Fifth Grade Social Studies
MAGAZINE: The New Nation
MAGAZINE: Pioneers
MAGAZINE: Immigration
MAGAZINE: The New Nation
MAGAZINE: Pioneers
MAGAZINE: Immigration
Supplemental Social Studies Textbook: The United States: Making a New Nation. Houghton Mifflin Harcourt, 2012.
Pages 425-459.
The Big Idea: Growth and Change. The United States established a new government and grew larger as more people arrived and lands were acquired.
What to know:
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Resources Page for a detailed explanation of procedures and expectations.
***Please be aware that each student has the opportunity to make corrections and revisions to homework, projects, essays, and tests to increase your average. Extra credit is always available.
Pages 425-459.
The Big Idea: Growth and Change. The United States established a new government and grew larger as more people arrived and lands were acquired.
What to know:
- How did western settlement affect Native Americans?
- What kind of changes did the United States face in the early 1800s?
- How did the Louisiana Purchase help the United States grow?
- How did the United States grow in the early 1800s and how were Native Americans affected?
- How did the United States grow in the 1830s and 1840s?
- How did new inventions change life in the United States?
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Resources Page for a detailed explanation of procedures and expectations.
***Please be aware that each student has the opportunity to make corrections and revisions to homework, projects, essays, and tests to increase your average. Extra credit is always available.
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
Download File
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
Download File
race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
Download File
Editing Using COPS:
editing.using.cops.12.20.17.pdf
Download File
editing.using.cops.12.20.17.docx
Download File
COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
Download File
Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
The New Nation Notes:
noteslouisianapurchase.ppt | |
File Size: | 123 kb |
File Type: | ppt |
notesgoldrush.ppt | |
File Size: | 126 kb |
File Type: | ppt |
The New Nation Jeopardy Review: (created by Brian Crawford)
expansionjeopardyreview.ppt | |
File Size: | 570 kb |
File Type: | ppt |
The New Nation Review Sheet:
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Homework due Tuesday, February 26, 2019: Students will create a word web for the next magazine "The New Nation." What words or concepts come to your mind when you hear the phrase "The New Nation"? This is for a grade. SNOW DAY!!! NO SCHOOL! NO HOMEWORK!
Classwork, Monday, February 25 , 2019: SNOW DAY!!!
Classwork, Monday, February 25 , 2019: SNOW DAY!!!
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Question: Paul Bunyan. Who was he?
- Example first: Mrs. Looney will read a tall tale about Paul Bunyan.
- What can a tall tale about Paul Bunyan tell us about the new nation? Analyze the illustrations and the narrative.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: The New Nation
- Skill Development:
- Students will brainstorm and create a word web of the words that come to mind when we hear the title "The New Nation."
- When students have added as much as they can to their word web, they will peruse "The New Nation" magazine to see what other words and concepts can be added to their word web.
- Students will analyze the illustrations in the tall tale Paul Bunyan.
- Concept Development:
- Personal Importance/Real Life Importance/Academic Importance: Why do we brainstorm? Why do we make word webs of concepts and ideas?
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain and will model making a word web.
- What challenges might a new nation face?
- Does the cover of "The New Nation" magazine give us any clues as to some of the challenges that the new nation faced?
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Students will brainstorm and create a word web of the words that come to mind when we hear the title "The New Nation." I recommend that you create the word web in your social studies notebook.
- Students will create a word web for the next magazine "The New Nation." What words or concepts come to your mind when you hear the phrase "The New Nation"? This is for a grade. Due tomorrow.
- When students have added as much as they can to their word web, they will peruse "The New Nation" magazine to see what other words and concepts can be added to their word web.
Homework due Tuesday, February 12, 2019: Reread "History of Child Labor" and "What is Child Labor?" Write three compelling questions.
Classwork, Monday, February 11, 2019: Child Labor
Classwork, day, , 2018:
Classwork, Monday, February 11, 2019: Child Labor
- New York State Social Studies Framework:
- Click HERE for the New York State Social Studies Framework.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
print and digital texts. - 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Maintain a style and a tone appropriate to the writing task.
- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
print and digital texts. - Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Activate Prior Knowledge:
- With a partner, students will analyze one of the Child Labor vignettes found on the nearpod slide show. Is the scenario oppressive child labor or fair work? How do you know? What are some reasons?
- Close your eyes and image the scenario.
- In your notebook, write down some of the feelings your would experience.
- Share with students that today they will begin a new life. They are going to be taken far away from home and taught a skill so they can work and earn money. They will no longer have to go to school. Share with students that they have now been taken hundreds of miles from home to work in a rug-making factory. They must work from 8am to midnight. If they make a mistake they will be punished. Be very clear to students about the reality of their new lives and how their lives will be different.
- Learning Target: (Skill Development and Concept development)
- Skill Development:
- Maintain a style and a tone appropriate to the writing task.
- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
print and digital texts. - Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will analyze (examine carefully, breaking it into components to understand it) a video on oppressive child labor
- Students will analyze a nearpod slide about fair work.
- Students will compare the video and the slide.
- Students will describe the difference between oppressive child labor and fair work.
- Students will identify the critical attributes of oppressive child labor.
- Concept Development: I can discuss, reflect, and ask questions about the child labor situation in India and how they feel about it.
- Why analyzing several vignettes on the nearpod slide show, we will discuss:
- Critical attributes: Students will identify the critical attributes of oppressive child labor.
- Examples: Students will describe the critical attributes of oppressive child labor.
- Nonexamples: Using the nearpod slide, students will describe nonexamples of oppressive child labor.
- The Scourge of Child Labor in India, ABC News: http://abcnews.go.com/WNT/video/scourge-child-labor-india-19423695
- Why analyzing several vignettes on the nearpod slide show, we will discuss:
- Skill Development:
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Maintain a style and a tone appropriate to the writing task.
- How are we going to do this? BY WRITING COMPELLING QUESTIONS.
- Robert Frost said, "No tears in the writer, no tears in the reader."
- Which one of these questions is compelling? Why?
1. How do these children remain motivated to work every day?
2. How many bushels of cotton do they need to pick every day? - Which one of these questions is compelling? Why?
1. What would I do if I were forced to work in a dangerous situation?
2. How many shirts is a child forced to make each day? - Which one of these questions is compelling? Why?
1. How many bricks are the children forced to make in a day?
2. Is there any value in child labor? - Look at your list of questions that you wrote in your notebook.
- Put a star by the questions you think are compelling.
- Which one of these questions is compelling? Why?
1. How do these children remain motivated to work every day?
2. How many bushels of cotton do they need to pick every day? - Which one of these questions is compelling? Why?
1. What would I do if I were forced to work in a dangerous situation?
2. How many shirts is a child forced to make each day? - Which one of these questions is compelling? Why?
1. How many bricks are the children forced to make in a day?
2. Is there any value in child labor? - Task:
-Choose two or three questions on the paper strips that you want to answer in your essay.
-Prioritize these questions in order of importance.
-Choose one or two questions that you have written in your notebook or that you are thinking about and write them on the strips of paper.
-Add these questions to your priorities. - Mrs. Looney will explain critical attributes of oppressive child labor and fair work as we are watching the video.
- Mrs. Looney will model discussing oppressive child labor attributes while watching the PBS video. What was I thinking when I watched this sad video? What was I feeling as I watched this video? How did I visualize the difference between child labor and fair work? How did I infer what the children were feeling? How did I relate to the children (or to the parents)?
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught? Can students list some words that describe oppressive child labor? Can students compare oppressive child labor with fair work? Can students give examples of characteristics (critical attributes)of oppressive child labor and fair work?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Why is learning about child labor important in their lives personally? Why is it important in a social studies context?
- Why is it important for students to be able to ask compelling questions personally? Why is it important to be able to ask compelling questions in writing class?
