Rebecca VanVliet

EDUC 410-002

LEGEND – Social Science

A – Art
CC – Collaboration with Colleagues
CE – Current Events
CI – Community Involvement – Collaboration with the Community
CM – Communication
CP – Character Principle
CZ – Citizenship
DA – Differentiation / Accommodation
E – Evaluation
GA – Group Activity
LA – Language Arts
LI – Listening
H – Health
HS – Home / School Connection – Collaboration with Family
HW – Homework
M – Math
MA – Manipulative Activity
MO – Movement / Physical Education
MU – Music
OL – Oral Language / Public Speaking
PA – Participation
PS – Problem Solving / Critical Thinking
Q – Quiz
R – Reading
RP – Role Playing
S – Science
SS – Social Science/ Social Studies
T – Technology
TD – Teacher Demonstration
VA – Visual Arts
W – Writing

Monday
Day 1
Introduction to
Course
OL/PA: Teacher will
welcome students, and begin
a discussion on directions.
SS/PA: Class will discuss the
cardinal directions: North,
South, East, and West, and
also NE, NW, SE, and SW.
Teacher will explain which
wall of the class is the North
wall, and the class will label
it such. Teacher will review
the other walls (based on the
north wall), as well as the
corners – “this is the
southeast corner of the
room.”
MO/LI: Students will stand,
and move to follow the
teacher’s directions. Teacher
will call out directions such
as “boys go to the north wall,
and girls go to the south
wall” or “anyone wearing a
blue shirt, go to the
southwest corner; everyone
else, go to the southeast
corner.”
A/MA/VA: Class will make
a large compass rose out of
construction paper (each
student making a part) and
post it on the North wall,
with the northern point
pointing up.
PS/VA: Students will
complete a worksheet on
coloring arrows based on the
compass direction that they
are pointing (Prime Time
Maps).
HW: Students will complete
and color the worksheet of
the compass rose from
http://www.enchanted
learning.com/geography
/printouts/compassrose.
shtml.
Prime Time Maps, p.11
Social Science – Week 1
Tuesday Wednesday
Day 2 Day 3
RVSOL SS 3.9 RVSOL SS 3.9
Map Skills: Map Skills:
Oceans and Oceans and
Continents Continents
SS: Teacher will review the
directions on the compass
rose. Teacher will define
“continent.”
OL/TD: Teacher will ask for
a volunteer to tell which
continent they live on.
Teacher will point to North
America on a map.
SS/VA: Teacher will use a
map to instruct students in
locating and identifying the
seven continents of the
world. Teacher will write
the name of each continent
on the board for students to
reference.
LI/PS/W: Students will use
white boards to write the
name of the continent that
matches the teacher’s
description (“Which
continent is north of South
America?” “Which
continent is directly east of
Europe?” “Which continent
is south of all the other
continents?” etc.)
LA: Students will learn to
spell the names of the
continents.
PS: Students will complete
the worksheet on labeling
the continents from
http://www.enchanted
learning.com/geography
/label/labelcontinents. shtml.
MA/VA/CP/GA: Class will
work together to create a
bulletin board of the world,
using poster-board cutouts of
the continents. Students will
work together to arrange the
continents in the proper
places relative to one
another. Students will label
the continents.
CP: Cooperation
Thursday
Day 4
RVSOL SS 3.10
Map Skills:
Hemispheres
SS: Teacher will review the
continents. Teacher will
define “ocean.”
SS/VA: Teacher will use a
map to instruct students in
the five major oceans of
the world, describing them
in relation to the continents
that they border.
MU: Class will create and
sing a song to help them
remember the oceans.
PS: Students will complete
the worksheet on labeling
oceans from
http://www.enchanted
learning.com/geography
/label/labeloceans.shtml.
MA/VA: Class will add the
Atlantic, Pacific, Indian,
Arctic, and Southern
Oceans to the bulletin
board, identifying and
labeling each one.
DA: Students who need extra
practice of oceans and continents
may use the short flash quiz at
http://www.sheppard
software.com/continents
_click.html, which times students
while they locate and click on each
continent and ocean.
SS: Teacher will review the
continents and oceans
using a map and a globe.
PS: Students will compare
the map and globe,
noticing differences and
similarities.
SS: Teacher will define
“equator” and instruct
students where to find the
equator on a globe and a
map. Teacher will explain
that the equator is around
the center of the earth.
MA/VA/TD: Teacher will
provide each student with a
Styrofoam ball, a thin
dowel rod for the earth’s
axis, and a string. Teacher
will demonstrate how to
measure half-way between
the poles using the piece of
string to find the “equator”
of the ball. Students will
measure and draw the
equator with a red marker.
SS: Teacher will define
“hemisphere,” by pulling it
apart into hemi (half) and
sphere (referencing the
globe and the Styrofoam
balls). Teacher will
explain that the equator is
the dividing line between
the Northern and Southern
Hemispheres.
MA/VA/PS: Students will
label the Northern and
Southern Hemispheres on
their Styrofoam globes.
Students will place an X in
the hemisphere in which
they live.
MA/VA: Class will place a
yarn equator on the
bulletin board.
Rebecca VanVliet
EDUC 410-002
Friday
Day 5
RVSOL SS 3.10
Map Skills:
Hemispheres
SS/PA: Teacher will review the
Northern and Southern
Hemispheres. Students will be
asked to identify the equator,
North Pole, South Pole, and
Hemispheres on the globe and
on the map.
TD: Teacher will use the globe
to show students the Prime
Meridian. Teacher will explain
that the Prime Meridian also
divides the earth into
hemispheres.
PA/OL: Students will guess the
names of the Hemispheres,
after considering the names of
the Northern and Southern
Hemispheres.
SS/TD: Teacher will explain
that the Eastern and Western
Hemispheres are divided by the
Prime Meridian. Teacher will
use the globe to continue the
Prime Meridian all the way
around the earth, to show the
full division of the
hemispheres.
PS/GA: Students will divide
into groups, and use a map
and/or globe to determine
which continents are in the
Eastern Hemisphere, and
which are in the Western. Are
there any that are in both?
Students will share their
answers, and the class will use
the information to determine
where to place the Prime
Meridian on the bulletin board.
MA/VA: Class will add the
Prime Meridian to the bulletin
board with yarn.
PS: Students will complete the
map from
http://www.enchanted
learning.com/geography
/label/world/ by labeling the
continents, oceans, equator,
prime meridian, and north and
south poles. Students will also
label the northern, southern,
eastern and western
hemispheres.

