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SOCIAL STUDIESCONCEPTUAL UNIT STRUCTURE

GRADE LEVEL: 5 OVERALL BIG IDEA FOR THE YEAR: A WELL LIVED LIFE IN AMERICA

I. Explorers (S1: Students will understand how the exploration and colonization of North America transformed human history.)

1. S1, O1: Describe and explain the growth and development of the early American colonies. S1, O1 a. Using maps – including pre-1492 maps – and other geographic tools, locate and

analyze the routes used by the explorers SI, O1, b. Explain how advances in technology lead to an increase in exploration (e.g. ship

technology) S1, O1 c. Identify explorers who came to the Americas and the nations they represented. S1, O1, d. Determine reasons for the exploration of North America (e.g., religious,

economic, political). II. Result of Colonization (S1: Describe and explain the growth and development of the early American

colonies.)1. S1, O1: Describe and explain the growth and development of the early American colonies.

S1, O1, e. Compare the geographic and cultural differences between the New England, Middle, and Southern colonies (e.g., religious, economic, political).

S1, O1, f. Analyze contributions of American Indian people to the colonial settlements.2. S1, O2: Assess the global impact of cultural and economic diffusion as a result of colonization.

S1, O2, a. Describe the cultural and economic impacts that occurred as a result of trade between North America and other markets (e.g., arts, language, ideas, the beginning and expansion of the slave trade, new agricultural markets).

S1, O2, b. Analyze and explain the population decline in American Indian populations (i.e. disease, warfare, displacement).

III. Colonial Period (S1: Describe and explain the growth and development of the early American colonies.)1. S1, O3: Distinguish between the rights and responsibilities held by different groups of people during

the colonial period. S1, O3, a. Compare the varying degrees of freedom held by different groups (e.g. American

Indians, landowners, women, indentured servants, enslaved people). S1, O3, b. Explain how early leaders established the first colonial governments (e.g.

Mayflower compact, charters). S1, O3, c. Describe the basic principles and purposes of the Iroquois Confederacy.

IV. Declaration of Independence (S2: Students will understand the chronology and significance of key events leading to self-government.)

1. S2, O1: Describe how the movement toward revolution culminated in a Declaration of Independence.

S2, O1, a. Explain the role of events that led to declaring independence (e.g., French and Indian War, Stamp Act, Boston Tea Party).

S2, O1, b. Analyze arguments both for and against declaring independence using primary sources from Loyalist and patriot perspectives.

S2, O1, c. Explain the content and purpose for the Declaration of Independence. V. Revolutionary War (S2: Students will understand the chronology and significance of key events leading to

self-government.)1. S2, O2: Evaluate the Revolutionary War's impact on self-rule.

S2, O2, a. Plot a time line of the key events of the Revolutionary War. S2, O2, b. Profile citizens who rose to greatness as leaders.

S2, O2, c. Assess how the Revolutionary War changed the way people thought about their own rights.

S2, O2, d. Explain how the winning of the war set in motion a need for a new government that would serve the needs of the new states.

VI. Constitution (S3: Students will understand the rights and responsibilities guaranteed in the United States Constitution and Bill of Rights.)

1. S3, O1: Assess the underlying principles of the US Constitution as the framework for the United States’ form of government, a compound constitutional republic.

S3, O1, a. Recognize ideas from documents used to develop the Constitution (e.g. Magna Carta, Iroquois Confederacy, Articles of Confederation, Virginia Plan). 

S3, O1, b. Analyze goals outlined in the Preamble.  S3, O1, c. Distinguish between the role of the Legislative, Executive, and Judicial branches

of the government.  S3, O1, d. Explain the process of passing a law.  S3, O1, e. Describe the concept of checks and balances.  S3, O1, f. Discover the basis for the patriotic and citizenship traditions we have today (i.e.

Pledge of Allegiance, flag etiquette, voting). 2. S3, O2: Assess how the US Constitution has been amended and interpreted over time, and the impact

these amendments have had on the rights and responsibilities of citizens of the United States. S3, O2, a. Explain the significance of the Bill of Rights.  S3, O2, b. Identify how the rights of selected groups have changed and how the

Constitution reflects those changes (e.g. women, enslaved people).  S3, O2, c. Analyze the impact of the Constitution on their lives today (e.g. freedom of

religion, speech, press, assembly, petition). VII. Expansion: (S4: Students will understand that the 19th century was a time of incredible change for the United

States, including geographic expansion, constitutional crisis, and economic growth.)1. S4, O1: Investigate the significant events during America's expansion and the roles people played.

S4, O1 a. Identify key reasons why people move and the traits necessary for survival. S4, O1 b. Examine causes and consequences of important events in the United States

expansion (e.g. Louisiana Purchase, Lewis and Clark expedition, treaties with American Indians, Homestead Act, Trail of Tears, California Gold Rush).

S4, O1, c. Compare the trails that were important during westward expansion (e.g. Oregon, Mormon, Spanish, California).

S4, O1, d. Assess the impact of expansion on native inhabitants of the west.VIII. Civil War: (S4: Students will understand that the 19th century was a time of incredible change for the United

States, including geographic expansion, constitutional crisis, and economic growth.)1. S4, O2: Assess the geographic, cultural, political, and economic divisions between regions that

contributed to the Civil War. S4, O2 a. Describe the impact of physical geography on the cultures of the northern and

southern regions (e.g. industrial resources, agriculture, climate). S4, O2 b. Compare how cultural and economic differences of the North and South led to

tensions. S4, O2 c. Identify the range of individual responses to the growing political conflicts

between the North and South (e.g. states rights advocates, abolitionists, slaveholders, enslaved people).

2. S4, O3: Evaluate the course of events of the Civil War and its impact both immediate and long-term. S4, 03 a. Identify the key ideas, events, and leaders of the Civil War using primary sources

(e.g. Gettysburg Address, Emancipation Proclamation, news accounts, photographic records, diaries).

S4, 03 b. Contrast the impact of the war on individuals in various regions (e.g. North, South, West).

S4, 03 c. Explain how the Civil War helped forge ideas of national identity.

S4, 03 d. Examine the difficulties of reconciliation within the nation.IX. Industrial Revolution: (S4: Students will understand that the 19th century was a time of incredible change

for the United States, including geographic expansion, constitutional crisis, and economic growth.)1. S4, O4: Understand the impact of major economic forces at work in the post-Civil War.

S4, O4 a. Assess how the free-market system in the United States serves as an engine of change and innovation.

S4, O4 b. Describe the wide-ranging impact of the Industrial Revolution (e.g. inventions, industries, innovations).

S4, O4 c. Evaluate the roles new immigrants played in the economy of this time.X. World War I (S5: Students will address the causes, consequences and implications of the emergence of the

United States as a world power.)1. S5, O1: Describe the role of the United States during World War I, The Great Depression, and

World War II. S5, O1, a. Review the impact of World War I on the United States.

XI. Great Depression (S5: Students will address the causes, consequences and implications of the emergence of the United States as a world power.)

1. S5, O1: Describe the role of the United States during World War I, The Great Depression, and World War II.

S5, O1, b. Summarize the consequences of the Great Depression on the United States (e.g. mass migration, the New Deal).

XII. World War II (S5: Students will address the causes, consequences and implications of the emergence of the United States as a world power.)

1. S5, O1: Describe the role of the United States during World War I, The Great Depression, and World War II.

S5, 01, c. Analyze how the United States' involvement in World War II led to its emergence as a superpower.

XIII. Social & Political Movements (S5 Students will address the causes, consequences and implications of the emergence of the United States as a world power.)

1. S5, O2: Assess the impact of social and political movements in recent United States history. S5, 02, a. Identify major social movements of the 20th century (e.g. the women's

movement, the civil rights movement, child labor reforms). S5, 02, b. Identify leaders of social and political movements.

XIV. World Power (S5 Students will address the causes, consequences and implications of the emergence of the United States as a world power.)

1. S5, O3: Evaluate the role of the United States as a world power. S5, O3, a. Evaluate the role of the United States as a world power. S5, O3, b. Identify a current issue facing the world and propose a role the United States

could play in being part of a solution (e.g. genocide, child labor, civil rights, education, public health, environmental protections, suffrage, economic disparities).

Written Explanation

We ordered the units chronologically and grouped them into units according to similar topics. At the beginning, we decided to start with World Power to show the kids what we were leading up to and to make current events relevant throughout the whole school year. The integration ideas are listed where this unit is completed at the end of the year. The major theme at this point in the year is democracy. It is trying to springboard students to apply their knowledge of the past that they are learning throughout the year to learn how to be better citizens in our democracy.

The Explorers (Kimi Sheffer) unit covers explorers, the nations they represent, the geography of their routes, and the influence of technology. Although this contains only one objective, it covers a time period of several hundred years of exploration. We felt that this unit could be covered in a week if we used a jigsaw at some point. We felt that the amount of information is less important than understanding that there were many explorers (beyond just Christopher Columbus) and that we continue to explore today. Thus, we felt exploration was the biggest of the related themes. The other related themes are respect for authority and the countries the explorers represented (Spain, Britain, Portugal, etc.). The explorers needed to have respect for authority while they were following a very dangerous path. Although already covered in the fourth grade science curriculum, this lends itself to integrate space exploration and point out the dynamic nature of science. Also, it points out the fact that the world is a globe rather than a flat map that we could fall off the edge of. A third integration would be reading and analyzing several texts that describe the same event.

The Result of Colonization comes next because it describes the results of first exploring and then colonizing America. The major themes are: friendship, tolerance, and awareness of others because of what happened with the Native American Indians and what we can learn from not being aware of others. The final major theme is consequences because of the many results that occurred because of the result of colonization. One of the integrations is tabletop puppet theatre to retell Encounter from multiple perspectives. Another integration is discussing health diseases because of the result of the Columbian trade and Native American death. A third integration is having students write an Object Speak where they write a possible event from the perspective of an inanimate object during the time period.

We placed the Colonial Period after the Result of Colonization because it covers primarily historical documents and people’s roles. This puts it slightly out of chronological order, but it gives students a context to place the colonial period. The major themes of this unit are: freedom, understanding, decision-making, and making and following rules because this is a time where the colonists were free to choose even though they didn’t realize it. They were so far that they had to make their own decisions. They were starting off in a land that didn’t have rules. They had to make and follow their rules to live in a civilized community. One integration might be having students present a play that points out the different classes/roles of the various people (i.e. slaves, men, women, children, etc.) Another integration might be writing letters to family back in England and simulating how long it might have taken to get there. Finally, this ties into science because of electricity and Benjamin Franklin because he worked on it during this time.

These units followed the pattern we set for the rest of the map, as they were placed according to logical chronological order. The themes for the unit on the Declaration of Independence (Melinda Spence) included Loyalty, Persistence, Unity, and Cooperativeness. I felt that these themes gave an overall summary of characteristics of people during the time the declaration of independence was being considered and written. People in the continental congress created a unity, and showed they were persistent at wanting independence from Great Britain. Although there was tension and controversy over some things, most people learned how to cooperate and create this wonderful document. Loyalty was chosen because once the tension and eventually war arose between the colonies and the British, you had to choose on which side you would place your loyalty. It is important to understand what life was like during the colonial times, and how people lived in order to better understand the events that soon came to pass. For this reason, I decided to integrate science into this unit and talk about the products that the colonists made to use in their everyday life. Students would be able to analyze these objects and decide whether they were physical or chemical changes occurring. Technology was another integration found in this unit. Students would be reading the book, Katie’s Trunk and learning about different perspectives. They would write the same story from another character’s perspective, but then create this story using an online story maker. Students would be learning history, language arts, and technology in one activity.

It would allow the students to learn more effectively and become more engaged as their gained new knowledge. Writing letters was something very common back in the colonial era. Students would be able to take on the role of a person you would find during the time of the American Revolution. As they took on this role, students would be able to better understand what life was like during this time of war. They would also have the opportunity to write letters to another person from the perspective of the character they chose. These integrations allow students more hands-on, engaging, and memorable learning.

The themes for American Revolution (Melinda Spence) unit are leadership, overcoming, courage, and bravery. I chose these themes because they describe the characteristics that leaders and everyday colonists portrayed during the American Revolution. This was a difficult time for people on both sides of the war. These themes help students see the qualities that were important during that time that helped people overcome and deal with the ongoing war. For this unit, I integrated technology, language arts, and art/drama. Through technology, students will be able to take on the role of a leader or character from the time of the revolution, and create a video about what they might say during that time. The language arts integration allows students to analyze the power and importance of newspapers during the colonial/revolution time. Students will then create their own newspaper and practice their persuasive writing as they try to convince people who lived at the time of the American Revolution to join their side (whether it be to join the fight for independence, or to join the fight to stay with the British). Finally, the arts integration allows students an opportunity to look at art portraying times of the American Revolution. They will become characters in the painting and role-play what those people would be saying, or feeling during that time.

