for Chapter 23
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
www.nationalgeographic.com/expeditions/atlas
Discovery Channel
History Channel
Travel Channel
History Alive
-Interactive Student Notebook 2, Processing 23
-Assessment 23
History Alive: Project Ideas
-Create a music video that depicts the U.S. government’s
displacement of the Nez Perce.
19 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 7: During the time period known as the “Gilded Age”
(1870’s-until early 1900’s) a booming industry fueled by immigration led to the
growth of cities and friction between workers and factory owners.
ESTIMATED # OF WEEKS:
4 PACING:
January - February
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Invention
Entrepreneur
Corporation
Competition
Monopoly
Labor Union
Strike
Philanthropy
Persecution
Ethnic Group
Ethnocentrism
Slum
Assembly Line
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.5.2.2
SS.A.6.2.1
SS.A.6.2.3
SS.A.6.2.5
SS.B.1.2.2
SS.B.1.2.4
SS.B.1.2.5
SS.B.2.2.1
SS.B.2.2.2
SS.B.2.2.3
SS.B.2.2.4
SS.C.2.2.1
SS.D.2.2.1
SS.D.2.2.2
SS.D.2.2.3
1. What were some inventions from the late 1800s and how
did they impact American life?
2. Who was Andrew Carnegie and why was he able to sell
his products at a lower price than his competitors?
3. How did men like John D. Rockefeller become successful
in business?
4. What advantages did large corporations have over smaller
businesses during the Gilded Age?
5. How did advances in technology change the way products
were made?
6. Why did many workers seek to join labor unions during
the Gilded Age?
Create a time line of
inventions (include the
inventors’ names) from
1856-1900
Write a persuasive
speech about why
people should purchase
an invention (you
choose the invention)
How long would it take
an immigrant from
Hong Kong to travel to
San Francisco by
steamship if the ship
were traveling at 14
miles per hour
(distance=6893)?
Paraphrase Emma
Lazarus’ poem that
appears at the base of
the Statue of Liberty –
was the message of the
poem part of the
original intent of the
creators of the Statue?
Use a graph to
determine what % of
people lived in cities in
1880 and 1910 (also
note the increase)
Elijah McCoy
E. Remington
Alexander Graham Bell
Thomas Edison
Henry Ford
Lewis Latimer
Granville Woods
Andrew Carnegie
John D. Rockefeller
Standard Oil Company
Mass Production
Sweatshop
Ellis Island
Angel Island
Tenement
Chinese Exclusion Act
Statue of Liberty
Emma Lazarus
Chicago
Pittsburgh
The Great Lakes
Stockyard
New York City
Boroughs
Skyscraper
Streetcar/Subway
7. Why did immigrants come to America in the late 1800s
and early 1900s?
8. Describe the experience of an immigrant coming to
America through Ellis Island and Angel Island.
9. How did the arrival of immigrants change American
Society?
10. In which areas did most immigrants settle? Why?
11. What opportunities and difficulties did immigrants find in
the United States?
12. What two factors helped cities like Chicago grow in the
late 1800s and early 1900s?
13. How did electricity change cities?
20 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
Florida Heritage Education Program:
-One Room Schoolhouses of Florida
Legendary Florida Program:
-Where Peaceful Waters Flow
History Alive Teaching Resources: (Chapters 24 and 25 )
-Graphic Organizer Placard 24 and 25 -CD Track 27 , “Factory Sounds” -Transparency 25 -Student Handout 25 -Map Transparencies 24 and 25 -Student Information 24A-24D -Interactive Student Notebook 2, Preview 25 -Interactive Student Notebook 2, Reading Notes for Chapters 24 and 25
-masking tape, plain white paper, crayons, pencils, scrap paper
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
Florida’s Economy Booms Growth of Florida’s Railroads Orange Song Florida Has Added to My Life John Ringling
www.nationalgeographic.com/expeditions/atlas
www.popclock.net
History Channel
Discovery Channel
History Alive
-Interactive Student Notebook 2, Processing 24
- Assessment
History Alive Project:
-Research Ellis Island and the immigration implications and
history of this national park; create a presentation in any
format to report to the class
21 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 8: The Progressive movement partially succeeded in
improving life for average Americans by curbing big business, making government
more responsive to the will of the people and enacting social welfare legislation.
ESTIMATED # OF WEEKS:
2 PACING:
February
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Invention
Progressive
Reform
Spoils System
Progressivism
Socialism
Suffrage
Prohibition
Expose
National Parks
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.5.2.2
SS.A.6.2.3
SS.B.1.2.2
SS.B.1.2.4
SS.B.2.2.4
SS.C.1.2.2
SS.C.2.2.2
SS.C.2.2.3
SS.D.1.2.1
SS.D.1.2.3
SS.D.1.2.4
SS.D.2.2.1
SS.D.2.2.2
1. What problems did cities face during the late 19th and early
20th centuries and how did people try to solve them?
2. What specific problems did overcrowding cause?
3. How did settlement houses help the poor in the cities?
4. How did education become more widely available?
5. How did corrupt political bosses get voters for their
parties?
6. How did cities, states, and Congress answer the call for
reform of the government?
7. What were the goals and achievements of the Progressive
reform movements?
