Elementary Social Studies Grade 3-5
Alignment of MCPS Social Studies Objectives with State Standards of Learning Grade 3 The student will compare and contrast these characteristics of the ancient civilizations of Greece and Rome with present day Virginia: geographic features; government; agriculture; architecture; music; art; religion; sports; and roles of men, women, and children; lifestyles of people such as housing clothing, food and vocations.ACTIVITY C/T SOL 5.2, 5.3, 5.4 Divide students into groups to research suggested topics using text, magazines, encyclopedias and internet resources. Students can then use Claris Slide Show, Kid Pix or Hyperstudio to create a multimedia presentation about their assigned topic. RESOURCES Ancient Rome (Atlanta, 1998) http://www.coreknowledge.org/CKproto2/resrcs/lessons/398AncientRome.htm Ancient Rome (Denver, 1997) http://www.coreknowledge.org/CKproto2/resrcs/lessons/3RomeAncient2.htm The Roman Civilization http://www.coreknowledge.org/CKproto2/resrcs/lessons/3Romanciv1.htm The student will chart selected European explorers to the New World-John Smith and the Virginia Company-Jamestown (English), Champlain Quebec (French), Ponce de Leon St. Augustine (Spanish) in terms of the following: settlement; sponsors; motivations; obstacles; successes; and impact on native populations. ACTIVITY C/T SOL 5.3, 5.4 Students can be assigned explorers to research using text, magazines, encyclopedias and internet resources. Students can then use Claris Database to create a database on the various explorers. This can be a year long project that students can add to as they learn about explorers in other areas of the curriculum. Students can use Claris Drawing to create a timeline that reflects the chronological order of discovery by the listed explorers. A timeline could also be created to show the significant accomplishments of each explorer. The student will describe the exploration of the Americas by Columbus, analyzing the viewpoints of both the Europeans and the native Americans. 3.3 The student will describe the settlement of Jamestown and the Virginia colony through 1919 emphasizing the following: reasons for settling; government; economy; role of religion; daily life; interactions with Native Americans; introduction of slavery; introduction of women; conflict resolution; successes and failures; and cause- and effect relationships.ACTIVITY C/T SOL 5.2, 5.3, 5.4 During the study of Jamestown children will collect facts about the Jamestown colony to put in a Claris Slide Show, Kid Pix slide show or Hyperstudio slide show.The student will explain the establishment of representative government in the Virginia colony. RESOURCES Jamestowne Society http://www.jamestowne.org/history.htm A Brief History of Jamestown, Virginia http://www.virtualschool.edu/mon/SocialConstruction/Jamestown.html The student will identify historical cause-and-effect relationships such as colonists establishing a government similar to those that governed those colonists in Europe.ACTIVITY C/T SOL 5.2, 5.3, 5.4 Students will use Claris drawing tool to create a flow chart that shows the major components of the English government and the government of the colonists. The student will use the equator and prime meridian to identify the Northern, Southern, Eastern, and Western hemispheres noting what continents are located in each. ACTIVITY C/T SOL 5.2, 5.3 Students can use Claris drawing to create models of the earth and label the various hemispheres.
ACTIVITY C/T SOL 5.2, 5.3 Students can use the Claris spreadsheet to practice finding coordinates. A game can be played that is similar to battle ship. Students should be with a partner. One partner selects a box on the spreadsheet to type a letter in. The other student is to guess the coordinate that was used. RESOURCES Where in the world is...... http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst121.html MAP MAKING http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst116.html Regions: How They Form and Change http://www.ed.gov/pubs/parents/Geography/regions.html The Nine Regions of Virginia http://geog.gmu.edu/gess/classes/geog380/summ.html The student will use maps, tables, graphs, models, photographs, and charts to classifyACTIVITY C/T SOL 5.2, 5.3, 5.4 Students can fill in a chart created using Claris spreadsheet that reflects the characteristics of the various regions. Research can be done using texts, magazines, atlases and internet resources. RESOURCES Map Adventures http://www.usgs.gov/education/learnweb/MA/MAlesson6.html What is the difference between latitude and longitude? http://loki.ur.utk.edu/ut2Kids/maps/lat%26long.html The student will describe the economic specialization and interdependence involved in the production of goods and services in various types of communities in the past and present. 