We decided to teach the U.S. Constitution (Kailey Tuckett) over a period of four weeks because there is a lot of important information to cover.  The themes for the Constitution unit include the Founding Fathers/ The Constitutional Convention, the Preamble, the Articles, and the Bill of Rights and citizenship/ Amendments.  It is important that the students understand who the Founding Fathers were and how the Constitution came to be as well as the different components that make up the Constitution.  We chose to integrate literacy into this unit by having students create an Acrostic poem that describes what America means to them using the word PREAMBLE.  Because the Preamble states what the Founding Father's wanted America to be, this activity helps students recognize the blessings of living in America as a result of the Founding Fathers.  In addition, the activity helps teach students how to write a form of a poem that expresses their personal feelings.  The Venn Diagram activity is also a literacy activity integrated into this unit.  The diagram activity is appropriate because it helps students understand the duties of the House of Representatives and the Senate as well as teach them to recognize similarities and differences.  We also incorporated a drama activity into the unit where the students enact some of the events that took place during the Constitutional Convention.  By having this activity, the students are able to learn more about the events that took place as well as practice their acting skills.  Also, by spending four weeks on the Constitution in the middle of the school year, it emphasizes citizenship and current events once again during the year tying back into our theme of having a well-lived life in America.

After the Constitution was established the nation started to grow and expand rapidly.  Our unit on Expansion (Sarah Barrio) was the next in the sequence of the history of the United States. This is a unit on its own because the era covered is between the Constitute and the Civil War, both of which require their own unit.   We chose to make this unit two weeks long so that students would get the background needed to understand what lead up to the Civil War. In order to understand the Civil War, it is important to talk about the years and issues that lead up to such a major part of history. Aligned with this unit are many integrated lessons that can be taught from the health curriculum on disease and dealing with loss as we talk about expansion and its effects on Native Americans along the Trail of Tears.  

The Civil War (Sarah Barrio) is a long unit in our curriculum project and covers three weeks.  There are a lot of objectives in the Civil War time period.  We didn’t want to split up these objectives into different units because they all center on the topic of the Civil War.  The Civil War was a major event that solidified what was done in the Constitutional Convention and is appropriate for students to learn in order to understand the Civil Rights movement.  In the Civil War unit, it is appropriate to integrate many literacy lessons.  The Civil War contains several documents such as the Gettysburg Address to be examined.  This unit also has some very appropriate children’s literature that can be used to teach story elements.   

Industrial Revolution (Sarah Barrio) is a unit of its own and covers about a week of the curriculum plan.  This unit focuses on post-Civil War.  We wanted to do this unit on its own because we are moving past

the Civil War and focusing on the change and innovations of post war.  There are not as many objectives in this unit, so we thought that we could cover them in one week. The topics, however, are appropriate to learn in order to understand what lead up to WWI and the Great Depression. Because it was a great time of industry, this unit also renders integration with the science curriculum.  One example is teaching how steamboats work and how they affected the growth of American during the time period.World War I (Amy Perez) is a unit of its own and covers about two weeks of the curriculum plan. This unit focuses on the United States role in the war, the reasons for the war, battles, life during the war, and the effects that the war had on the United States. We decided to do this unit on its own because we thought it was a pivotal point in United States history and due to the large content within the War, we figured that it would take about two weeks to effectively teach. Some integration ideas for the unit are supplemental ideas that can further deepen the students’ understanding of the War by connecting and discussing to health, drama, and the use of technology during the war. Due to this unit being based on war, some of the big ideas surround courage, confidence, patience, endurance, justice, and allegiance. These ideas are not just for soldiers but citizens as well from both the past and present.

The Great Depression (Amy Perez) like the World War I unit is a longer unit in which we have given it two weeks to cover the material. We again felt like this was a critical time for the United States and that students should be made aware of. As times today are financially difficult, hopefully we can instill in the students to learn from the past to prepare for the present and future. In this unit we will discuss how the United States came into the Great Depression, what life was like during it, coming out of the Great Depression, and finally the consequences that it had on the United States. The integration ideas that we fell will be beneficial to the students include literacy, theater, science, and math. Appreciation, determination, patience, hard work, perseverance, responsibility, and sacrifice are big ideas for this unit as the citizens at this time found themselves in a struggle as their jobs and resources depleted but even the hardest of times could be the best of time.

World War II (Amy Perez) likewise is a two week unit in the curriculum plan. This is one of the more talked about events in the World and United States history during today. This is why we have given the unit two weeks because we want to inform the students on this great War as there are many aspects to it. We will discuss the War (how it started, the battles, life during the war, the effects of the war, and the conclusion) and the United States involvement in it that led to its emergence as a superpower. Some of the integrating ideas that will strengthen the students’ understanding of the War include the content areas of literacy, health, physical fitness, and art. The big ideas for this unit incorporate honor, service, integrity, patriotism, community, and making a difference as the United States went through a critical time in which they would need to come together during World War II.

In chronological order, the Social and Political Movements follow World War II. This unit relates strongly to the themes of leadership, voice, and change because movements cannot occur without them. Although nobody will be outlining this unit, we strongly suggest that students research different leaders of a movement that interests them and share them with the class. There are too many movements to cover them all and this unit would lend itself to individual interests. For integration, students could write a persuasive piece about their movement, present an oral presentation about their movement, and present their movement with artistic representation or they could just present and explain artwork from the movement.

The final unit, World Power, ties back to the beginning of the year with and this time focuses on problem solving and helping others because we felt the year began as we are citizens in a democracy and here’s how we should act, and we want it to end with helping others and problem solving because this focuses on reaching out. All units throughout the year help implicitly teach these themes, but we feel they should be explicitly taught within this unit and tied to different lessons that occurred during the year. With science, this connects to natural disasters because of the clean-up service people do and the scientific explanations behind natural disasters. It connects to technology because students can use technology to share current events. This could happen during this unit or throughout the year. Finally, students could write a news report and film it or publish it online. This unit is the culminating unit to connect to the student’s lives throughout the year.

SOCIAL STUDIESCURRICULUM MAP

Grade level:

5Social Studies Units Related

Theme(s)

Literacy: Writing,

genre study, etc.

Arts: music, dance, art, drama etc.

Science or Health Math Technology P.E.

August 4 World Power DemocracyCitizen

Sept.

1 Explorers

ExplorationRespect for AuthoritySpain, Britain, Portugal, etc.

Analyze Pedro’s Journal, Encounter, and other literature on the same event; RI.5.6

Space exploration; dynamic nature of science

World as a globe rather than flat map/ rotating around sun

2 Result of Colonization

FriendshipToleranceAwareness of Others

Tabletop Puppet Theatre: Retelling the Encounter from multiple perspectives

Native American Indian Diseases as a result of Columbian Trade/ Triangular Trade

3 Result of Colonization Consequences Object Speak: Students write about trade from the perspective of an

inanimate object

4 Colonial Period

FreedomUnderstandingDecision Making

Present a play about the different roles people had in the colonial period.

October

1 Colonial Period

Creating and Following Rules

Write letters to family in homeland/ England. (and simulate length of time to arrive and how old the news would be).

Electricity and Benjamin Franklin

2 Declaration of Independence

LoyaltyPersistence

Writing letters by taking on a role as a person from the American Revolution

3 Declaration of Independence

UnityCooperativeness

Writing letters by taking on a role as a person from the American Revolution

Students will rewrite the story of Katie’s Trunk in another characters perspective using a story maker

online

4 Revolutionary War

LeadershipOvercoming

Analyze newspapers during American Revolution; write persuasive articles in newspaper form to convince others to john your side (Loyalist or Patriot)

Students will use the program Voki, choose a leader/character from the American Revolution and record what their character might say during this time.

November

1 Revolutionary War

Courage or Bravery

Breaking the Frame: Students will observe paintings of the American Revolution and role play leaders/battles of that time

2 Constitution Founding Fathers

Constitutional Convention

Write an acrostic poem using the word PREAMBLE to describe what America means to you.

3 Thanksgiving Break

4 Constitution

Preamble Perform a skit that illustrates what some of the events that took place during the Constitutional Convention.

December

1 Constitution

Articles of the Constitution

Compare and contrast the House of Representatives and the Senate using a Venn Diagram

2 Constitution

Bill of Rights and Citizenship/ Amendments

3 Holiday Break

4 Holiday Break

Grade level:

5Social Studies Units

Related Theme(s) Literacy: Writing, genre

study, etc.

Arts: music, dance, art, drama

etc.

Science or Health Math Technology P.E.

January

1 Expansion

ExplorationOvercoming Challenges

HE1.O2 Demonstrate coping behaviors related to grief and loss connected with the Trail of Tears

2 Expansion

Vision or Foresight

Journal Entry: as if from a Native American on the “Trail of Tears” LA.S8

Students learn about diseases the killed many during Westward expansion HE.S4

Online Virtual Tour of the Oregon Trail or Trail of Tears

3 Civil War

Freedom Lincoln Readers Theater FA.T. S1

Interactive Timeline of Civil War

Battlefield Sock Wars PE.S2. O3

4 Civil WarEquality Found Poem with

the Gettysburg Address

Battlefield Virtual Tour Online

February

1 Civil War

Making Differences

Journal Entry from the perspective of a character in the book “Pink and Say” LA.S8

2 Industrial Revolution

InventionsProgression

- Journal Entry of an immigrant to the

Ellis Island: Stations

Demonstrate how

Assembly Line

Hard Work united states-Read journal entrees of immigrants- Shared Reading LA.S8

(drama) See UEN FA.T. S1

Steamboats work. S.S1

simulation in the gym PE.S2. O3

3 World War I

CourageConfidenceJustice

Speak clearly and audibly with expression in communicating ideasS1 O3cStudents share reports they did on a significant even on WWI

Plan, in small groups, interrelated characters, environments, and situations that create tension based on Utah state history and dramatize. Theater S1 O1a

Discuss basic issues related to responsible use of technology and information; and describe personal consequences of inappropriate use. S3

4 World War I

Giving BackPatienceEnduranceAllegiance

Demonstrate coping behaviors related to grief and loss.Health S1 O2

March 1 Great Depression AppreciationDeterminationHard WorkPatience

-Generate questions about textS7 O2bAfter Reading Rudy Rides the Rails students will generate any further/supplemental questions they may have about the Great Depression

Describe how weathering and erosion change Earth’s surface.S2 O1

2 Great Depression

PerseverancePersistenceResponsibilitySacrifice

Plan, in pairs, interrelated characters, environments, and situations that create suspense. TheaterS1 O1b

Multiply fractions.S1 O6eWrite word problems about the Great Depression and have students solve them.

3 Spring Break

4 World War II

HonorMaking a DifferenceService

Form mental pictures to aid understanding of text.S7 O2cTo better understand events in WWII students will form mental pictures.

Recognize different ways people influence each other.Health S2 O1a

Describe how proper nutrition affects health and physical fitness.S3 O2

April

1 World War II

Learning IntegrityCommunityPatriotism

Compare the arts of different cultures to explore their similarities and diversities.VA S4 O1

2 3 Social & Political Movements

Change Persuasive Writing – Stating Opinions

4 Social & Political Movements

Voice Speeches(Oral Language and Presentations)

May 1 Social & Political Leadership Explaining

Movementsideas through artwork S2O1b

2 World PowerHelping Others

Natural Disasters O3S2c

Media; Sharing Ideas/News

3 World Power

Problem Solving

Do a News Report on a Current Event

4

SOCIAL STUDIESTEXT SET OUTLINE

Text Set I: Explorers (Kimi Sheffer)

Title: The Discovery of the Americas: From Prehistory Through the Age of Columbus

Brief Description: This book is presenting the more familiar explorers in the context of all the migrations that have populated the Western Hemisphere. It is an outstanding introduction to the explorers to the Americas.

Author: Betsy MaestroPublisher: Harper CollinsISBN: 978-0688115128Type of Book: Picture Book – Information

Title: Explorers Who Got Lost Brief Description: full of facts and adventure, Explorers Who Got Lost provides detailed information on the most influential explorers of the fifteenth century. The history, sociology and even the superstitions of the time along with dozens of drawings, maps, routes and diagrams of ships and navigational equipment are all included.

Author: Diane Sansevere-DreherPublisher: Tor Books / Tom Doherty AssociatesISBN: 978-0812520385Type of Book: Picture Book – Information

Title: Explorers of North America Brief Description: Ideal for today's young investigative reader includes lively sidebars, a glossary and index, plus a comprehensive "To Find Out More" section listing books, organizations, and Internet sites.

Author: Christine Taylor-ButlerPublisher: Children’s PressISBN: 978-0531147825Type of Book: Picture Book – Information

Title: We Asked for Nothing: The Remarkable Journey of Cabeza de Vaca (Great Explorers)

Brief Description: In 1528, the conquistador Alvar Nunez Cabeza de Vaca escaped a hostile reception in Florida only to be shipwrecked off the coast of Texas. For the next eight years, he lived among the native tribes of the Southwest while he journeyed towards the safety of the Spanish settlements in Mexico. He and three companions survived starvation, sickness and slavery thanks to the generosity of native peoples along the way. When Cabeza de Vaca finally reached the Spanish, he was a changed man and led the struggle against the feudal-like exploitation of the New World populations. Stuart Waldman tells the fascinating story of two journeys: one covering 2,500 miles through unexplored territory, the other the transformation of a man's heart.

