Social Studies Second 9 Weeks

Social Studies Second 9 Weeks

Week 1

Standards / Activities / Resources
3 Week Unit on The 13 Colonies: These standards are intended to be dispersed throughout the 3 week period.
GLE 4.1.01 Understand the diversity of human cultures.
GLE 4.1.02 Discuss cultures and human patterns of places and regions of the world.
GLE 4.2.04 Understand the development of economics within Tennessee and early America.
GLE 4.5.04 Recognize the role desire for freedom played in the settlement of the New World.
GLE 4.5.05 Understand the place of historical events in the context of past, present and future.
GLE 4.6.02 Understand how groups can impact change at the local, state, and national level.
ü  Explain how European settlers created a new culture.
ü  Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns.
ü  Compare how people from different cultures think about and handle their physical environments and social conditions.
ü  Explain when, where, and why groups of people colonized and settled in the United States.
ü  Identify and describe examples of tension between a group's belief system and the government's policies and laws.
ü  Discuss the search for religious, economic, and individual freedom in the settlement of the colonies.
ü  Describe the lives of free and indentured immigrants who came from Europe to North America and the Caribbean.
ü  Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia.
ü  Explain the importance of the Mayflower Compact.
ü  Understand the role of religion in the English colonies such as the evolution of religious freedom and the treatment of religious dissenters.
ü  Explain when, where, and why groups of people colonized and settled in the United States.
ü  Explain the political, economic, and social impact of the slave trade in the Americas.
ü  Identify characteristics of early colonial governments in Tennessee.
4.1.spi.2. Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, French).
4.1.spi.3 Determine how various groups resolve conflict (i.e., school, tribal councils, courts).
4.1.spi.4 Examine how Native American culture changed as a result of contact with European cultures. (i.e. decreased population, spread of disease, increased conflict, loss of territory, increase of trade.)
4.2.spi.3 Identify major industries of Colonial America using a map of the original 13 colonies.
4.2.spi.4. Recognize the difference between a barter system and a money system.
4.3.spi.4. Recognize river systems that impacted early American history (i.e., Mississippi, Mystic, Charles, Hudson).
4.5. spi.5. Determine the reasons for colonial settlement (i.e., religious, economic, individual freedom).
4.6.spi.1. Recognize how groups work cooperatively to accomplish goals and encourage change (i.e., American. Revolution, founding of Tennessee, the failure of the Articles of Confederation, colonies). / 3 Week Unit on The 13 Colonies: These activities are intended to be dispersed throughout the 3 week period.
·  Pretending they are new settlers in Jamestown, students write a letter back to relatives in England. Instruct them to include what Jamestown is like, what they are learning, and what they miss about England.
·  Write a journal article as a colonist with special attention to the surrounding geography.
·  Conduct a living history drama showing the reasons behind the Mayflower Compact.
·  Provide a map of the U.S. Students label the Mississippi, Mystic, Charles, and Hudson Rivers. They also label Jamestown, Plymouth, New Amsterdam (New York), Fort Nassau (Camden, NJ), Fort Christina (Wilmington, DE), Hartford, and Charles Town (Charleston, SC.)
·  Cause-Effect Chart: Students under “effect” list the settlements in the new world. Under “cause” list the reasons for the establishment of each settlement. / Text Ch. 5
Our Strange New Land: Elizabeth’s Jamestown Colony Diary by Patricia Hermes
If You Lived When There Was Slavery in America by Anne Kamma
Landing of the Pilgrims by James Henry Daugherty
In the Southern Colonies by Deborah Kent
Wild Rose: Nancy Ward and the Cherokee Nation by Mary Rodd Furbee

Social Studies Second 9 Weeks

Week 2

Standards / Activities / Resources
Continue 3 Week Unit on The 13 Colonies: These standards are listed in 2nd 9 Weeks, Week 1. They are intended to be dispersed throughout the 3 week period. / ·  Continue 3 Week Unit on The 13 Colonies: These activities are listed in 2nd 9 Weeks, Week 1. They are intended to be dispersed throughout the 3 week period. / See reading section for other books

Social Studies Second 9 Weeks

Week 3

Standards / Activities / Resources
Continue 3 Week Unit on The 13 Colonies: These standards are listed in 2nd 9 Weeks, Week 1. They are intended to be dispersed throughout the 3 week period. / ·  Continue 3 Week Unit on The 13 Colonies: These activities are listed in 2nd 9 Weeks, Week 1. They are intended to be dispersed throughout the 3 week period.