3.8 The student will use real-world products or student made facsimiles of real world-products to demonstrate and explain how the following influence economic decision making: opportunity cost; scarcity; and price. ACTIVITY C/T SOL 5.1 This is a good time to discuss the occupations that are available in computer related fields. RESOURCES The World on a String Economics -4-5 http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst041.html A Web of Workers http://www.eduplace.com/ss/act/web.html 3.9 The student will explain the relationship between taxation and government services. RESOURCES Economics Resources for K-12 Teachers http://ecedweb.unomaha.edu/teach.htm UP AND DOWN: UNDERSTANDING HOW PRICE INFLUENCES WHAT WE BUY http://www.curriculum.edu.au/download/lesspln/upsoselp.htm TAXES http://www.pacificnet.net/~mandel/SocialStudies.html 3.10 The student will describe the impact of changing modes of transportation and communication on the distribution of goods and services. RESOURCES TRANSPORTATION http://www.eduplace.com/ss/act/trans.html WHEELS AND THINGS: TRANSPORTING GOODS http://www.curriculum.edu.au/download/lesspln/wheels.htm The student will explain the fundamental ideals and principles that form the foundation of our republican form of government including these: inalienable rights ("life, liberty, and the pursuit of happiness"); the rule of law; justice; and equality under the law.3.12 The student will explain the role of citizenship in promoting rights and responsibilities. 3.12 The student will explain why we have rules, laws, and constitutional mandates to protect rights and make sure responsibilities are carried out and the consequences for violating them. 3.12 The student will describe the relationship between rights and responsibilities, the consequences of violating them. ACTIVITY C/T SOL 5.2, 5.3, 5.4 Students will use the Claris draw program to create posters that reflect a right or responsibility that they have at school or home. The word "right" or "responsibility" should be clearly labeled on each poster. RESOURCES Creating Bill Of Rights http://198.187.0.226/courts/educate/lessons/convisin.htm Introduction To The Bill Of Rights http://198.187.0.226/courts/educate/lessons/bookslaw.htm How Can We Help Children Learn to Be Responsible http://ericps.ed.uiuc.edu/npin/respar/texts/preteen/citizens.html 3.13 The student will identify examples from history of conflicts over rights, how those conflicts were resolved, and the important people who helped resolve them. ------------------------------------------------------------------------ Alignment of MCPS Social Studies Objectives with State Standards of Learning Grade Four Virginia Studies: 1607 to 1828 4.1 The student will explain the impact of geographic factors in the expansion and development of Virginia, with emphasis on the location of cities in relation to the Atlantic Ocean, the Chesapeake Bay, major rivers, the fall line/fall zone, and the Shenandoah Valley. 4.1 The student will explain the impact of geographic factors in the expansion and development of Virginia, with emphasis on the location of American Indians, various European settlers, and African slaves. 4.2 The student will use the concepts of absolute location (e.g.,using grid systems) and relative location (e.g., direction, reference to neighboring states, and water features) to locate and identify on maps and globes his/her local city or county, Virginia, the other original states, the United States, Western Europe, and West Africa. 4.2 The student will use the concepts of absolute location (e.g., using grid systems) and relative location (e.g., direction, reference to neighboring states, and water features) to construct physical maps and three-dimensional models that include the essential map elements and the geographic regions of Virginia (Tidewater, Piedmont, Ridge and Valley, Allegheny, Plateau). 4.2 The student will use the concepts of absolute location and relative location to explain how physical characteristics, transportation routes, climate, and specialization influenced the variety of crops, products, and industries and the general patterns of economic growth in Virginia. 4.2 The student will use the concepts of absolute location and relative location to illustrate how communities in Virginia differ in architecture, services, and transportation. 4.2 The student will use the concepts of absolute location and relative location to illustrate how communities in Virginia differ in physical features, such as land use, and population density ACTIVITY C/T SOL 5.2,5.3, 5.4 Using Claris Database, students should research selected geographic areas of Virginia . Information that is gathered would then be placed in a database. Suggested fields to research would be: latitude and longitude, water features, other geographic features, population, climate, crops, industry, transportation routes. RESOURCES http://geog.gmu.edu/gess/classes/geog380/summ.html Geography of Virginia:Counties of the commenwealth - http://geog.gmu.edu/gess/classes/Geog380/vacount/existco.html http://www.oakview.fcps.k12.va.us/~cassella/virginia/regions/ Geography of Virginia:Counties of the commenwealth - http://geog.gmu.edu/gess/classes/Geog380/vacount/existco.html
http://geog.gmu.edu/gess/classes/geog380/summ.html Geography of Virginia:Counties of the commenwealth - http://geog.gmu.edu/gess/classes/Geog380/vacount/existco.html http://www.oakview.fcps.k12.va.us/~cassella/virginia/regions/ Geography of Virginia:Counties of the commenwealth - http://geog.gmu.edu/gess/classes/Geog380/vacount/existco.html 4.3 The student will describe the reasons for, and Virginia's role in, the American Revolution and events leading up to it.
4.3 The student will explain the backgrounds, motivations, and contributions of George Washington, George Wythe, Thomas Jefferson, James Madison, James Monroe, Patrick Henry, and other prominent Virginians in the Revolutionary era. ACTIVITY C/T SOL 5.3, 5.4 Students should be assigned an individual from the list of prominent individuals listed above. Following research using text, reference materials and internet resources, students would then write a 1-2 page report about the assigned individual. Students should also be encouraged to import a graphic into their word-processed document. RESOURCES http://www.history.org/people/bios/biowash2.html http://www.inmind.com/schools/lessons/PatrickHenry/lesson.html
http://www.history.org/people/bios/biowythe.htm Patrick Henry-Life and Speeches - http://www.inmind.com/schools/lessons/PatrickHenry/index.html http://www.virginia.edu/pjm/biog.html The student will describe the contributions of Virginians to the establishment of the US Constitution and the Bill of Rights, and the success of the new national government. The student will explain the significance of the Charters of the Virginia Company of London, the Constitution of Virginia, the Virginia Declaration of Rights, the Virginia Statute of Religious Freedom, and the Declaration of Independence.ACTIVITY C/T SOL 5.3, 5.4 Students can use Claris Drawing to create a venn diagram that compares and contrasts the rights of Virginians in colonists with the rights of the Englishmen in England. The student will explain the social and political life of the Virginia Colony, with emphasis on the following: its political relationship to England and other nations; characteristics and contributions of various groups of people including Native Americans, blacks-both free and slave-woman, and immigrants.ACTIVITY C/T SOL 5.3, 5.4 To review and reinforce concepts learned during the study of the Virginia Colony and Jamestown, students could be divided into groups to develop a Hyperstudio presentation about a particular aspect of life during this time. Students could then present their work for whole class review or in a culminating activity. RESOURCES Educational Resources at Colonial Williamsburg http://www.history.org/other/teaching/tchinfo.htm#Classroom http://www.inmind.com/schools/lessons/PatrickHenry/lesson.html Slavery begins on the North American Continent http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr3/unit3/u3g3l4.html http://www.jamestowne.org/history.htm http://www.history.org/people/bios/biowash2.htm http://www.mountvernon.org Introduction to colonial African American life - http://www.history.org/people/african/aaintro.htm George Wythe http://www.history.org/people/bios/biowythe.htm Patrick Henry-Life and Speeches - http://www.inmind.com/schools/lessons/PatrickHenry/index.html http://www.virginia.edu/pjm/biog.html Colonial Era:Geography of Virginia http://geog.gmu.edu/gess/classes/geog380/colon.html A Brief History of Jamestown, Virginia - http://www.virtualschool.edu/mon/SocialConstruction/Jamestown.html Leslie Brock Center for study of Colonial Currency - http://www.virginia.edu/~econ/brock.html The Declaration of Independence - http://www.nara.gov/exhall/charters/declaration/decmain.html Virginia Indians - urlhttp://falcon.jmu.edu/~ramseyil/vaindians.htm 4.4 The student will describe the social and political life of all Virginians including native Americans, blacks, other ethnic groups, and the economically deprived between the Revolutionary War and 1828. The student will explain the economic life of the Virginia colony, with emphasis on the following: its economic relationship to England and other nations; economic contributions of various groups of people including Native Americans, blacks-both free and slave-women and immigrants; the role of money, banking, saving, and credit in colonial Virginia RESOURCES Teaching Resources About American Slavery http://squash.la.psu.edu/~plarson/smuseum/teaching.html Teaching Resources About American Slavery - http://squash.la.psu.edu/~plarson/smuseum/teaching.html Civil War Sites:Geography of Virginia - http://geog.gmu.edu/gess/classes/geog380/civwar.html Virginia's Civil War - http://207.69.135.32/index.html Antebellum Richmond - http://malthus.morton.wm.edu/~srnels/antrichf95/ Bring History Alive http://www.sscnet.ucla.edu/nchs/bha.html#era2 From Washington to Lincoln - http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr4/unit5/u5g4l2.htm Civil Rights lesson - http://discovery.syr.edu/Virtual/Lessons/crossroads/sec3/k2/unit11/2l1.htm After the Civil War-Segregation http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr4/unit6/u6g4l3.htm How Did the Transcontinental Railroad Affect the Settlers? http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr5/unit7/u7l1.html Getting to know Jane Addams, Booker T. Washington, Woodrow Wilson, and Theodore Roosevelt - http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr5/unit8/u8l1.html The student will compare the rights of