Author: Stuart WaldmanPublisher: Mikayla PressISBN: 978-1931414074Type of Book: Picture Book – Information

Title: Exploring North America Brief Description: Exploring North America tells of the many ventures it took to map out this vast country - from the Spanish treasure-hunters and their quest northwards from Mexico in search of gold, to De Soto's

Author: Jacqueline MorleyPublisher: Peter BedrickISBN: 978-0872264885

journey from Florida and his discovery of the Mississippi River, to Lewis and Clark's expedition from the east coast to the west coast. You will read about why the explorers set out, how they traveled, hazards they encountered along the way, and more. Clear maps and superb reconstructions bring these journeys vividly to life.

Type of Book: Picture Book – Information

Title: Christopher Columbus Brief Description: Youngsters can celebrate the 500th anniversary of Columbus's fateful voyage with this dramatic, easy-to-read account of a pivotal moment in American history.

Author: Stephen KrenskyPublisher: Random House Books for Young ReadersISBN: 978-0679803690Type of Book: Picture Book – Information

Title: Garfield Discovers America Brief Description: Right on time for Columbus Day, Garfield tells the "real" story of Christopher Columbus in this factual and funny account of his historic voyage to America. Presented in an oversized, paper-over-board, full-color format, this book offers more shenanigans of the fastest-growing cartoon strip character in history.

Author: Jim KraftPublisher: Troll Communications LLCISBN: 978-0816734313Type of Book: Picture Book – Narrative

Title: Pedro’s Journal Brief Description: Young Pedro, a boy who accompanied Christopher Columbus on his voyages, recounts in his journal the sights he sees and the adventures and dangers he encounters on the trip.

Author: Pam ConradPublisher: ScholasticISBN: 978-0590462068Type of Book: Chapter Book – Narrative

Title: Before Columbus: The Leif Eriksson Expedition: A True Adventure

Brief Description: Five hundred years before Columbus, a young Viking named Leif Erikson crossed the Atlantic and became the first known European to set foot in North America. The tale of the crossing and the brief Viking settlement in North America has been passed down for a thousand years.

Author: Elizabeth Cody KimmelPublisher: Random House Books for Young ReadersISBN: 978-0375813474Type of Book: Picture Book – Information

Title: Forgotten Voyager: The Story of Amerigo Vespucci

Brief Description: A biography of the Italian-born merchant, explorer, and navigator who made several voyages to the New World and for whom America is named.

Author: Ann Fitzerald AlperPublisher: Carolrhoda BooksISBN: 978-0876144428Type of Book: Picture Book – Biography

Text Set II: Result of Colonization (Kimi Sheffer)

Title: Encounter Brief Description: When Christopher Columbus landed on the island of San Salvador in 1492, what he discovered were the Taino Indians. Told from a young Taino boy’s point of view, this is a story of how the boy tried to warn his people against welcoming the strangers, who seemed more interested in golden ornaments than friendship. Years later the boy, now an old man, looks back at the destruction of his people and their culture by the colonizers.

Author: Jane YolenPublisher: SandpiperISBN: 978-0152013899Type of Book: Picture Book (Book Kit) – Narrative

Title: The Land of Gray Wolf Brief Description: A young boy, Running Dear, and his small Native American tribe struggle to preserve their land while holding onto their traditional way of life in a turbulent modern world.

Author: Thomas LockerPublisher: PuffinISBN: 978-0140557411Type of Book: Picture Book - Narrative

Title: If You Sailed on the Mayflower in 1620

Brief Description: Boys and girls will find out why the Pilgrims left England to live in America, what they took with them on board the Mayflower, and the hardships they endured. They'll learn what the Mayflower Compact was, how the Pilgrims made a peace treaty with the Indians, and how these brave settlers managed to survive in their new land.

Author: Ann McGovernPublisher: ScholasticISBN: 978-0590451611Type of Book: Picture Book – Informational (Question/Answer Format)

Title: People of the Breaking Day Brief Description: In this companion to The Pilgrims of Plimoth, the Wampanoag people of what is now southern Massachusetts collectively describe themselves and their beliefs at the time of Massasoit, just before their first contact with Europeans.

Author: Marcia Sewall Publisher: AladdinISBN: 978-0689816840Type of Book: Picture Book – Narrative

Title: Thunder From the Clear Sky Brief Description: his is the story of two peoples meeting, the Pilgrims and the Wampanoags, and the eventual clash of their beliefs and cultures. It is a tale of good intentions, misunderstandings, betrayal, and finally of terrible, all-out war, which ultimately destroyed the Native American way of life in New England.

Author: Marcia SewallPublisher: AladdinISBN: 978-0689821769Type of Book: Picture Book – Narrative

Text Set III: Colonial Period (Kimi Sheffer)

Title: The Sign of the Beaver Brief Description: Although he faces responsibility bravely, thirteen-year-old Matt is more than a little apprehensive when his father leaves him alone to guard their new cabin in the wilderness. When a white stranger steals his gun, Matt knows he has no way to shoot game or to protect himself. Only after meeting the Indian boy Attean does Matt begin to understand the way of the Beaver clan and their problem in adapting to the white man and the changing frontier.

Author: Elizabeth SpearePublisher: SandpiperISBN: 978-0547577111Type of Book: Chapter Book – Narrative

Title: A Lion to Guard Us Brief Description: An actual incident from 1609 to base a story of three impoverished children left alone in London who make their way to the Virginia colony in search of their father.

Author: Clyde Robert BullaPublisher: Harper CollinsISBN: 978-0064403337Type of Book: Chapter Book - Narrative

Title: If You Lived in Colonial Times Brief Description: If you lived in colonial timesWhat kind of clothes would you wear? Would you go to school? What would happen if you didn't behave?This book tells you what it was like to live in the New England colonies during the years 1565 to 1776.

Author: Ann McgovernPublisher: ScholasticISBN: 978-0590451604Type of Book: Picture Book – Narrative?

Title: The Jews of New Amsterdam Brief Description: Beginning in the 1500s in Europe and continuing through the settlement of what was to become New York, this tells the story of the descendants of Spanish and Portuguese Jews, their customs, and accomplishments.

Author: Eva Deutsch CostabelPublisher: AtheneumISBN: 978-0689313516Type of Book: Picture Book – Narrative

Title: The Baker’s Dozen Brief Description: In this retelling of a colonial tale about how thirteen became a baker’s dozen, a greedy baker almost loses his business before he discovers the joys of giving.

Author: Heather ForestPublisher: Sandpiper (Harcourt)ISBN: 978-0152056872Type of Book: Picture Book – Narrative

Title: On the Day Peter Stuyvesant Sailed into Town

Brief Description: This text follows the development of New Amsterdam during Stuyvesant's efforts to organize the town.

Author: Arnold LobelPublisher: Trophy PrISBN: 978-0064431446Type of Book: Picture Book – Narrative

Title: Pilgrims of Plimouth Brief Description: When the pilgrims set out for America, they brought with them a dream for the future. Sickness, hardship, and heartache stood in the way of that dream. But the pilgrims worked hard, keeping their dream close to their hearts, until they were finally able to make it come true.

Author: Marcia SewellPublisher: AladdinISBN: 978-0689808616Type of Book: Picture Book – Narrative Text Set IV: Declaration of Independence (Melinda Spence)

Title: The Hatmaker’s Sign Brief Description: Based on a true conversation between Thomas Jefferson and Ben Franklin, this book tells the story of Thomas Jefferson writing the declaration of Independence. When the continental congress disagrees with some of what has been written, Ben Franklin tells a consoling story about the hatmaker’s sign to his discouraged friend, Jefferson.

Author: Retold by Candace FlemingPublisher: Orchard BooksISBN: 0-531-30075-7Type of Book: Picture Hardcover

Title: The Matchlock Gun Brief Description: In 1756, during the French and Indian War in upper New York state, ten-year-old Edward is determined to protect his home and family with the ancient, and much too heavy, Spanish gun that his father had given him before leaving home to fight the enemy.

Author: Walter D. EdmondsPublisher: G.P. Putnam’s SonsISBN: 0-399-21911-0Type of Book: Small Chapter Book

Title: Understanding the Declaration of Independence

Brief Description: While going through the history of the American revolution, children learn about understanding one of the most important writings in the history of the United States.

Author: Sally Senzell IsaacsPublisher: Crabtree Publishing CompanyISBN: 0-7787-4371-3Type of Book: Picture Book

Title: The Declaration of Independence Brief Description: This book examines the political situation in America at the time of the troubles between England and the colonies there and describes how the Declaration of Independence was written and accepted.

Author: Dennis B. FradinPublisher: Childrens PressISBN: 0-516-01153-7Type of Book: Picture Book

Title: The Declaration of Independence Brief Description: This book is made up of the entire text of the Declaration of Independence accompanied by illustrations meant to help explain its meaning.

Author: Sam FinkPublisher: ScholasticISBN: 0-439-40700-1Type of Book: Picture Book

Text Set V: Revolutionary War (Melinda Spence)

Title: Katie’s Trunk Brief Description: A little girl, Katie, is living during the time of the beginnings of the Revolutionary War. Her family is loyalist but her friends are patriots. As she tells her story, there was a time when the rebels were coming. Her family hid in the woods, but Katie felt obligated and angry to do something. She ran back to the house in hope of helping, but realizes there isn’t much she can do. She hides in her mother’s trunk and awaits her fate.

Author: Ann TurnerPublisher: Macmillan Publishing Company ISBN: 0-02-789512-2Type of Book: Picture Book

Title: The Hollow Tree Brief Description: The enthralling tale of a young girl caught up in the American Revolutionary War, who braves the perils of the wilderness to carry a vital, secret message to Canada.

Author: Janet LunnPublisher: Alfred A Knopf CanadaISBN: 0-394-28074-1Type of Book: Chapter Book

Title: The Keeping Room Brief Description: Left in charge of the family by his father who joins the Revolutionary War effort, thirteen-year-old Joey undergoes such great changes that he fears he may be betraying his beloved parent.

Author: Ann MyersPublisher: Walker and Company New YorkISBN: 0-8027-8641-3Type of Book: Chapter Book

Title: John's Story, 1775: Colonial Williamsburg

Brief Description: The year 1775 is an explosive one — both for the colony of Virginia and 11-year-old John Nicholas’s family. The tensions are rising between England and the colonies, and Virginians disagree on how to act. Like many, John’s father, Robert Carter Nicholas, hopes to find a peaceful solution, but John’s older brother George and his company of the Williamsburg militia think Virginians need to fight for their rights. John feels caught in the middle between the two people he admires most. Can they both be right?

Author: Joan Lowery NixonPublisher: Delacorte PressISBN: 0-385-32688-2Type of Book: Chapter Book

Title: Freedom at Any Price Brief Description: Working in Dr. Franklin's newspaper office in Philadelphia gives Sarah, Moses, and Henri exposure to the latest movement toward freedom for the colonies.

Author: Amanda Stephans Publisher: Grosset & DunlapISBN: 0-448-43247-1Type of Book: Chapter Book

Title: The Revolutionary War: Letters from the Homefront

Brief Description: This picture book tells the story of the Revolutionary War through letters, diaries, and oral accounts of the people who worked, watched, and waited at home.

Author: Susan Provost BellerPublisher: Benchmark BooksISBN: 0-7614-1094-5Type of Book: Picture Book

Title: If you lived at the time of the American Revolution

Brief Description: This book goes through the story of the American Revolution while giving information on what it would have been like to live there. It considers Author: Kay Moore

what life was like if you were a loyalist or a patriot; if you went to school if you were a child; what kind of food they ate and clothes they wore, etc.

Publisher: Scholastic Inc.ISBN: 0-590-67444-7Type of Book: Chapter Book

Title: The Revolutionary War: An interactive history adventure

Brief Description: This book allows you to read through accounts of things that happened to real people during the American Revolution. But as the reader, you choose the path you want to take. Depending on what you choose, it will lead you down another road that could be your survival or your death.

Author: Elizabeth Raum Publisher: Capstone PressISBN: 978-1-4296-3420-5Type of Book: Chapter Book

Text Set VI: Constitution #1 (Kailey Tuckett)Founding Fathers and Constitutional Convention

Title: A More Perfect Union: The Story of Our Constitution

Brief Description: This book covers the initial decision to hold the convention, the meetings in Philadelphia, the ratification struggle, the first election, and the adoption of the Bill of Rights. ……..

Author: Betsy MaestroPublisher: CollinsISBN: 978-0688101923Type of Book: Picture Book

Title: We the People: The Story of Our Constitution

Brief Description: Describes the struggles that occurred after the Revolutionary War and the delegates efforts to create a new framework of Government.

Author: Lynne CheneyPublisher: Simon & Schuster Children's PublishingISBN: 141695418XType of Book: Picture Book

Title: Shh! We’re Writing the Constitution Brief Description: Humorously tells how the fifty-five delegates from thirteen states huddled up together in strict secrecy in Philadelphia to create the Constitution of the United States

Author: Jean FritzPublisher: Perfection LearningISBN: 978-0673817716Type of Book: Picture Book

Title: If you Were There When They Signed the Constitution

Brief Description: Discusses why the Constitution is a miracle, gives information on the first big argument, and what was missing from the Constitution.