- Are students able to complete the skill that has just been taught to them? Can they write at least one compelling question about child labor? Can students describe the critical attributes of oppressive child labor while comparing it to fair work?
- In order to assess whether or not the students feel confident in writing compelling questions, students will fill out a short rubric.
- Students will add one of their writing goals to the rubric.
- Mrs. Looney will collect these rubrics to assess whether or not the students feel confident writing compelling questions.
- Mrs. Looney will hand these back to the students in order for the students to focus on their writing goal.
- Independent Practice:
- Analyze the nearpod photo.
- With a partner, discuss the differences between oppressive child labor and fair work.
- Tasks:
- "I can discuss the difference between oppressive child labor and fair work.
- "I can explain the difference between a compelling question and a question that is just connected to the topic of oppressive child labor."
- "I can write a compelling question about oppressive child labor."
- "I can sort possible questions for my essay in order of interest."
- "I can create goals that will enhance my writing."
- Show the class the video clip from PBS (http://www.pbs.org/newshour/extra/daily_videos/saving-children-from-forced-labor-in-india/) (10min).
- At the end of the clip allow students to discuss, reflect, and ask questions about the child labor situation in India and how they feel about it. Encourage them to reflect on their own lives and how they differ from the lives of these children.
- Students will either draw a picture OR write a paragraph reflecting on this lesson. Students must reflect on how they feel on the issue of child labor (why is it wrong?, how would you feel as a child worker?, what can you do to combat child labor?). This is due tomorrow, for a grade, written in the social studies notebook.
- Video: Discovery Education: Why are So Many People Living in Poverty? https://app.discoveryeducation.com/learn/videos/C0FED543-0D70-4ED7-8CD0-03B24345DC56?hasLocalHost=false See below for directions on how to get to this Snap.CABOCES video.
- Engage students in the warm up questions from PBS (10min). (http://www.pbs.org/newshour/extra/daily_videos/saving-children-from-forced-labor-in-india/)
- 1. Should children be forced to go to work? Should children be forced to go to school?
2. If your family needed your income to survive would you quit school and go to work?
3. What are some human rights that children should have?
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
-
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
Homework due Wednesday, February 27, 2019: Students will read, analyze, and annotate "The New Nation" magazine. While reading, analyzing, and annotating the magazine, students will make a list in their social studies notebooks. The list will answer the following question: What were some of the challenges that were faced in the new nation. List evidence from the text in your notebook that describes the challenges of the new nation.
Classwork, Tuesday,February 26, 2019:
Classwork, Tuesday,February 26, 2019:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first. What happens when we have a new classroom or new school year?
- Question: What would make a nation new?
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Students will make a list of all the events that made the nation new.
- Examples: Students will write examples of events that took place that show the challenges of the new nation.
- Skill Development:
- Students will read and annotate the magazine "The New Nation."
- Students will analyze (examine carefully, breaking it into components to understand it) the magazine "The New Nation."
- Students will describe the challenges that were faced during the creation of this new nation.
- Students will list these challenges that were faced during the creation of the new nation.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain what is expected of the students.
- Mrs. Looney will model reading, annotating and highlighting the challenges that were faced during the creation of the New Nation.
- Mrs. Looney will demonstrate making a list of the challenges that were faced as the new nation was being formed.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will begin the list in our notebooks.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Students will read, analyze, and annotate "The New Nation" magazine.
- While reading, analyzing, and annotating the magazine, students will make a list in their social studies notebooks.
- The list will answer the following question: What were some of the challenges that were faced in the new nation.
- List evidence from the text in your notebook that describes the challenges of the people of the new nation.
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Homework due Tuesday, Wednesday and Thursday, March 5, 6, and 7, 2019: Complete Steps 1-8 for homework. Steps 1-8 are due on Thursday, March 7, 2019.