8. How did President Roosevelt promote conservation?
9. How did women and African Americans work to gain
equal rights during the early 1900s?
Graph Skills:
Compare how many
more people lived in
urban areas to rural
areas between the
years 1860 and 1900.
Compare and contrast
classrooms of the
early 1900s with
classrooms of today.
Interpret political
cartoons on the
Progressive
Movement and
Immigration.
Write a muckraking
article about one of
the issues that needed
to be reformed during
the last 1800s and
early 1900s.
Jane Addams
Ellen Gates Starr
Settlement House
Hull House
Muckraker
Upton Sinclair
Pure Food and Drug Act
Meat Inspection Act
Triangle Shirtwaist Fire
John Muir
Carrie Chapman Catt
16th-19th Amendments
NAACP
W.E.B. Dubois
Booker T. Washington
Tuskegee Institute
Brooklyn Bridge
Morrill Act
Joseph Pulitzer
William Randolph Hearst
Mark Twain
Boss Tweed
Sherman Antitrust Act
Rutherford B. Hayes
James Garfield
Eugene V. Debs
Robert La Follette
17th Amendment
19th Amendment
Theodore Roosevelt
Square Deal
William Howard Taft
Trusts
Conservation
10. What was prohibition?
11. What were the 18th and 19th amendments?
12. How did journalism help shape the reform movement?
13. How did the role of American women change during the
Progressive Era?
14. How did President Theodore Roosevelt take on big
business?
15. Why did the progressives form their own political party?
22 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
History Alive Teaching Resources: (Chapters 26)
-Graphic Organizer Placard 26 -CD Track 28 , “The Future of America” -Transparency 26 -Student Handouts 26A-26C -Interactive Student Notebook 2, Preview 26 -Interactive Student Notebook 2, Reading Notes for Chapters 26
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
Spanish-American War for Cuba’s Independence
Florida Caverns State Park
The Cedar Keys
www.nationalgeographic.com/expeditions/atlas
www.popclock.net
History Channel
Discovery Channel
History Alive
-Interactive Student Notebook 2, Processing 26
-Assessment
History Alive Project:
-Panel Debate between Andrew Carnegie, John D. Rockefeller,
Theodore Roosevelt, Robert La Follette, Mary Harris “Mother
Jones”, John Muir, W.E.B. DuBois, Upton Sinclair, and Alice
Paul
23 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 9: From the 1890’s to 1918, the United States became
increasingly active and aggressive in world affairs.
ESTIMATED # OF WEEKS:
2 PACING:
March
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Imperialism
Expansionism
Isolationism
Territory
Alliance
Trench Warfare
Yellow Journalism
Armistice
Anarchy
Home Front
Civilian
Nationalism
Dollar Diplomacy
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.5.2.3
SS.A.6.2.3
SS.A.6.2.4
SS.A.6.2.5
SS.B.1.2.1
SS.B.1.2.4
SS.B.1.2.5
SS.B.2.2.4
1. What were the arguments for and against American
imperialism?
2. What were the causes and effects of the Spanish-American
War?
3. How did the United States gain the Panama Canal?
4. Describe Florida’s role(s) during the Spanish-American
War and World War I.
5. What were the causes of World War I?
6. What led to American involvement in the war? What
steps did the United States take to organize and prepare for
World War I?
7. Who were the Allies and the Central Powers?
8. What new weapons were used in the war? How was
trench warfare different from previous types of warfare?
9. What role did American troops play in the fighting?
10. How did the United States help the Allies win the war?
11. What groups of people served in the military during
World War I?
12. Why did it become easier for women and African
Americans to get factory jobs during World War I?
13. How did the war affect the American people?
14. What principles did Woodrow Wilson propose as the
basis for world peace?
15. What terms were included in the Treaty of Versailles and
why did the U.S. Senate refuse to ratify it?
* Make a foldable
chart listing all the
territories the U.S.
gained and how they
were acquired.
* Color code a blank
map of Europe
showing the Allied
and the Central
Powers.
* Determine the
closest lines of
longitude and latitude
for Alaska and
Hawaii.
* By creating two
teams, analyze why
some Americans
wanted to support the
Allies and why come
wanted to remain
neutral.
* Look up how big
Alaska is and
calculate how much
per acre the United
States paid for it (the
total price was $7.2
million).
Alaska
Seward’s Folly
Hawaii
Queen Liliuokalani
Spanish-American War
Cuba
Puerto Rico
Caribbean Sea
Guam
The Maine
Philippine Islands
President Theodore Roosevelt
Rough Riders
Buffalo Soldiers
Isthmus
Panama Canal
Gulf of Mexico
Allies
Central Powers
Wright Brothers
U-Boat
Lusitania
Zimmerman Telegram
President Woodrow Wilson
Veteran’s Day
Treaty of Versailles
League of Nations
24 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
History Alive Teaching Resources: (Chapters 27)
-Graphic Organizer Placard 27 -Transparencies 27A-27J -Student Handout 27 -Interactive Student Notebook 2, Preview 227 -Interactive Student Notebook 2, Reading Notes for Chapters 26
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
www.nationalgeographic.com/expeditions/atlas
www.popclock.net
History Channel
Discovery Channel
History Alive
-Interactive Student Notebook 2, Processing 27
-Assessment
History Alive Project:
Create a Display of one of the following topics:
-Hawaiian Islands
-Panama Canal
-Spanish American War
-World War I
25 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 10: The stark contrast from the Roaring Twenties to the
Great Depression led to the expectation of government intervention to maintain the
economic stability.