Author: Elizabeth LevvyPublisher: Scholastic PaperbacksISBN: 978-0590451598Type of Book: Picture Book

Title: Unite or Die Brief Description:Using the conceit of a school play, the book traces the challenges, conflicts, and compromises that shaped the United States Constitution.

Author: Jacqueline JulesPublisher: Charlesbridge PublishingISBN: 978-1580891905Type of Book: Picture Book

Text Set VII: Constitution #2 (Kailey Tuckett)Bill of Rights/Amendments     Title: A Kid’s Guide to America’s Bill of Rights Brief Description: Explains what the Bill of Rights is

and how it affects our daily lives. Also discusses the history, significance, and mysteries of the laws.

Author: Kathleen KrullPublisher: HarperCollinsISBN: 978-0380974979Type of Book: Chapter Book

Title: The Bill of Rights: Protecting our Freedom Then and Now

Brief Description: This book presents the Bill of Rights and explains them in simpler terms in a meaningful and interesting manner. Author: Syl Sobel

Publisher: Barron's Educational SeriesISBN: 978-0764140211Type of Book: Picture Book

Title: The Bill of Rights Brief Description: Includes lively sidebars and a glossary and index with information pertaining to the Bill of Rights.

Author: Christine Taylor-ButlerPublisher: Children's PressISBN: 978-0531147771Type of Book: Picture Book

Title: What Are the Amendments? Brief Description: Explains what amendments are and how many there are in the Constitution. The book also explains how amendments can be added.  

Author: Nancy HarrisPublisher: Heinemann Raintree ISBN: 978-1432909864Type of Book: Picture Book

Title: American Documents: The Bill of Rights Brief Description: Contains images from the past and present and puts the Bill of Rights into the context of present day life.   

Author: Judith Lloyd YeroPublisher: National Geographic Children's BooksISBN: 978-0792253952Type of Book: Picture Book

Text Set VIII: Expansion (Sarah Barrio)

Title: Lewis and Clark and Me Brief Description: In 1803, Meriwether Lewis and William Clark set off to explore the vast territory west of the Mississippi River, and are joined by Lewis's dog, Seaman. From his first meeting with Lewis, to being mistaken for a bear by Indians who have never seen such a large dog, Seaman's tales are filled with adventure and are based on the explorers' journals.

Author: Laurie MyersPublisher: Henry Holt and Co. (BYR)ISBN-13: 9780805063684Type of Book: Historical Fiction, Adventure, Animal Storyj

Title: The Birchbark House Brief Description: Omakayas's days are interrupted by a surprise visit from a group of desperate and mysterious people. From them, she learns that all their lives may drastically change. The chimookomanag, or white people, want Omakayas and her people to leave their island in Lake Superior and move farther west.

Author: Louise Erdrich Publisher: HyperionISBN: ISBN-13: 9780786814541Type of Book: Historical Fiction

Title: Sacajawea In 1804, the mysterious young Shoshone woman met Meriwether Lewis and William Clark. Acting as interpreter, peacemaker, and guide, Sacajawea bravely embarked on an epic journey that altered history forever. Hear her extraordinary story, in the voices of Sacajawea and William Clark in alternating chapters, with selections from Clark’s original diaries

Author: Joseph BruchacPublisher: Houghton Mifflin HarcourtISBN: 13: 9780152064556 Type of Book: Historical Fiction

Title: The California Gold Rush Brief Description: A brief, brutal period of U.S. history known as the gold rush. Characterized by hope, greed, enterprise and thug rule, the gold rush transformed life in America. James Marshall's accidental discovery of gold while building a sawmill for John Sutter sent waves of excitement through neighboring states, drawing thousands of gold seekers to the site.

Author: Mel FriedmanPublisher: Scholastic Library PublishingISBN: 13: 9780531212448Type of Book: Informational

Title: Oregon Trail The Oregon Trail was 2,000 miles long, reaching from western Missouri to Oregon city. This book contains many maps, timelines, photos, and surprising true facts about the dangerous journey along the trial.

Author: Mel FriedmanPublisher: Scholastic Library PublishingISBN: 13: 9780531212479Type of Book: InformationalMore:

How We Crossed the West: The Adventures of Lewis and Clark by Rosalyn Shanzer Gold Fever: Tales From the California Gold Rush by Rosalyn Shanzer Trail of Tears by Michael Burgman Quilt Block History of Pioneer Days by Mary Cobb The Oregon and Santa Fe Trails by Cindy Borden

Text Set IX: Civil War (Sarah Barrio)

Title: Pink and Say (Book Kit) Brief Description: This story, about how a young black soldier rescues a white soldier, opens young readers' eyes to the injustices of slavery and the senselessness of war. Highly charged emotionally, this masterful retelling of a true story, narrated through the white soldier's eyes, is made all the more powerful when it is revealed that the soldier was the author's great-great grandfather.

Author: Patricia PolaccoPublisher: Penguin Group (USA) IncorporatedISBN: 13: 9780399226717Type of Book: Historical Fiction

Title: A Picture Book About Harriet Tubman

Brief Description: Biography of the black woman who escaped from slavery to become famous as a conductor on the Underground Railroad.Author: David A. Adler

Publisher: Holiday House, Inc.ISBN: 13: 9780823410651Type of Book: Picture book biography series

Title: Follow the Drinking Gourd Brief Description: While working for plantation owners, Peg Leg Joe teaches the slaves a song about the drinking gourd (the Big Dipper). A couple, their son, and two others make their escape by following the song's directions.

Author: Jeanette WinterPublisher: Random House Children's BooksISBN: 13: 9780679819974Type of Book: Historical Fiction

Title: Lincoln: A Photobiography Brief Description:A description of the boyhood, marriage, and young professional life of Abraham Lincoln includes his presidential years and also reflects on the latest scholarly thoughts about our Civil War president.

Author: Russell FreedmanPublisher: Houghton Mifflin HarcourtISBN: 13: 9780395518489Type of Book: Informational

Title: The Civil War: An Illustrated History Brief Description:This magnificent pictorial history portrays the Civil War as never before, from the events leading to the firing of the first shot at Fort Sumter, through the battles at Shiloh and Gettysburg, the siege of Vicksburg, Sherman's march to the sea, and Lee's surrender at Appomattox. 500 photos.

Author: Geoffrey C. WardPublisher: Knopf Doubleday Publishing GroupISBN: 13: 9780679742777Type of Book: Informational

Text Set X: Industrial Revolution (Sarah Barrio)

Title: Spotlight on America: Industrial Revolution

Brief Description: This ready-reference encyclopedia offers in-depth coverage of the economic, political, and social developments of the Industrial Revolution in the United States from 1750 to 1920. More than 200 substantial entries cover key individuals--among them entrepreneurs, inventors, captains of industry, and robber barons--significant technologies, inventions, court cases, companies, political institutions, economic events, and legislation.

Author: James S. OlsonPublisher: Greenwood Publishing Group, IncorporatedISBN: 13: 9780313308307Type of Book: Encyclopedia

Title: Child Labor and the Industrial Revolution: The 20th Century (Building Fluency Through Reader's Theater)

Brief Description: This book is about two young girls who lived in the terrible conditions of a linen mill as child laborers. Their experiences later earned them honors from the National Child Labor Committee.Author: Harriet Isecke

Publisher: Shell Educational PublishingISBN: 13: 9781433305481Type of Book: Readers Theater Series

Title: The Industrial Revolution Brief Description: Original documents as the starting point for studying major events or periods in the past. The author draws on a wide range of sources, from diaries and letters to speeches and legal documents

Author: Stewart RossPublisher: Evans, M. & Company, Inc.ISBN: 13: 9780237536251Type of Book: Informational

Title: Ellis Island: New Hope in a New Land

Brief Description: A brief history describing the building of the immigration facility, the millions of people who passed through it, and its eventual deterioration and renovation as an historical site. The book also covers the immigration experience, including reasons for coming to the U. S., conditions on ships, the rigors of being accepted for residency, and an historical overview of immigration laws.

Author: William Jay JacombsPublisher: Atheneum Books for Young ReadersISBN: 13: 9780684191713Type of Book: Informational

Title: At Ellis Island: A History in Many Voices

Brief Description: The voices of real immigrants — their suffering in steerage, their first glimpse of the Statue of Liberty, and their journey through the Great Hall

Author: Louise PeacockPublisher: Atheneum Books for Young ReadersISBN: 13: 9780689830266Type of Book: Historical Fiction

Text Set XI: World War I (Amy Perez)

Title: Christmas in the trenches Brief Description: A World War I veteran tells his grandson of his experiences in 1914, when British and German soldiers declared a truce from fighting to celebrate Christmas together. CD-ROM contains "Silent Night" (music and words), "Christmas in the Trenches" (music and words) and the story, "Christmas in the Trenches," read by John McCutcheon.

Author: John McCutcheonPublisher: PeachtreeISBN: 1561453749Type of Book: Historical Fiction

Title: The foreshadowing Brief Description: Having always been able to know when someone is going to die, Alexandra poses as a nurse to go to France during World War I to locate her brother and to try to save him from the fate she has foreseen for him.

Author: Marcus SedgwickPublisher: Wendy Lamb/ RandomISBN: 0385746466Type of Book: Chapter book, Modern Fantasy

Title: The silver donkey : a novel for children

Brief Description: In France during World War I, four French children learn about honesty, loyalty, and courage from an English army deserter who tells them a series of stories related to his small, silver donkey charm.

Author: Sonya HartnettPublisher: VikingISBN: 0670042404Type of Book: Historical Fiction

Title: Jacko Moran, Sniper Brief Description: Through kaleidoscopic vignettes, experience the horrors, the injustices, and the futility of war as Jacko Moran lies dying in a hospital as a result of having been gassed in the First World War.

Author: Ken CatranPublisher: HawthornISBN: 0734405510Type of Book: Historical Fiction

Title: Private Peaceful Brief Description: When Thomas Peaceful's older brother is forced to join the British Army, Thomas decides to sign up as well, although he is only fourteen years old, to prove himself to his country, his family, his childhood love, Molly, and himself.

Author: Michael Morpurgo Publisher: ScholasticISBN: 0439636485Type of Book: Chapter book, Historical Fiction

Text Set XII: Great Depression (Amy Perez)

Title: Potato : a tale from the Great Depression

Brief Description: During the "Great Depression," a family seeking work finds employment for two weeks digging potatoes in Idaho.Author: Kate Lied

Publisher: National GeographicISBN: 0792235215Type of Book: Biography

Title: Leah’s Pony Brief Description: A young girl sells her horse and raises enough money to buy back her father's tractor, which is up for auction, in this story of a Depression era farm.

Author: Elizabeth FriedrichPublisher: Boyds MillsISBN: 1563971895Type of Book: Historical Fiction

Title: Rudy rides the rails: a Depression era story

Brief Description: In 1932, during the Depression in Ohio, thirteen-year-old Rudy, determined to help his family weather the hard times, hops a train going west to California and experiences the hobo life.

Author: Dandi Daley Mackall Publisher: Sleeping Bear PressISBN: 9781585362868Type of Book: Historical Fiction

Title: Children of the Great Depression Brief Description: "The sight of my father crying" -- "Ill-housed, ill-clad, ill-nourished" -- In and out of school -- Kids at work -- "Okie, go home!" -- Boxcar kids -- The Lone Ranger and Captain Midnight -- A brighter tomorrow.

Author: Russell FreedmanPublisher: Houghton MifflinISBN: 0618446303Type of Book: Chapter book, Informational

Title: Dust to eat : drought and depression in the 1930's

Brief Description: The "Okie" problem -- The dirty thirties -- "Dust to eat, dust to breathe, dust to drink" -- California-bound -- Harvest gypsies -- Crisis in the valley -- World War II ends the Depression.

Author: Michael L. CooperPublisher: ClarionISBN: 0618154493Type of Book: Informational

Text Set XIII: World War II (Amy Perez)

Title: Soldier Boys Brief Description: Two boys, one German and one American, are eager to join their respective armies during World War II, and their paths cross at the Battle of the Bulge.

Author: Dean HughesPublisher: AtheneumISBN: 0689817487Type of Book: Historical Fiction

Title: Pearl Harbor Warriors: The Bulger, The Pilot, The Friendship

Brief Description: This is a true story of hatred, fear, prejudice, and finally close friendship between and American Marine bulger and his former enemy, a Japanese dive-bomber pilot who had attacked Battleship Row in the bombing of Pearl Harbor.

Author: Dorinda Makanaonalani NicholsonPublisher: Woodson HouseISBN: 0931503051Type of Book: Historical Fiction

Title: The Orphans of Normandy: a true story of World War II told through the drawings by children

Brief Description: Relates how 100 young schoolgirls, many of them orphans, and their teachers managed to escape the chaos of the Allied invasion of Normandy on June 6, l944, by taking shelter in an iron mine for thirty-eight days and, after being forced out by the Germans, walking for twenty-nine days to reach safety behind Allied lines.