Classwork, Monday, Tuesday, and Wednesday, March 4, 5 and 6, 2019:
Challenges of Pioneer Life:
· Step 1: Read and annotate the Pioneer Magazine. The annotations are for a grade. Use this information to write your essay.
· Step 2: As you are reading and annotating, make a list of the challenges that the pioneers faced while searching for a better life. Write this list in your social studies notebook. This list is for a grade.
· Step 3: Write an essay with at least three body paragraphs describing the challenges that the pioneers faced. Your essay will be written on loose-leaf.
· Step 4: Refer to the outline below for suggestions on how to organize your essay.
· Step 5: Use the RACER graphic organizers and rubric, as well as the NYS rubric, to help you write a well-informed essay.
· Step 6: Proofread your essay.
· Step 7: By using the Adapted NYS 5th and 6th Grade Writing Rubric, assess the level of your writing. Fill out the rubric as best as you can and as honest as you can.
· Step 8: Make any improvements to your essay that are necessary to bring your writing to a higher level.
OUTLINE SUGGESTIONS: Challenges that Pioneers Faced
Classwork, Monday, Tuesday, and Wednesday, March 4, 5 and 6, 2019:
Challenges of Pioneer Life:
· Step 1: Read and annotate the Pioneer Magazine. The annotations are for a grade. Use this information to write your essay.
· Step 2: As you are reading and annotating, make a list of the challenges that the pioneers faced while searching for a better life. Write this list in your social studies notebook. This list is for a grade.
· Step 3: Write an essay with at least three body paragraphs describing the challenges that the pioneers faced. Your essay will be written on loose-leaf.
· Step 4: Refer to the outline below for suggestions on how to organize your essay.
· Step 5: Use the RACER graphic organizers and rubric, as well as the NYS rubric, to help you write a well-informed essay.
· Step 6: Proofread your essay.
· Step 7: By using the Adapted NYS 5th and 6th Grade Writing Rubric, assess the level of your writing. Fill out the rubric as best as you can and as honest as you can.
· Step 8: Make any improvements to your essay that are necessary to bring your writing to a higher level.
OUTLINE SUGGESTIONS: Challenges that Pioneers Faced
- Paragraph One: Introduction. Use information in the Pioneer Magazine for ideas and information to include in your introduction.
- Paragraph Two: One Challenge that the Pioneers Faced
- Describe one challenge that the pioneers faced.
- Cite at least one quote that proves the challenge that the pioneers faced.
- Write at least three sentences to explain the quote that you cited.
- Paragraph Three: Another Challenge that the Pioneers Faced
- Describe another challenge that the pioneers faced.
- Cite at least one quote that proves this challenge that the pioneers faced.
- Write at least three sentences to explain the quote that you cited.
- Paragraph Four: One Challenge that the Pioneers Faced
- Describe a third challenge that the pioneers faced.
- Cite at least one quote that proves this challenge that the pioneers faced.
- Write at least three sentences to explain the quote that you cited.
- Paragraph Six: Conclusion. Wrap up your essay by restating your introduction.
WEEK OF MARCH 25, 2019
Step 1: Read and annotate pages 2-9 and pages16-17 in the Immigration magazine. The annotations are for a grade. As you annotate you are underlining challenges and you are writing questions that you might have as an immigrant.
Step 2: As you are reading and annotating pages 2-9 and pages16-17 in the Immigration magazine, create a list of the challenges of immigration that the immigrants faced while searching for a better life. Write this list in your social studies notebook. This list is for a grade.
Step 3: As you are reading and annotating pages 2-9 and pages 16-17 in the Immigration magazine, create a list of the questions that you might have if you were an immigrant moving to another country searching for a better life. What are some things that you might be worried about?
Step 4: After you have read the pages in the Immigration magazine, and after you have completed Steps 1-3, turn to page 18 in your magazine. Follow the directions for the activity “WRITE A DIARY ENTRY.” You may pretend you are a child from an immigrant family from a century ago, or you may pretend to be a modern child emigrating from a country today. If you choose to pretend to be a modern day child, you might want to read pages 12 and 13 in the magazine. Be sure to include a date on your diary page (the date of your immigration from the past or the present date). The diary can be completed on loose-leaf or in your social studies notebook.