ESTIMATED # OF WEEKS:
3 PACING:
March - April
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Capitalism
Recession
Depression
Stock exchange
Social welfare
Stock Market
Investor
Unemployment
Credit
Consumer goods
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.5.2.4
SS.A.5.2.5
SS.A.5.2.6
SS.A.6.2.1
SS.A.6.2.3
SS.B.1.2.5
1. How did the growth of the automobile industry affect
the economy during the 1920’s?
2. How was buying on credit positive and negative?
3. What did President Coolidge mean when he said, “the
chief business of the American people is business?”
4. Why is the 1920’s called the “Roaring Twenties?”
5. In what ways did the lives of women change during the
1920’s?
6. Why did cities increase in population in the 1920’s?
Compare the impact radio
had in the 1920’s with the
impact of Internet has
today.
Look up the United States’
population in 1933. If the
unemployment rate was
25% figure out how many
working Americans were
out of a job at the time
during the Great
Depression.
Write a letter to either
President Roosevelt or
Eleanor Roosevelt from
the perspective of a 5th
grader living during the
Great Depression
Cause/effect foldable-
Create a foldable to record
the causes and effects of
the Great Depression and
New Deal.
Analyzing News Media-
analyze a newspaper
article to identify facts and
the author’s own opinion.
Flappers
Ma Rainey, Bessie Smith
Harlem Renaissance
Langston Hughes
Louis Armstrong
Duke Ellington
Jazz
Charles Lindbergh
Amelia Earhart
Stock Market Crash of 1929
Great Depression
Dust Bowl
Woody Gutherie President Franklin D. Roosevelt
The New Deal
Social Security
Dorothea Lange
SS.C.2.2.3
SS.D.1.2.1
SS.D.1.2.2
SS.D.1.2.3
SS.D.1.2.4
SS.D.1.2.5
SS.D.2.2.1.
SS.D.2.2.2
7. What factors contributed to the fear of foreigners in the
1920’s?
8. How did labor and racial unrest affect the nation?
9. How did lifestyles in America change in the 1920’s?
10. What caused the stock market to crash?
11. How did the Great Depression plunge many
Americans into poverty and misery?
SS.D.2.2.3
SS.D.2.2.4
12. What New Deal programs were created during
Roosevelt’s first 100 days?
13. What radical polecat movements gained influence
during the Depression?
14. Why did some people criticize Roosevelt and the New
Deal?
15. Describe how Floridians met the challenges of
economic depression and great population growth?
16. What actual effects did the New Deal have on Great
Depression?
26 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
Florida Heritage Education Program:
-What Buildings Tell Us
Legendary Florida:
-A Deadly Bond
-Orange Fritters and A Story
-Seminole Steer
History Alive Teaching Resources: (Chapters 28)
-Graphic Organizer Placard 28
-CD Tracks 29, “Charleston Party”, and 30, “Brother Can You Spare a Dime?
-Transparencies 28A-28D
-Student Handouts 28A and 28B
-Interactive Student Notebook 2, Preview 28
-Interactive Student Notebook 2, Reading Notes for Chapters 28
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
Florida’s Historic Attractions
Cattle and Cowboys in Florida
Historic Bok Sanctuary
James Weldon Johnson
Plant A Tree
How Much Does It Cost to Winter in Florida in 1924
Marjorie Kinnan Rawlings
www.nationalgeographic.com/expeditions/atlas
www.popclock.net
History Channel
Discovery Channel
History Alive
-Interactive Student Notebook 2, Processing 28
-Assessment
History Alive Project:
-Research the Stock Market Fall of 1929 and create a display,
report, poster, or photo essay to describe its impact on
American economy.
27 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 11: The world’s triumph over fascism during WWII led
to America’s emergence as a super power.
ESTIMATED # OF WEEKS:
3 PACING:
April
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Fascism
Appeasement
Dictator
War Bonds
Internment Camp
Atomic Bomb
Holocaust
Concentration Camp
Neutrality
Anti-Semitism
Island Hopping
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.5.2.6
SS.A.5.2.7
SS.A.5.2.8
SS.A.6.2.3
SS.A.6.2.4
SS.B.1.2.1
SS.B.1.2.5
SS.C.1.2.4
SS.C.2.2.1
SS.D.1.2.1
SS.D.1.2.2
SS.D.1.2.4
1. Why did dictators come to power around the world in the
1930’s?
2. What actions led to the outbreak of World War II?
3. Which Europeans nations fell to Germany in 1939 and
1940?
4. How did the United States respond to the war in Europe,
particularly after the attack on Pearl Harbor?
5. How did Americans help with the war effort at home?
6. How did the war affect Americans at home?
7. What role did women, African Americans and other
minorities play in helping the American cause during World
War II?
8. What were the three major areas of the world in which
World War II was fought?
