Social+Studies

[|American Revolution Biographies]

Pilgrims and Native Americans Life at Plimoth [|Pilgrim Hall Museum] [|Scholastic First Thanksgiving] [|Wampanoag Tribe Information] [|Wampanoag Thanksgiving] Fast Turtle, Life of a Wampanoag Indian Pilgrim Letter-Mayflower Pilgrim Letter-Plimoth Plantation Wampanoag Letter-Harvesting Wampanoag Letter-Child

Colonial America [|Jamestown Interactive]

Social Studies
Research Connection - American Revolution

[|Ben's Guide to U.S. Government for Kids] - Learn about our government and play some fun games!

[|MacMillan Textbook Website] - Fun quizzes and vocabulary games!

Research Connection - Explorer Websites Use the link below to practice the skills for this unit. []

**The State Standards for this Unit** __ **Geography** __ Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. 5.3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective. 5.3.02 Recognize the interaction between human and physical systems around the world. 5.3.03 Demonstrate how to identify and locate major physical and political features on globes and maps. As documented through state assessment - // **at Level 1, the student is able to** // // **at Level 2, the student is able to** //
 * Content Standard: ** 3.0
 * Learning Expectations: **
 * 3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.
 * 3.02 Recognize the interaction between human and physical systems around the world.
 * 3.03 Demonstrate how to identify and locate major physical and political features on globes and maps.
 * Accomplishments **
 * 1) Locate the major physical features and cities of the United States on a map or globe.
 * 2) Understand the latitude, longitude, the global grid and time zones of the sites within the United States and Tennessee.
 * 3) Recognize landforms, climate, and natural resources as determining factors in the location and development of communities.
 * 1) Describe human settlement patterns and land use in the United States and Tennessee.
 * 2) Explain human modifications of the physical environment.
 * 3) Recognize the impact of extreme natural events on human history.
 * 1) Recognize population characteristics of Tennessee and the United States.
 * 2) Identify and locate the geographical regions of the United States.
 * 3) Explore ways technological advances enabled people to overcome geographic barriers.
 * Performance Indicators State: **
 * 5.3.spi.1. locate continents and significant bodies of water (i.e., the Great Lakes, Atlantic, Arctic and Pacific oceans, Columbia, Missouri, Colorado, Rio Grande, Ohio, Tennessee, St. Lawrence and Mississippi rivers).
 * 5.3.spi.2. determine America's population shifts by interpreting a population map. [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="file:mrsvanorden/PopulationMapLesson.pdf"]] [[file:mrsvanorden/PopulationMapLesson.pdf|PopulationMapLesson.pdf]] [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="file:mrsvanorden/population shifts test.pdf"]] [[file:mrsvanorden/population shifts test.pdf|population shifts test.pdf]]
 * 5.3.spi.3. locate information from an atlas entry.
 * 5.3.spi.4. locate a major United States city using latitude and longitude.
 * 5.3.spi.5. identify the physical and political boundaries of Tennessee.
 * movies to help learn about latitude and longitude (all short clips)

// **at Level 3, the student is able to** // [] As documented through teacher observation - // **at Level 1, the student is able to** // // **at Level 2, the student is able to** // // **at Level 3, the student is able to** //
 * 5.3.spi.6. locate the 50 states using a map with each state outlined.
 * 5.3.spi.7. recognize and compare landforms, climate, and natural resources of the three grand divisions of Tennessee. [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="file:mrsvanorden/landregions.pdf"]] [[file:mrsvanorden/landregions.pdf|landregions.pdf]]
 * 5.3.spi.8. interpret a climograph.
 * Performance Indicators Teacher: **
 * 5.3.tpi.1. draw geographic maps from mental images of Tennessee and the United States of America.
 * 5.3.tpi.2. recognize the five themes of geography: location, place, regions, movement, and relationships with place and use them to analyze geographic issues in Tennessee and regions of the United States.
 * 5.3.tpi.3. understand how the United States acquired new territories and states.
 * 5.3.tpi.4. determine how humans modify, adapt and depend on the environment by researching open range or free grazing land policies of the late 1880's.
 * 5.3.tpi.5. examine and debate uses of land resources.
 * 5.3.tpi.6. create a climograph for the city or region of the school by using area resources.