Social Studies Second 9 Weeks

Week 4

Standards / Activities / Resources
4 Week Unit on The American Revolution: These standards are intended to be dispersed throughout the 4 week period.
GLE 4.1.04 Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee.
GLE 4.3.02 Recognize the interaction between human and physical systems around the world.
GLE 4.4.01 Discuss the structure and purposes of governance.
GLE 4.4.02 Describe the Constitution of the U.S. & TN State Constitution in principle and practice.
GLE 4.5.04 Recognize the role that desire for freedom played in the settlement of New World.
GLE 4.5.05 Understand the place of historical events in the context of past, present and future.
GLE 4.5.06 Identify major events, people, and patterns in Tennessee.
GLE 4.5.07 Identify the causes and results of the American Revolution.
GLE 4.5.08 Understand the place of historical events in the context of past, present and future.
GLE 4.5.09 Recognize major events, people, and patterns in Tennessee.
GLE 4.6.01 Explain when, where, and why groups of people colonized and settled in the United States.
GLE 4.6.02 Understand how groups can impact change at the local, state, and national level.
ü  Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns.
ü  Compare how people from different cultures think about/handle their physical environments and social conditions.
ü  Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee.
ü  Give examples of how government did or did not provide for needs and wants of people, establish order and security, and manage conflict.
ü  Compare the systems of government of early European colonists.
ü  Identify examples of representative government in the American colonies, including the Mayflower Compact, Iroquois League, and the Virginia House of Burgesses.
ü  Discuss the search for religious, economic, and individual freedom in the settlement of the colonies.
ü  Work independently and cooperatively to accomplish goals.
ü  Explain how group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.
ü  Identify characteristics of early colonial governments in Tennessee.
ü  Work independently and cooperatively to accomplish goals.
ü  Identify leadership qualities of leaders of the past.
ü  Identify and describe examples of tension between a group's belief system and the government's policies and laws.
ü  Explain the events that contributed to the outbreak of the American Revolution.
ü  Study the Declaration of Independence, its major ideas, and its sources.
ü  Describe the earliest armed conflict of the Revolutionary War.
ü  Summarize the results of the American Revolution, including the establishment of the United States.
ü  Demonstrate an understanding that people in different times and places view the world differently.
ü  Identify the accomplishments of notable Tennessee individuals such as William Blount, and John Sevier.
4.1.spi.3 Determine how various groups resolve conflict (i.e., school, tribal councils, courts).
4.3.spi.3. Recognize the reasons settlements are founded on major river systems. (i.e., transportation, manmade boundaries, food and water sources).
4.5.spi.2. Identify major Tennessee political leaders (i.e., Andrew Jackson, Sam Houston, James Polk, Sequoyia, David Crockett, Nancy Ward).
4.5.spi.4. Determine the hardships faced by early Tennessee settlers in the late 1700's (i.e., security, isolated communities, lack of access to goods).
4.5.spi.5. Determine the reasons for colonial settlement (i.e., religious, economic, individual freedom).
4.5.spi.6. Examine the events that contributed to the outbreak of the American Revolution (i.e., taxation, judicial process, lack of representations, quartering of troops).
4.5. spi.10. Recognize the accomplishments of John Sevier contributed to Tennessee history (i.e., State of Franklin's one and only governor, Tennessee's first governor, United States Congressman, soldier).
4.5.spi.11. Interpret a visual contrasting life before and after the American Revolution (i.e., education, family size, transportation, politics).
4.6.spi.1. Recognize how groups work cooperatively to accomplish goals and encourage change (i.e., American. Revolution, founding of Tennessee, the failure of the Articles of Confederation, colonies).
4.6.spi.3. Read and interpret a passage about a political or economic issue which individuals may respond to with contrasting views (i.e., state taxes, federal taxes, slavery, Bill of Rights). / 4 Week Unit on American Revolution: These standards are intended to be dispersed throughout the 4 week period.
·  The King’s Candy: Role play taxation without representation with small candies (like Skittles) as the money. One student is King, several are tax collectors, and the rest are colonists. You and the king decide to tax the people for little things, unsharpened pencils, having a folder a certain color, etc. After the collectors have made round one of making students pay candy taxes, the king ups the taxes and students experience taxation without representation. Discuss.
·  Re-enact the Boston Tea Party
·  Design a diorama depicting a geographic place or significant historical event. (e.g., Cumberland Gap, Battle of King's Mountain, Gathering at Sycamore Shoals, downtown Jonesborough).
·  Research Project- Research Revolutionary War character using Who? What? Where? How? to guide collection of information. Design a poster with the important facts. Dress as character or dress character paper doll. Present information to class.
·  Create a time line with dates and drawings of major events in Tennessee
·  Free field trip to the Tennessee State Museum / Text Ch. 6
George vs. George: The American Revolution as Seen from Both Sides by Rosalyn Schanzer
Declaring Independence: Life During the American Revolution by Brandon Marie Miller
Young Patriots: Inspiring Stories of the American Revolution by Marcella F. Anderson and Elizabeth Vollstadt

Social Studies Second 9 Weeks

Week 5-8

Standards / Activities / Resources
Continue 4 Week Unit on The American Revolution: These standards are listed in 2nd 9 Weeks, Week 4. They are intended to be dispersed throughout the 4 week period. / ·  Continue 4 Week Unit on The American Revolution: These activities are listed in 2nd 9 Weeks, Week 4. They are intended to be dispersed throughout the 4 week period. / See Week 4 of this 9 Weeks for other books to use on this topic and to integrate in reading.

Social Studies Second 9 Weeks

Week 9

Standards / Activities / Resources
Review previous Standards. / ·  Review, assess, and spiral.
·  Complete and share projects.