Author: Nancy Amis Publisher: AtheneumISBN: 0689841434Type of Book: Biography

Title: The Bracelet Brief Description: Emi, a Japanese American in the second grade, is sent with her family to an internment camp during World War II, but the loss of the bracelet her best friend has given her proves that she does not need a physical reminder of that friendship.

Author: Yoshiko Uchida Publisher: PhilomelISBN: 039922503XType of Book: Historical Fiction

Title: Behind the secret window : a memoir of a hidden childhood during World War Two

Brief Description: The author recalls her experiences when she and her mother were hidden from the Nazis by a Gentile couple in Lwów, Poland, during World War II.Author: Nelly S. Toll

Publisher: DialISBN: 0803713622Type of Book: Biography

Text Set XIII: Social and Political Movements (empty)

Text Set XIV: World Power (empty)

SOCIAL STUDIES

UNIT PLANNING OUTLINE

Unit Title: Explorers (Kimi Sheffer - Final)

Unit Objective 1: S1, O1: Describe and explain the growth and development of the early American colonies. S1, O1 a. Using maps – including pre-1492 maps – and other geographic tools, locate and analyze the routes used

by the explorers SI, O1, b. Explain how advances in technology lead to an increase in exploration (e.g. ship technology) S1, O1 c. Identify explorers who came to the Americas and the nations they represented. S1, O1, d. Determine reasons for the exploration of North America (e.g., religious, economic, political).

Related themes to teach with this unit: Exploration, Respect for Authority, Spain, Britain, Portugal, etc.

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site: http://www.wartgames.com/themes/american/explorers.html This site has New World Explorer games and activities. It

includes explorers that came later such as Lewis and Clark, but there are many of the explorers for this unit.

http://www.mce.k12tn.net/explorers/explorers_start.htm There is access to information, online activities, home activities, and online quizzes.

http://library.thinkquest.org/J002678F/games.htm These are explorer games that can be done at any time, or it can be done at the end of the thinkquest.

Instructional Schedule and Content

Unit Objectives Addressed by this Lesson Instructional Strategy

Lesson 1: Advances in Technology and Exploration

S1, O1, b.

Object Box centers – Have students explore object boxes of the various advancements in technology (hands-on, reading, etc.). Have students infer how these advances in technology could lead to more exploring.

Lesson 2: Reasons for Exploration to North America

S1, O1, d.Give groups of students different reasons for exploration. Have them create a frozen tableau where they create a pose like a photograph or statue depicting their reason for exploration. Then have other students tap individuals in the picture to share personal thoughts in order to explain their reason for exploration.

Lesson 3: Explorers, Nations, and Routes

S1, O1, a.S1, O1, c.

Groups of students are an explorer and research information including the represented nation, route, reason for exploring, and additional facts.(“ Explorations of the Americas” on LessonPlanet.com)

Lesson 4: Explorers, Nations, and Routes S1, O1, a.

S1, O1, c.

Students finish their research and prepare for mantle of the expert.

Lesson 5: Explorers, Nations, and Routes

S1, O1, a.S1, O1, c.

Mantle of the Expert: Students are asked to take on the role of their groups’ explorer (with specialist knowledge). Hot Seating: The group sits at the front of the class while students ask them questions about their expertise. The experts stay in the role of the explorers during the question/answer period.

Unit Title: Result of Colonization (Kimi Sheffer)

S1: Describe and explain the growth and development of the early American colonies.)Unit Objective 1--S1, O1: Describe and explain the growth and development of the early American colonies.

S1, O1, e. Compare the geographic and cultural differences between the New England, Middle, and Southern colonies (e.g., religious, economic, political).

S1, O1, f. Analyze contributions of American Indian people to the colonial settlements.Unit Objective 2--S1, O2: Assess the global impact of cultural and economic diffusion as a result of colonization.

S1, O2, a. Describe the cultural and economic impacts that occurred as a result of trade between North America and other markets (e.g., arts, language, ideas, the beginning and expansion of the slave trade, new agricultural markets).

S1, O2, b. Analyze and explain the population decline in American Indian populations (i.e. disease, warfare, displacement).

Related themes to teach with this unit: Friendship, Tolerance, Awareness of Others, and Consequences

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site: http://www.purposegames.com/game/d4c1306c Learn the location of the 13 original colonies on the map.http://www.pbs.org/wnet/colonialhouse/history/1628.html Interactive history of what is occurring across the North

American continent in 1628. http://www.pbs.org/wnet/colonialhouse/history/voyage.html Fantastic Voyage! Play the game to take a journey to the

new world. At the end, you are judged on the health and morale of colonists as well as the food supply and state of the ship and crew.

Instructional Schedule and Content

Unit Objectives Addressed by this

LessonInstructional Strategy/Resources

Lesson 1: American Indian Culture (Background)

Background knowledge for S1, O1 f. and S1, O2, b.

Culture Jigsaw: Give groups of students different information on American Indian culture—beliefs/values, traditions, language, literature, music, arts, artifacts, and foods. Have each person share what they learned with another group. (Maybe use pictures like the History of Social Studies activity)

Lesson 2: Explorer Encounter with American Indians

S1, O2, a & b. Social Scientist/Book Kit – Found on CDSee either Encounter(Perspective)ksheffer.docx or Inquiry_ColonizationResult_ksheffer.docx(Includes: Inquiry, Breaking the Frame, and Art Based Instruction)

Lesson 3: Columbian Exchange & Triangular Trade

S1, O2, a.Columbian Exchange Memory Game (See Book Kit above)Floor Maps & Trade Game: See the detailed lesson plan found at:http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHTriangularTrade.pdf

Lesson 4: Impact of Geography on Colonial Life – New England

S1, O1, e. Class Discussion: How can environment affect where a person lives?Examine Primary Sources and infer the industry, urban/rural, positive/negative qualities, most helpful resource, etc.http://www.loc.gov/teachers/classroommaterials/lessons/tinker/preparation.html

Lesson 5: New England Colonies Culture and Trade

S1, O1, e. S1, O2, a.

Object Speak: Give students various texts (narrative, primary sources, informational) and have them write an event that might have been seen by an object during this time. (Maybe they could write about lumber, from growing in the trees to being traded with England for slaves)

For Trade portion, refer to http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHTriangularTrade.pdf

Lesson 6: Impact of S1, O1, e. Examine Primary Sources and infer the industry, urban/rural, positive/negative qualities, most helpful resource, etc.

Geography on Colonial Life – Middle

http://www.loc.gov/teachers/classroommaterials/lessons/tinker/preparation.html

Lesson 7: Middle Colonies Culture and Trade

S1, O1, e.S1, O2, a.

Proverb Pyramid: Have students read different books on the Middle Colonies Culture and Trade in order to create a proverb and a proverb pyramid that describes the Middle Colonies (see Social Studies and the Young Learner Sept/Oct 2010) Proverb— (Common Idea) (Unique way to describe the relationship)(Object within a common idea)Example: A tree is known by its fruit. Pyramid: Line 1 = One word that describes the common idea in this proverbLine 2 = Two words that describe the category beneath the common ideaLine 3 = Three words that describe communication in this proverbLine 4 = Four words that describe people’s choices in this proverbLine 5 = Five words that describe a lesson in this proverbLine 6 = Six words that describe a real life example of this proverb

For Trade portion, refer to http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHTriangularTrade.pdf

Lesson 8: Impact of Geography on Colonial Life – Southern

S1, O1, e. Examine Primary Sources and infer the industry, urban/rural, positive/negative qualities, most helpful resource, etc.http://www.loc.gov/teachers/classroommaterials/lessons/tinker/preparation.htmlCompare/Contrast geographical features between the colonial regions.

Lesson 9: Southern Colonies Culture and Trade

S1, O1, e. S1, O2, a.

Discovery Box: include various “artifacts” and pictures from New England culture for students to sort from their understanding of geography from the Primary SourcesFor Trade portion, refer to

http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHTriangularTrade.pdf

Lesson 10: Native American Contributions

S1, O1, f. Skits/Making the Frame: Have each group choose one of the Native American contributions to silently act out for their classmates. At the end, have students freeze/create the frame as if a picture had been taken. Then, have additional students come up and tap them to have them speak their thoughts about how this contribution helped the colonists.Table with Native American contributions:

http://www.scholastic.com/teachers/article/native-american-contributions

Unit Title: Colonial Period (Kimi Sheffer - Final)

Unit Objective 1: S1, O3: Distinguish between the rights and responsibilities held by different groups of people during the colonial period.

S1, O3, a. Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, enslaved people).S1, O3, b. Explain how early leaders established the first colonial governments (e.g. Mayflower compact, charters).S1, O3, c. Describe the basic principles and purposes of the Iroquois Confederacy.

Related themes to teach with this unit: Freedom, Understanding, Decision Making, Creating and Following Rules

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site: http://www.pbs.org/wnet/colonialhouse/history/dress_up_flash.html There are several different interactive games and

quizzes that help show the difficult life of the early settlers during the colonial period.

http://www.pbs.org/ktca/liberty/perspectives_daily.html This is the daily life in the New England colonies. It is an interactive explanation.

http://www.history.org/media/interactive.cfm Games, puzzles, and multimedia about the colonies.http://www.virtualjamestown.org/ Virtual Jamestown gives a virtual tour of colonial

life in Jamestown.

Instructional Schedule and Content

Unit Objectives Addressed by this

LessonInstructional Strategy

Lesson 1: Chaos or control? S1,O3, b.

Would you have survived on the colony? Quiz http://www.pbs.org/wnet/colonialhouse/quiz_pop/index.html

Freewrite:Give students scenarios about life (without any government) in the colonies and have them write about ways to control the chaos without government, police, or armies.Have students share their writing and bring them to agree that people have to agree about who is in charge for it to work

Lesson 2: Mayflower Compact

S1,O3, b. Video - Early Settlers:  The Story of the Mayflower CompactHand out copies of the Mayflower compact and analyze a few of the things they agreed to.

Lesson 3: Colonial Charters

S1,O3, b. Double Bubble Map: Have students compare/contrast the Mayflower compact and a Royal Charter from the King.

Lesson 4: Colonial Life

S1,O3, a. Interactive Learning WebsiteHave students work in groups online to read the diary entries and watch the videos to match them together. http://www.pbs.org/wnet/colonialhouse/history/dirty_manner/index.html

Lesson 5: Colonial Freedoms

S1,O3, a. Jigsaw: Have students jigsaw the information about the freedoms held by American Indians, landowners, women, indentured servants, and enslaved people

Lesson 6: Colonial Freedoms

S1,O3, a. Simulation: Give different students the roles of the American Indians, landowners, women, indentured servants, and enslaved people. Given scenarios, have the students take turns responding in their roles.

Lesson 7: Colonial Children Day 1

S1,O3, a. Centers Day 1:Have students enjoy colonial children activities from the following website:http://www.educationworld.com/a_lesson/lesson166.shtml

Lesson 8: Colonial S1,O3, a. Centers Day 2:Have students enjoy colonial children activities from the following website:

Children Day 2http://www.educationworld.com/a_lesson/lesson166.shtml

Also have one of the centers be where students read these books (from the text sets ):

If You Lived in Colonial Times The Bakers Dozen

Lesson 9: Iroquois Confederacy

S1,O3, c. Webquest Day 1:Introduce a webquest and have students do a shortened 2-day version of this webquest on the Iroquois Confederacyhttp://www.nisk.k12.ny.us/craig/Iroquois_webquest/Teacher_Page/Webquest%20lesson%20plan-lesson3.pdfRubric found at : http://www.nisk.k12.ny.us/craig/Iroquois_webquest/teacher_page.htm

Lesson 10:Iriqouis Confederacy

S1,O3, c. Webquest Day 2:Have students compile their webquest into a presentation format of their choice – breaking the frame (statues), poster, presentation, etc.http://www.nisk.k12.ny.us/craig/Iroquois_webquest/Teacher_Page/Webquest%20lesson%20plan-lesson3.pdf

Unit Title: Declaration of Independence (Melinda Spence)

Unit Title: Declaration of Independence

Unit Objective 1: Students will explore life during the Colonial times. Unit Objective 2: Students will learn about the French and Indian War. Unit Objective 3: Students will understand events leading up to declaring Independence. Unit Objective 4: Students will analyze arguments for and against declaring independence using primary sources from Loyalist and patriot perspectives.Unit Objective 5: Students will be able to explain the content and purpose for the Declaration of Independence.Unit Objective 6: Students will explain and analyze how the Declaration of Independence continues to affects us today.

Related themes to teach with this unit: Loyalty, Unity, Persistence, and Cooperativeness

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site: http://www.earlyamerica.com/ This site is a great source for information and primary

and historical documents. Students could use this site as they research information they are learning throughout this unit.

http://www.mrnussbaum.com/amrevolution/arce.htm This site has a lot of great information. The part of the website I have included directs you to the causes of the Revolutionary War, which will be discussed in this unit. It’s a great informational site for children to go and learn more information.

http://www.wartgames.com/themes/government/declaration.html This site offers multiple extended links to games, activities, and information about the Declaration of Independence and time of the Revolutionary War. Students can choose what subject that wish to learn more about or that they wish to play games about.

