Laura Hostetler and Ava Kelley Social Studies Charts

Laura Hostetler and Ava Kelley: 4th Grade
Social Studies: Week 1

Character Trait: Courage
Day 1 Day 2 Day 3 Day 4 Day 5
HKSOL–SS–4–4.1 HKSOL-SS–4–4.1 HKSOL–SS–4–4.1 HKSOL – SS – 4 – HKSOL – SS – 4 – 4.1
Identify/ Interpret Identify/ Interpret Cause and Effect 4.1 Compare/Contrast
artifacts, primary artifacts, primary Cause and Effect historical events
and secondary and secondary
documents documents
The teacher will The teacher will The teacher will The teacher will The teacher will begin
begin the lesson by begin the lesson by have the students begin the lesson by the lesson by having the
having the students having the students read the chapter on reviewing the term students read a book
read the preamble to read chapter two of Free enterprise cause and the term about the attack of Pearl
the Constitution. The their history text. orally. The teacher effect. The teacher Harbor. The teacher will
teacher will introduce The teacher will have will have the will explain cause have the students visit a
the men who crafted the students suggest students identify the and effect website about Pearl
the constitution and ways that elected benefits of free relationships. The Harbor in order to learn
the purpose of the leaders have enterprise. The teacher will provide about the events that
constitution. The affected laws. The teacher will examples of cause lead up to the attack.
teacher will explain teacher will have the summarize each and effect The student will record
the constitutional students listen to section after the relationships. The the events in
convention of 1787. John F. Kennedy’s students read. The teacher will use the chronological order.
The teacher will inaugural speech. teacher will have the class room rules to
show the students a The teacher will students use the demonstrate cause
mural by Diana Ong explain the difference smart board to read and affect
and have the between rights and information about relationships.
students make responsibilities. Thomas Edison.
connections to the
Preamble.
Each student will The students will The students will The students will The students will read a
read a section of the read chapter two of read orally from the offer suggestions to book about Pearl
Preamble to the U.S their text. The chapter. The define cause and Harbor. The class will
constitution. The students will suggest students will list the affect relationships. use the smart board to
students will listen the ways that elected benefits of free The students will learn about the events
and participate as leaders have enterprise. The listen as the teacher which lead up to the
the teacher explains affected the laws of students will use the defines the terms. attack on Pearl Harbor.
the events of the the country. The smart board to read The students will The students will record
First Continental students will suggest information about work in groups to their discoveries in
congress. The presidents that have Thomas Edison. identify possible chronological order.
students will observe made significant The students will causes for the The students will watch
a Muriel by Diana contributions to the learn about Edison’s classroom rules. an interview of someone
Ong. The students govt. The students profits for his What might have who survived Pearl
will work in groups to will listen to J.F.K’s inventions. The happened to create Harbor. The students
identify where the inaugural address. students will work in a necessity for a will write a journal entry
people might be and The students will groups. Each group certain rule? The about the events of the
what they might be work in groups. will explain how the students will also attack on Pearl Harbor
doing. The students Each group will free enterprise identify the results of from the perspective
will explain how each create a two column system helps to breaking rules. The from a soldier aboard of
person is united as chart. The first will encourage groups will present one of the ships. The
citizens of the United be titled Rights. The inventions. the causes and students will read their
States. second will be effects to the class entries to the class.
Responsibilities. and the students D.A Students whose
The students will list must identify which strongest intelligence
their rights and their rule they apply to. area is linguistic will
responsibilities. benefit from the
journal entries.
Hoven, p. 181
Character Trait: Courage
HKSOL – SS – 4 – HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – HKSOL – SS –
4.1 – 4.1 – 4.1 4 – 4.1 4 – 4.1
Compare/Contrast Draw Draw Connections Connections
historical events conclusions/ conclusions/ between past between past
make make and present and present
generalizations generalizations
The teacher will have The teacher will The teacher will have The teacher will The teacher will
the students read a explain that the students read read recent review the previous
book about the attack of conclusions are about early newspaper articles lesson. The teacher
September 11. The drawn based upon migrations to the about fires in the will read an old
teacher will have the facts. The teacher Americas. As the western part of the newspaper article
class visit a website to will have the class class reads, the U.S. The teacher about the Great
learn about the events read about the teacher will have the will have the class Chicago Fire. The
which lead up to the Indians from the students fill out a watch a short teacher will have the
attack on the World Northwest Coast. generalization broadcast from one students compare
Trade Center. The The teacher will have graphic organizer. of the fires. The the articles. The
teacher will have the the class fill out a The teacher will teacher will have the teacher will use the
students record the graphic organizer on separate the class students use the smart board to
events in order and the overhead as they into groups. smart board to display before and
compare then to the read. investigate the after pictures of
events preceding Pearl damages and loses Chicago.
Harbor. caused by the fire.
The students will read a The class will read After reading, the The students will The students will
book about the about the Indians of teacher will introduce record their findings compare the events
September 11th attack. the Northwest. The the 1999 discovery of on the damages of both fires. The
The class will visit a students will fill out a an iceman in caused by the fire. students will use the
website to learn about transparency. The Canada. The The students will smart board to
what caused the attack students will identify teacher will use the watch interviews of determine the losses
of 911. The students three facts from the smart board to help people who have due to the fire. The
will read their text and draw a students research lost homes due to students will
discoveries and conclusion. The the discovery. Each the fires. Groups of compare the losses
compare the events of students will work in group of students will students will create of each fire. The
911 to those of Pearl small groups to list four facts about their own interviews students will
Harbor. The students create a narrative the discovery and where one student compare and
will discuss how the dance that will make a must pretend to be contrast the
attacks on the World describe the events generalization about someone who has difference in
Trade Center and Pearl in their class that the iceman’s lifestyle. lost their home to a consequences
Harbor were similar. day. The students The students will list fire. The students between fires that
The students will also will create props and his possible diet as will perform their happen in the
discuss how they were perform for their well as his specific interviews before the Midwest and those
different. The students classmates. trade. The students class that happen in the
will then work in groups. will them use west.
Each group will conduct crayons, construction
an interview with one of paper, and markers
its members. The to create an
students will pretend illustration depicting
that they are much older the iceman in his
and they are being natural environment.
interviewed about what
they remember about D.A The students
911. who are
kinesthetic
learners will enjoy
being able to act
out the interviews.