__[|50 States location game]__ __[|Printable map of the US]__ || __[|Continent matching games]__ __[|More continent and ocean games]__ || __[|Use a map to answer questions]__ __[|National atlas site- very interactive]__ __[|Continents- hands on activity (art)]__ || __[|As The Globe Turns- lesson plan for using a globe to find sites]__ __[|Latitude/Longitude lesson plan]__ || __[|Vocab. and Skill game]__ || __[|US cities, climographs]__ || __[|Map of Tennessee]__ || __[|Tennessee demographics]__ || __[|Current population map]__ __[|Animated World Map- show growth from 1955- 2015]__ || Study Guide for the Unit Test
 * ** D ** || Locate the major physical features and cities of the United States on a map or globe. ||
 * ** A ** || Locate the 50 states using a map with each state outlined.
 * ** A ** || Locate continents and significant bodies of water (i.e., the Great Lakes, Atlantic, Arctic and Pacific Oceans, ** __[|Columbia]__, ** **__[|Missouri]__ , __[|Colorado]__** **,** Rio Grande, Ohio, __[|Tennessee]__ , St. Lawrence and **__[|Mississippi River]__ ), __[|Oceans]__ , __[|Great Lakes]__ , **
 * ** A ** || Locate information from an atlas entry.
 * __[|Atlas]__ **
 * __[|Find major waterways, mts., etc]__ . **
 * ** A ** || Locate a major United States city using latitude and longitude.
 * __[|Latitude/Longitude lesson]__ **
 * ** D ** || Understand the latitude, longitude, the global grid and time zones of sites within the United States and Tennessee.
 * ** D ** || Recognize landforms, climate, and natural resources as determining factors in the location and development of communities. ||
 * ** A ** || Recognize and compare landforms, climate, and natural resources of the three grand divisions of Tennessee. ||
 * ** A ** || Interpret a climograph.
 * ** D ** || Describe human settlement patterns and land use in the United States and Tennessee. ||
 * ** A ** || Identify the physical and political boundaries of Tennessee.
 * ** D ** || Explain human modifications of the physical environment. ||
 * ** D ** || Recognize the impact of extreme natural events on human history. ||
 * ** D ** || Recognize population characteristics of Tennessee and the United States.
 * ** A ** || Determine America's population shifts by interpreting a population map.
 * ** D ** || Identify and locate the geographical regions of the United States. ||
 * ** D ** || Explore ways technological advances enabled people to overcome geographic barriers. ||

Government quiz

__ **Governance and Civics** __ Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world. 5.4.01 Discuss the structure and purposes of governance. TSW view the two video clips to gain knowledge of the amendments studied in 5th grade.
 * Content Standard: ** 4.0
 * Learning Expectations: **
 * 4.01 Discuss the structure and purposes of governance.
 * 4.02 Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.
 * 4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.
 * 4.04 Recognize how Americans incorporate the principles of the Constitution into their lives.
 * 4.05 Understand the relationship between local, state, and national government.
 * Accomplishments **
 * 1) Describe important individual rights including freedom of religion, speech, and press and the rights to assemble and petition the government.

videos........ The first amendment, the reconstruction amendments 5.4.02 Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice. 5.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic. The following three videos are used to explain the rights, responsibilities and privileges of being a good citizen
 * 1) Describe important due process rights including trial by jury and the right to an attorney.
 * 2) Identify and compare leadership qualities of national leaders, past and present.
 * 3) Recognize that a variety of formal and informal actors influence and shape public policy.
 * 1) Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution.
 * 2) Identify the reasons for and describe the systems of checks and balances outlined in the United States Constitution.
 * 3) Summarize the reasons for the creation of the Bill of Rights.
 * 4) Summarize selected amendments to the Constitution such as those extending voting rights of United States citizens.
 * 5) Analyze the post- Civil War amendments to the United States Constitution.
 * 1) Identify examples of rights and responsibilities of citizens.
 * 2) Examine the influence of public opinion on personal decision-making and government policy on public issues.
 * 3) Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form of government.
 * 4) Explain how to contact elected and appointed leaders in state and local governments.
 * 5) Identify key ideals of the United States' democratic republican form of government such as individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations.