9. Describe the importance of D-Day?
10. How did Island Hopping and the use of the Atomic
Bombs effect the war against Japan?
11. What were the causes and effects of the Holocaust?
12. Describe the impact the World War II had on Florida.
Locate the Axis
Powers and the Allies
on a map.
Compare and contrast
the causes and effects
of World Wars I and
II.
Compare/Contrast:
create a Venn
Diagram of Japan
and Germany.
Author’s Viewpoint:
It’s 1940, write a
short persuasive
speech to convince
others whether the
U.S. should intervene
in WWII or remain
neutral.
Write a letter from
home from a
soldier’s point of
view on V-E or V-J
explaining your
thoughts and
feelings.
Adolf Hitler
NAZI’s
Benito Mussolini
Hideki Tojo
Axis Powers
Allies
Winston Churchill
Joseph Stalin
Pearl Harbor
D-Day
Normandy
Dwight D. Eisenhower
George Patton
Atomic Bomb
Franklin D. Roosevelt
Neville Chamberlain
Poland
Blitzkrieg
Maginot Line
Lend-Lease Act
Women’s Army Corps
Erwin Rommel
Leningrad
Battle of the Bulge
Harry S. Truman
V-E Day
V-J Day
Douglas MacArthur
Kamikazees
Manhattan Project
Hiroshima/Nagasaki
28 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
Florida Heritage Education Program:
-World War II Comes To Florida
Legendary Florida:
-U-123
History Alive Teaching Resources: (Chapters 29)
-Graphic Organizer Placard 29 -CD Tracks 31, “One Hundred Million Questions” -Transparencies 29 -Student Handouts 29A, 29B, and 29C -Map Transparencies 29 A and 29 B -Interactive Student Notebook 2, Preview 29 -Interactive Student Notebook 2, Geography Challenge -Interactive Student Notebook 2, Reading Notes for Chapters 29
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
Florida During WWII
www.nationalgeographic.com/expeditions/atlas
www.popclock.net
History Channel
Discovery Channel
History Alive
-Interactive Student Notebook 2, Processing 29
-Assessment
History Alive Project:
-Create a Commemorative Stamp set that details the military
and social impacts of WWII
-Map the major military operations and battles of WWII
-Create a performance to illustrate a radio broadcast of the
times that illustrated how WWII affected various groups in
American Society
29 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 12: The Cold War led the U.S. to pursue an ambivalent
policy of confrontation, negotiation, and preventative maintenance between 1945-
1970.
ESTIMATED # OF WEEKS:
1 PACING:
May
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Cold War
Arms Race
Containment
Domino Theory
McCarthyism
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.5.2.7
SS.A.5.2.8
SS.A.6.2.2
SS.B.1.2.3
SS.B.1.2.4
SS.B.1.2.5
SS.B.2.2.1
SS.B.2.2.2
SS.C.1.2.4
SS.C.2.2.1
SS.C.2.2.2
SS.C.2.2.5
SS.D.2.2.1
SS.D.2.2.2
1. How did the United States attempt to stop the spread of
communism?
2. How did postwar foreign policy change as a result of the
cold war?
3. What events led to the Korean War?
4. How did America’s war aims change during the course of
the Korean War?
5. What effect did Cold War fears have on domestic politics?
6. How did McCarthyism affect the country?
Write a message on
the “Berlin Wall” to a
friend or relative who
lives on the other
side.
Research the
members of NATO
and locate them on an
outline map.
Create a T-Chart on
the causes and effects
of the Cold War.
Combine and contrast
information that
shaped the rivalry
during the Cold War
by making a foldable
organizer or diagram.
United Nations
Iron Curtain
NATO
Warsaw Pact
CIA
Demilitarized Zone
Douglas MacArthur
Subversion
Joseph McCarthy
Sputnik
NASA
Arms Race
Space Race
Peace Corps
Berlin Wall
Bay of Pigs
Cuban Missile Crisis
Vietnam War
7. What foreign policy challenges did the Eisenhower
administration face?
8. What course did President Kennedy plan to follow in
foreign policy?
9. What were the cause(s) and effect(s) of the Cuban Missile
Crisis?
10. What effect did Fidel Castro’s takeover of Cuba have on
Cuban migration to Florida?
11. What were the causes and effects of the Vietnam War?
30 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
History Alive Teaching Resources: (Chapters 29)
-Graphic Organizer Placard 30 -Student Information 30 -Map Transparencies 30 -Interactive Student Notebook 2, Reading Notes for Chapters 30
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
Ernest Hemingway
Winslow Homer
www.nationalgeographic.com/expeditions/atlas
www.popclock.net
History Channel
Discovery Channel
History Alive
-Interactive Student Notebook 2, Processing 30
-Assessment
History Alive Project:
-Create a Venn Diagram to compare and contrast the conflicts
in Vietnam, Korea, and Cuba
31 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 13: Between 1954-1973, a campaign for equal rights for
all Americans gained momentum with civil disobedience and other forms of protest.
ESTIMATED # OF WEEKS:
2 PACING:
May-June
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Civil Rights
Segregation
Civil Disobedience
Equality
Poverty
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.5.2.7
SS.A.5.2.8
1. What 1950s Supreme Court decision helped African
Americans in their struggle for equal rights?