Monday
Day 6
RVSOL SS 3.11
Map Skills:
Locating
Countries
SS: Teacher will review the parts
of the globe/map.
SS/TD/PA: Teacher will ask
students to identify the country
they live in (United States).
Teacher will ask for a volunteer
to point to the United States on a
map, and another student to
locate the United States on the
globe.
GA/PS: Teacher will divide the
class into groups of three, and
each group will brainstorm as
many characteristics as they can
relative to the location of the
United States. Teacher will
provide broad examples, such as:
“Which continent is the United
States on? Which hemisphere(s)
is the United States in? Which
oceans touch the United States?
What other clues can you come
up with?”
OL/PA: Groups will share their
answers with the class, and the
teacher will compile a master list
of the location characteristics of
the US.
SS/TD/PA: Teacher will ask for a
volunteer to find England on a
map or globe. Teacher will point
to England, and explain that we
get our English language from
England. Class will discuss the
importance of England.
GA/PS: Students will repeat the
question-answer activity with
England.
MO/LI/PS: Teacher will call out
a characteristic that was listed of
either country, and students will
move to the North side of the
room if they think it refers to the
US, and the South if they think it
applies to England. Students
who think it applies to both will
gather in the middle of the room.
Class will discuss and repeat.
MA/VA: Class will label the
United States and England on the
class bulletin board.
HW/CE: Students will be asked
to find a newspaper clipping of a
current event in England.
Social Science – Week 2
Tuesday Wednesday
Day 7 Day 8
RVSOL SS 3.11 RVSOL SS 3.13 RVSOL SS 3.13
Map Skills: Map Skills: Map Skills:
Locating Simple Grids Simple Grids
Countries
SS: Teacher will review the
locations of the United States and
England. Teacher will ask for
volunteers to point to each on a
globe and a map.
CE/PA/OL: Teacher will ask for a
few students to share a brief
description of their current event
from England.
SS/TD: Teacher will locate Spain on
the map. Teacher will discuss the
location of Spain similar to the
characteristics of location that were
discussed for the United States and
England.
SS/PA: Teacher will locate France
on the map. Teacher will ask
students to volunteer characteristics
of the location of France, based on
the information they have learned.
Students will provide information
on the continent, hemispheres, and
nearby oceans.
MO/GA/MA: Teacher will divide
the class into two teams. Teacher
will place two globes at the front of
the room. Teams will sit on either
side of the classroom. One student
from each team will be chosen to go
first. Their goal is to locate the
country on the globe before the
other team’s player does. Another
person will be chosen from each
team to be the “spinner” for the
other team. The “spinner” will spin
the opposite team’s globe, and then
sit down. The students who are
locating the countries will stand
behind the globes and face the
board. When the teacher says
“spin” the spinners will spin the
globes and sit down. The teacher
will then call a country (France or
Spain) and the standing students
will turn, stop the globe from
spinning, and locate the country as
fast as they can. When a student
finds it, they will place one finger
on the globe (on the country) and
raise the other hand. Teacher will
check to see that the location is
correct, and those two students will
become the spinners for the next
two players.
PS/A: Given a map of the world,
students will identify the United
States, England, Spain, and France,
and color each a different color.
HW/CE: Students will be asked to
find a newspaper clipping of a
current event in either France or
Spain.
DA/LI: Students who
speak Spanish or French
will be asked to say a few
words in that language.
Thursday
Day 9
SS: Teacher will review the
locations of the United
States, England, France, and
Spain.
CE/PA/OL: Students will
volunteer to share a brief
description of their current
events from France or Spain.
SS: Teacher will introduce
letter-number grids as a
means of locating
information, defining “row”
and “column” for the
students.
PS: Students will complete
Activity Sheet O, filling in
and coloring a simple four-
by-four grid.
MO/CC: Teacher will
arrange a time with the
physical education teacher to
use the gymnasium, and
assign each student a grid
location (A-1, C-5, etc.).
Class will go to the gym, and
teacher will instruct students
how to orient their grid
(columns going from the
front of the gym to the back,
with row A closest to the
door, etc.). Students will
then arrange themselves in a
grid, ordering themselves by
the assigned numbers. Once
the grid is in position,
teacher will have students
call out their location (A-1,
etc.) to see that everyone
found their proper place.
Teacher will then call on
different columns and rows
to do different things. For
example, row A will sit,
while column 5 turns to face
the back wall. Students who
are on intersecting points (in
this instance A-5) will do
both (sit facing the back
wall).
Stoltman, p. 45
SS: Teacher will review
letter-number grids.
GA/PS/MO: Class will
work together to make a
letter-number grid of the
classroom. Teacher will
give each student a piece
of centimeter graph paper,
and draw a rough sketch of
the seating arrangement on
the board. Teacher will
assign each row a letter
and each column a number.
Teacher will explain that
columns go from the front
to the back of the room,
while rows go from side to
side. Students will
duplicate the sketch in
more definite detail, using
the lines of the graph paper
to define the rows and
columns. Students will fill
in the names of the
students for each grid-
square. Students will be
allowed to get up and
move around the room if it
helps them visualize the
seating arrangements.
PA: Class will discuss the
grids that were made, and
each student will identify
their own seat location on
the grid.
PS: Students will complete
Activity Sheet P, on using
a map grid to identify
animals in a zoo.
Stoltman, pp. 45-46
Rebecca VanVliet
EDUC 410-002
Friday
Day 10
RVSOL SS 3.13
Map Skills:
Simple Grids
SS: Teacher will review
letter-number grids.
PS: Students will complete
the activity, “Directions on
Directions,” by coloring
the proper squares
according to the directions.
Teacher will modify the
“Directions on Directions”
activity to include a letter-
number system (after
students have completed
the activity, teacher will
direct the students to label
the grid with letters and
numbers), and students will
write all of the grid points,
ex. A-1, where a mark was
made. Students will
identify which squares
were colored, which had
letters, and where they
started and ended.
PA/OL/LI: Class will
discuss the activity, and
how it incorporated map
and grid skills. Teacher
will explain the importance
of following directions
Prime Time Maps, pp.32-
33