Step 2: As you are reading and annotating pages 2-9 and pages16-17 in the Immigration magazine, create a list of the challenges of immigration that the immigrants faced while searching for a better life. Write this list in your social studies notebook. This list is for a grade.
Step 3: As you are reading and annotating pages 2-9 and pages 16-17 in the Immigration magazine, create a list of the questions that you might have if you were an immigrant moving to another country searching for a better life. What are some things that you might be worried about?
Step 4: After you have read the pages in the Immigration magazine, and after you have completed Steps 1-3, turn to page 18 in your magazine. Follow the directions for the activity “WRITE A DIARY ENTRY.” You may pretend you are a child from an immigrant family from a century ago, or you may pretend to be a modern child emigrating from a country today. If you choose to pretend to be a modern day child, you might want to read pages 12 and 13 in the magazine. Be sure to include a date on your diary page (the date of your immigration from the past or the present date). The diary can be completed on loose-leaf or in your social studies notebook.
Homework due Tuesday and Wednesday, April 9 and 10, 2019: Make a t-chart of similarities and differences of immigrants of the 1700s and 1800s to present day immigrants. Find out where your ancestors came from.
Classwork, Monday, and Tuesday, April 8 and 9, 2019:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Question: Which groups of people are immigrating to the United States presently?
- Question: What have we heard in the news lately about immigrants?
- Prior life experience: do you have any experience with immigrants?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development: New Waves of Immigrants
- What does "new wave" mean?
- Critical attributes of immigrants:
- Examples of immigrants:
- Nonexamples of immigrants:
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will describe the causes and effects of immigration.
- Students will explain why immigrants came to the United States in the early 1800s.
- Students will identify the names of the countries that many immigrants came from between 1789 to 1850.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- As a class, we will read pages 2-3 in "The New Nation" magazine.
- As we read and watch the video, students will look for the answers to the following questions:
- Where did the immigrants come from?
- What problems did they face before coming to the United States?
- What did they want from life in the United States?
- In groups, students will compare immigrants of the 1800s to the immigrants of today. Make a t-chart of similarities and differences of immigrants of the 1700s and 1800s to present day immigrants.
- Do today's immigrants have the same opportunities as past generations? Why or why not?
- Do today's immigrants have the same challenges as past generations? Why or why not?
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Students will compare immigrants of the 1800s to the immigrants of today.
- Do today's immigrants have the same opportunities as past generations? Why or why not?
- Do today's immigrants have the same challenges as past generations? Why or why not?
- Individually, students will make a chart of similarities and differences of immigrants of the new nation, to immigrants of today.
- Questions to ask your family: Where are your ancestors from?
- Make a list of questions that might help us to think deeper about the immigration situation in the United States today.
nearpod:
BrainPop Video: Immigration https://www.brainpop.com/socialstudies/culture/immigration/
BrainPop Game: Immigration Nation, https://www.brainpop.com/games/immigrationnation/
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
Homework due Friday: None
Classwork, Tuesday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- “I use power-points all the time to deliver important information.”
- Question: “Why are power-points resourceful?”
- Students will write their answers on white boards.
- will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Presentation of material à researching information and then presenting it using a visualization (in this case, power-point).
- Skill Development:
- Students will create a power-point on “The Young Republic” using the textbook.
- They will do this by accessing their computers to create a power-point.
- Students will identify 4 topics in this chapter and create a power-point based off those four topics. They will do this by using their textbooks to find four topics they want to discuss in their power-points.
- Students will create a power-point on “The Young Republic” using the textbook.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- will explain how she wants the students to find their four topics.
- will model how to create a power-point using the smartboard.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- Gradually, students will begin to do the steps individually.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will complete their power-points and present them to the class.
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice: