Aug. 20th - Aug. 24th
Indicator4-1.1 Summarize the spread of Native American populations through the Landbridge Theory.
Instructional Strategies
- Map the school
- Display a map, globe, compass, atlas etc.
- Students will label and color a map of seven continents and four oceans
- Students will complete a Frayer Model for the word (map)
- Students will complete interest survey
- Students will work with a partner to complete scavenger hunt (geography skills)
- Students will make or label a compass
- Students will move around the room using teacher directions. The teacher will label the four corners of the classroom North, East, South, West
- Students will complete a “Fold-a-Map” from South Carolina Geography Alliance
- Students will set up notebooks for the entire year
Resources
- South Carolina Department of Education Support Document
- South Carolina geography alliance (fold a map )
- Use the following link to find resources to use for land bridge
Assessment
Map skills assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31st
Aug. 27th - Aug. 31st
Indicator
4-1.1 Summarize the spread of Native American populations through the Landbridge Theory.
4-1.2: Compare the everyday life, physical environment, and culture of the major
Native American groupings; including, the Eastern Woodlands, the Plains, the Southwest, the
Great Basin, and the Pacific Northwest
Instructional Strategies
Option #1 Day 1
- Using a map, trace the passage that Native Americans used to travel through North America. Color-code the routes throughout America that various tribes settled.
- Examine physical atlases of the world and hypothesize other ways Native Americans could have reached the New World. Illustrate your findings on a map. Research other theories on Native American migration (such as the Topper Site in Allendale, SC
- The teacher will introduce the lesson by asking the students how they think people got to this continent.
- After answering the teacher will open Google Earth and show the students the Bering Strait. The teacher should tell the students that scientists believe Asian hunter gathers crossed over to North America. The students should then change their idea of how people got to North America. (ex: boat, swam, etc)
- After discussing the teacher should show the material number 1 website to the students. The students should watch as the animation shows the land being exposed. The students should probably need to watch it more than one time.
- After watching the class should discuss how the land was exposed and take notes using the support document. The teacher should use the support document to record the notes on the board and the students should copy on their notebook paper.
- The students have a difficult time understanding that the water receded because of learning, in 3rd grade, that water expands when it is frozen. *
- The class should review what they learned yesterday and they can look at Google Earth or the website again to review. After discussing the students should use the blank map, to show how much land was exposed and where it was located.
- The students should then label each continent and draw an arrow to show where the hunter gatherers traveled. (From Siberia, Asia to North America)
- The students should then explain the Land Bridge Theory on an index card to go along with their map. They will answer: What was the Land Bridge Theory? Where and when did it take place? Who and why did they use it?
Resources
Text:
Scott ForesmanSocial Studies: Building a Nation
54-57, 60-64
Scott ForesmanSocial Studies Plus! A Hands-On Approach page 22
Web Sites:
Smithsonian Institute -
National Park Service –
United Streaming Video –
Native Americans: The First Peoples
Land Bridge Animation – . (This is great animation for students to see the land bridge 20,000 years ago and how it changed over time.)
S3 Curriculum Link
Toolboxforteachers.com
ETV Streamline SC
Study Island
Daily Analogies for Social Studies
PASS Coach Pg. 32-35
Suggested Primary Source Documents:
- The Bering Strait Theory
- The Land Bridge Theory, including map
- Brunn, Erik and Crosby, Jay. Our Nation’s Archive: The History of the
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th
Sept. 3rd
Indicator
Labor Day (Holiday) / Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th - Sept. 7th
Indicator
4-1.2: Compare the everyday life, physical environment, and culture of the major
Native American groupings; including, the Eastern Woodlands, the Plains, the Southwest, the
Great Basin, and the Pacific Northwest
Instructional Strategies
1. Divide students into cooperative groups. Assign each group a Native American cultural group to research. In their groups, use the following categories to research their tribe and record their information:
TRIBE |LOCATIONS | TRADITIONAL HOUSING | TRADITIONAL CLOTHING FAMOUS INDIVIDUALS | POPULATION THEN / NOW (45 minutes)
2. Have students create a chart comparing the life, physical environment, and culture of the Native American tribes from the categories above. (20 minutes) If you want to save time, you can print the charts for the students.
3. Have students briefly share their research findings to the class, filing in their chart as they listen to the different tribal presentations.
4. Conduct a class discussion comparing Native American tribes and ask students the reasons for the similarities as well as differences. (The similarities and differences were attributed to the environment in which they settled)
Resources
Text:
Scott ForesmanSocial Studies: Building a Nation
74-80, 82-85, 94-97, 98, 120-121
Other Resources:
Dream Catcher
The Return of the Buffaloes
Earth Always Endures: Native American Poems
Cities in the Sand: The Ancient Civilizations of the Southwest
So Far from Home: Diary of Mary Driscoll, an Irish Mill Girl
Video experiences: Social Studies Native American Voices.
Web Sites:
United Streaming Video –
Native Americans: American Heritage Series
Map of Native American Nations –
Native American Museum – A web site by 5th and 6th grade students with facts about various Native American cultures.
S3 Curriculum Link
Toolboxforteachers.com
ETV Streamline SC
Study Island
PASS Coach Pg. 36-40
Assessment
Week of Sept. 10th - Sept. 14th
Sept. 10th - Sept. 14th
Indicator
4-1.3: Explain the political, economic, and technological factors that led to the exploration of the
New World by Spain, Portugal, France, the Netherlands, and England; including, the
competition between nations, the expansion of international trade, and the technological
advances in shipbuilding and navigation.
Instructional Strategies
Day1
1.Write the indicator on the board, have students brainstorm what they know about the words Economic, Political, and Technology. Use the grid sheet (Activity Sheet #1) to discuss each term and make important connections to their own world. This could be done whole class while the teacher fills in a grid (overhead, document camera, or Smart Board) as students communicate their ideas. (20 minutes)
2.Discuss daily life of most Europeans during the 1300-1400’s including the need for spices to improve the taste of spoiled food (no refrigeration), people rarely traveled far from their homes, there were very few books because most books were hand written, and monarchs were constantly searching for ways to become more powerful through riches and land expansions. Students could make a cause/effect chart to record how these factors would either hinder or motivate exploration. (20 minutes)
Day 2
After background information has been completed, use textbooks and other resources to establish the economic, political, and technological factors that led to exploration. Use the SDE support document to direct which information sources provide the most thorough information. The flip book (activity sheet #3) can be used to record important facts. (45 minutes)
Resources
Text:
Scott ForesmanSocial Studies: South Carolina 41-55, 58-69,
Web Sites:
SC Regions – (search Blue Ridge, Sand hills, Inner Coastal Plain, Outer Coastal Plain, Coastal
Zone)
United Streaming Video
Detective Bonz and the SC History Mystery: Part 5 South Carolina’s 6 Regions
S3 Curriculum Link
Toolboxforteachers.com
ETV Streamline SC
Study Island
Daily Social Studies Analogies
PASS Coach Pg. 12-17
Other Resources:
Scott ForesmanSouth Carolina Outline Maps
Assessment
Week of Sept. 17th- Sept. 21st
Sept. 17th- Sept. 21st
Indicator
4-1.4: Summarize the accomplishments of the Vikings and the Portuguese, Spanish,
English, and French explorers; including, Leif Eriksson, Columbus, Hernando de Soto,
Magellan, Henry Hudson, John Cabot, and La Salle.
Instructional Strategies
1. Students write a want ad for explorers. Places of exploration will be included in each advertisement.
Quadrant C
2. Discuss the enormous costs of early exploration, such as Columbus’ voyage to the New World, and the benefits that such explorers were anticipating. Sample Classroom Activity. Quadrant B
3. Students complete “Journal Entry: Robert LaSalle” from Social Studies Plus!, page 87
4. Review lessons 1 and 2.
5. Hold a drawing. Write each student’s name on a slip of paper. Then put the paper in a bag. Draw a slip of paper from the bag. The first person drawn gets first choice of explorer. Continue to draw names from the bag until every student has chosen a different explorer. (If necessary, explorer assignments may be duplicated). Students research explorer. Information on each explorer should include the following:
- Date of birth/death
- Early life
- Nationality
- Major exploration
- Importance of exploration
- Interesting information
- Bibliography
7. Allow the next few class periods for research.
Resources
Text: Scott ForesmanSocial Studies:
Building a Nation 110-111, 113-117, 126-129, 131, 134139, 141-150, 164-167, 196, 242-243, 248, 125h
Web Sites:
Lief Eriksson –
Explorers of the Millennium –
United Streaming Video –
Exploring The World: The Viking Explorers
Exploring The World: Ferdinand Magellan and the First voyage Around the World
The New World Encountered
S3 Curriculum Link
Toolboxforteachers.com
ETV Streamline SC
Study Island
Early_Explorers__The_Age_of_Discovery (3)
Daily Analogies for Social Studies
PASS Coach Pg. 16-19
Other Resources:
Cheyenne Again
The Amazing Thinking Machine
The Discoverers of Americas
So Far From Home: The Diary of Mary Driscoll, an Irish Mill Girl
Assessment
Week of Sept. 24th - Sept. 28th
Sept. 24th - Sept. 28th
Indicator
4-2.1Summarize the cause-and-effect relationships of the Columbian Exchange.
Instructional Strategies
1. Create a chart that displays the positive and negative impacts of the Columbian Exchange on Native Americans. Construct maps, graphs, tables, and diagrams to display social studies information. Sample Classroom Activity. Quadrant A
2. Students choose a disease from the following: diphtheria, measles, small pox, malaria. Research and discuss the effects of the disease on the Native Americans. Quadrant B
3. Each student will receive one of the items listed in the indicator. Students illustrate their item on an index card. Students place their index card on the classroom map according to where the item came from (New World or Europe). Quadrant B
4. Class presents reader’s theatre “Gold, Horses, God and Other Misunderstanding” from Social Studies Plus! pages 52-53. Quadrant A
Resources
Text:Scott Foresman Social Studies:
Building a Nation136, 149, 190, 206-207, 234, 238-239
Web Sites:
United Streaming Video –
The New World Colonized
S3 Curriculum Link
Toolboxforteachers.com
ETV Streamline SC
Study Island
Daily Analogies for Social Studies
PASS Coach Pg. 24-27
Other Resources:
Three Young Pilgrims
Blue Feather’s Vision: The Dawn of Colonial America
My Name Is York
Assessment
Week of Oct. 1st- 5th
Oct. 1st- 5th
Indicator
4-2.2Compare the various European settlements in North America in terms of economic activities, religious emphasis, government, and lifestyles.
Instructional Strategies
1. Use a graphic organizer to categorize the individual English, Spanish, and French colonies in America according to the reasons for their settlement. Sample Classroom Activity. Quadrant B
2. Students illustrate the European settlement of North America by creating a color-coded map. According to Region (New England, Middle Southern) Construct maps, graphs, tables, and diagrams to display social studies information. Sample Classroom Activity. Quadrant B
3. Students use Nystrom: Mapping United States History, pp. 29-30, Sections 9a and 9b. Use maps to observe and interpret geographic information and relationships. Quadrant B
4. Students use Nystrom: Atlas of United States History, pp. 41-42, Sections 13a and 13b and pp. 45-46, Sections 14a and 14b. Use maps to observe and interpret geographic information and relationships. Quadrant B
5. Students create an advertisement encouraging the French to settle in New France. Quadrant D
6. Read The New Americans and follow the Literature Link unit. Quadrant A
7. Read text pages 146-150, complete Workbook page 39, 156-162, complete Workbook page 42, 165-167, complete Workbook page 43, 168-173, 177-180, complete Workbook page 46. Quadrant B
8. Writing Projects from Social Studies Plus! A Hand-On Approach, page 46 – “Journal Entry” “Self Help” or page 65 “Where Would You have Settled?” Quadrant C
Resources
Text:Scott ForesmanSocial Studies:
Building a Nation156-173, 176-185,
232-234, 236, 238, 243
E2-3Scott Foresman: Social Studies Plus! Hands-On Approach
Web Sites:
Smithsonian Institute - “Starting the System” -
The Time Page –
United Streaming Video –
Early Settlers: The Era of Colonization
S3 Curriculum Link
Toolboxforteachers.com
ETV Streamline SC
Study Island
Daily Analogies for Social Studies
PASS Coach Pg. 42-45
Other Resources:
The New Americans
Now Let Me Fly: The Story of a Slave
Family
Red, White, and Black: The Peoples
of Early North America
Across the Lines Encounter
Assessment
Week of Oct. 8th – Oct. 12th
Oct. 8th- Oct. 12th
Indicator
4-2.3Explain the impact of the triangular trade, indentured servitude, and the enslaved and free Africans on the developing culture and economy of North America.