Monday
Day 21
RVSOL SS 3.6
Map Skills:
Locating Early
Civilizations
SS: Teacher will review
map skills with the
students.
TD/SS: Teacher will use
both a current map and an
older map
(http://ancienthistory.
about.com/library/bl/
bl_maps_greece_550.htm)
to show the current and
ancient locations of
Greece.
PS/PA: Students will
discuss the differences in
the maps as well as the
differences in the size
and/or location of Greece.
SS/TD: Teacher will
explain “latitude” to the
class, using the globe as a
reference. Teacher will
explain that latitude lines
are always horizontal, and
are measured from the
equator to the north and
the south. Students will
understand that latitude
values are smaller closer to
the equator.
HW/CE/W: Students will
find a newspaper clipping
of a current event that
interests them, and write
down where it takes place,
what the event is, and a
reaction to the event (what
they think about it).
Current events will be due
each Friday.
Social Science – Week 5
Tuesday Wednesday
Day 22 Day 23
RVSOL SS 3.6 RVSOL SS 3.6
Map Skills: Map Skills:
Locating Early Locating Early
Civilizations Civilizations
SS/TD: Teacher will
review the location of
Greece in terms of latitude,
continent, and relative
oceans. Teacher will use a
current and an older map
(http://library.thinkquest
.org/10805/romanmap.
html) to show the current
and ancient locations of
Rome.
PS/MA: Students will
determine the approximate
latitude of Rome, using
maps and globes.
SS: Teacher will explain
“longitude” to the class.
Teacher will explain that
longitude lines are always
vertical, and are measured
from the prime meridian to
the east and the west.
Students will understand
that longitude values are
smaller closer to the prime
meridian.
PS/MA/GA: Students will
divide into pairs, and pairs
will work together to
determine the approximate
longitude of both Greece
and Rome.
PS/MA: Students will
complete the worksheet on
latitude and longitude from
http://www.enchanted
learning.com/geography
/label/latlong/. Students
will place star stickers on
the approximate locations
of Greece and Rome.
Thursday
Day 24
RVSOL SS 3.1
Contributions of
Greece and
Rome
SS: Teacher will review
latitude and longitude.
SS/TD/PS: Students will
view a map of Africa.
Teacher will direct student
attention to the ancient
empire of Mali in West
Africa, using a map of the
old Empire
(http://www.metmuseum
.org/toah/hd/mali/mali
_map.htm). Students will
compare the location of the
ancient empire to the
location of the current
country.
PS/PA: Class will discuss the
location of Mali in terms of
continents, oceans,
hemispheres, the equator, the
prime meridian, latitude, and
longitude.
GA/PS: Class will divide
into groups. One group will
be assigned “continents and
oceans” and will compare
the locations of Greece,
Rome, and Mali in terms of
these. A second group will
be assigned Hemispheres,
and will compare the
locations of the three areas in
terms of which Hemispheres
they are in. A third group
will be assigned latitude, and
a fourth longitude. Groups
will find out all they can
about the locations of the
three ancient civilizations,
and be prepared to share
their information with the
rest of the class.
OL/LI: Groups will share
their findings with their
classmates. Class will
determine the relative
locations of the civilizations.
SS: Teacher will explain
that Greece and Rome
contributed a lot to modern
society. One of the ways
they contributed is in the
area of architecture.
Teacher will discuss the
basic elements of Greek
architecture, including the
three forms of columns
(Doric, Ionic, and
Corinthian).
PS/T: Students will use the
computer to find pictures
of examples of Greek
architecture in modern
buildings. Students will
print their pictures, and
label the kind of column
the picture shows.
(Students will start their
search at
http://www.bc.edu/bc_org
/avp/cas/fnart/arch/greek
_arch.html, which gives a
few modern examples of
Greek architecture.)
VA/A/MA: Students will
draw a large building on
construction paper, and cut
columns from white
construction paper to glue
onto their buildings.
Students will cut out three
columns, and write the
name of a kind of column
on each (Corinthian, Ionic,
and Doric).
PS/W: Students will begin
to fill out the worksheet
“Bits and Pieces” which
notes the different aspects
of a culture.
DA: Advanced students
may draw and cut their
columns to accurately
represent the design of
each kind (simple Doric,
scroll-topped Ionic, and
flowery, elaborate
Corinthian).
“A Part of Something
Great” p.49
Rebecca VanVliet
EDUC 410-002
Friday
Day 25
RVSOL SS 3.1
Contributions of
Greece and
Rome
CE: Students will turn in
their current events.
SS: Teacher will review the
architecture of Ancient
Greece, and introduce the
architecture of Ancient
Rome. Teacher will
discuss the basic elements
of Roman architecture,
focusing on the arches.
PS/T: Students will use the
computer to find examples
of Roman architecture in
modern buildings.
Students will begin at
http://www.greatbuildings
.com/types/styles/roman.
html and
http://www.crystalinks
.com/romearchitecture.
html, each of which gives
examples of Roman ruins,
and pictures of their
architecture.
A/MA: Students will use
stones and clay (“mortar”)
to build an arch.
PS/PA: Class will discuss
what methods worked and
didn’t work to keep the
arch standing, and discuss
possible ways the Romans
were able to make the
elaborate arches that we
know about.
PS/W: Students will begin
to fill out another “Bits and
Pieces” worksheet for the
culture of Rome.
“A Part of Something
Great” p.49

Monday Tuesday
Day 26 Day 27
RVSOL SS 3.1 RVSOL SS 3.1
Contributions of Contributions of Contributions of Contributions of
Greece and Greece and
Rome Rome
SS: Teacher will review
both Greek and Roman
architecture, focusing on
pillars (columns) and
arches.
TD/VA/PS: Teacher will
show pictures of both
kinds of architecture, and
students will identify them
as Greek, Roman, or both.
PS/GA: Groups of
students will compare
Greek and Roman
architecture. What styles
are noticeable in both
civilizations? Which
styles are unique?
PA: Groups will share
their findings with the
class.
HW/CE/W: Students will
find another current event
for the week. This week’s
current event will focus
on architecture, sports, or
government.
PS: Students will continue
filling out their “Bits and
Pieces” worksheets this
week.
“A Part of Something
Great” p.49
Social Science – Week 6
Wednesday Thursday
Day 28 Day 29
RVSOL SS 3.1 RVSOL SS 3.1
Greece and Greece and
Rome Rome
SS: Teacher will instruct the
class on the government of
Greece. Teacher will
explain that Greece had
many different kinds of
government. Teacher will
define “democracy” and
explain that the United
States got its system of
government (democracy)
from the Greeks.
T: Class will look at
http://oncampus.richmond.
edu/academics/education/
projects/webunits/greece
rome/Greecegovt1.html to
find some information
about the government of
Greece.
PS/RP: Class will become
the “citizens” of the
classroom, and vote for a
“Classmate of the day.”
Students will nominate
someone in the class, and
give a reason why they
should be elected. Teacher
will read the nominations
aloud, and choose the three
students with the most
nominations to be the
candidates. Students will
then write the name of the
person they wish to “vote”
for on a slip of paper, and
teacher will collect, tally,
and announce the student of
the day.
SS: Teacher will explain
that a democracy works in a
similar way. The people of
the nation or city get to vote
for their leaders.
SS: Teacher will review the
government of Greece, and
instruct the class in the
government of Rome.
Teacher will explain that
Rome was a “republic.”
T: Class will visit
http://rome.mrdonn.org
/senate.html to see how the
government of Rome was
divided into different
offices.
PS: Class will compare the
democracy of Greece and
the republic of Rome,
noticing similarities and
differences.
SS: Teacher will explain
that the United States uses
a mixture of the two
systems.
SS: Teacher will instruct
the students in Greek
sports.
T: Class will watch a short
video clip of Olympic
runners.
SS/PA/PS: Teacher will
discuss the different sports
that came from the
Greeks, such as running,
discus throwing, jumping,
and throwing a javelin.
Students will discuss the
different sports that are
still played today, and
compare them to how they
were played in ancient
Greece.
MO/RP/GA: Students will
divide into teams and have
short Olympic Games,
where each team will
pretend to be from a Greek
city state. Awards will go
to the winners.
DA: Students who are
physically incapable of
participating in the
activities will act as
spectators and cheer for
their classmates.
Rebecca VanVliet
EDUC 410-002
Friday
Day 30
RVSOL SS 3.1
Contributions of
Greece and
Rome
CE: Students will turn in
their current events.
SS: Teacher will instruct
the class in the
entertainment activities of
ancient Rome.
VA/TD: Teacher will show
a picture of the Colosseum,
and explain that it was the
“theater” of ancient Rome.
Teacher will explain that
sports were held in the
Colosseum.
A/VA: Students create a
clay model of the
Colosseum (round walls
with a flat center floor).
PS/PA: Class will discuss
the sports they would play
in their Colosseums.

Monday
Day 41
RVSOL SS 3.2
Culture of Mali
SS: Teacher will review
map skills with the
students, and focus on
locating the West African
Empire of Mali on the
map.
SS/PS/PA: Teacher will
explain that Mali was once
a great Empire, and today
it is a country in Africa.
T/VA: Class will use the
website
http://www.fcps.k12.va.us/
KingsParkES/technology/
mali/malimap.htm to view
different maps of Ancient
Mali.
SS: Teacher will explain
that storytelling was a very
important custom in Mali,
because they did not have
books to pass down
information to their
children.
HW/CE/W: This week’s
current event will focus on
either Africa or story-
telling.
PS: Students will begin to
fill out another “Bits and
Piece” worksheet for Mali.
Students will continue to
add to the worksheet daily
for the next two weeks.
“A Part of Something
Great” p.49
Social Science – Week 9
Tuesday Wednesday
Day 42 Day 43
RVSOL SS 3.2 RVSOL SS 3.2
Culture of Mali Culture of Mali
SS: Teacher will review
oral tradition and discuss
other aspects of the culture
of Mali.
VA: Class will view
examples of the art of
Mali.
PA/SS: Class will discuss
the artwork, and teacher
will explain that Malian art
was made for display, but
also to teach moral lessons,
show authority, and
celebrate special occasions.
PS/T: Class will
brainstorm possible uses
for each piece of art, and
use the computer to
research each one. Class
will discuss how close
their guesses were to the
proper uses and meanings
of each piece.
T/LI: Class will listen to a
few samples of Mali
music, from
http://www.oxfam.org.uk/
coolplanet/ontheline/
explore/journey/mali/
music.htm.
Thursday
Day 44
RVSOL SS 3.2
Culture of Mali
SS: Teacher will review the
oral tradition of Mali.
LA: Teacher will define
“griot” as a Malian
storyteller.
CI: Teacher will invite a
local storyteller to visit the
class and tell the students a
story about Africa.
PA/OL: Students will be
allowed to ask questions of
the storyteller.
PS: Class will discuss the
story that the storyteller
told.
DA: Hearing impaired
students will be provided
with a translator.
SS: Teacher will review the
culture of Mali, and
introduce the government
of Mali (kings, or
monarchy).
LA: Teacher will define
“monarchy” for the class,
as a government where a
king is in charge.
PA/OL: Students will share
what they know about
kings.
SS/R/PA: Class will read
Sundiata: Lion King of
Mali by David
Wiseniewski, and discuss
the important events.
VA/A: Students will draw
a picture depicting their
favorite part of the story of
Sundiata Keita.
Rebecca VanVliet
EDUC 410-002
Friday
Day 45
RVSOL SS 3.2
Culture of Mali
CE: Students will turn in
their current events.
SS: Teacher will review the
story of Sundiata Keita,
and review Sundiata’s life.
T: Class will follow the
story of Sundiata’s life and
how it affected the Empire
of Mali, at
http://www.worldbook
online.com/na/htm/zone/
stm/1200/sun/sunfr.htm.
PS/GA: Students will
divide into groups and
discuss the positives and
negatives of Sundiata’s
life, based on the
information they were
given.
PS: Class will complete a
worksheet on Sundiata
Keita.