2. How did Martin Luther King, Jr. emerge as a leader of the
Civil Rights Movement?
Write an opinion
paper: What if Jackie
Robinson had failed
to make it into the
Major League?
Predict
Consequences: What
do you think would
have happened in the
Civil Rights
Movement if MLK
Jr. had not been
assassinated?
Brown v. Board of Education
Integration
Little Rock, Arkansas
Rosa Parks
Montgomery Bus Boycott
Dr. Martin Luther King, Jr.
New Frontier
Lee Harvey Oswald
Warren Commission
Civil Rights Act of 1964
Freedom Riders
James Meredith
George Wallace
Medgar Evers
March on Washington
Selma, Alabama
Voting Rights Act of 1965
Malcolm X
Black Panther Party
SS.A.6.2.3
SS.A.6.2.4
SS.A.6.2.5
SS.C.1.2.1
SS.C.1.2.2
3. What were John F. Kennedy’s domestic plans for the
U.S.?
4. How did the nation respond to Kennedy’s assassination?
5. What new programs were created as part of President
Johnson’s “Great Society?”
SS.C.1.2.4
SS.C.1.2.5
SS.C.2.2.1
SS.C.2.2.2
SS.C.2.2.3
SS.C.2.2.4
6. What actions did African Americans take in the early
1960’s to secure their rights?
7. How did radical voices emerge in the Civil Rights
Movement?
8. Why did riots erupt in some cities during the Civil Rights
era?
SS.C.2.2.5
SS.D.1.2.1
SS.D.1.2.2
SS.D.1.2.4
9. What steps did women take to claim their civil rights
during the 1960s and 1970s?
32 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
Florida Heritage Education Program:
-A Day in the Life….Segregation in the 1950s
History Alive Teaching Resources: (Chapters 31)
-Graphic Organizer Placard 31 -Transparencies 31A-31F -Student Handouts 31A-31C -Interactive Student Notebook 2, Preview 31 -Interactive Student Notebook 2, Reading Notes for Chapters 31
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
Civil Rights Movement in Florida
Zora Neale Hurston
www.nationalgeographic.com/expeditions/atlas
www.popclock.net
History Channel
Discovery Channel
History Alive
-Interactive Student Notebook 2, Processing 31
-Assessment
History Alive Project:
-Design protest posters to illustrate the Civil Rights Movement
during this time period
-Research the life of Martin Luther Kings, Jr., Malcolm X,
Thurgood Marshall, or Rosa Parks and create a living
biographical presentation or scrapbook of their life
33 Volusia County Schools/Elementary Curriculum Spring 2013
ORGANIZING PRINCIPLE 14: Since the 1950’s, the U.S. has faced triumph and
tragedy, political transformation, clashes in a changing culture, changes in foreign and
domestic affairs, economic policy, and technological innovations.
ESTIMATED # OF WEEKS:
1 PACING:
June
Concepts
Benchmark(s)
Essential Questions
Skills
People, Places, Events
Impeachment
Technology
Baby Boom
Counterculture
Feminism
Environmentalism Supply-Side Economics
SS.A.1.2.1
SS.A.1.2.2
SS.A.1.2.3
SS.A.5.2.7
SS.A.5.2.8
SS.A.6.2.3
SS.A.6.2.4
SS.A.6.2.5
SS.B.1.2.1
SS.B.2.2.4
SS.C.1.2.2
SS.C.1.2.3
SS.C.1.2.5
SS.C.2.2.1
SS.C.2.2.2
SS.C.2.2.5
SS.D.1.2.3
SS.D.1.2.4
SS.D.1.2.5
1. Explain why some consider the 1950s to have been a time
of growth and prosperity for the United States while the
1960s and 1970s were more turbulent?
2. Identify what actions the United States took regarding the
Middle East and Latin America.
3. Describe how Nixon struggled with domestic problems.
4. Understand how the Watergate Scandal affected politics.
5. Explain how President Carter emphasized human rights in
foreign policy.
6. How was the 1980s associated with a return to optimism?
7. Describe Reaganomics.
8. Why is the 1990s referred to as the “information age?”
9. What were the key events and accomplishments of the
following presidents: George H. W. Bush, Bill Clinton,
George W. Bush.
10. What were the causes and effects of the attacks on
September 11th?
Work as a team to
study and report on
one of the recent
decades in modern
American history.
Focus on military,
technological,
entertainment,
political, and cultural
events and changes.
Create a timeline of
major events from
1950 to the present.
Rock-n-Roll
Interstate Highway Act
Hippies
Embargo
Watergate Scandal
Affirmative action
Deficit
Apartheid
Grassroots
Incumbent
Neil Armstrong
Apollo Mission
Space Shuttle
Gulf War
Internet
34 Volusia County Schools/Elementary Curriculum Spring 2013
ACTIVITIES (Teaching Resources) ASSESSMENT
Houghton-Mifflin Teaching Resources:
-Passport to FCAT Success Book
-2-sided Desk Map
Florida Heritage Education Program:
-Oral Histories and the 1960s
History Alive Teaching Resources: (Chapters 32)
-Graphic Organizer Placard 32 -Student Handouts 32 -Interactive Student Notebook 2, Preview 32 -Interactive Student Notebook 2, Reading Notes for Chapters 32
-shoe box, oatmeal box, or coffee can
WEBSITES:
http://fcit.usf.edu/florida/lessons/lessons.htm
Florida’s Land Boom
Cape Canaveral: Launchpad to the Stars
www.nationalgeographic.com/expeditions/atlas
www.popclock.net
History Channel
Discovery Channel
History Alive
-Interactive Student Notebook 2, Processing 32
-Assessment
History Alive Project:
-Interview an adult from the 1950s through the 1990s to
find out what influenced them and write a reaction paper on it.
35 Volusia County Schools/Elementary Curriculum Spring 2013
Recommended Formative Assessments
Social Studies K-5
Name Description Additional Information
A & D Statements
A & D Statements analyze a set of “fact or fiction” statements. First, students may
choose to agree or disagree with a statement or identify whether they need more information. Students are asked to describe their thinking about why they agree, disagree, or are unsure. In the second part, students describe what they can do to investigate the statement by testing their ideas, researching what is already known, or using other means of inquiry.
Statement How can you find out?
All landmarks are man-
made in the United
States.
__agree __disagree
__it depends on __not
sure
My thoughts:
Agreement Circles
Agreement Circles provide a kinesthetic way to activate thinking and engage students in argumentation. Students stand in a circle as the teacher reads a statement. They face their peers still standing and match themselves up in small groups of opposing beliefs. Students discuss and defend their positions. After some students defend their answers, teacher can ask if others have been swayed. If so, stand up. If not, what are your thoughts? Why did you disagree? After hearing those who disagree, does anyone who has agreed want to change their minds? Use when students have had some exposure to the content.
Constitution 1. Government was established through a written Constitution. 2. The Constitution of the United States is the supreme law of the land. 3. Government gains its power from the people.
Anotated Student Drawings
Annotated Student Drawings are student-made, labeled illustrations that visually represent and describe students’ thinking about concepts. Modification for younger students: verbally describe and name parts of their drawings while the teacher annotates it for them.
Card Sorts
Card Sorts is a sorting activity in which students group a set of cards with pictures or words according to certain characteristics or category. Students sort the cards based on their preexisting ideas about the concepts, objects, or processes on the cards. As students sort the cards they discuss their reasons or placing each card into a designated group. This activity promotes discussion and active thinking.
Chain Notes
Chain Notes begin with a question printed at the top of a paper. The paper is then circulated from student to student. Each student responds with one to two sentences related to the question and passes it on to the next student. A student can add a new thought or build on a previous statement.
What information can we learn from maps?
1. We can find landforms, lakes, mountains, oceans, and regions.
2. Directions, compass rose, scale, and map key are always on a map.
3. Different purposes for maps: population, physical, political, and elevation.
36 Volusia County Schools/Elementary Curriculum Spring 2013
Recommended Formative Assessments, Social Studies K-5, continued
Name Description Additional Information
Commit and Toss
Commit and Toss is an anonymous technique used to get a quick read on the different
ideas students have in the class. Students are given a question and asked to answer it AND explain their thinking. They write this on a piece of paper. The paper is crumpled into a ball. Once the teacher gives the signal, they either toss/pass/or place the ball in a basket. Students take turns reading their "caught" response. Once all ideas have been made public and discussed, engage students in a class discussion to decide which ideas they believe are the most plausible and to provide justification for the thinking. THIS IS A FUN, ENGAGING TECHNIQUE! BE CAREFUL NOT TO OVERUSE IT OR IT WILL LOSE ITS EFFECTIVENESS.
Exploration
The Spanish King sent explorers to North America for a variety of reasons. What do you think was the main reason? A. share gold with the American Indians. B. to find new routes to Africa. C. to claim land and convert American Indians to the
Catholic religion. D. become allies with the American Indians.
Explain your thinking. Describe the reason for the answer you selected.
Concept Card Mapping
Concept Card Mapping is a variation on concept mapping. Students are given cards
with the concepts written on them. They move the cards around and arrange them as a connected web of knowledge. They create linkages between the concept cards that describe the relationship between concepts.
Student Instructions: 1. Think about the question 2. In your head, compose some sentences/ statements that answer the question. 3. When the paper comes to you, read the other statements and add something new.
Concept Cartoons
Concept Cartoons are cartoon drawings that visually depict children or adults sharing their ideas about common everyday social studies. Students decide which character in the cartoon they agree with most and why. This formative is designed to engage and motivate students to uncover their own ideas and encourage argumentation. Concept Cartoons are most often used at the beginning of a new concept or skill. These are designed to probe students’ thinking about everyday situations they encounter. Not all cartoons have one “right answer”. Allow students time to for ideas to simmer and stew to increase cognitive engagement.
www.pixton.com
Directed Paraphrasing
Directed Paraphrasing provides an interesting, creative, and challenging way for students to summarize what they learned in their own words, use appropriate social studies terminology, and consider the best communicate their understanding to a specific audience. When one has to explain something to others, one’s own learning increases.
Prompt students to express the definition or explanation of a concept in their own words.
37 Volusia County Schools/Elementary Curriculum Spring 2013
Recommended Formative Assessments, Social Studies K-5, continued
Name Description Additional Information
Fact First Questioning
Fact First Questioning is a higher-order questioning technique used to draw out student’s
knowledge. It takes a factual “what” question and turns it into a deeper “how” or “why” question. Teacher’s state the fact first and then ask students to elaborate, enabling deeper thinking processes that lead to a more enduring understanding of science concepts.
Examples of Fact First Questions
Ponce de Leon was an explorer. Why did European explorers come to Florida?
First Word-Last Word
First Word-Last Word is a variation of acrostics. Students construct statements about a concept or topic before and after instruction that begins with the designated letter of the alphabet. The acrostic format provides a structure for them to build their idea statements off different letters that make up the topic word.
First Word- Urban Last Word- Urban
U- U-
R- R-
B- B-
A- A-
N- N-
Fist to Five
Fist to Five asks students to indicate the extent of their understanding of a mathematical concept by holding up a closed fist (no understanding), one finger (very little understanding), and a range up to five fingers (understand completely and can easily explain it to someone else). Fist to Five provides simple feedback opportunity for all students in a class to indicate when they do not understand a concept or skill and need additional support for their learning.
Four corners
Corners are labeled: Strongly agree, agree, disagree and strongly disagree. Present a controversial text-based statement and have students go to the corner that best fits their opinion. Students then pair up to defend their opinion with text based evidence. The teacher circulates and records comments. Next, there can be a whole group discussion, where opinions are defended and/or students can return to their desks to write a brief defense of their opinion.
Frayer Model
Frayer Model graphically organizes prior knowledge about a concept into an operational definition, characteristics, examples, and non-examples. It provides students with the opportunity to clarify what they are think the concept is and communicate their understanding.
38 Volusia County Schools/Elementary Curriculum Spring 2013
Recommended Formative Assessments, Social Studies K-5, continued
Name Description Additional Information
Give Me Five
Give Me Five is a simple, quick technique for inviting and valuing public reflection and
welcoming feedback from the students that will be used to design responsive instruction. Be sure to give them time for individuals to quietly reflect, perhaps through a quick write, before asking for five volunteers to share their reflection.
1. What was the most significant learning you had significant learning you had during today’s lesson?
2. How “in the zone” do you feel right now as far as understanding the concept?
3. How did today’s lesson help you better understand the concept?
4. What was the high point of this week’s activities on the concept?
5. How well do you think today’s science discussion worked in improving our understanding of the concept?
Human Scatterplots
Human Scatterplots is a quick, visual way for teacher and students to get an immediate
classroom snapshot of students’ thinking and the level of confidence student have in their ideas. This formative can be used at the beginning of a lesson or sequence of instruction to bring out students initial ideas and motivate them to want to further explore and discover ideas. A paper version can be used instead of a human graph.
Human Scatterplot for “What’s the Constitution?”
I Used to think… But now I know…
I Used to Think…But now I know is a self-assessment and reflection exercise that helps students recognize if and how their thinking has changed at the end of a sequence of instruction. An additional column can be added to include…And This Is How I Learned It to help students reflect on what part of their learning experiences helped them change or further develop their ideas.
I USED TO THINK… BUT NOW I KNOW…
KWL Variations
K-W-L is a general technique in which students describe what the Know about a topic, Want to know about a topic, and Learned about the topic. It provides an opportunity for
students to become engaged with a topic, particularly when asked what they would like to learn. K-W-L provides a self-assessment and reflection at the end, when students are asked to think about what they learned. The three phrases of K-W-L help students see the connections between what they already know, what they would like to find out, and what they learned as a result.
K-This what I
already KNOW
W-This is what I
WANT to find out
L-This is what I
LEARNED
Learning Goals Inventory (LGI)
Learning Goals Inventory (LGI) is a set of questions that relate to an identified learning
goal in a unit of instruction. Students are asked to “inventory” the area they feel they have prior knowledge about the learning goal. This requires them to think about what they already know in relation to the learning goal statement as well as when and how they may have learned about it. A key principle of learning is that students must know what the learning target is. The LGI can be given back to students at the end of the instructional unit as a self-assessment and reflection of their learning.
What do you think the learning goal is about?
List any concepts or ideas you are familiar with related to this learning goal:
List any terminology you know of that relates to this goal:
List any experiences you have had that may have helped you learn about the ideas in this learning goal:
39 Volusia County Schools/Elementary Curriculum Spring 2013
Recommended Formative Assessments, Social Studies K-5, continued
Name Description Additional Information
Look Back
Look Back is a recount of what students learned over a given instructional period of time. It also provides students with an opportunity to look back on and summarize their learning. Asking the students “how they learned it” helps them think about their own learning. The information can be used to differentiate instruction for individual learners, based on their descriptions of what helped them learn.
What I Learned How I Learned it
Odd One Out
Odd One Out combines seemingly similar items and challenges students to choose which item in the group does not belong. Students are asked to justify their reasoning for selecting the item that does not fit with the others. Odd One Out provides an opportunity for students to access their knowledge to analyze relationships between items in a group.
Presidents of the United States: In each set, circle the Odd One Out and describe why it does not fit with the others.