The informed voter Council Meetings, Trial procedure, and Jury Duty

TSW complete worksheet quiz after viewing the video clips to assess knowledge of citizenship.

5.4.04 Recognize how Americans incorporate the principles of the Constitution into their lives. 5.4.05 Understand the relationship between local, state, and national government. As documented through state assessment - // **at Level 1, the student is able to** // TSW use website to develop background knowledge [] TSW use kidpiration template to categorize federal branches of government responsibilities. TSW use study island social studies module on branches of government to review and assess knowledge // **at Level 2, the student is able to** // TSW use study island social studies module on amendments to review and assess knowledge TN constitution TSW create Venn Diagram with the two constitutions // **at Level 3, the student is able to** // TSW use website to extend background knowledge [] As documented through teacher observation - // **at Level 1, the student is able to** // // **at Level 2, the student is able to** // Class simulation activity [] TSW use website for steps in the process module [] // **at Level 3, the student is able to** //
 * 1) Recognize and interpret how the "common good" can be strengthened through various forms of citizen action.
 * 2) Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry to inform decision making about and action taking on public issues.
 * 3) Explain selected patriotic symbols and landmarks such as the Statue of Liberty, the White House, and political symbols such as the donkey and the elephant
 * 1) Describe how public policies are used to address issues of public concern.
 * 2) Distinguish between national and state governments and compare their responsibilities in the United States federal system. [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file:mrsvanorden/government dominoes.doc"]] [[file:mrsvanorden/government dominoes.doc|government dominoes.doc]]
 * 3) Explain how individuals can participate in civic affairs and political parties at the national level.
 * 4) Identify leaders in the national governments, including the president and selected members of Congress, and their political parties and describe how they are elected. [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" link="file:mrsvanorden/people in government.ppt"]] [[file:mrsvanorden/people in government.ppt|people in government.ppt]]
 * Performance Indicators State: **
 * 5.4.spi.1 distinguish between the local, state, and federal levels of the legislative, executive, and judicial branches of the American government.
 * 5.4.spi.2. select examples using illustrations of First Amendment freedoms (i.e., speech, assembly, and religion). [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" link="file:mrsvanorden/firstamendmentpictures.ppt"]] [[file:mrsvanorden/firstamendmentpictures.ppt|firstamendmentpictures.ppt]]
 * 5.4.spi.3. recognize the rights established by the 13th, 14th, 15th and 19h amendments. [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" link="file:mrsvanorden/amendments.ppt"]] [[file:mrsvanorden/amendments.ppt|amendments.ppt]]
 * 5.4.spi.4. recognize the differences between the Tennessee State Constitution and the United States Constitution.
 * 5.4.spi.5. differentiate among the purposes stated in the Declaration of Independence, the United States Constitution, and the Bill of Rights.
 * Performance Indicators Teacher: **
 * 5.4.tpi.1 give an example of a conflict and solution between common good and individual rights.
 * 5.4.tpi.2. identify differences between individual rights and responsibilities of American citizenship.
 * 5.4.tpi.3. discuss how America's leaders come to reach thoughtful decisions by identifying goals, exploring actions, and recognizing consequences.
 * 5.4.tpi.4. describe how the Declaration of Independence, the United States Constitution, and the Bill of Rights are the foundation documents of the government(s) of the United States.
 * 5.4.tpi.5. distinguish between people put in positions of power as elected or appointed.
 * 5.4.tpi.6. list rights and responsibilities of citizens at the local, state, and national level.
 * 5.4.tpi.7. explain the role of voting in the democratic process and how this has changed the post Civil War Era.
 * 5.4.tpi.8. practice the voting process by participating in a class or school election.
 * 5.4.tpi.9. create a proposal and trace the steps of making it into law.
 * 5.4.tpi.10. organize a letter writing campaign to elected officials to champion a needed cause;
 * 5.4.tpi.11. explain the rights of minorities in the democratic process and the right to dissent.
 * 5.4.tpi.12. research and evaluate selected court cases of the 20th century to illustrate due process.

