Social Studies Unit Overview - QuestGarden
Social Studies Unit Overview
Approximately 30 Days
|
Grade 5: Unit 2: Founding of the Nation and Legacy for Today (Civics CBA)
| |Previous Learning Options:
Create Classroom Constitution for classroom rules
Constitution Day – Sept 17th (mandated by law)
GLE 4.1.2 Understands how the following themes and developments help to define eras in U.S. history from time immemorial to 1791: Constitution (1787—1791).
All references to WTP are using the newest version (2003).
WTP has great extension activities to consider for homework and end of lesson review!
|Lesson|Lesson 1: Why did the Founders believe that |Lesson 2: What is a |Lesson 3: What is a |Lesson 3 continued: What |Lesson 4: |
|s 1-5 |people needed a government? |republican government? |constitutional government? What |is a constitutional |How did the framers limit |
| | |(common good, civic |basic ideas about government are|government? |the powers of our |
| |*Les 2 WTP, start vocab list, make list of |virtue) |included in the Preamble? | |government? |
| |rights. | | |* Les 4 WTP continued - | |
| | |*Les 3 WTP, discuss common|* Les 4 WTP, Skip Problem to |ship activity, discuss, |*Les 12 WTP (role play – 3|
| |Extension: play an outdoor game without rules |good, relate to student |solve (p30) instead start with |use CBA "You Decide" |different color cards for |
| | |lives |p88 govrn questions, read |stakeholder grid for note |groups (red, white, blue)…|
| |GLE 1.2.1 Understands the | |p.31-32, Les 11 WTP: |taking (make it 2-sided |"red" has the power, which|
| |organization of the United |GLE 1.2.1 Understands the |(p88-91)Preamble of Constitution|for all the parts) |means they chose the |
| |States government. |organization of the United| | |recess activity…what are |
| | |States government. |GLE 1.2.1 Understands the |GLE 1.2.1 Understands the |advantages and |
| |5.1.1 Understands the purpose of documents and| |organization of the United |organization of the United|disadvantages? Then, all |
| |the concepts used in them. |5.1.1 Understands the |States government. |States government. |have equal power (checks |
| | |purpose of documents and | | |and balances). Discuss. |
| | |the concepts used in them.|5.1.1 Understands the purpose of|5.1.1 Understands the |Read. |
| | | |documents and the concepts used |purpose of documents and | |
| | | |in them. |the concepts used in them.|GLE 1.2.1 Understands the |
| | | | | |organization of the United|
| | | | | |States government. |
| | | | | | |
| | | | | |5.1.1 Understands the |
| | | | | |purpose of documents and |
| | | | | |the concepts used in them.|
|Lesson|Group Project: Divide class into 6 groups (2 |Continue group project |Continue group project |Present group project |Lesson 5: How did the |
|s 6-10|groups per branch of gov). Students use 3 | | | |Constitution create a |
| |class sessions to: research, plan, and create | |Students write 5 questions about|Note taking is done using |federal system of |
| |a final product to teach their classmates | |their own presentation, that |a graphic organizer. |government? |
| |about their branch of government. Suggested | |will be used for a quiz. | | |
| |Products could be: PowerPoint, Photostory, | |Teacher reviews questions and | |*Use Inspiration for all |
| |Poster, Newspaper Article, Skit, Song/Poem, | |compiles for a 15-20 question |Quiz |class discussion to |
| |Cartoon, and Picture Book. Focus Questions: | |quiz. | |brainstorm the power for |
| |What are the duties and powers of the branch? | | | |each level of government |
| |Who is included in the branch? Why is this | | |Grade Projects on a |(federal, state, |
| |branch important? Other interesting facts? | | |rubric. Students may |local/individuals) |
| |Research materials: WTP 13-15, "How America | | |self-evaluate. | |
| |Works" magazine, and book series: Executive | | | |* Discuss limits of each |
| |Branch: Leading the Nation by Mark Thorburn, | | | |level of government. Why |