Monday
Day 46
RVSOL SS 3.2
Culture of Mali
SS: Teacher will review the
concept of monarchy, and
instruct students in Mansa
Musa as a king of Mali.
T/VA: Class will go to
http://www.mrdowling
.com/609-mansamusa.html
to view a European map of
Africa with a picture of
Mansa Musa.
SS: Teacher will explain
the life of Mansa Musa,
telling the class that he was
the grandson of Sundiata
Keita, and a Muslim.
Teacher will explain that
Muslims must make a
pilgrimage to the city of
Mecca, and that Mansa
Musa’s pilgrimage brought
so much gold with it, and
he gave away so much of
it, that people in Europe
began to notice the Empire
of Mali .
PS: Students will complete
a worksheet on Mansa
Musa.
HW/CE/W: This week’s
current event will focus on
trade.
Social Science – Week 10
Tuesday Wednesday
Day 47 Day 48
RVSOL SS 3.2 RVSOL SS 3.2
Culture of Mali Culture of Mali
SS: Teacher will review the
government of Mali, and
introduce the economic
development (trade) of the
kingdom. Teacher will
explain that the main
source of economic
development was trade.
PA: Teacher will ask for a
student to volunteer to
define “trade.” Class will
discuss things they trade.
SS: Teacher will discuss
the things that the people
of Mali traded.
T/R/LA: Students will go
to
http://www.fcps.k12.va.us/
KingsParkES/technology/
mali/malires.htm to find
and list the items that the
Mali people traded.
TD: Teacher will have a
piece of gold jewelry and a
small container of salt.
Teacher will demonstrate
that in Mali, one is traded
for the other.
RP/MO/PS: Teacher will
call on two students to act
out a “silent trade” as the
Malian people did.
Students must agree on
who will be the Malian and
who will be the other
trader (without letting their
classmates know). This
will determine who trades
which item. The students
will act out a silent trade,
and the rest of the class
will decide which student
was the Malian trader, and
which was the other trader,
based on who gave and
received the items.
Thursday
Day 49
RVSOL SS 3.2
Culture of Mali
SS: Teacher will review the
economic development (trade)
of Mali, and introduce the
reasons the people of Mali
engaged in trade.
PA: Teacher will review some
of the things the students said
they traded, and ask students to
give reasons for why they trade
things. Students will give
reasons for making different
trades with one another.
SS/PA: Teacher will explain
that the people of Mali traded
gold for salt because they
needed the salt. Teacher will
ask the students if they needed
the things they traded for.
Teacher will explain that there
are different reasons for
trading.
GA/PS: Students will gather
into groups of four, and discuss
possible reasons the Mali
people would need salt.
Teacher will encourage
students to explore all the
possible uses of salt.
PA: Class will share their
ideas.
SS/H: Teacher will explain that
the Mali people needed salt to
preserve their food and keep
them healthy. Teacher will
explain that the body loses salt
when it sweats, and that the
people of Mali live in a desert.
Teacher will explain the
importance of staying hydrated
when it is hot.
VA/A: Students will pretend
that they are able to get into a
time machine and visit the
Mali empire. Students will
draw a picture of something
they would trade with a person
from Mali (besides salt) that
would help them either
preserve their food or stay
healthy. Teacher will
encourage students to be
creative.
Rebecca VanVliet
EDUC 410-002
Friday
Day 50
TEST
SS: Teacher will review the CE: Students will turn in
reasons for trade in Mali, their current events.
and discuss how the people
were able to trade with SS: Teacher will review
other countries/ empires. map reading skills, and the
contributions of Greece
PS: Teacher will remind and Rome.
students that Mali is in a
desert in Africa, many E/SS: Test will cover
hundreds of years ago. Greece, Rome, and Mali,
Teacher will ask students and include map-reading
to take a moment to think skills.
about how the people of
Mali traveled. They didn’t
have cars, so what would
they use instead? Teacher
will remind the class that
the Mali Empire was very
large, and the people they
traded with lived far away.
R: Teacher will read The
Hatseller and the Monkey
: A West African
Folktale to the class.
PS/PA: Class will discuss
the mode of transportation
of the hatseller.
SS: Teacher will explain
that the people of Mali had
to walk or ride animals
such as camels to meet
people to trade with.
Teacher will tell students
that traders did not often
travel alone, just in case
something was to happen.
In Mali, traders travelled in
large groups, and the army
would protect them.
DA: Students with
accommodations will be
allowed extra time for the
test.

Monday
Day 61
RVSOL SS 3.3
Early Explorers
SS: Teacher will explain
that North America was
discovered by people from
Europe, many years ago.
MO/PA: Teacher will ask a
student to point out North
America on a map, globe,
and the bulletin board, and
another student to point out
Europe.
SS/TD: Teacher will
introduce Christopher
Columbus, and say that he
sailed from Spain. Teacher
will point to Spain on the
map. Teacher will discuss
the reason Columbus sailed
to the New World. Teacher
will explain that Columbus
had three ships, and made
four trips to the New
World.
MA/A: Students will make
a simple ship out of
cardstock and paper, and
label it either the Niña,
Pinta, or Santa Maria.
PS: Students will complete
the worksheet on
Columbus from
http://www.enchanted
learning.com/alphabet/
spellingquestions/columbu
s /index.shtml.
HW/CE/W: This week’s
current event will focus on
America.
Social Science – Week 13
Tuesday Wednesday
Day 62 Day 63
RVSOL SS 3.3 RVSOL SS 3.3
Early Explorers Early Explorers Early Explorers
SS: Teacher will teach
students about Juan Ponce
de Leon. Teacher will
inform the students that de
Leon was the man who
discovered Florida.
PA: Teacher will ask if any
students know where
Florida is, and ask them to
point to it on a map.
SS: Teacher will explain
that de Leon was also from
Spain (like Columbus),
and that he actually sailed
with Columbus on
Columbus’ second trip.
Teacher will explain the
reasons for de Leon’s
voyage, including that he
was looking for the
“fountain of youth.”
VA/A/W/LA: Students will
draw a picture of the
fountain of youth, and tell
a location where they think
it might be hidden.
Students will write a short
letter to Juan Ponce de
Leon, telling him where to
find their fountains.
PS: Students will complete
a worksheet on de Leon.
Thursday
Day 64
RVSOL SS 3.3
SS: Teacher will review
Columbus and de Leon,
and introduce Jacques
Cartier.
TD: Teacher will explain
that Cartier is a
Frenchman, meaning he
lived in France. Teacher
will point to France on the
map, and explain that he
discovered and named
Canada. Teacher will
explain that Cartier made
three trips to Canada from
France.
PS/PA: Teacher will ask if
anyone knows where
Canada is. Students who
do will locate it on a map.
Teacher will discuss the
location of Canada relative
to the US (north).
SS/PA: Teacher will
explain that Cartier was
looking for a route to the
Pacific Ocean through
North America (a river to
sail on). Teacher will ask
for a volunteer to point out
the Pacific Ocean on the
map. Teacher will show
the class the St. Lawrence
River, which Cartier sailed
down, and explain that it
does not go all the way to
the Pacific Ocean.
VA/PS: Students will color
a map of Canada, and
show Jacques Cartier’s
journey down the St.
Lawrence River with a red
marker.
Rebecca VanVliet
EDUC 410-002
Friday
Day 65
RVSOL SS 3.4
Results of Early
Explorers
SS: Teacher will review CE: Students will turn in
the previous three their current events.
explorers, and introduce
Christopher Newport, the SS: Teacher will review
man who brought men and Christopher Columbus.
supplies to Jamestown, Teacher will discuss the
Virginia. results of his voyages with
the class.
TD/PA: Teacher will
provide the students with a PS: Class will review the
map of Virginia, and point places Columbus landed.
out Jamestown on the map. Teacher will ask students
Teacher will explain that to find the locations on a
Jamestown was the first map.
English settlement in
America. Teacher will ask SS: Teacher will explain
students to find England on that Columbus was sent in
the map of the world. search of gold and trade
Teacher will explain that routes to India. Columbus
Newport sailed back and named the natives
forth between England and “Indians” because he
Jamestown five times. thought he made it to India.
PS: Class will pretend they VA/T: Class will watch a
are settlers in Jamestown, short video on Columbus.
and brainstorm a list of
supplies that they would
need. Teacher will
encourage students to only
list important and
necessary items.
W/LA: Students will write
a note to Newport,
explaining what supplies
they want him to bring
with him on his next trip.
PS/T: Students will
complete the matching
puzzle on the four
explorers at
http://www.quia.com/
cm/17526.html?AP_
rand=383203672.
DA: Learning disabled
students will be provided
with print-outs of all the
explorers.

Monday
Day 66
RVSOL SS 3.4
Results of Early
Explorers
SS: Teacher will review
Juan Ponce de Leon.
Teacher will discuss the
results of his voyage with
the class.
PS: Class will discuss the
results of de Leon
discovering Florida. This
means the first people in
Florida were Spanish.
SS: Teacher will explain
that de Leon did not find
the fountain of youth that
he was looking for, and he
spent most of his time in
America fighting Native
Americans.
PS/T: Students will play
the matching/memory
game about explorers at
http://www.quia.com
/cc/329166.html.
HW/CE/W: This week’s
current event will focus on
a topic of the student’s
choice.
Social Science – Week 14
Tuesday Wednesday
Day 67 Day 68
RVSOL SS 3.4 RVSOL SS 3.4
Results of Early Results of Early Map Skills:
Explorers Explorers
SS: Teacher will review
Jacques Cartier. Teacher
will discuss the results of
his voyage with the class.
PS: Teacher will explain
that Cartier established the
city of Quebec in Canada.
Students will find and
indentify Quebec on the
map.
SS: Teacher will explain
that Cartier established
Canada for France.
CP/W: Students will
explore the
accomplishments of one-
another in the classroom.
Teacher will distribute the
“Daily Good News”
template, and students will
draw the names of four
classmates to write a
positive article (a few
sentences) about in their
Daily Good News.
CP: Self-Esteem
Begun p.69
Thursday
Day 69
RVSOL SS 3.12
Locations of
Early Explorers
SS: Teacher will review SS: Teacher will review the
Christopher Newport. accomplishments of
Teacher will discuss the Columbus and de Leon.
results of his voyage with
the class. TD: Teacher will use a
globe and a map to locate
SS: Teacher will explain the home countries and
that Newport established destinations of Columbus
the first settlement in and de Leon.
America, starting the
United States. PS/T: Given the map of
Columbus’ expeditions
PA: Class will discuss found at
reasons they are thankful http://wilstar.com/holidays
for living in America. /columbus_map.htm,
students will find the
PS: Students will complete location on the globe or
the matching worksheet on world map, and record the
explorers and their continent(s), oceans,
discoveries, found at hemispheres, latitude, and
http://printables.family longitude that is relevant to
education.com/puzzles- Columbus’s travels.
and-games/skill-builder/
51490.html?detoured=1. VA: Students will
reproduce the general idea
of Columbus’ expedition
on a blank map of the
world, marking his home
country, the direction of
travel, and his destination.
PS/T: Given the map at
http://www.enchanted
learning.com/explorers/
page/d/deleon.shtml,
students will repeat the
activity by locating and
reproducing the travels of
Juan Ponce de Leon.
PS/PA: Class will discuss
the similarities and
differences in the locations
of the two explorers.
A/MA: Class will learn to
make simple boats out of
newspaper.
DA: Students who are not
citizens of America will
tell something they like
about America.
Rebecca VanVliet
EDUC 410-002
Friday
Day 70
RVSOL SS 3.12
Map Skills:
Locations of
Early Explorers
CE: Students will turn in
their current events.
SS: Teacher will review the
accomplishments of Cartier
and Newport.
PA/MO: Teacher will ask
for students to recall and
locate the home countries
of Cartier and Newport,
and point them out on a
map or globe for the class
to see. Teacher will call on
other volunteers to identify
the destinations of both
explorers.
PS/T: Students will locate
and reproduce the travels
of both explorers in the
same way they located and
reproduced the travels of
Columbus and de Leon,
using a map from
http://www.canadiana.org/
hbc/_images/common/
maps/cartiermap.jpg
(Cartier) and a map of
Virginia (Newport).
PA/PS: Class will discuss
the similarities and
differences of the locations
of these two explorers and
Columbus and de Leon.
MA/VA: Class will post
the travels of the four
explorers on the bulletin
board of the world, using
different colors of pins and
string for each explorer.

Monday
Day 81
RVSOL SS 3.5
Native
Americans
SS: Teacher will discuss
the location of different
Native American tribes.
TD: Teacher will enlarge
the map (Haslam) and
identify the locations of the
different tribes for the
class.
GA/PS/MO: Students will
be given cards with either
the name of an Indian
tribe, or a location.
Students will have to find a
partner who has the match.
Students will post their
cards on a large map of the
United States.
HW/CE/W: This week’s
current event will focus on
Native Americans.
PS: Students will begin to
fill out another “Bits and
Piece” worksheet for
Native American culture.
Students will continue to
add to the worksheet daily
for the next two weeks.
Haslam, pp.6-7
“A Part of Something
Great” p.49
Social Science – Week 17
Tuesday Wednesday
Day 82 Day 83
RVSOL SS 3.5 RVSOL SS 3.5
Native Native
Americans Americans
SS: Teacher will discuss
the culture and daily life of
the Native Americans.
TD/VA: Teacher will show
pictures of different Native
American homes,
explaining how each is
unique to the area where it
is found.
PS: Students will complete
a matching activity, in
which they match the kind
of Indian house to the
location where it is found.
SS: Teacher will instruct
the students in the
traditional dress of the
Native Americans.
PS/VA: Students will
examine a headdress, and
class will discuss the
meanings of the feathers in
the band.
A/MA: Students will make
a pair of “moccasins” from
burlap, using cardboard for
the soles and paint for
decoration.
Haslam, pp.8,11
Thursday
Day 84
RVSOL SS 3.5
Native
Americans
SS: Teacher will discuss
the food and daily
activities of the Native
Americans.
PS/PA: Class will discuss
starting a fire. Students
will discuss the possible
ways Native American’s
could have made fire (two
sticks, flint, etc.)
SS: Teacher will explain
the different sources of
food for the Native
Americans.
MA/VA/GA: Students will
divide into groups (one
group for each tribe), and
use the map on page 29
(Haslam) to determine
what food sources were
available to the Native
Americans based on the
location of the tribe.
Students will draw pictures
of each food source, and
place them in the tribe’s
location on a large map of
North America that the
teacher will display on the
classroom wall.
Haslam pp.28-29
SS: Teacher will discuss
the religion and beliefs of
the Native Americans.
PA: Class will discuss the
importance of spirits and
the spirit world to the
Native Americans.
R/PA/PS: Class will read
Moon's Cloud Blanket by
Rose Anne St. Romain,
and discuss the legend that
is told in the story. Class
will discuss how the story
represents the beliefs of the
Native Americans.
SS: Teacher will explain
the purpose of “Kachina
Dolls” and explain that
they were used primarily
by the Pueblo Indians.
MA/A: Students will craft
a “Kachina Doll” out of
modeling clay. Teacher
will bake the dolls to
harden them.
DA: Students who prefer
may draw a picture of a
Kachina doll instead of
sculpting one.
Haslam, pp.52-55
Rebecca VanVliet
EDUC 410-002
Friday
Day 85
RVSOL SS 3.5
Native
Americans
CE: Students will turn in
their current events.
SS: Teacher will review the
beliefs of the Native
Americans.
MA/A: Students will paint
their Kachina dolls, using
natural color pigments that
would have been available
to Native Americans
(browns, reds, oranges,
yellows, black, and white).
SS: Teacher will discuss
the importance and
significance of spirit masks
during ceremonies.
T/VA: Class will watch a
short video of a Native
American ceremony.
Haslam pp.52-53

Monday
Day 86
RVSOL SS 3.5
Native
Americans
SS: Teacher will review the
customs of the Native
Americans, and discuss the
impact of the European
settlers on the Native
American tribes.
SS/PS: Teacher will
explain that the Europeans
brought their own customs
with them from England,
Spain, and France. Class
will brainstorm a list of
differences between the
European customs (similar
to customs today) and the
Native American customs.
PA/PS: Class will discuss
customs and habits that the
European’s picked up from
Native Americans (ways of
growing food, hunting,
etc.).
HW/CE/W: This week’s
current event will focus on
a topic of the student’s
choice.
Social Science – Week 18
Tuesday Wednesday
Day 87 Day 88
RVSOL SS 3.5 RVSOL SS 3.5
Native Native
Americans Americans
SS: Teacher will review the
results of de Leon’s
encounters with Indians
(battles). Teacher will
explain that many times
the Europeans and Native
Americans were not
friendly, and resulted in the
Native Americans being
pushed farther West.
VA/T: Class will watch a
short video on Jamestown,
showing how the
Europeans cut down the
forests that the Native
Americans hunted in to
make their fort.
PA/PS: Class will discuss
the ways the Europeans
and Native Americans hurt
each other.
Thursday
Day 89
RVSOL SS 3.7
Characteristics
of Early Peoples
SS: Teacher will discuss
the influence of Native
Americans on life in
America today.
VA: Teacher will show
pictures of Native
American reservations,
where most of the
remaining Native
Americans live.
PA/PS: Class will discuss
how the Native Americans’
understanding of nature
impacted people all over
the world.
W: Students will write
down three things that they
use/see in their own lives
that relates to something
they learned about Native
Americans.
PA: Students will share
their ideas, and the teacher
will compile a master list.
PS: Class will discuss how
many pieces of our culture
came from the Native
Americans.
Rebecca VanVliet
EDUC 410-002
Friday
Day 90
PROJECT
SS: Teacher will discuss CE: Students will turn in
the distinctive their current events.
characteristics of the early
groups of people that have E/RP/OL: Students will act
been discussed over the out the life of a Native
course of the year so far. American as if they were
one, telling something they
PS/GA: Groups of students eat, something they like to
will work together to do, and something about
compare Native Americans where they live.
to Greeks, Romans, and
the people of Mali. Each
group will compare Native
Americans to one of the
other groups of people.
W: Groups will make a
chart noting the various
similarities and differences
of the groups, focusing on
culture, location, daily life,
and activities.
OL: Each group will either
choose one representative
to share their chart with the
class, or group members
will take turns sharing
pieces of information.
PA: Class will discuss the
results.
DA: Students who do not
wish to act may simply
speak as if they were a
Native American.