Which Is the Odd One? Why It Is the Odd One Out
Lincoln Kennedy Wilson Bush
Paint The Picture
Paint the Picture visually depicts students’ thinking about an idea in social studies without using any annotations. This involves giving the students a question and asking them to design a visual representation that reveals their thinking and answers the questions. Paint the Picture provides an opportunity for students to organize and represent their thinking in a visual format. It allows every student a creative and unique way to make their thinking visible.
Draw an explorer’s exploration of the new lands.
Pass the Question
Pass the Question provides an opportunity for students to collaborate in activating their own ideas and examining other students’ thinking. Students begin by working together in pairs to respond to a question, partially finishing a response. When the time is up, they exchange their written, partially completed response with another pair to finish-modifying, adding to, or changing it as the pair deems necessary. Pairs then get together to give feedback to each other on why they did or did not change the responses as well as feedback on how well they felt the other pair’s thinking helped them pick up where the original pair’s response left off.
How do the physical features of the land and the climate affect the people who live in an area? What is the difference between urban and rural? What is the purpose of the Constitution of the United States? Why do we use money?
40 Volusia County Schools/Elementary Curriculum Spring 2013
Recommended Formative Assessments, Social Studies K-5, continued
Name Description Additional Information
A Picture Tells a Thousand Words
A Picture Tells a Thousand Words, students are digitally photographed during an inquiry-based activity or investigation. They are given the photograph and asked to describe what they were doing and learning in the photo. Students write their description under the photograph. The images can be used to spark student discussions, explore new directions in inquiry, and probe their thinking as it relates to the moment the photograph was snapped. By asking students to annotate the photos with a description of what they were learning and the skills they were using, teachers can better understand what students are gaining from the inquiry experience and adjust it as needed.
Question Generating
Question Generating is a technique that switches roles from the teacher as the generator of questions to the student as the question generator. The ability to formulate good questions about a topic can indicate the extent to which a student understands ideas that underlie the topic. This technique can be used at the beginning of instruction in a topic to find out what students already know about the topic. Teachers can have students exchange or answer their own questions, revealing further information about the students’ ideas related to the topic.
Question Generating Stems:
Why does___?
How does___?
What if___?
What could be the reason for___?
What would happen if___?
How does___compare to___?
How could we find out if___?
Sticky Bars
Sticky Bars help students recognize that there is often a range of ideas students in the class have about a topic. Students are presented with a short answer or multiple-choice question. The answer is anonymously recorded on a Post-it note and passed in to the teacher. The teacher or a student arranges the notes on the wall or whiteboard, as a bar graph, representing the different student responses. Students then discuss the data and what they think the class needs to do in order to come to a common understanding.
Thinking Log
Thinking Logs help the teacher identify areas where the students are aware of their own learning successes or challenges. The information can be used to provide interventions for individual or groups of students as well as match students with peers who may provide learning support. Use impromptu moments during a learning experience or at the end of a lesson for students to record in their Thinking Logs. Students choose the thinking stem that would best describe their thinking at that moment. Provide a few minutes for students to write down their thoughts using the stem.
I was successful in…
I got stuck…
I figured out…
I got confused when…so I…
I think I need to redo…
I need to rethink…
I first thought…but now I realize…
I will understand this better if I…
The hardest part of this was…
I figured it out because…
I really feel good about the way…
41 Volusia County Schools/Elementary Curriculum Spring 2013
Recommended Formative Assessments, Social Studies K-5, continued
Name Description Additional Information
Think-Pair-Share
Think-Pair-Share combines thinking with communication. The teacher poses a question and gives individual students time to think about the question. Students then pair up with a partner to discuss their ideas. After pairs discuss, students share their ideas in a small-group or whole-class discussion. (Kagan)
This formative can be used during any stage of instruction. Using different pairing strategies will ensure that students have the opportunity to form pairs with students other than the ones who sit next to them in order to avoid having students always interact with the same group of peers.
3-2-1
3-2-1 provides a structured way for students to reflect on their learning. Students
respond in writing to three reflective prompts; providing six responses that describe what they learned from a lesson or instructional sequence. This technique scaffolds students’ reflections providing an opportunity to share their success in learning difficult or new concepts as well as recognize what was challenging for them.
Three key ideas I will remember
Two things I am still struggling with
One think that will help me tomorrow
Traffic Light Cards
Traffic Light Cards are a monitoring strategy that can be used at any time during instruction to help gauge student understanding. The colors indicate whether students have full, partial, or minimal understanding. Students are given three different-colored cards, asked to self-assess their understanding about the concept or skill they are learning, and hold up the card that best matches their understanding.
Green -“I understand this very well” Yellow-“I understand most of it but could use a little help” Red-“Help. I don’t get it.”
Two-Minute Paper
Two-Minute Paper is a quick and simple way to collect feedback from students about their learning at the end of an activity, field trip, lecture, video, or other type of learning experience. Write two questions on the board or on a chart that you want students to respond to. Give students two minutes to write and then collect their papers. After their responses have been analyzed, share the results with students the next day, letting them know how you are going to use the feedback they shared with you.
What was the most important thing you learned today?
What did you learn today that you didn’t know before class?
What important question remains unanswered for you?
What would help you learn better tomorrow?