| |Judicial Branch: Interpreting America's Laws | | | |do we need different |
| |by Hamed Madani, Legislative Branch: Creating | | | |levels? |
| |America's Laws by Tony Zurlo | | | | |
| |GLE 1.2.2 Understands the function of the | | | |(Based on Les WTP 16) |
| |United States government. | | | | |
| | | | | |GLE 1.2.2 Understands the |
| | | | | |function of the United |
| | | | | |States government. |
|Lesson|Lesson 6: How does the Constitution protect |Lesson 7: How does the |Lesson 8: How does the |Lesson 9: What are some |Lesson 10: Introduction to|
|s |your right to freedom of expression? (Bill of |Constitution protect your |Constitution protect your right |rights and |the Issue of Removing |
|11-15 |Rights intro p132 + more from teacher) |right to freedom of |to vote? (15th, 19th, 24th, & |responsibilities of |Federal Dams on Lower |
| | |religion? (1stAmendment) |26th Amendment) |citizens? |Snake River |
| |* Les 17 WTP Read, Ideas to Discuss (each | | | | |
| |group focuses on 1 situation and answers the |* Les 18 WTP Read the |* Voting Simulation (restrict |* What rights and |*Locate Columbia and Snake|
| |questions) |chapter with the focus on |voting to a certain eye-color). |responsibilities do |River on maps |
| | |reviewing Colonial America|Discuss: How did you feel if you|citizens have? Discuss in | |
| |* Should freedom of expressions be limited in |religion and beliefs |couldn't vote? Should every |small groups (t-chart to |*KWL on salmon, dams, |
| |this case: Feiner v. New York (teacher choice:|(include Native American |person have the right to vote? |connect rights with the |Snake River, Columbia |
| |groups and debate, written individually, etc.)|and African beliefs). | |corresponding |River |
| | | |* Les 21 WTP Read chapter |responsibilities). Each | |
| |GLE 1.1.1 Understands the key ideals of |* Extension – Tie into | |group shares, teacher |*Video clip to introduce |
| |liberty and patriotism as outlined |world events |GLE 4.2.3 Understands how |compiles ideas. (Be sure |the history of the Snake |
| |in the Declaration of | |technology and ideas have |to include: right to |River Dams |
| |Independence, U.S. Constitution, and other |GLE 1.1.1 Understands the |affected the way people live and|express opinion, right to | |
| |fundamental documents. |key ideals of liberty and |change their values, beliefs, |life, right to happiness, |*Read article on Snake |
| | |patriotism as outlined |and attitudes. |right to control our land,|River Dam history |
| |GLE 4.2.3 Understands how technology and ideas|in the Declaration of | |responsibility to protect | |
| |have affected the way people live and change |Independence, U.S. |GLE 4.4.1 Understands that |our environment. As these|Lesson plans may need to |
| |their values, beliefs, and attitudes. |Constitution, and other |significant historical events in|will connect to the CBA |be adjusted based on the |
| | |fundamental documents. |the United States have |salmon prompt.) |KWL chart |
| |GLE 4.4.1 Understands that significant | |implications for current | | |
| |historical events in the United States have |GLE 4.2.3 Understands how |decisions and influence the |GLE 1.4.1 Understands that| |
| |implications for current decisions and |technology and ideas have |future. |civic participation | |
| |influence the future. |affected the way people | |involves being informed | |
| | |live and change their |GLE 5.1.1 Understands the |about how public issues | |
| |GLE 5.1.1 Understands the purpose of documents|values, beliefs, and |purpose of documents and the |are related to rights and | |
| |and the concepts used in them. |attitudes. |concepts used in them. |responsibilities. | |
| | | | | | |
| | |GLE 5.1.1 Understands the | | | |
| | |purpose of documents and | | | |
| | |the concepts used in them.| | | |
|Lesson|Lesson 11: Focusing in on the Issue |Lesson 12: Facts about the|Lesson 13: Stake holder Groups |Group Project |Group Project |
|s | |issue | | | |