Students who are
intrapersonal will
enjoy the Hoven, p. 169
conversation.
Character Trait: Self-esteem
HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4
– 4.1 – 4.1 – 4.1 – 4.1 – 4.1
Sequence Sequence Interpret events Interpret events Evaluate Issues
historical historical from differeing from differeing
events. events. perspectives perspectives
The teacher will The teacher will The teacher will The teacher will The teacher will
display a timeline review the function explain differing begin with a review have the students
and explain how to of timelines. The perspectives by of the previous name the eastern
read timelines. The teacher will review displaying pictures day’s history lesson. states and tell which
teacher will have the what was read in of the same object. The teacher will ones they think were
students construct a the previous Social Each picture will review the differing the original 13
timeline of their lives Studies lesson. The have been taken accounts of English colonies.
from birth to the teacher will have the from a different European The teacher will
present. The students read the perspective. The exploration. The read the introduction
teacher will have the remainder of the teacher will post the teacher will have the to the chapter on the
students share their lesson. The teacher pictures on the class read the 13 colonies. . The
timelines. will write the new board and have the chapter about the teacher will have the
dates on the board. class list observable first colonies which students brainstorm
The teacher will qualities of each. includes the account adjectives that
help the class of the first describe how they
arrange all of the Thanksgiving. would feel as an
dates in a timeline. indentured servant.
After sharing their Each student will The students will The students will The students will
timelines, the make a draw their listen to the teacher read the chapter. name the states
students will read own timelines. The explain the meaning After reading, the which they think
the chapter on the students will then of different students will list were the 13 English
settlement of work in groups. The perspectives. The observations made colonies. The
Jamestown. When groups will work students will list the by the pilgrims of students will
the students read together to find the observable qualities the Native describe how thy
about a certain date, events in the of each picture. The Americans. The would feel as an
the teacher will write textbook that class will read the students will indentured servant.
the date on the correlate to the chapter about new summarize the The students will
board. After dates written on European colonies. events from the continue reading
reading, the teacher their timelines. The The students will Pilgrims point of about the new
will help the class groups will write the work in groups. The view. The class will England Colonies
arrange the dates in events under the teacher will read a then read about the and the Middle
order on a timeline. correct dates on Native American first Thanksgiving Colonies. The
The students will their timelines. The account of the first from the Native students will use the
copy the dates onto students will keep encounter with American’s point of smart board to
their own timelines. their timelines in Europeans. The view. The class will research An
their SS binders for class will then create a Venn Hutchinson. The
future reference. compare the diagram to illustrate class will then read
different accounts of the similarities and the first Amendment.
the first contact differences of how The class will
between Native the Indians and discuss how Ann
Americans and Pilgrims described Hutchinson’s actions
D.A Students how Europeans. each other. were justified
have trouble with according to the first
writing will be amendment to the
allowed to cut out constitution.
the numbers for
the dates and
paste them onto
their timelines.
Bendarz, p. 243
Hoven, p.284
– 4.1 – 4.1 – 4.1 – 4.2 – 4.2
Evaluate Issues Interprit maps; Interprit maps; Locate VA and Locate VA and
landforms, Climate its borders. its borders.
water features characteristics,
historical
events
have the students have the students review the map on begin the lesson by review the previous
read Chapter five of view a map of the land form features having the students lesson. The teacher
their history books. U.S. The teacher and regions of the name their state. will show a map with
The class will read will point out the U.S. The teacher The teacher will Virginia and its
about working and different regions of will show a map of display a map of the surrounding states.
trading in the the U.S. The the U.S. water United States and The teacher will
colonies. The teacher will have the resources. The have the students discuss how
teacher will students color in teacher will have the point out Virginia. Virginia’s natural
periodically pause their own maps to students draw the The teacher will landforms serve as
students reading to show the different water features of the draw the students borders. The
ask questions about regions. The US on their maps. Attention to the teacher will have the
the context of the teacher will display The teacher will states triangular students label
material. The another map that introduce terms that shape. The teacher Virginia’s
teacher will provide illustrates the are related to will draw the surrounding states
an explanation of different landforms. climate. student’s attention on their own outline
the group activity. to the states natural of the east coast.
borders.
The class will read The students will The students will The students will The students will
about working and color in their maps draw the water point to their state label Virginias
trading in the to show the different features on the US on a map of the surrounding states
colonies. The regions of the U.S. on their maps. The United States. The on their own maps.
students will answer The students will students will work in students will The students will
review questions then draw the groups to research describe the states work on a code
about the text. The landforms on their the specific climate triangular shape. buster worksheet.
teacher will have the maps and label of their regions. The students will The students will
class visit a website them. Groups of The students will work in groups to decipher the code in
to learn about the students will be use the smart board research Virginia’s order to write the
triangular trade. given a different to find information. natural borders such names of the states
The teacher will region of the U.S. After the students as the Appalachian near Virginia. The
have two groups The students will finish their research, Mountains and the students will then
write a journal entry use encyclopedias, the groups will Potomac River. recite Virginias
as though they were magazines and the create shoe box Each group of neighboring states
merchants on one of smart board to learn scenes. The students will identify to the class.
the slave ships. seven facts about students will collect how the landforms
The other groups their regions. The and draw land and bodies of water
will write entries as groups will write a features that are serve as borders.
though they were poem about their characteristic of The students will
one of the slaves on regions. The their region. The present their
the slave ships students must students will draw research to the
crossing the include all seven vegetation and class.
Atlantic. The class facts in their poems. animal live that is
will discuss why The students will unique to their DA: Group work is
slavery was wrong. read their poems to region. a great way for the
the other students. students to
interact with each
other and to help
each other with
their work. Marsh, p.327
– 4.2 – 4.2 – 4.2 – 4.2 – 4.2
Locate regions Locate regions Water features Water features American
of VA of VA Indians
display a map of have the students begin the lesson by show a map of display a map of
Virginia’s four recite the song showing a map of Virginia’s water Virginia’s different
regions. The about Virginia’s Virginias different features. The regions. The
teacher will have the different regions. water features. The teacher will divide teacher will have the
students recite a The teacher will teacher will point to the class into class review the
song about write the names of the region that the groups and assign a regions of Virginia.
Virginia’s four Virginia’s regions on students live in and water feature to The teacher will
regions to the tune the board. The have the class each group. The show another map
of Ten Little Indians. teacher will have the identify the major groups will have a of Virginia’s regions.