the colonists in Virginia to the rights of Englishmen living in England. The student will trace the routes of immigrants, Native Americans, indentured servants, and slaves from their countries of origin to Virginia.ACTIVITY C/T SOL 5.3, 5.4 Students can use Claris Drawing to create a venn diagram that compares and contrasts the rights of Virginians in colonists with the rights of the Englishmen in England. Students could also create a chart using Claris Drawing that compares the rights of the Virginia colonists, the Englishmen and todays citizen. Students can research and then create maps using Clais Drawing that show the immigration routes. Fifth Grade SOL Alignment of MCPS Social Studies Objectives with State SOLs 4.5, 4.6, 4.7 The student will evaluate the social transition of Virginia from a rural, agricultural society to a more urban, industrialized society. The student will compare the demographics of communities in Montgomery County in 1950 with the demographics in Montgomery County today. ACTIVITY C/T SOL 5.2, 5.3, 5.4 Students can research Montgomery County and its history using text, reference materials, and on-line resources to create a multimedia presentation about the history of Montgomery County. 4.5 The student will describe the changes effected by the Virginia Constitution of 1869. The student will describe the roles of Virginia and the Union in the Civil War, including the following: major battles fought in Virginia; leaders of the Confederate Army including Robert E. Lee, Jeb Stuart, and Thomas J. Stonewall Jackson; leaders of the Union Army including George McCleean, Ulysses S. Grant, Meade, and Will Sherman; the separation of Virginia into Virginia and West Virginia; the election of Abraham Lincoln as president and its effect on the South; Fugitive Slave Act; Kansa-Nebraska Act; Missouri Compromise; Dred-Scott Decision; Compromise of 1850; John Brown and the raid on Harpers Ferry; roles of various groups during the Civil War including women, blacks, Native Americans, and abolitionists; causes of the Civil War including these issues: roads, canals, taxes, states rights, slavery, and preservation of the Union, outcomes of the Civil War; the death of Abraham Lincoln. ACTIVITY C/T SOL 5.3, 5.4 To review and reinforce concepts learned during the study of the Civil War, students could be divided into groups to develop a Hyperstudio presentation about a particular aspect of life during this time. Students could then present their work for whole class review or in a culminating activity. RESOURCES Teaching Resources About American Slavery - http://squash.la.psu.edu/~plarson/smuseum/teaching.html Civil War Sites:Geography of Virginia - http://geog.gmu.edu/gess/classes/geog380/civwar.html Virginia's Civil War - http://207.69.135.32/index.html Antebellum Richmond - http://malthus.morton.wm.edu/~srnels/antrichf95/ Bring History Alive http://www.sscnet.ucla.edu/nchs/bha.html#era2 From Washington to Lincoln - http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr4/unit5/u5g4l2.htm Civil Rights lesson - http://discovery.syr.edu/Virtual/Lessons/crossroads/sec3/k2/unit11/2l1.htm After the Civil War-Segregation http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr4/unit6/u6g4l3.htm 4.6 The student will trace Virginia's role in 20th century conflicts, including these: World War I; World War II; Korean Conflict; Vietnam. ACTIVITY C/T SOL 5.2, 5.3, 5.4 Using Claris Drawing students can create timelines that show important events that took place during these time periods. Using Claris Word Processing students can create a newspaper that reflects the culture and events of the selected time period. RESOURCES http://students.vassar.edu/~vietnam/vietnamlinks.html 4.6 The student will describe the changes in communication and transportation in Virginia since 1828. 4.7 The student will develop historical analysis skills including these: including, analyzing, and making generalizations about life in Virginia history after 1828 using primary sources including artifacts, diaries, letters, photographs, art, documents, and newspapers; distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized character and events after 1828, and summarizing and sequencing major events in Virginia history from 1828 to the present. ACTIVITY C/T SOL 5.2, 5.3, 5.4 Students can choose a particular time period in Virginia's history to chronicle using a Hyperstudio presentation, timeline (Claris Drawing), or by creating a first person diary or journal (Claris Word processing). RESOURCES http://students.vassar.edu/~vietnam/vietnamlinks.html 4.6 The student will describe the changes in communication and transportation in Virginia since 1828. 