|16-20 |*Introduce the four specific dams on the Lower| |*Introduce the WebQuest site, |*Groups research their |*Groups continue to |
| |Snake River using interactive map: |*Provide students with an |Overview, Task 1, and |stakeholders' perspective |research. |
| | |article that teaches |Presentation Rubric |through the WebQuest links| |
| |library/map2.cfm |background on the issue. | | |GLE 5.4.1 Researches |
| | |Give students pre-reading |*Divide the class into 6 groups.|*When groups are about |multiple perspectives to |
| |* Who would care about whether or not the dams|questions to guide the |Each group studies 1 |done identifying their |take a position on a |
| |should be removed? (Introduce the |reading. |stakeholder's position. |position and at least |public or historical issue|
| |stakeholders) | | |three reasons to support |in a paper or |
| | |*Discuss the questions and|Stakeholders: Environmental, |their position, the |presentation. |
| |HW – Ask parents about their knowledge and |facts related to the |Farmers, Fisherman, Utility Co, |teacher meets with each | |
| |perspective on this issue. |article. |Natives, and |group to help them with |GLE 5.3.1 Engages others |
| | | |Hatcheries/Fisheries |the "constitutional |in discussions that |
| | |Be sure to address the | |rights" and "common good" |attempt to clarify and |
| |GLE 1.1.2. Evaluates how a public issue is |cause/effect of the |*Emphasize the criteria for Task|aspect of this project. |address multiple |
| |related to constitutional rights and the |placement of the dams. |1 research (use at least 3 | |viewpoints on public |
| |common good. | |resources, state the position, |*Emphasize that the |issues based on key |
| | | |give 3 supporting reasons, |audience for group |ideals. |
| | | |connect to a |presentations will be a | |
| | | |right/responsibility, and |member of Congress who | |
| | | |explain the common good) |will be voting on the | |
| | | | |issue. | |
| | | | | | |
| | | | |GLE 5.1.1 Understands the | |
| | | | |purpose of documents and | |
| | | | |the concepts used in them.| |
|Lesson|Group Projects |Group Projects |Group Projects |Group Projects |Group Projects |
|s | | | | | |
|21-25 |*Teacher introduces Task #2 on the WebQuest |*Groups should begin |*Groups work on their |*Groups work on their |*Groups work on their |
| |(presentation to a "member of Congress" about |planning their |presentation. |presentation. |presentation. |
| |their stakeholder's position) using |presentation (choose a | | | |
| |PowerPoint, Poster/Tri-fold display, |format for final |GLE 5.1.2 Evaluates the | | |
| |PhotoStory, or a Video. |presentation, explain each|relevance of facts used in | | |
| | |student's role in |forming a position on an issue | | |
| |* Groups continue to research. |completing the project, |or event. | | |
| | |brief outline of they will| | | |
| |*Each group needs to have their graphic |include in their | | | |
| |organizer reviewed by the teacher for truthful|presentation) | | | |
| |facts | | | | |
|Lesson|Group Projects |Group Projects |Group Projects |Group Project |Group Project |
|s | | | |Presentations |Presentations |
|26-30 |*Groups work on their presentation. |*Groups work on their |*Groups work on their | | |
| | |presentation. |presentation. |*Groups share their |*Groups share their |
| | | | |presentations. |presentations. |
| | | |*Help groups write their | | |
| | | |bibliography and citing their |*Students will take notes |*Students will take notes |
| | | |resources. |on other stakeholder |on other stakeholder |
| | | | |positions on the graphic |positions on the graphic |
| | | | |organizer. |organizer. |
| | | |GLE 5.4.2 Prepares a list of | | |
| | | |resources, including the title, |*Invite principal/parent |*Invite principal/parent |
| | | |author, type of source, date |to role play a |to role play a |
| | | |published, and publisher for |"congress-member" |"congress-member" |
| | | |each source, and arranges the | | |
| | | |sources alphabetically. | | |
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