The teacher will class list different water shed of that map of their body of This map will also
have the students facts such as region. The teacher water. The teacher list the different
use the smart board landforms, crops, will have the class will have the class Indian groups who
to research the four goods and other discuss use the smart board lived in those
regions of Virginia. resources found in relationships to research colonial regions. The
The teacher will the region. between water developments and teacher will write the
divide the class into features and human explorations along regions on the
groups for the dwellings. each river. board.
activity.
The class will sing The students will The teacher will Each group of The students will
about the regions of sing about the have the class use students will create read the names of
Virginia to the tune different regions of the smart board to an acrostic with the each tribe according
to Virginia. The research historical names of their to the region that
Ten Little Indians. students will provide settlements along group’s body of they lived in. The
The class will label fact about the their regions major water. The students students will work in
the regions of different regions and water features. The will research the groups. Each group
Virginia on their write them on the students will work in colonial will be given a
maps. The class board. Each groups or developments along region. The groups
will work in groups student will be given individually. The their river. The will write a poem
to research a picture taken of students will students will write a about each region.
information on the one of the regions. research facts about song that the The poems will
regions of Virginia. The students will the settlements. different explorers include the names
The students will match the picture to The groups will and colonizers of each of the Indian
use magazines and its correct region. draw pictures to might have sung on tribes that lived in
the smart board to The students will illustrate the facts their journeys. The that region. The
research the take a short quiz on that they songs will include students will create
landforms found in Virginia’s regions. discovered. things that they illustrations to go
each region as well H.W. The students might have with their poems.
as some of the will interview family observed about the The students will
natural goods that members about past region. The songs recite their poems.
are produced there. uses of their local will also include
The students will water source. The facts about the
use magazine students will record region.
clippings and the interview in their
drawing material to journals.
create a collage of
each region.
D.A – Students Bendarz, p. 281

whose strongest
intelligence area is
Musical will benefit
from singing
Character Trait:Self-control
– 4.2 – 4.2 – 4.2 – 4.3 – 4.3
American American American English English
Indians Indians; Indians; Colonization Colonization
adaptations adaptations
begin by reviewing begin by reading read How the begin the lesson by read the Christopher
the regions. The The Gift of the Rabbit Fooled having the class Columbus poem
teacher will have Sacred Dog. The Alligator, a tale by suggest why the and have the
each group recite teacher will have the the Muscogee Native Americans students recite it.
their poems as she student suggest Indians. The were called Indians The teacher will visit
calls out their how horses hove teacher will have the and not Americans. http://www.mce
regions. The helped the Native class visit The teacher will .k12tn.net/
teacher will display Americans adapt to http://www.ic.ariz explain the history explorers/chris
and explain the their environments. ona.edu/ic/kmartin behind Columbus’s topher_columbu
different types of The students will /School/amer1.htm exploration. The s.htm to read facts
petroglyphs created suggest how the to learn about their teacher will have the about Columbus’s
by the Native horse has helped land, food, clothing, class visit voyage to America.
Americans. The the Indians secure lifestyles, and http://www.mc The teacher will
teacher will prepare food, shelter, and families. The e.k12tn.net/expl have the students
the “cave surface” clothing. The students will have orers/before_col read sections of the
for the class activity. teacher will provide Native American umbus.htm to learn website.
The teacher will magazines and rhythms planning in about the crusades,
divide the students encyclopedias for the back ground. and the race to find
into groups. the student’s a sea rout to India.
research.
The students will The students will The students will The students will The students will
use their notes listen as the teacher listen as the teacher read along as the recite the Columbus
about Virginia’s reads The Gift of the reads How the teacher reads the Poem. The students
regions to write a Sacred Dog. After Rabbit Fooled events leading up to will read about
short story. The Guided Practice, the Alligator. The Christopher Columbus’s voyage
students will write students will students will use the Columbus’s to the Americas.
their stories using research facts about smart board to discovery of After reading, the
Petroglyphs. Each Buffalo. The research the America. The students will create
group of students students will learn Muscogee tribe. students will create a volcano like the
will write a story about how the The students will spice art. The one that Columbus
about their region Native Americans take notes about teacher will provide passed on his
from a Native used different parts their land, food, each student with voyage. Students
American’s point of of the Buffalo. The clothing, lifestyles, spices from the will make a volcano
view. The students students will and families. The regions that were shape from salt
will use earth toned complete a math students will work in explored by the dough. The
water colors to worksheet about groups. The Crusaders. The students will place a
create their murals. Buffalo facts. This teacher will provide students will draw a bottle cap in the top
The students will worksheet will test each group with felt design in pencil and of the volcano and
also create a key to student’s ability to bags. The students trace it with glue. fill it with baking
explain their add, multiply, will use beads and The students will soda. The students
symbols. The subtract and divide. markers to decorate cover each section will add red food
groups will attempt their own medicine of the design with a coloring to vinegar
to read each others bags like those used different spice until and pour it into the
stories. D.A – Students by the Native the entire design is bottle cap. The
whose strongest Americans. covered. students will watch
intelligence areas the volcano erupt.
are kinesthetic and
interpersonal will
benefit from
interacting with Boyd, p. 491
Boyd, p.386 smart board.
Character Trait: Self-control
– 4.3 – 4.3 – 4.3 – 4.3 – 4.3
Geography; Geography; Charters; VA Charters; VA VA Assembly
Jamestown Jamestown company of company of (1619)
Settlement Settlement London London
The teacher will read The teacher will have The teacher will The teacher will The teacher will begin
The Colony of the students read The identify England and Review the reasons the lesson by dividing
Virginia to the Jamestown Colony. Virginia on a world for the colonization the students into two
students. The The teacher will map. The teacher and groups. The teacher
teacher will use the display a map of the will draw a line from settlement in will give one group a
smart board to attain Jamestown England to Virginia Virginia. The teacher sigh labeled, the Va
a satellite of the peninsula. The map and have the will discuss company. The other
location of will give information students give the importance group will have a sign
Jamestown. The about the reasons as to why of the Virginia labeled the Colonist.
teacher will have the surrounding people would leave charters with the The teacher will
students identify the vegetation, animal life England to settle in class. The teacher explain that the
bodies of water as well as Indian Virginia. The teacher will stress how students in the VA
surrounding the villages and mosquito will discuss good Jamestown was an company will be
Jamestown populations. The reasons for settling in economic venture. allowed to create the
settlement. The teacher will explain Virginia. The teacher The teacher will rules and laws that
teacher will have the that the settlers will introduce the share samples of the the Colonists must
class hypothesize chose the location interest of the Virginia charters from Virginia abide by. The
why the colonist built because it was easy Company of London. teacher will have the
Jamestown on a to defend. The students discuss why
peninsula. teacher will have the that is not right.
students explain how
it was east to defend.