4.7 The student will develop historical analysis skills including these: including, analyzing, and making generalizations about life in Virginia history after 1828 using primary sources including artifacts, diaries, letters, photographs, art, documents, and newspapers; distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized character and events after 1828, and summarizing and sequencing major events in Virginia history from 1828 to the present. ACTIVITY C/T SOL 5.2, 5.3, 5.4 Students can choose a particular time period in Virginia's history to chronicle using a Hyperstudio presentation, timeline (Claris Drawing), or by creating a first person diary or journal (Claris Word processing). RESOURCES http://www.civnet.org/resoures/teach/lessplan/lesson.htm Distinguishing Fact from opinion http://youth.net/cec/cecsst/cecsst.161.txt Chapter 2 U.S. National standards of history http://www.sscnet.ucla.edu/nchs/usk4ch2.htm Chapter 3 U.S. national history Standards http://www.sscnet.ucla.edu/nchs/usk4ch3.htm 4.5 The student will analyze the Reconstruction Period and its impact on demographics and public opinion. ACTIVITY C/T SOL 5.2, 5.3, 5.4 Students can use Claris Word Processing to write an editorial from a citizen living during the Reconstuction Period. RESOURCES Gary Rhodes:Reconstruction the rest of the story http://starweb.infi.net/columns/rhodes/gr030996.htm 4.3 ; 4.6 The student will explain the causes and effects of the Great Depression and will evaluate the impacts of the Great Depression the economy of Virginia. ACTIVITY C/T SOL 5.2, 5.3, 5.4 Students will use Claris Word Processing to create a first person diary of a child living during the Depression. 4.2, 4.4 ; 4.7 The student will create maps illustrating routes slaves took to escape to the north prior to and during the Civil War. 4.2, 4.4 ; 4.7 The student will create maps comparing Virginia in 1850 with Virginia today. 4.2, 4.4 The student will create maps illustrating various events leading up to and including the Civil War. ACTIVITY C/T SOL 5.2, 5.3, 5.4 Students can use Claris drawing to recreate the various maps. Graphics can be imported and placed in the drawings. RESOURCES Teaching Resources About American Slavery - http://squash.la.psu.edu/~plarson/smuseum/teaching.html Civil War Sites:Geography of Virginia - http://geog.gmu.edu/gess/classes/geog380/civwar.html Virginia's Civil War - http://207.69.135.32/index.html Antebellum Richmond - http://malthus.morton.wm.edu/~srnels/antrichf95/ Bring History Alive http://www.sscnet.ucla.edu/nchs/bha.html#era2 From Washington to Lincoln - http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr4/unit5/u5g4l2.htm Civil Rights lesson - http://discovery.syr.edu/Virtual/Lessons/crossroads/sec3/k2/unit11/2l1.htm After the Civil War-Segregation http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr4/unit6/u6g4l3.htm The student will use the concepts of absolute location and relative locations to construct physical maps and three-dimensional models that include the essential map elements and the geographic regions of the United States: Coastal plains; Appalachian Mountains; Interior Lowland; Great Plains; Rocky Mountains; Basin and Ridge; Coastal PlainsACTIVITY C/T SOL 5.3, 5.4 Using Claris Database, students should research selected geographic areas of the United States. Information that is gathered would then be placed in a database. Suggested fields to research could include: latitude and longitude, water features, other geographic features, population, climate, crops, industry, and transportation routes. RESOURCES http://www.jamestowne.org/history.htm urlhttp://falcon.jmu.edu/~ramseyil/vaindians.htm http://geog.gmu.edu/gess/classes/geog380/9reghp.html The nine regions of virginia http://geog.gmu.edu/gess/classes/geog380/summ.html Geography of Virginia:Counties of the commenwealth - http://geog.gmu.edu/gess/classes/Geog380/vacount/existco.html http://www.oakview.fcps.k12.va.us/~cassella/virginia/regions/ 4.6 The student will analyze the impact of advances in transportation and communication in Virginias during the 20th century on the migration of its citizens. 4.6 The student will describe the impact of advances in transportation and communication on the economic development of Virginia and the integration of Virginia into the US economy and eastern Virginia into the northwest megalopolis. RESOURCES How Did the Transcontinental Railroad Affect the Settlers? http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr5/unit7/u7l1.html Getting to know Jane Addams, Booker T. Washington, Woodrow Wilson, and Theodore Roosevelt - http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr5/unit8/u8l1.html Gary Rhodes:Reconstruction the rest of the story http://starweb.infi.net/columns/rhodes/gr030996.htm The student will compare the land and water forms to other regions of the United States.RESOURCES http://www.jamestowne.org/history.htm http://falcon.jmu.edu/~ramseyil/vaindians.htm http://geog.gmu.edu/gess/classes/geog380/9reghp.html This site includes three files designed to help the classroom teacher use the internet in the study of the American Civil War. American Civil War - Part One American Civil War - Part Three Also, a complete themed unit on chocolate here. Send all additional ideas, resources, or notices of dead links to C. Shields |