Instructional Schedule and Content

Unit Objectives Addressed by this Lesson Instructional Strategy

Lesson 1: Students will explore Colonial Life

Students will explore life during the Colonial times.

Science Integration Lesson (use the below lesson plan as a reference guide)

http://www.uen.org/Lessonplan/preview?LPid=21547Students will explore how things were made during colonial life and what life was like for the colonists.

Lesson 2: Students will learn about the French and Indian War

Students will learn about the French and Indian War.

Interactive Scavenger Hunt- As a whole class, students will explore the events of the French and Indian War, giving a prelude and background to events that led to declaring independence and the revolutionary war.

Website for Scavenger Hunt: http://www.mrnussbaum.com/fiwar/fiwarintscav.htm

Lesson 3: Students will understand the idea of taxation without representation

Students will understand events leading up to declaring Independence.

Feed the World: Using this idea but putting it into terms of being taxed, students will experience what it would have been like to be a colonist who was being taxed. Students are put into situations where they are being taxed for everything they need, while others are not taxed. Talk about how the colonists would have felt during this time, and how they felt by being taxed. (Use this lesson plan as an outline for this activity: http://www.discoveryeducation.com/teachers/free-

lesson-plans/we-the-people-a-history.cfm)

Lesson 4: Students will understand the events leading to declaring independence

Students will understand events leading up to declaring Independence.

Jigsaw: There are many events that occurred that led up to the colonists wanting to declare independence.

Students will pair up and each will become an expert on one of the events that occurred. Then each pair will

present their information. While students present their

information, the class will put together a timeline of these events so they can see how they happened in

chronological order.

Lesson 5: Students will understand Loyalist and Patriot viewpoints on the war

Students will analyze arguments for and against

declaring independence using primary sources from Loyalist

and patriot perspectives.

Inquiry Lesson- Using the Book, Katie’s Trunk as your first data set, students will decide for themselves

whether they would be a loyalist or a patriot during the time of the revolutionary war. (Examples of data sets

are found under this inquiry lesson)

Lesson 6: Students will analyze arguments both for and against declaring independence

Students will analyze arguments for and against

declaring independence using primary sources from Loyalist

and patriot perspectives.

Video: Students will watch a video explaining arguments both for and against declaring independence from Britain. Students will then get into groups observe

primary documents, diaries, newspaper articles and decide on the pros and cons for declaring independence.

Lesson 7: Students will learn about the 1st and 2nd Continental Congress and the role they played in gaining independence from Britain

Students will be able to explain the content and purpose for the Declaration of Independence.

Readers Theater- Each student will take on a role of major people involved in the Continental Congress.

They will reenact debates and events to better understand the controversy of declaring independence

from Great Britain. (This PDF has a great Readers Theater set in the context

of a radio show National Edition)

Lesson 8: Students will learn the purpose for the Declaration of Independence

Students will be able to explain the content and purpose for the Declaration of Independence.

Webquest: Students will break into groups and follow a webquest to find out the purpose of the declaration of

independence.

Lesson 9: Students will learn the content of the Declaration of Independence

Students will be able to explain the content and purpose for the Declaration of Independence.

Jigsaw: Using the book, Declaration of Independence by Same Fink, students will be assigned pages of the book

to look over and understand that portion of the documents text. Students will teach each other the

content of the Declaration of Independence.

Lesson 10: Students will learn how the Declaration of Independence continues to affect us today.

Students will explain and analyze how the Declaration of Independence continues to affects us today.

Edible Maps/PowerPoint: The celebration of the fourth of July is the celebration of the colonists adopting the

Declaration of Independence and of American becoming free & independent states. Students will

create their own edible flags as we discuss the symbolism of the flag, and the ways the important

document of the Declaration of Independence affects us today through a PowerPoint slideshow

Unit Title: Revolutionary War (Melinda Spence – Final Project)

Unit Objective 1: Plot a time line of the key events of the Revolutionary WarUnit Objective 2: Profile citizens who rose to greatness as leaders. Unit Objective 3: Assess how the Revolutionary War changed the way people thought about their own rightsUnit Objective 4: Explain how the winning of the war set in motion a need for a new government that would serve the needs of the new states. Unit Objective 5: Evaluate the Revolutionary War's impact on self-rule Related themes to teach with this unit: Leadership, Overcoming, Courage, Bravery

List at least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site: http://www.brocktonpublicschools.com/page.cfm?p=1330 This site has an entire list of internet scavenger hunts that

relate to multiple events in American history. There is one on the American Revolution where students can go explore cites to answer questions that help them learn more about this war.

http://www.theamericanrevolution.org/people.aspx This site gives a list of all of the important people that lived during the time of the American Revolution. It allows students to click on a name and learn more about that specific person.

http://www.pbs.org/ktca/liberty/road_q1.html This site allows students to play a game to test their knowledge of the American Revolution. “Test your knowledge about the American Revolution, and see if you can navigate your way to independence. Every correct answer gets you closer to liberty!”

Instructional Schedule and Content

Unit Objectives Addressed by this Lesson Instructional Strategy

Lesson 1: Students will explore the events that happened during the American Revolution.

Plot a time line of the key events of the Revolutionary War

American Revolution Interactive Online Timeline: Students pair up with a partner to complete the timeline. Go to this link and click on American Revolution Internet Scavenger Hunt http://www.brocktonpublicschools.com/page.cfm?p=1330

Lesson 2: Students will research a major battle and its effects during the American Revolution.

Key Understanding: Key events led to self-government in the colonies.

Plot a time line of the key events of the Revolutionary War

Major Events/Battle Research Project: Students will get into groups to complete this project, which will be completed and presented to the class over a few days.

On this first day, students will look at newspapers from the time of the American Revolution and anaylyze them.

For their final project they will be creating a similar newspaper. Discuss what types of information was

presented in the newspapers, and how it affected the people.

Lesson 3:Students will research a major battle and its effects during the American Revolution.

Plot a time line of the key events of the Revolutionary War

Major Events/Battle Research Project: Each group will choose, from a list that you have generated, a major

even or battle to research. They will find the most important facts about when, where, and why these

events/battles occurred and the after effects. They will find information from the viewpoint of one side (loyalist

or patriot) of their choice and create a newspaper displaying this information. The newspaper should have a small article persuading people to join their side, as

well as another article that displays the facts of the battle/event that the group researched.

Lesson 4:Students will share their research to the class.

Plot a time line of the key events of the Revolutionary War

This day will be set aside for students to finish up their projects and share them with the class.

Lesson 5:Students will research one person who became a leader during the American Revolution.

Key Understanding: Individuals, even outside of the elected leaders can have a profound impact on history.

Profile citizens who rose to greatness as leaders.

Voki leader project: Each person in the class will get assigned to a person who lived at the time of the

American Revolution through picking out of a hat a name to research. They will find general information on who this person was through books you provide, and the

internet. You can refer students to the following site to help them

find information on their person: http://www.theamericanrevolution.org/people.aspx

Lesson 6:Students will research one person who became a leader during the American Revolution

Profile citizens who rose to greatness as leaders.

Voki Movie: Once students have gathered their information, they will create a Voki movie. This allows

students to create the face of a character, and then record something that this person might say. Have the students record a quote from this person, or a thought

they may have had during the time of the war. They can also record the information they found by speaking in first person (as if the real person were telling us who

they were and what they did) in this movie.

Lesson 7:Students will share their research and movie with the class.

Profile citizens who rose to greatness as leaders.

This day is set aside for students to share their created videos with the class so that everyone in the class learns

about all the important leaders during the time of the American Revolution.

Lesson 8:Students will learn about the changes in rights because of the war.

Key Understanding: Independence was important to the American colonies.

Assess how the Revolutionary War changed the way people

thought about their own rights

Reader’s Theater: Students will practice and perform this readers theater script while discussing how people

rights changed because of the American Revolution.

www.rosalindflynn.com/pdf%20files/AmRevolution.pdf

Lesson 9:Students will compare and contrast the implications for

both the colonists and the British after the war.

Explain how the winning of the war set in motion a need for a new government that would serve the needs of the new states.

Journal Entries: Students will read a variety of journal entries about what happened to people after the war

ended. These journals will answer questions such as did all the British leave? Did any Americans leave who had

supported the British side? Etc. Power Point: Then the teacher will show a power point as the class discuss how the new government, since the

states will not be ruled by the British anymore, will serve the needs of the new states.

Lesson 10:Students will be able to discuss the how’s and why’s of

the American Revolution.

Evaluate the Revolutionary War's impact on self-rule

Group Discussion/Debate: Students will wrap up this unit by demonstrating their knowledge of the how’s and why’s of the American Revolution. As a class, discuss

the following questions: 1. What factors contribute to war?

2. How did the Revolutionary War impact the colonies ability to rule themselves?

3. Does change only come through compromise? 4. Can an individual person make a difference?

After you have talked about these questions, have the students answer the one of the questions by writing their thoughts in a short paragraph to turn in.

Unit Title: Constitution Part 1 (Kailey Tuckett– Final Project)

Unit Objective 1: S3, O1: Assess the underlying principles of the US Constitution as the framework for the United States’ form of government, a compound constitutional republic.Unit Objective 2: S3, O2: Assess how the US Constitution has been amended and interpreted over time, and the impact these amendments have had on the rights and responsibilities of citizens of the United States.

Related themes to teach with this unit:   Founding Fathers/Constitutional Convention, the Preamble, the Articles, and the Bill of Rights/Amendments

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site: http://www.texaslre.org/PiratePreamble/pirates_game.html Tests students’ knowledge on principles that are

found in the Preamble through an interactive treasure hunting game.

http://www.texaslre.org/lfei_preamble.html An interactive game where the students are given different puzzle pieces that contain the words of the Preamble on them. The students have to put the puzzle together correctly to display the Preamble.

http://bensguide.gpo.gov/ Ben Franklin gives students access to a variety of information related to the Constitution.

Instructional Schedule and Content

Unit Objectives Addressed by

this LessonInstructional Strategy

Lesson 1: Recognize ideas from documents used to develop the Constitution

S3, O1, a. Venn Diagram: Create a PowerPoint presentation that discusses reasons for the development of the Magna Carta and the U.S. Constitution. Have the students take notes in order to fill out a Venn diagram that compares and contrasts the two documents.

Lesson 2: Recognize ideas from documents used to develop the Constitution

S3, O1, a. Writing Assignment: Have the students use their Venn diagrams that they made on the Magna Carta and the U.S. Constitution to write an essay that compares and contrasts the two documents.

Lesson 3: Recognize ideas from documents used to develop the Constitution

S3, O1, a. Book and Discussion: Read pgs 9-10 of the book Shhh! We’re Writing the Constitution by Jean Fritz. After reading the book, make a list of the problems of the Articles of Confederation. Discuss why George Washington wanted to get rid of them and why Patrick Henry wanted to keep them. Have the students write a short essay on who they agree with and why.

Lesson 4: Recognize ideas from documents used to develop the Constitution

S3, O1, a. Prediction: Review the problems of the Articles of the Confederation and discuss Shay’s Rebellion. Explain that these events led to the Constitutional Convention (meeting). Split the students into groups and have the write a prediction for what they think happened at the Constitutional Convention. Have each group share their ideas with the class and then have a classroom discussion on the reason for the Constitutional Convention.

Lesson 5: Analyze the goals outlined in the Preamble

S3, O1, b. Video Clip: Watch The Birth of the Constitution clip found on YouTube.  http://www.youtube.com/watch?v=oGVfB3KQ0Ug.  While watching the movie, pay careful attention to the information that is being presented pertaining to the Constitutional Convention.

Lesson 6: Analyze the goals outlined in the Preamble

S3, O1, b. Define and Rewrite: Give students each a copy of the Preamble and have them write down the definitions for difficult words that they do not understand.  Have them rewrite the Preamble in simpler terms. 

Lesson 7: Analyze the goals outlined in the Preamble

S3, O1, b. Principle Poster: Have the students select a principle found in the Preamble of the Constitution.  Have them create a poster that illustrates that principle.  Have the students present the poster to the class and have them identify which principle your poster illustrates.

Lesson 8: Analyze the goals outlined in the Preamble

S3, O1, b. Acrostic Poem: The Preamble describes what the Founding Fathers wanted America to be.  Have the students create an acrostic poem by writing the word PREAMBLE vertically on a piece of paper.  For each letter, have them write a descriptive word or phrase that describes what America means to them.

Lesson 9: Analyze the goals outlined in the Preamble

S3, O1, b. Rearrange the Preamble: Cut a copy of the Preamble into strips. Split the students into teams. Have them race to see who can rearrange the strips of paper until the Preamble is in the correct order.

Lesson 10: Analyze the goals outlined in the Preamble

S3, O1, b. Five Principles: Ask the students, “If you could only pick 5 principles contained in the Preamble of the Constitution, which ones do you think are the most important?” Have the students select 5 of the principles and then write down why they think that they are the most important.

Unit Title: Constitution Part 2 (Kailey Tuckett)

Unit Objective 1: S3, O1: Assess the underlying principles of the US Constitution as the framework for the United States’ form of government, a compound constitutional republic.