The students will The students will The teacher will A group of students The students will
listen as the teacher hypothesize how the Select a group of will pretend they are separate into groups.
reads The Colony of Jamestown students to hold a boarding the Susan The students will
Virginia . the settlement would sign that says Virginia Constant, Discovery, discuss why the
students will view a have been easy to Company of London. and Godspeed for Colonists should be
satellite image of the defend. The students On the opposite side travel to the New able to govern
Jamestown will answer the of the room, the World. The students themselves. The
peninsula. The following questions. teacher will have one will travel across the students will read
students will offer 1. will the Europeans or two students hold room to Virginia. The their chapter about
examples of other be the first to settle in a map of Virginia. In students will identify the Virginia Assembly
famous Peninsulas. the region? 2. What another section one what they see around of 1619. The
The students will are some advantages student will portray them when they students will discuss
name the bodies of and disadvantages of the king by wearing a arrive. List the the significance of the
water that surround living on the river? paper crown and responses on a chart. House of Burgesses.
the peninsula. The After answering the holding a poster that The teacher will The students will also
students will questions. The looks like a charter. reinforce the idea that discuss why it was
hypothesize why the students will separate The teacher will there were lots of necessary to
colonists built the into groups and begin explain the scenario forests and establish self-
colony on a draw the blueprints of how the Va wilderness and that government.
peninsula. The for creating their won company requested a the inhabitants were
students will write a Jamestown fort. charter from the King Eastern Woodland D.A – Students
diamante poem about to voyage to the new Indians, specifically whose strongest
the geography of world. The teacher the Algonquian intelligence areas
Jamestown. will give each student language group and are kinesthetic and
a script to act out. Powhatan tribe. interpersonal will
benefit from
interacting with
Marsh, p. 624 smart board.
Character Trait: Integrity
– 4.3 – 4.3 – 4.3 – 4.3 – 4.3
VA Assembly Jamestown; Jamestown; Jamestown Jamestown
(1619) Africans and Africans and Hardships Hardships
Women Women
The teacher will The teacher will The teacher will The teacher will The teacher will begin
begin the lesson by begin the lesson by begin by having the begin by reading The by having the
dividing the students having the students students read an Paradox of students read about
into two groups. The view a map of the account of one of the Jamestown. The the first winter of the
teacher will give one triangular trade. The first women in the teacher will have the Jamestown
group a sigh labeled, teacher will write Jamestown colony. students read about settlement. The
the Va company. The Virginia, England, The teacher will have the “starving time”. teacher will have the
other group will have and Africa on the the class visit a The teacher will have students list several
a sign labeled the board. The teacher website that will the student’s list reasons that the
Colonist. The will have the class guide the students things that caused so colonists were not
teacher will explain identify which goods through a virtual tour many deaths. The prepared for survival
that the students in came from which of Jamestown. The teacher will have the in the new world. The
the VA company will countries. The teacher will have the students suggest how teacher will have the
be allowed to create teacher will have the student’s record the geography of the students. Create a
the rules and laws students suggest information about the region contributed to brochure to try and
that the Colonists which goods from role of women in so many deaths. The get other Englishmen
must abide by. The Virginia were early Jamestown. teacher will have the to come to the new
teacher will have the produced or grown by The teacher will have students list some of colonies to settle.
students discuss why slaves. the students evaluate the diseases.
that is not right. the importance of
women in the colony.
The students will The students will The students will The students will The students will read
separate into groups. identify which goods read an account of listen as the teacher about the first winter
The students will were produced in one of the first reads the Paradox of of the Jamestown
discuss why the each country. The women in the colony. Jamestown. The Settlement. The
Colonists should be students will suggest The students will use students will read students will list
able to govern which goods from smart board to visit a about the starving several reasons that
themselves. The Virginia were website that will time. The students the colonists were not
students will read produced or grown by guide them through a will list the diseases prepared for surviving
their chapter about slave labor. The virtual tour of the that were prominent in the new world. The
the Virginia Assembly students will read a colony. The students during this time. students will work in
of 1619. The journal of an African will take notes and Students will work in groups to create
students will discuss American in the use their notes to groups to research brochures. The
the significance of the Jamestown colony. evaluate the one of the diseases students must tell
House of Burgesses. The students will importance of women that caused deaths. about the hardships
The students will also record their daily in early Jamestown. The students will use but they must use
discuss why it was events. The students The students will then modern research to adjectives that make
necessary to will listen to an work in groups to conclude what the them seem less
establish self- African American folk make pottery like the colonists could have harsh.
government. tale. The students women in Jamestown done to prevent the
will write a letter to an made. The students disease.
African American will use watercolors
slave thanking them to decorate their D.A – Students
for the work that they sculptures. whose strongest
did which helped to intelligence area is
develop America. interpersonal will
benefit from
working in a group.
Bendarz, p. 276
HKSOL – SS – 4 – HKSOL – SS – 4 – HKSOL – SS – 4 – HKSOL – SS – 4 – HKSOL –
4.3 4.3 4.3 4.3 SS – 4 –
English/Powhath English/Powhath English/Powhath English/Powhath 4.4
an relationships an relationships an relationships an relationships Agricultur
e and
Slavery
The teacher will review The teacher will have The teacher will read The teacher will begin by The teacher
the terms “culture” and the students review How the Rabbit reading The Gift of the will display a
“environment “ as the the culture of the Fooled Alligator, a Sacred Dog. The teacher map of
terms relate to the powhathan people. tale by the will have the student Virginia’s
Powhathan people. The teacher will have Muscogee Indians. suggest how horses hove different
The teacher will have the students write The teacher will have helped the Native regions. The
the students look at a some of the facts on the class visit Americans adapt to their teacher will
Virginia map of the board. The http://www.ic.ariz environments. The have the class
Jamestown. The teacher will have the ona.edu/ic/kmartin students will suggest how review the
teacher will explain class read The Double /School/amer1.htm the horse has helped the regions of
how the region Life of Pocahontas. to learn about their Indians secure food, Virginia. The
provided the Indians The teacher will use land, food, clothing, shelter, and clothing. The teacher will
with all of their needs. the smart board to lifestyles, and teacher will provide show another
The teacher will have research information families. The magazines and map of
the students watch a about Pocahontas and students will have encyclopedias for the Virginia’s
video about how the how she helped the Native American student’s research. regions. This
powhathan organized Jamestown settlement. rhythms planning in map will also
their society the back ground. list the different
Indian groups
who lived in
those regions.