Instructional Strategies
1. Students use a glossary to define “import” and “export.” They will use the textbook to identify imports that were brought into the New England colonies from other countries.(The list should include rum, sugar, slaves, tobacco, indigo, manufactured goods, rice) Then, they identify the exports that were shipped from the colonies to other countries, especially to England. Following this, the students put all of their findings on a graphic organizer. Quadrant B
2. Students use the textbook and media center to learn about the “Middle Passage routes.” Emphasis will be placed on the colonies’ human import from Africa: slaves. Then, students find a reference book that tells about slave stories. These stories may be shared as an oral reading activity. Students write an essay that supports their viewpoints about the import of slaves. Quadrant C
3. Students use Nystrom: Atlas of the United States, pp. 51-52, Sections 15a and 15b. Use maps to observe and interpret geographic information and relationships. Quadrant B
4. Read text pages 206-207. Quadrant A
5. Writing Project “Journal Entries; The Middle Passage, from Social Studies Plus! A Hand-On Approach, page 80.
Quadrant C
Resources
Text: Scott ForesmanSocial Studies:
Building a Nation 205-207, 213, 224-227
Scott ForesmanSocial Studies Plus!
A Hands-On Approach
Web Sites:
The Middle Passage –
United Streaming Video –
Early Explorers: The Age of Discovery
S3 Curriculum Link
Toolboxforteachers.com
ETV Streamline SC
Study Island
Daily Analogies for Social Studies
PASS Coach Pg.50-53
Assessment
Week of Oct. 15th- Oct. 19th
Oct.15th - Oct. 19th
Indicator
4-2.4Summarize the relationships among the Native Americans, Europeans, and Africans, including the French and Indian Wars, the slave revolts, and the conduct of trade.
Instructional Strategies
1. Students use Nystrom: Atlas of the United States History, pp. 53-54, Sections 16a and 16b. Quadrant B
2. Students pretend that they are a colonist or Native American in the French and Indian War. Write a paragraph justifying your position. Quadrant C
3. Students work in pairs and create a cause and effect chart of the French and Indian War. Quadrant C
4. Read text 227. Quadrant A
5. Read text 199, 246-251, Workbook 61. Quadrant A
6. Social Studies plus! A Hands-On Approach, short term project “Native Americans in Colonial times” page 85.Quadrant A
Resources
Text: Scott ForesmanSocial Studies: Building a Nation 165, 180, 213, 224-227, 234-236, 241,
246-251
Web Sites:
United Streaming Video –
United States ExpansionismNative Americans: The First Peoples
S3 Curriculum Link
Toolboxforteachers.com
ETV Streamline SC
Study Island
Daily Analogies for Social Studies
PASS Coach Pg. 58-63
Other Resources:
Now Let Me Fly: The Story of a Slave Family
Red, White, and Black: The Peoples of Early North America
Across the Lines
Encounter
Assessment
Week of Oct. 22nd- Oct. 26th
Oct. 22nd- Oct. 25th
Indicator
4-3.1Explain the major political and economic factors leading to the American Revolution, including the French and Indian War, the Stamp Act, the Tea Act, and the Intolerable Acts as well as American resistance to these acts through boycotts, petitions, and congresses.
Instructional Strategies
1. Read text 268-273, workbook 66. Quadrant B
2. Read text 277-282, workbook 67. Quadrant B
3. Students create a time line that illustrates key events of the American Revolution. Then, the class discusses the push for victory and independence. Create and interpret data on time lines. Sample Classroom Activity. Quadrant C
4. Divide the class into two groups. One group of students writes persuasive letters to King George III and Parliament requesting self-government and freedom from new taxes. The other group writes letters to the colonial governors explaining the significance of colonial obedience to the British rule and of cooperating to help pay for the French and Indian War. Conflict Resolution Strategy. Quadrant D