Video clips downloaded from powermedia plus for instructional purposes

This Is Your Government: What Does It Mean to Be a Good Citizen?. CLEARVUE & SVE (1999). Retrieved September 6, 2009, from PowerMediaPlus.com: [|http://www.powermediaplus.com]

Just the Facts: The Constitution: The Bill of Rights & Constitutional Amendments. Goldhil (1999). Retrieved September 6, 2009, from PowerMediaPlus.com: [|http://www.powermediaplus.com]

Cindy Holmes @ Baucom
 * Great Election Webquest! (Lots of useful websites and link to other resources. Wonderful ideas to pick and choose from!)[]

Brain Pop - Free Election Videos and activities []

I found this cool video that explains how a teacher in Asheville used Google Earth to review area and perimeter with his 4th graders. Here is the link for the video. [] (Shannon @ Forest Pines Elem)

The First Thanksgiving (this is a cyberhunt search)

This is a great interactive site to learn about the first Thanksgiving []

Constitution Cyberhunt

Energy Cyberhunt

Spreadsheet activity that covers

International Fair Spreadsheet Activities I use this activity after our International Fair each year. In the **__Capitals & Continents__** activity students use online research to locate the capital of each country and the continent it is on. They enter this data into a spreadsheet and sort it to answer questions. In the**__Graphing Temperatures__** activity students students select 3 capital cities and use The Weather Channel website to gather temperature info. This info is entered into a spreadsheet and a graph is created. Students use the spreadsheet & graph to answer questions. (submitted by Linda @ Heritage Elem.)

Be Funky in Fifth Grade I use this activity at the beginning of the year so the students have something to display for Open House. They begin by writing and saving a paragraph about what is special in fifth grade (they are oldest, role models, DARE program, field trip to Jamestown, etc). While they are working on their paragraphs I take their picture using the Mavica camera that saves to a floppy disk. Each disk is numbered to match the students assigned computer in the lab. When the paragraph is complete they open their picture in[|www.befunky.com]. After selecting the effect they like, they copy that image and paste it in their paragraph. I use the ScreenPrint32 application that lets them select the portion of the screen to copy / paste. Students love the many options in befunky and it's a great incentive to finish the paragraph. Teachers are excited to have something different to display and parents love it! (submitted by Linda @ Heritage Elem.)

Story Character Personalized Car Tags Great tie-in to media! I give students an assignment before this class. They are to think of their favorite BOOK character (no movies or cartoons) and come up with a personalized license plate for them. They must keep it within 8 letters/numbers/characters. They must also have a couple of alternate ideas in case their first choice is not available. When they come to class I have them open a picture of a car from a shared folder. They go to the NC DOT website where they can preview personalized plates. When they find a plate that is available for their character, they use ScreenPrint32 to copy the plate and paste it on the car. I hang these in the hall with the character's name hidden for a couple of weeks so other students can guess who is "driving" the car. Multiple versions of the name are necessary because sometimes that plate is already being used in NC...believe it or not, there is someone in NC with a license plate N8THEGR8! Some other recent choices were DREWCREW (Nancy Drew), I8CHOCL8 (Willy Wonka), PIGWARTZ (Harry Potter - hogwartz was already taken), MAID4U (Amelia Bedelia). (submitted by Linda @ Heritage Elem.)



Forces and Motion Webquest for 5th grade Students will research information about forces and motion and then come up with an idea for a new roller coaster. After researching they will test their coater design ideas on specially designed websites. Visit [] and open the document for the lesson, worksheet and rubic. (Submitted by K. Buff @ Lockhart)

Presidential Spreadsheet (Danielle Rawls)

Presidential PhotoStory project (Danielle Rawls)

To introduce website reliability, I used video clips on Blackboard at []

Google Earth Lesson - Nancy Williams

Measurement Conversion
 * Spreadsheet Lesson on Measurement Converstion - Mason McDaniel**


 * Biomes - Wally Myers**


 * 50 States Lesson -** || [[image:https://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
 * [[image:https://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:https://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] ||