The teacher
will write the
regions on the
board
The students will The students will The students will The students will listen as The students
review the terms review the culture of listen as the teacher the teacher reads The will read the
culture and the powhathan people. reads How the Gift of the Sacred Dog. names of each
environment as they the students will write Rabbit Fooled After Guided Practice, the tribe according
relate to the powhathan the facts on the board. Alligator. The students will research to the region
people. The students The students will read students will use the facts about Buffalo. The that they lived
will watch a vide about The Double life of smart board to students will learn about in. The
the Powhathan people. Pocahontas. The research the how the Native students will
After watching the students will research Muscogee tribe. The Americans used different work in groups.
video, the students will facts about students will take parts of the Buffalo. The Each group will
create a poem Pocahontas and how notes about their students will complete a be given a
comparing the societies she helped the land, food, clothing, math worksheet about region. The
of the Jamestown colonists. The lifestyles, and Buffalo facts. This groups will
settlers to the students will then work families. The worksheet will test write a poem
Powhathan Indians. in groups. Each group students will work in student’s ability to add, about each
will role-play how groups. The teacher multiply, subtract and region. The
Pocahontas saved will provide each divide. poems will
John Rolf’s life. group with felt bags. include the
The students will use names of each
beads and markers of the Indian
to decorate their own tribes that lived
medicine bags like in that region.
D.A – Students those used by the The students
whose strongest Native Americans. will create
intelligence area is Bendarz, p. 232 illustrations to
Kinesthetic will go with their
benefit from role- poems. The
playing Marsh, p. 267 students will
Marsh, p. 263 recite their
poems.
– 4.4 – 4.4 – 4.4 – 4.4 – 4.4
Agriculture and American American Geography; Geography;
Slavery Cultural Cultural Relocation of Relocation of
Landscape Landscape VA’s Capital VA’s Capital
present effects show the aim in answering look at how and look at how and
and influences students “Where did the why the capital of why the capital of
that agriculture examples of various cultural Virginia was Virginia was moved
moved from from Williamsburg
had on the things that are groups settle?” Jamestown to to Richmond with
Virginia Colony influenced by a The teacher will Williamsburg. One the students. The
and slavery. person’s beliefs, have a map of reason that will be teacher will have a
Tobacco became customs, and Virginia with the discussed is how map out of where
the most cultures. The four groups the dirty living the old and new
profitable teacher will also marked conditions in capital are located
agricultural mention (removable Jamestown made along with the
product in examples of markings) on the them move the location of the
Virginia. The places that have map of where capital to English. The
Williamsburg. teacher will help
teacher will also been named in they settled. The the students grasp
mention how reflection of a groups will *HEALTH: the reasons for
tobacco culture. include the Incorporate the moving the location
influenced the English, importance of of the capital and
encouragement Germans and having clean living why being further
for slavery. Scotch-Irish, conditions still away from the
Africans, and today. English mattered
American enough to move
Indians. the capital.
pay close think of and draw actively participate actively participate actively participate
attention to the different things in the discussion of in the discussion of in the discussions
the teacher the reasons for of the reasons for
presentation that could be moving the capital
discussing the moving the capital
about the effects influenced by areas where the from Jamestown to from Williamsburg
and influences of their own beliefs four groups settled. Williamsburg. They to Richmond. The
agriculture on the after viewing the They will also need will also identify students will locate
Virginia Colony. examples of ways that they could
to pay close where the old
have improved the
The students will things that have attention to the dirty living
capital and the new
grasp that been influenced map. After the conditions back then capital are located
tobacco by beliefs and class has become and also mention in on a map in
encouraged cultures in the familiar with the discussion how they relation to the
slavery. The area. map, the teacher are keeping their location of the
will remove the living environment English and why
students will labels. The the capital needed
clean today. They
write a DA: Hands on students will then will also compare to be further away
paragraph on activity like art have to match the the different ways of from the English.
ways that they is a great way group to the right keeping the living
think that the for ADHD and area of settlement. conditions clean
tobacco crops kinesthetic today to the ways
back then when the
could have been learners to use
capital was moved.
ran without using up some extra
slavery. energy.
Character Trait: Reliability
HKSOL – SS – 4 HKSOL – SS – 4 – HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4
4.4
– 4.4 – 4.5 – 4.5 – 4.5
Money, Barter,
Money, Barter, Credit Reasons for Reasons for Revolutionary
Credit American American War; George
Revolution Revolution Washington,
Thomas
Jefferson,
Patrick Henry
help the students review with the discuss the have an enlarged look at the
to become students the difference in copy of the different roles
familiar with the different terms that thoughts of the Declaration of that took place in
were discussed in
common terms the lesson the day
colonists and the Independence. the Revolutionary
that are used before. The English on how The teacher will War era. The
with money, teacher will assign the colonies ask the students teacher will
barter, and parts from the should be if they know prepare index
credit. The terms to the governed. The anything about cards each with a
teacher will do students. The teacher will this document different role with
this by having teacher will assist discuss with the before lines for the
the words on a the students as students who mentioning students to say
poster with their they act out using each group anything about according to the
one of the terms
definition. The from the previous
should have the document. role of that
teacher will also lesson. power over the The teacher will person or group
have the DA: Role play is a colonies. show the from the era.
students try to great way for the students the high The teacher will
think of ways that students to importance of the direct the
some of the interact and for Declaration of students as they
terms are still some to use Independence. play out the part
used today. some extra of the role from
energy. the era.
actively have to remember actively participate actively participate listen to the
and pay close in the discussion in the discussion
participate in the discussion about
attention to the about how the about the
discussion about colonies were to be Declaration of the different roles
review of the terms
the terms from the previous governed. The Independence and from the
concerning lesson. The students will also offer any information Revolutionary
money, barter, have to realize that that they already War Era. They
students will be
and credit. The these conflicting know about this will be given a
assigned a part
ideas brought about important document.
students will also concerning the one of the reasons The students will
card with a role
have to think of terms covered. for the American also be assigned a and lines to
ways that the They will have to Revolution. They small section of the match that
terms are still act out the word will have to write a Declaration of particular role.
used today and based on the paragraph on how Independence and They will do role
definition that they they think that it will have to write a
how they could are familiar with
play to see how
could have been paragraph on why
used. from the previous handled without the they think that the the important
lesson. war. assigned portion is roles may have
an important taken place
portion. during the
Revolutionary
War.