Unit Objective 2: S3, O2: Assess how the US Constitution has been amended and interpreted over time, and the impact these amendments have had on the rights and responsibilities of citizens of the United States.

Related themes to teach with this unit:   Founding Fathers/Constitutional Convention, the Preamble, the Articles, and the Bill of Rights/Amendments

List least three technology sites that students could  use during this unit: (virtual field trips, interactive learning centers, etc.)URL: Summary of this site: http://www.sheppardsoftware.com/usa_game/government/branches_government.htm

Tests students knowledge on the three branches of government. Asks kids to which powers belon to each branch.  

http://www.texaslre.org/BOR/billofrights.html An interactive game that gives students scenarios and students decide if they are constitutional or unconstitutional by using information that they have obtained from learning about the Bill of Rights.

http://www.congressforkids.net/Constitution_amendments.htm

Gives students information about the Constitution and allows them to test that knowledge by answering questions.

Instructional Schedule and Content

Unit Objectives

Addressed by this Lesson

Instructional Strategy

Lesson 1: Distinguish between the role of the Legislative, Executive, and Judicial branches of the government.     

S3.O1.c Venn Diagram: Have students fill out a Venn Diagram entitled “The Legislative Branch” that compares and contrasts the House of Representatives and the Senate

Lesson 2: Distinguish between the role of the Legislative, Executive, and Judicial branches of the government.

S3.O1.c Identification Activity: Give students a copy of Article 2 of the Constitution. Have them highlight the duties of the President in one color and the powers of the President in another color.  

Lesson 3: Distinguish between the role of the Legislative, Executive, and Judicial branches of the government.

S3.O1.c Role Play: Give the students cases and controversies and have them use the Constitution to judge whether it is acting within the law.  

Lesson 4: Explain the process of passing a law.           

S3.O1.d Video Clip and Response: Watch the school house Rock Video I’m Just a Bill. Have the students write down the steps of passing a bill into a law.

Lesson 5: Describe the concept of checks and balances.

S3.O1.e Discussion and Worksheet: The teacher will explain the concept of checks and balances and the class will have a discussion on why it is important. Give the students worksheet with a list of governmental powers.. Have the students write down which branch has the power, and which branch's power is being checked using the Constitution.  

Lesson 6: Explain the significance of the Bill of Rights.

S3.O2.a Define: Explain that the Bill of Rights are the first ten amendments (changes) to the Constitution. As a class, define what each of the first ten amendments means.

Lesson 7: Explain the significance of the Bill of Rights.

S3.O2.a Sequencing: Give students strips of paper with each of the ten amendments in the Bill of Rights and have them put them in the correct order.

Lesson 8: Explain the significance of the Bill of Rights.

S3.O2.a Critical Thinking Exercise: Tell the students they are in charge of setting up a new country, but they can only select 5 rights from the Bill of Rights to run their country. Have them write down what they believe the 5 most important rights are and why.

Lesson 9: Identify how the rights of selected groups have changed and how the Constitution reflects those changes (e.g. women, enslaved people).          

S3.O2.b Writing Assignment: Give each student a copy of the Constitution’s Amendments. Explain that women and Blacks were not always treated fairly. Have them search the document for the amendments that created equality for women and blacks and have them write down why they think those changes were made.  

Lesson 10:     Analyze the impact of the Constitution on their lives today (e.g. freedom of religion, speech, press, assembly, petition).           

S3.O2.c Discussion: Have a classroom discussion on how the Constitution has affects the students’ lives today.  (i.e. What would life be like if we did not have freedom of religion, speech, press, etc.?).  

Unit Title: Westward Expansion (Sarah Barrio)

Unit Objective 1: Identify reasons for the westward expansion and how it changed American’s lives Unit Objective 2: Understand important events in the expansion of the United States (e.g. Louisiana Purchase, Lewis and Clark expedition, treaties with American Indians, Homestead Act, Trail of Tears, California Gold Rush, Oregon, Mormon, Spanish, and California Trials).Unit Objective 3: Understanding and exploration of how the Western expansion affected American Indians.

Related themes to teach with this unit: Exploration, Overcoming Challenges, and Vision

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site: http://www.nationalgeographic.com/west/index.html Interactive website of Lewis and Clarks journey- students take an

interactive trip, making decisions when Lewis and Clark are faced with a trial.

http://www.america101.us/trail/Allabout.html A student interactive web site on Westward Expansion sponsored by Scholastic.

http://eq.uen.org/emedia/items/03ff74d9-663a-0925-02a8-7d99b3d35056/1/

Video clips that give background knowledge of different Native American tribes. More videos for Navajo, Goshute, Paiute, Ute and Northwestern Shoshone : http://www.uen.org/Lessonplan/preview?LPid=27631

Instructional Schedule and Content

Unit Objectives Addressed by

this LessonInstructional Strategy

Lesson 1: Intro to Westward Expansion S4.O1.a

Maps- using maps of the United States before the 1804, during the westward expansion of the US, and after 1890. This overview will give me time to work with needed vocabulary and make any assessments about student knowledge. Students will be given their own maps to be used and filled in throughout the unit.

Lesson 2: Louisiana Purchase

S4.O1.b Categorization: Given a text set about the Louisiana Purchase, groups will read and come up with a small sketch to go along with their text. Groups will then share their information with the class.

Lesson 3: Lewis & Clark Expedition

S4.O1.b ExplorationRead “How We Crossed the West: The Adventures of Lewis and Clark” by Rosalyn Shanzer for more background knowledge. Journal Entries: We learn of Lewis and Clark’s expedition through journal entries. Students will view journal entries, and then write entries of their own, given a situation of what they would have done on the trial.

Lesson 4: Moving West and How to Survive

S4.O1.a,bMini Lesson on the Homestead Act and how it led to the expansion past the Mississippi River. Break the frame: Students will view pictures/paintings of the west and what kind of challenges people faced and how they survived.

Lesson 5: Trail of Tears

S4.O1.b Stations: -Video clips that introduce the different Native American tribes (http://eq.uen.org/emedia/items/03ff74d9-663a-0925-02a8-7d99b3d35056/1/) -Reading “The Messenger” (http://www.uen.org/Lessonplan/preview?LPid=379), -Map center-Teacher center for discussion.

Lesson 6: Impact on Native Americans

S4.O1.cHE1.O2

Overcoming ChallengesRead, “Trail of Tears” by Michael BurgmanGive students statistic charts. Whole class will talk about the many diseases and epidemics that killed so many on these trails. As a class we will discus how we cope with grief and loss for ourselves. (http://www.uen.org/Lessonplan/preview?LPid=379)

Lesson 7: California Gold Rush

S4.O1.b,c Mini Lesson background to give students and understanding of the California trial and the Gold Rush. Simulation: Give students a “character” from the Gold Rush. Then using candy, the teacher can simulate how much people had and the way of living during the Gold Rush.

Lesson 8: Oregon Trail

S4.O1.c Jigsaw- this is a large topic to cover so students will go to the website: http://www.america101.us/trail/Sites.html and learn about the historical sights along the trail. In groups, student will learn about two landmarks, which they will present to the class.

Lesson 9: Mormon & Spanish Trail

S4.O1.c Read “The Oregon and Santa Fe Trials” by Cindy Borden. Stations: to review the Oregon trial and learn about the Mormon and Spanish trail.

Lesson 10: ClosureS4.O1.a,b,c,d Maps with pictures- Students will create their own maps that

include all of the events talked about in class, mapping trails, Native American regions, etc. across the United States to go into their portfolios.

Unit Title: Civil War (Sarah Barrio – Final Project)

Unit Objective 1:Assess the geographic, cultural, economical divisions between regions that contributed to the Civil War.Unit Objective 2: Evaluate the main events, characters, and issues of the time period that impacted like in the past and now. Unit Objective 3: Understand the impact that the Civil War had on the United States of America

Related themes to teach with this unit: Freedom, Equality, and Making Differences.

URL: Summary of this site: http://www.webrangers.us/activities/civilwar/?id=03 Students are taken through a review of the Civil War from both a

Union and Confederate soldier’s point of view. This is a good review of the Civil War.

http://www.neok12.com/quiz/CIVWAR07 Reviews and test the knowledge of key figures of the Civil Warhttp://www.gettysburgaddress.com/HTMLS/v.tour.html A tour of the grounds of Gettysburg today- with descriptions of

what took place there.

Instructional Schedule and Content

Unit Objectives Addressed

by this Lesson

Instructional Strategy

Lesson 1: Intro to Civil War S4.O2

Picture Timeline: Using pictures of the Civil War (Election of 1860, South Carolina first to secede, Lincoln inauguration, union surrender at Ft. Sumter, First Battle of Bull Run, Antietam, Emancipation Proclamation, Gettysburg, etc.) students will create a timeline as an overview of the Civil War to be referred to often during the unit.

Lesson 2: Physical Geography of North & South/

S4. O2.a Read: Text Sets for African Americans in the Civil War. Experts from : “The Emancipation Proclamation” by Brendan January (V), “Freedom Train: The Story of Harriet Tubman” by Dorthy Sterling (T/U), “…If You Traveled on the Underground Railroad” by Ellen Levine (Q), “A Picture Book of Sojourner Truth” by David A. Adler (O). These texts all tell the life for Slaves during the Civil War. The varying readability levels allow differentiation to the student’s abilities.

Lesson 3: Cultural difference of North & South

S4.O2.b Venn Diagram: Using pictures of things associated or common in each region (cotton, cotton gin, slaves, factories, big cities, plantations, etc), groups will discuss their pictures, and place them on the venn diagram (two hula-hoops). As a class, discuss the cultural differences between North and South.

Lesson 4: Conflict of Slavery

S4.O2.c Break the Frame: Give students pictures of African Americans and have students take sides of North and South to explain how slavery was viewed. Decision Ally: Having students on both sides of a line, have them give reasons about why the North or South felt the way they did about slavery. http://www.history.com/topics/civil-war-culture/videos#america-divided

Lesson 5: Main Events of the Civil War

S4.O3.a Found Poem: Students create a poem using word strips from the “Gettysburg Address” after some time has been spend on talking about the main events of the Civil War. http://www.gettysburgaddress.com/HTMLS/v.tour.html

Lesson 6: African S4.O3.a Read “Pink and Say” by Patricia Polacco.Stations: Do “Pink and Say Book Kit” found on the Social Studies CD.

Americans During the Civil War Lesson 7: Key People of the Civil War

S4.O3.b Mini Lesson w/ pictures: Discuss the life of major characters of the Civil War through pictures and maps of their lifes.Interactive Web Activity: Students are tested on their knowledge of key people during the Civil War.

http://www.neok12.com/quiz/CIVWAR07

Lesson 8: Regional Impact of the Civil War

S4.O3.c Interactive Web Activity : Have students be part of a Confederate or Union army and see the impact that it had on the different regions. This activity also serves as a good review of the unit.

http://www.webrangers.us/activities/civilwar/?id=03

Lesson 9: Surrender and Lincoln’s Assassination

S4.O3.a Investigation (Inquiry Lesson) using pictures and original documents, and text sets from “Lincoln, A Photobiography" investigate the death of President Lincoln. Talk about how it connects to the http://www.history.com/topics/civil-war-culture/interactives/john-wilkes-booth-timeline-and-map

Lesson 10: New Ideas of National Identity/ Difficulties of Reconciliation

S4.O3.d Jigsaw: (Reciprocal Reading) this is a large topic to cover so students will go to the website: http://www.digitalhistory.uh.edu/reconstruction/section4/section4_intro.html students will be placed into groups, with each group member having a different job (summarizer, questioner, clarifier, and predictor) Each will read the article and the next article. After reading each groups will discuss what they learned and create a poster with what they think is the most important ideas.

Unit Title: Industrial Revolution (Sarah Barrio – Final Project)

Unit Objective 1: Assess how the free-market system in the United States serves as an engine of change and innovationUnit Objective 2: Describe the wide-ranging impact of the Industrial Revolution (e.g. inventions, industries, innovations). Unit Objective 3: Evaluate the roles new immigrants played in the economy of this time. Related themes to teach with this unit: Inventions, Progression, Hard Work

URL: Summary of this site: http://vimeo.com/1336544 or http://www.youtube.com/watch?v=AaM-A33zuEc

Video of the Erie Canal and how a boat goes through the different locks.

http://www.history.com/videos/the-industrial-revolition#history-of-the-holidays-the-story-of-labor-day

Video of the Assembly Line

http://www.history.com/videos/the-industrial-revolition#john-d-rockefeller-oil-money-and-power

Video of John Rockefeller and his raise and fall in power- this gives an idea of big businesses during the Industrial Revolution.

Instructional Schedule and Content

Unit Objectives Addressed by this

LessonInstructional Strategy

Lesson 1: Intro and Post-War Economic Forces

S4.O4.a

WebQuest/Jigsaw: Students will be broken up into groups. Each group will be given a topic of the Industrial Revolution to learn about from provided websites or books such as, “Spotlight on America: Industrial Revolution”. After time has been give, groups will share their findings with the class.