Character Trait: Reliability
HKSOL – SS – 4 HKSOL – SS – 4 HKSOL – SS – 4 – HKSOL – SS – 4 – HKSOL – SS – 4 –
– 4.5 – 4.5 4.5 4.6 4.6
Revolutionary Victory at Review of the George James Madison
War; George Yorktown Revolutionary Washington
War
Washington,
Thomas
Jefferson,
Patrick Henry
discuss the make a timeline take the class to help the students help the students
contributions that of the events the computer lab to understand why to understand why
George leading up to and and log them onto George James Madison is
the site of Washington is referred to as the
Washington, during the victory www.solpass.org. referred to as out “Father of the
Thomas at Yorktown. The The teacher will country’s Father. Constitution”. The
Jefferson, and teacher will help them get to The teacher will teacher will also
Patrick Henry discuss with the the game of make a biography make another
made during the students the Revolutionary poster of George biography poster
Revolutionary importance of the Matchup. In this Washington. The for James
War. The victory and what game the teacher poster will include Madison. This
teacher will have it meant that the will have the that he was a poster will include
posters made of Americans won students print the Virginian, 1st the important
final page where President, and a role(s) that James
each person. at Yorktown. The they are graded on strong leader Madison played in
The teacher will teacher will also how many blanks among other getting the
also prepare a have timeline they answered things. Constitution and
matching worksheets correctly. The help writing the
worksheet with prepared for the teacher will also Constitution.
each person and students to fill in keep check on the
his contributions. some of the activity of the
dates and events students to make
of the war sure they to not
wander to other
leading up to and websites.
during the victory DA: Using the
at Yorktown. computer can
help improve fine
motor skills.
The students will The students will The students will act The students will The students will
actively participate participate in the respectively in the participate in the participate in the
in the discussion discussion about the computer lab and discussion about discussion about
importance of the stay on the site that George Washington. James Madison. The
about the
victory at Yorktown. the teacher sends The students will help students will observe
contributions of They will also have to them to for the the teacher to finish the important facts
George comment on why activity. In this game the biography poster that are on the
Washington, they think that it is the students will have by mentioning things biography poster of
Thomas Jefferson, importance that the to chose the correct that they already James Madison.
and Patrick Henry Americans won the word or phrase that know about George They will have to
during the battle at Yorktown. should go in each Washington. They make a mini
Revolutionary War. The students will also blank in the will also have to biography poster of
have to fill in a paragraph that is make their own James Madison.
They will have to
timeline of the events provided through the biography mini poster They will also have to
match the leading up to the game. The students of George practice
contribution to the battle and during the will print the final Washington. compromising as
contributor on a battle at Yorktown. page where they are James Madison did
worksheet. graded on their with the Constitution
accuracy of filling in through role play.
the blanks.
Character Trait: Cooperation
– 4.6 – 4.6 – 4.6 – 4.6 – 4.7
VA Declaration VA Statute for Geography; Geography; Civil War;
of Rights Religious Western Western Difference
Freedom Migration Migration between
northern and
southern states
help the students help the students have the students review the concept make a timeline of
to understand the to understand the look at the of culture the events leading
importance of the importance of the influences that landscapes. The up to the Civil War.
VA Declaration of Virginia Statue of made Virginians teacher will discuss They will include
Rights. The Religious move to the the different things the events of Nat
teacher will also Freedom. The western frontier. that the people Turner, the try to
present key points teacher will also The teacher will took with them end slavery, and
about the VA have the students look at the along with the path the Underground
Declaration of look at the influence of that they took. The Railroad among
Rights like the influence this had tobacco and teacher will have other important
author and on the Constitution. having to look for an enlarged map events. The
important They will look at new opportunities. with the path teacher will have
statements for the who the author is The teacher will highlighted. the students make
Declaration. and the influence concentrate on the their own timeline
that it had influence of of the events
specifically on the agriculture on the covered that led up
Constitution. move. to the Civil War.
actively participate actively participate participate in the participate in the participate in the
in the discussion in the discussion discussion of the discussion about discussion of the
about the VA about the Virginia influences of the things that the events that lead up
Declaration of Statue of Religious tobacco and people took with to the Civil War.
Rights. They will Freedoms. They having to find new them and the path They will also
pay close attention will look at the opportunities on that they took. The closely observe the
to the things that contributions that the move. They students will also timeline that was
George Mason Thomas Jefferson will look at the observe the map of made by the
included. The made in writing the different influences the path. They will teacher. They will
students will write Statue. They will of agriculture. have to identify the have to complete
their own compare this to the They will research path taken on their their own timeline
declaration of first Amendment of the effects of own map. They of the important
rights. They will the Constitution tobacco crops to will also write a events leading up
have to include and find the be able to have a paragraph on to the Civil War.
things that they similarities and better grasp on something that The teachers
think are important differences. why tobacco they will take with timeline will be
that will not only influenced the them if they have taken down in
benefit themselves move. to move similar to order for the
but will also benefit that of what the students to be
others. Virginians took with checked for how
them when they much they were
moved. paying attention.
The students may
DA: Allow those take simple notes
who have a difficult during the
time with discussion.
handwriting to type
their paragraph.
HKSOL – SS – 4 HKSOL-SS–4– HKSOL-SS–4– HKSOL–SS–4– HKSOL–SS–4–
– 4.7 4.7 4.7 4.8 4.8
Civil War; Role of VA in Role of VA in Reconstruction Reconstruction
Difference the Civil War the Civil War in VA in VA
between
northern and
southern states
look at how have a timeline provide materials discuss with the discuss the
Virginia seceded made of the that the students students some of measures that
from the Union and important events of need to make their the problems that Virginian took during
how West Virginia the Civil War that presentations of Virginia faced the reconstruction
became a state. Virginia played an their research. during the period to help solve
The teacher will important role in. The teacher will reconstruction the problems that
they were facing.
mention some of Te timeline will have the students period after the
The teacher will also
the reasons for the include the Battle present in the war. The problems
have the students
succession. One of Bull Run, Robert order that the that were faced compare their ideas
of the reasons E. Lee defeating evens appear on include the ruined for helping to deal
being that they the Union troops at the timeline. The economy, freed with the problems to
could not resolve Fredericksburg, teacher will help slaves needing the actual ways that
their differences on Richmond falling to the students housing, food, they dealt with the
economic issues Grant, the sea prepare and grade clothing, and jobs, problems. The
and slavery. The battle, and the end the students on banks were closed, teacher will provide
teacher will also of the Civil War their presentation and railroad, the students with a T
show that West taking place at of their research bridges, chart to record the
Virginia was Appomattox Court and their accuracy plantations, and actual measures in
formed because of House in April of of the event. crops were relation to the
Virginia seceding 1855. DA: Having the destroyed. The measures that the
from the Union. students present teacher will discuss students came up
their topics is a with the students with in the previous
great way to possible ways that lesson.
practice public the problems could
speaking and to be helped or
allow the solved.
students to use
up extra energy.
actively participate pay close attention finish researching actively participate pay attention to the
in the discussion of to the teacher their event from the in the discussion of discussion about the
the succession during the timeline. They will the problems that measures that
from the Union and discussion about put together a Virginia faced Virginians took
the forming of the important roles simple during the during the
West Virginia. that Virginia held presentation. The reconstruction reconstruction
period. The
They will have to during the Civil students will period. They will
students will
write a paragraph War. The students present their also offer up ways
compare the actual
on the reasons will also research research findings that they think measures taken to
what were given one of the major on the events to could have helped the measures that
for either the roles, mentioned the class. They in this period being they thought of in
succession from above. They will will have to go in discussed. They the previous lesson.
the Union or the present their the order of the will also offer up They will record
formation of West finding in the next events as they are ways that they these comparisons
Virginia. lesson. listed on the could have helped on the T chart
timeline. if they were alive provided by the
then. teacher.
HKSOL–SS–4– HKSOL–SS–4– HKSOL–SS–4– HKSOL–SS–4– HKSOL–SS–4–
4.8 4.8 4.8 4.8 4.9
Segregation Segregation Importance of Importance of VA Urbanization
and “Jim Crow” and “Jim Crow” Railroads, new Railroads, new (1900)
industries and industries and
growth of cities growth of cities
help the students have a chart present the review the help the students
to know what Jim made of the importance of the concepts of the to come of an
Crow laws were. effects of the Jim railroads, new railroads, new understanding of
The teacher will Crow laws. The industries, and industries, and why Virginia
look at specific main effect that the growth of the growth of the changed from an
Crow laws. The will be listed is cities. The cities. The agricultural to an
teacher will that of teacher will show teacher will industrial society
compare them to segregation. It the many areas provide the in the 12th
laws today and will be listed with that began to students with art century. The
show the its definition. grow after the supplies. The teacher will list
students how The teacher will Civil War. The teacher will have the reasons why
much the laws have the teacher will have the students agriculture
have changed for students write a a map of the paint any aspect started to
the good. paragraph on different areas of the concepts decline. The
how they think that grew and that were teacher will have
they could have marked with the reviewed. They the students
peacefully fixed railroads and can choose any think of ways that
the effects of the industries. area that was could have
Jim Crow laws. discussed about helped Virginia to
the railroads, say an
new industries, agricultural
and growth of the society.
cities.
look at what Jim pay close participate in the participate in the participate in the
Crow laws were. attention to the discussion about review of the discussion about
They will chart made by the importance of railroads, new the decline of
participate in the teacher of the railroads, industries, and agriculture as the
comparing the the effects of the new industries the growth of the society of Virginia
crow laws to the Jim Crow laws. and the growth of cities. They will changed from
laws of today. The students will the cities. The then paint a agriculture to an
They will look at write a students will picture of any industrial society.
the differences of paragraph on closely observe area that was The students will
the laws and see how they would the map and will reviewed; write a paragraph
how much better have tried to have to identify railroads, new on two ways that
the laws are peacefully the different industries, and they think would
today than they correct he Jim areas and points the growth of the have helped the
were back then. Crow laws. that were labeled cities. society to stay as
on the map DA: Painting an agricultural
presented by the can help with society.
teacher. fine motor
skills.
Character Trait: Respect
4.9 4.9 4.9 4.9 4.10
Desegregation Desegregation Contributions Contributions Three Branches
and Massive and Massive of famous of famous of Government)
Resistance in Resistance in Americans Americans
VA VA (1900-present) (1900-present)
help the students help the students present the present introduce the
to come to have to have an contributions of contributions three branches of
an understanding understanding Maggie L. Walker made by Arthur government to
of how about the Civil and Harry F. R. Ashe, Jr. and the students.
desegregation Rights Byrd, Sr. The L. Douglas The teacher will
came and how it Movement, the teacher will show Wilder. The provide the
affected the Supreme Court the students the teacher will show definition and
people living in ruling in 1954, impact of the two the impact of the examples of what
that day. The and the Massive major two major each branch of
teacher will Resistance. The contributions that contributions that government does
explain the teacher will show these two people these two people in relation to
meaning of the students how made. made. The each other. The
desegregation to desegregation teacher will also teacher will
the students. and integration have a provide the
The teacher will work into the worksheet for the students with a
also explain what Civil Rights students to worksheet of
integration is and Movement, the match the having to match
how it was Supreme Court contributions of the definition to
introduced along Ruling, and the today and the the correct
with Massive previous lessons branch of
desegregation. Resistance. with the person government.
who made the
contribution.
actively participate pay close attention listen to the listen to the actively participate
in the discussion to the discussion presentation of the presentation of the in the discussion
about about the Civil contributions made contributions made about the three
desegregation and Rights Movement, by Maggie Walker by Arthur R. Ashe, branches of
integration. The the Supreme Court and Harry Byrd, Sr. Jr. and L. Douglas government. The
students will learn Ruling, and the The students will Wilder. The students will have
to appreciate the Massive also have to write a students will write to complete a
concept of Resistance. The paragraph on how a paragraph on worksheet where
desegregation and students will have the contributions how one of the they will have to
integration. They to write one page helped the state contributions match the definition
will realize that if it on how the Civil and the rest of the helped the state of a branch of
weren’t for this, Rights Movement United States. and the rest of the government with
that they would and the Supreme United States. the correct name of
most likely not Court Ruling DA: Allow those They will also have the branch. They
have some of the changed life for the students who to match the will also have to
good friends that good. have difficulty contributions from identify whether the
they have today. with handwriting this lesson and the branch if city, state,
to type their previous lesson to or federal level.
paragraph. the contributor.
Social Studies: Week 33: REVIEW WEEK FOR STANDARDIZED TESTING
Character Trait: Respect
HKSOL 4.1 and HKSOL 4.3 and HKSOL 4.5 and HKSOL 4.7 and HKSOL 4.9 and
4.2 4.4 4.6 4.8 4.10
do review games do review games do review games do review games do review games
and other and other and other and other and other
activities activities activities activities activities
concerning concerning concerning concerning concerning
HKSOL 4.2 to HKSOL 4.4 to HKSOL 4.6 to HKSOL 4.8 to HKSOL 4.10 to
review the review the review the review the review the
material for the material for the material for the material for the material for the
students before students before students before students before students before
the standardized the standardized the standardized the standardized the standardized
testing week. testing week. testing week. testing week. testing week.
actively actively actively actively actively
participate in the participate in the participate in the participate in the participate in the
review games review games review games review games review games
and other and other and other and other and other
activities activities activities activities activities
concerning concerning concerning concerning concerning
material for material for material for material for material for
HKSOL 4.2 HKSOL 4.4 HKSOL 4.6 HKSOL 4.8 HKSOL 4.10
before the before the before the before the before the
standardized standardized standardized standardized standardized
testing week. testing week. testing week. testing week. testing week.
Character Trait: Citizenship
4.10 4.10 4.10 4.10 4.10
Three Branches Industries of Industries of Prosperity; Prosperity;
of Government VA’s five VA’s five transportation, transportation,
regions regions communication communication
and technology and technology
provide the present the present the present the present the Federal
students with three different industries different products advances that impact on the
different situations that are known for that are Virginia has made Virginia economy.
that should be the five regions of produced/found in in transportation The teacher will
discussed. The Virginia (Tidewater, the five different and bring up tourism to
teacher will also Piedmont, Blue regions of Virginia. communication. the zoos,
divide the students Ridge Mountains, The teacher will The teacher will museums,
into three groups Valley and Ridge, provide the ask the students beaches, and other
representing the and Appalachian students with art what kind of tourism spots as a
three branches of Plateau). The supplies. The advances they major source of
government. The teacher will have teacher will have think that Virginia Virginia’s economy.
teacher will have the students do the students has made in The teacher will
the students act as research on one draw/paint on transportation and also mention how
their assigned region and its product that is from communication products that are
branch of industry. one of the five along with made in Virginia
government. regions of Virginia. technology. are sent to different
areas in the United
States impacts the
economy in
Virginia.
review their pay attention to the pay close attention pay close attention pay close attention
assigned branch of presentation of the to the presentation to the presentation to the presentation
government. They five regions’ of the products about the about the Federal
will also have to industries. After from the five advances that impact on the
work on the given the presentation, regions of Virginia. Virginia has made economy of
situation on their the students will The students will about Virginia. The
assigned level of have to do have to pick a transportation, students will
government. The research on one of product and draw communication, identify ways that
students will do the industries and or paint that and technology. their families
this as a role play. write a paragraph particular product. The students will impact the
This activity will on that industry, After drawing the also have to think economy in
help the students including why that product, the of ways that Virginia. Some of
to become familiar industry is student will have to Virginia has the ways identified
with and have a important. write at least two advanced in the may include buying
better DA: Allow those sentences on why given areas. They groceries, going on
understanding of who have a that product is will also have to vacation to the
the three branches difficult time with important for every identify ways that beach, or going on
of government. handwriting to day life. they use the field trips to
type their advances museums.
paragraph. everyday.
KEY
A – art
CI – community involvement – collaboration with the community
CC – collaboration with colleagues
CL – cultural literacy and diversity
CM – communication
CZ – citizenship
DA – differentiation / accommodation
E – evaluation
GA – group activity
L – literacy
LA – Language Arts
LI – listening
LS – life skills
H – health
HS – home / school connection – collaboration with families
HW – homework
M – math
MA – manipulative activity
MO – movement / physical education
MU – music
OL – oral language / public speaking
PS – problem solving / critical thinking
R – reading
S – science
SS – social studies
T – technology
TX – text
W – writing
Resources
Bednarz, S. (2003). Share our world. Teacher's book. Boston: Houghton Mifflin.
Bednarz, S. (1997). Build Out Nation. Teacher’s Book Grade 5.2. Boston: Houghton
Mifflin
Boyd, C. D. (2005). Scott Foresman social studies. regions grade 4. Glenview, Ill:
Scott Foresman.
Boyd, C. D., & Berkin, C. (2005). Scott Foresman social studies building a nation.
Princeton, N.J.: Recording for the Blind & Dyslexic.
Fischer, Max W. (1993). American History Stimulations. California: Teacher Created

Materials.
Hoven, L., Apodaca, B., & Spence, P. (1990). Native Americans. Teacher created
materials, TCM-285. Huntington Beach, Calif: Teacher Created Materials.
Marsh, C. (2000). The big Virginia reproducible activity book! [Peachtree City, Ga.]:
Gallopade International.
SOL Pass. Retrieved December 8, 2007. www.solpass.org
Vriesenga, Daryl. (1996). Daily Detectives: Presidents: Grades 3-5. Grand Rapids,
MI: Instructional Fair.

Laura Hostetler and Ava Kelley Social Studies Charts

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Laura Hostetler and Ava Kelley Social Studies Charts

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Laura Hostetler and Ava Kelley: 4th Grade

Social Studies: Week 1

D.A – Students Bendarz, p. 281

Fischer, Max W. (1993). American History Stimulations. California: Teacher Created

SOL Pass. Retrieved December 8, 2007. www.solpass.org

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