Lesson 2: America Free-Market System

S4.O4.a Simulations: Have the class make an assembly line. Give students parts of a ballpoint pen, and teams of students have to see how fast they can put the pens back together. If they don’t think of doing it assembly line fashion the first time through, the teacher should have them repeat the activity with each student having an assembly line job and then have the students evaluate to see which worked better.http://www.history.com/videos/the-industrial-revolition#history-of-the-holidays-the-story-of-labor-day

Lesson 3: Industrial Revolution Inventions

S4.O4.b Demonstrations: SteamboatsUsing a hot plate the teacher will bring a teakettle to boil water. He/she will use the steam to drive a pinwheel, thus demonstrating how a steam engine works.Railroads: building with popsicle sticks, and Canals: by showing a picture online. http://vimeo.com/1336544 or http://www.youtube.com/watch?v=AaM-A33zuEc

Lesson 4: Industrial Revolution Industries

S4.O4.b Game: Students play the game of monopoly- with questions about different industries during the Industrial revolution. Given a “make-believe situation” the teacher gives the majority of all the properties to one person and they continue to play- and see the effects of the “teams”. http://www.history.com/videos/the-industrial-revolition#john-d-rockefeller-oil-money-and-power

Lesson 5: New Immigrants During the Industrial Revolution

S4.O4.c Ellis Island Simulation: Students will create their own birth certificates and feel a arriving in a new country. See lesson plan at: http://www.uen.org/Lessonplan/preview?LPid=21654

Unit Title: World War I (Amy Perez – Final Project)

Unit Objective 1: Describe the role of the United States during World War I. (S5.01)Unit Objective 2: Review the impact of World War I on the United States. (S5.01.a)Unit Objective 3: Summarize the key events during World War I.

Related themes to teach with this unit: Courage, Confidence, Justice, Giving Back, Patience, Endurance, and Allegiance

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site: http://www.bbc.co.uk/schools/worldwarone/hq/trenchwarfare.shtml

This site includes two interactive games where 1. The students can catch a glimpse what war/life was like on the trenches, 2.Tests students knowledge about events that happen during WWI.

http://www.pbs.org/greatwar/timeline/ This is a WWI timeline that includes further details on people, places, and events

http://www.besthistorysites.net/index.php/american-history/1900/wwi

Although this site could be used for teachers, students can use it to find first-person resources and various websites to further their knowledge about WW1 (there are links to videos, pictures, newspapers, archives. Etc.)

Instructional Schedule and Content

Unit Objectives Addressed by this Lesson Instructional Strategy

Lesson 1: Beginnings

Unit Objective 3

Maps- Teach a brief overview and then go into how the war started using maps of the important places to make the war more concrete. Students will be given their own maps to be used and filled in throughout the unit.

Lesson 2: Official Declaration of War, total war

Unit Objective 3 PowerPoint and Video: I will inform the class about the official declaration of war. I will then introduce how and why the United States entered the war. (http://www.firstworldwar.com/origins/causes.htm)

Lesson 3:Allies and Central Powers

S5.01S5.01.a

Unit Objective 3

Jigsaw: Students will break into groups and read about both the Central Powers and Allies and their role during the war. (http://www.firstworldwar.com/atoz/alliances.htm) The class will then come together and prevent and discuss their findings.

Lesson 4:Trench warfare

Unit Objective 3 PowerPoint and Break the Frame: I will discuss with the students what trench warfare is and how it affected the war. The class will then Break the Frame demonstrating what they have learned from the lesson using pictures that display images of the operation.

Lesson 5:Technology/Weapons

S5.01S5.01.a

Unit Objective 3

Stations and Graphic Organizer: Using a tree map students will organize and summarize some of the critical weapons and technology used during World War I. At the conclusion all students will record in their journals the weapon

or technology they thought was the most critical to the war. (http://www.shmoop.com/wwi/science-technology.html) drfrde1

Lesson 6: Battles

S5.01S5.01.a

Unit Objective 3

Sequencing: Give students strips of paper with some of the major/influential battles of the war and have them put them in the sequential order.

Lesson 7: Naval Warfare

S5.01S5.01.a

Unit Objective 3

Skits/Making the Frame: Teach the class about naval warfare and the impact it had on the war. Have the students break into groups and re-enact their impression of what naval warfare might have looked like. At the end, have students freeze/create the frame as if a picture had been taken. Then, have additional students come up and tap them to have them speak their thoughts.

:

Lesson 8: United States role in the war

S5.01S5.01.a

Class Discussion: Would World War I have gone differently if the United States had not participated?

Lesson 9: Impact of the war on the U.S.

S5.01S5.01.a

Discovery Box and Video: Students will have items on their desk all describing events from World War I that have impacted the United States from the war.

Lesson 10: Aftermath

S5.01S5.01.a

Unit Objective 3

Discussion and Journal Writing: Discuss the aftermath of the war for various countries and have the students write an article for the class newspaper explaining the lasting affects the war will have for the nation.

Unit Title: Great Depression (Amy Perez)

Unit Objective 1: Summarize the consequences of the Great Depression on the United States. Unit Objective 2: Identify reasons for the Great Depression and how it changed American’s lives.Unit Objective 3: Understand important events during the Great Depression.

Related themes to teach with this unit: Appreciation, Determination, Hard Work, Patience, Perseverance, Persistence, Responsibility, Sacrifice

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site: http://www.history.com/shows/america-the-story-of-us/videos/fdr-a-voice-of-hope#fdr-a-voice-of-hope

This site includes a video that students can watch to learn more about Franklin D. Roosevelt and his terms in office during the Great Depression.

http://www.livinghistoryfarm.org/farminginthe30s/water_02.html This site includes a quick synopsis about the Dust Bowl but also numerous documentaries from people telling their stories about their life during the Dust Bowl.

http://www.youtube.com/watch?v=eih67rlGNhU This is the Great Depression anthem with pictures from the actual time. It allows students to hear the type of music sung back then with visual images.

Instructional Schedule and Content

Unit Objectives Addressed by this Lesson Instructional Strategy

Lesson 1: Life Before the Great Depression

Linking lesson toS5 O1.b

Jigsaw: Students will break into groups and read about some of the key events in the Roaring 20’s and life up to the Great Depression (The Jazz Age, Prohibition, The “Cultural Civil War”, etc. The class will then come together and prevent and discuss their findings.

Lesson 2: A Global Experience

S5 O1.bStimulations and Break the Frame: Students learn about the different types of Great Depressions that happened around the world. They will then look at pictures depicting those Depressions and break the frame. It will help serve as an introductory lesson.

Lesson 3: Stock Market Crash

S5 O1.bPowerPoint and Video: I will inform the students on what the Stock Market is and how it works. I will then introduce how the Stock Market crashed and the effects it had on the United States, along with a video providing supplemental material (http://www.youtube.com/watch?v=RJpLMvgUXe8).

Lesson 4: The Dust Bowl S5 O1.bStations: Students will go through various stations learning about the Dust Bowl. The stations would be as follows 1. Read articles, 2. Watch documentaries, 3. Teacher discussion and 4. Write a summary on what they have learned.

Lesson 5: Turn Your Radio On S5 O2.a

Discovery Box and Video: Students will have items on their desk all describing Franklin D. Roosevelt. From this students will learn about FDR and his role in the Great Depression. ( http://www.history.com/shows/america-the-story-of-us/videos/fdr-a-voice-of-hope#fdr-a-voice-of-

hope).

Lesson 6: Government Programs

S5 O1.bArt Based Instruction: Students will learn about the various types of Government programs that tried to boost the United States economy through facts and images. (Bonus Bill, R.F.C., Emergency Banking Act of 1933, CCC, WPA, NYA, New Deal etc.) There will also be an added emphasis on the New Deal.

Lesson 7: PopulismS5 O1.b

Form of Inquiry: Posing this question: Who do you think should have been held responsible for the welfare of people who were hit hard by the Great Depression? Students will explore their own personal feelings. Then I will introduce what Populism is and have them evaluate/research how they see Populism during the Great Depression.

Lesson 8: Life During the Great Depression

S5 O1.bPowerPoint and Break the Frame: I will discuss with the students how life was during the Great Depression for people (Adults and children). They will then Break the Frame demonstrating what they have learned from the lesson using pictures that display each of these categories of people.

Lesson 9: Life During the Great Depression (continued)

S5 O1.bRead and Write: This lesson covers what life was like for Blacks, Mexicans, and Immigrants. They will read parts from Children of the Great Depression and articles then record their insights in their journal as well as if they lived at that time, what help could they offer these people.

Lesson 10: Coming out of the Great Depression and the United State’s Current Economic Status

S5 O1.bS5 03.

Stations and Graphic Organizer: Using a tree map students will organize the different events that led up to the United States coming out of the Depression (World War II). As well as learning about the United State’s current economic status. At the conclusion all students will record in their journals how the Great Depression has influenced them and their future.

Unit Title: World War II (Amy Perez – Final Project)

Unit Objective 1: Describe the role of the United States during World War II. (S5.01)Unit Objective 2: Analyze how the United States' involvement in World War II led to its emergence as a superpower. (S5.01.c)Unit Objective 3: Summarize the key events during World War II.

Related themes to teach with this unit: Honor, Making a Difference, Service, Learning, Integrity, Community, Patriotism

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site: http://www.besthistorysites.net/index.php/ww2 Although this site could be used for teachers, students can use it to find

first-person resources and various websites to further their knowledge about WWII (there are links to videos, pictures, newspapers, archives. Etc.)

http://www.history.com/interactives/inside-wwii-interactive

Students can go inside WWII and get new insight into the people, battles, and events.

http://ehistory.osu.edu/osu/mmh/ww2/ Interactive website that allows students to view WWII from the beginning, major battles, people and powers, conferences, timeline, and the end of the war.

Instructional Schedule and Content

Unit Objectives Addressed by this

LessonInstructional Strategy

Lesson 1: Beginnings of war

Unit Objective 3

Discovery Box and Video: Students will have items on their desk all describing events from World War II. From this students will learn about the cause of WWII as well as a brief overview of what events the war will carry. (http://www.history.com/topics/world-war-ii)

Lesson 2: US entrance into the war and their role

S5.O1 PowerPoint and Video: I will inform the class about the bombing of Pearl Harbor. I will then introduce how and why the United States entered the war. (http://www.worldwariihistory.info/WWII/United-States.html and http://www.history.com/topics/world-war-ii/videos#attack-pearl-harbor ).

Lesson 3: Axis Powers and Allies

S5.O1.S5.01.c

Unit Objective 3

Jigsaw: Students will break into groups and read about both the Axis Powers and Allies and their role during the war. (http://library.thinkquest.org/C001323/data/alliedvsaxis.html http://www.ushmm.org/wlc/en/article.php?ModuleId=10005177 etc.) The class will then come together and prevent and discuss their findings.

Lesson 4:Battles

Unit Objective 3 Stations and Graphic Organizer: Using a tree map students will organize and summarize some of the key battles during World War II. At the conclusion all students will record in their journals the battle they think was most influential. (http://www.historylearningsite.co.uk/famous_battles_of_world

_war_two.htm) Lesson 5:D-Day

S5.O1S5.O1.c

PowerPoint and Break the Frame: I will discuss with the students the operation of D-Day, what it is and the effects of it.

Unit Objective 3 The class will then Break the Frame demonstrating what they have learned from the lesson using pictures that display images of the operation.

Lesson 6: Technology

Unit Objective 3 Stations: Students will go through various stations learning about the technology. The stations would be as follows 1. Atomic bomb, 2.German U-boats 3.chemical gases and 4. Teacher discussion

Lesson 7: The Holocaust

S5.O.Unit Objective 3

Technology and Journal Entries: Using technology to get first hand accounts and stories we will learn about the Holocaust using both a direct instruction, technology, and journal entries (record their thoughts and feelings about the Holocaust).

h ttp://www.ushmm.org/wlc/en/article.php? ModuleId=10005143

Lesson 8: The Pacific

S5.O1Unit Objective 3

Read and Write: This lesson covers the events that happed in the Pacific during the War specifically with Japan.http://www.ushmm.org/wlc/en/article.php?ModuleId=10005155

Lesson 9: Aftermath of the war

S5.01.cUnit Objective 3

Art Based Instruction: Students will learn about the aftermath of the war and the events that occurred with the United Nations, law suites, etc..

Lesson 10: US as a superpower

S5.01.c Form of Inquiry: Posing this question: Do you think the United States suffered a great deal after the World War II? Students will explore their own personal feelings. Then I will introduce what a Superpower is and have them evaluate/research how they can see the United States as a Super Power during the war.

Unit Title: Social and Political Movements (empty)

Unit Objective 1: Unit Objective 2: Unit Objective 3:

Related themes to teach with this unit: Friendship, Principles of Economics, Tolerance, Awareness of Others, Consequences

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site:

Instructional Schedule and Content

Unit Objectives Addressed by this Lesson Instructional Strategy

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Unit Title: World Power (empty)

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Related themes to teach with this unit: Friendship, Principles of Economics, Tolerance, Awareness of Others, Consequences

List least three technology sites that students could use during this unit: (virtual field trips, interactive learning centers, etc.)

URL: Summary of this site:

Instructional Schedule and Content

Unit Objectives Addressed by this Lesson Instructional Strategy

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