Monday
Day 101
RVSOL SS 3.8
Humans Modify
Environment
SS: Teacher will discuss the
ways in which humans
modify the environment to
meet their needs.
T: Class will watch a short
video on Dams, from
http://idahoptv.org/dialogue
4kids/archive/episodePage.
cfm?versionID=105996.
PS: Class will discuss the
ways dams affected the
environment, and whether
it was good or bad.
SS/PA: Class will
brainstorm other ways
humans have modified the
environment (buildings,
pollution, cutting down
trees, etc.). Class will
discuss the positives and
negatives of each.
HW/CE/W: This week’s
current event will focus on
a way humans have
changed something in
nature.
Social Science – Week 21
Tuesday Wednesday Thursday
Day 102 Day 103 Day 104
RVSOL SS 3.8 RVSOL SS 3.8 RVSOL SS 3.8
Humans Modify Humans Modify Humans Modify
Environment Environment Environment
SS: Teacher will review SS: Teacher will review
Greece, and discuss how Rome, and discuss the
the Greeks modified the ways in which the Romans
environment. modified the environment
to meet their needs.
PS/T: Class will look at the
buildings and cities of PS/T: Class will go to
Greece. Class will go to http://oncampus.richmond
http://oncampus.richmond. .edu/academics/education/
edu/academics/education/ projects/webunits/greece
projects/webunits/greece rome/Romegeog1.html to
rome/Greecegeog1.html to find different ways the
see how little the Greeks Roman Empire modified
modified the environment. the environment.
PA: Class will discuss PA: Class will discuss the
ways the Greeks did not do ways Rome did and did not
much to change the change the environment.
environment. Class will
decide if this was positive PS: Class will compare the
or negative. ways Rome changed the
environment to the ways
PS: Students will complete Greece changed the
a worksheet on Greece. environment. Did they
change in the same way?
Was this good or bad?
PS: Students will complete
a worksheet on Rome.
SS: Teacher will review
the Empire of Mali in West
Africa, and discuss the
ways in which the Mali
people modified the
environment to meet their
needs.
SS/TD: Teacher will
review the main export
(traded good) of Mali:
gold. Teacher will have a
large (shallow) box filled
with wet sand and buried
rocks painted gold.
Teacher will show students
how miners would dig
through the rock to find
gold, explaining that the
wet sand (more dense than
dry sand and therefore
more solid) represents the
rocks, and must be
displaced (moved) to get to
the gold. Teacher will
explain that although the
box only contains sand, the
Mali people were mining
in real rock, meaning they
would not be able to
smooth out the landscape,
although it is possible to
smooth out the sand.
MA/MO/GA: Groups of
students will be provided
with boxes similar to the
teacher’s demonstration
box, and will observe how
the landscape of the box
changes when they begin
to “mine” for the gold that
is buried.
PS/PA: Class will discuss
how mining changed the
environment in Mali.
Students will offer
suggestions of what they
think the results of that
change would be.
Rebecca VanVliet
EDUC 410-002
Friday
Day 105
RVSOL SS 3.15
Economics:
Resources
CE: Students will turn in
their current events.
SS: Teacher will instruct
the students in natural
resources, such as coal,
water, and wood. Teacher
will define “natural
resource.”
PS/PA: Students will be
asked to identify one use
for each of the three
natural resources. Class
will compile a list.
Teacher will explain that
people use resources from
nature all the time.
SS: Teacher will explain
that natural resources are
used to make many
products (things we can
buy), and that resources
are limited.
TD/PS/PA: Teacher will
present the “Needs and
Wants” poster, from
http://chumby.dlib.vt.
edu/melissa/posters/
needswants.pdf and
explain that some things
that we have are necessary,
while some are things that
we can live without. Class
will discuss which items
use natural resources in
their production.
PS/GA/MA/VA: Groups of
students will brainstorm
ideas of objects or items
made with natural
resources that they could
add to the “Needs and
Wants” poster. Students
will cut pictures from
magazines of items they
can add.
VA: Class will create a
“needs and wants wall” by
posting the pictures on a
large poster or section of
wall, with two headings:
“Needs” and “Wants.”
DA: Artistic students may
draw their own pictures instead
of only cutting them from
magazines.

Monday
Day 106
RVSOL SS 3.15
Economics:
Resources
SS: Teacher will review
natural resources, and
introduce man-made
resources. Teacher will
define “man-made
resource.”
TD/PS/PA: Teacher will
present the “Needs and
Wants” poster again, from
http://chumby.dlib.vt.
edu/melissa/posters/
needswants.pdf, and
students will identify
things that are man-made.
PA/OL/PS: Class will
discuss things they buy
that are man-made.
Students will determine
whether each item is a
need or a want.
VA/MA: Students will find
or draw pictures of the
items, and add them to the
need and want wall.
HW/CE/W: This week’s
current event will focus on
an area of economics.
HS: Teacher will send
home a notice about the
upcoming field trip to the
American History
Museum. Parents must
sign and return the bottom
of the notice by the end of
the week.
Social Science – Week 22
Tuesday Wednesday
Day 107 Day 108
RVSOL SS 3.16 RVSOL SS 3.16
Economics: Economics:
Specialization Specialization
SS: Teacher will review
resources, and explain
specialization (being good
at one thing).
CI: Teacher will invite a
specialist from the
community to come into
the class and talk about his
work, and how focusing on
being good at one thing is
helpful to the community.
PS/PA: Class will discuss
different areas of
specialization, and explain
what goods or services
each specialization
contributes to.
A/VA: Students will draw
a picture of themselves
specializing in some area.
Thursday
Day 109
RVSOL SS 3.17
Economics:
Opportunity
Cost
SS: Teacher will review
specialization and
introduce interdependence
(depending on others for
goods & services).
Teacher will explain that if
everyone specializes in
only one area, they won’t
have any variety unless
they depend on other
people for it.
PS: Students will look at
their pictures from the day
before, and decide on
something that their
specialization can be a
part of. Students will then
think of other
specializations that could
help make up the other
parts of the ‘something’
that their specialization is a
part of.
CM/MO: Students will try
to find other students
whose specializations will
compliment their own.
A/VA: If they cannot find
someone to fit their idea,
students will either draw
another picture or write
down another
specialization that they
would need.
PS/PA: Class will discuss
interdependence in society,
looking at making bread.
Someone needs to
specialize in growing
wheat, someone else needs
to specialize in making
flour, someone else needs
to specialize in
transportation, someone
else in baking, someone
else in selling, etc.
PS: Students will complete
a worksheet on
interdependence.
DA: Gifted students may
find/create multiple other
specializations that would
complement their own.
SS: Teacher will review
specialization and
interdependence. Teacher
will introduce the term
“opportunity cost.”
Teacher will define
opportunity cost as “what
you give up when you
make a decision.”
TD: Teacher will give the
example of buying a book.
The cost of buying the
book is the money you
spend, say, $3.50. The
opportunity cost of buying
the book is anything ELSE
that you could have spent
your $3.50 on, say, four
candy bars. Teacher will
give another example,
concerning time. If a
student decides to watch a
2-hour movie, what is the
opportunity cost? The cost
is 2 hours. The
opportunity cost is
studying for a test, or
taking a walk, or anything
else that the student
COULD HAVE DONE
with those 2 hours.
PS/PA: Teacher will give
another example: A
student buys a used bicycle
for $10. What is the
opportunity cost of buying
the bike? Students will
generate ideas on what
ELSE they could spend
$10 on.
SS: Teacher will explain
that every decision has an
opportunity cost. Even
deciding which socks to
wear!
Rebecca VanVliet
EDUC 410-002
Friday
Day 110
RVSOL SS 3.17
Economics:
Opportunity
Cost
CE: Students will turn in
their current events.
SS: Teacher will review the
meaning of ‘opportunity
cost.’ Teacher will focus
on identifying examples of
opportunity cost.
TD/PS/PA: Teacher will
give an example of a
decision (such as buying a
book again), and give
students two choices for
the opportunity cost:
buying trading cards, or
$3.50. Students will
identify which is the
opportunity cost. Teacher
will provide more
examples: You stop to help
a girl who fell and skinned
her knee. Is the
opportunity cost the time
you stayed with her? Or is
it the first ten minutes of
your favorite after-school
television show? Students
will identify the proper
answer.
PS: Students will complete
a worksheet on opportunity
cost.

Monday
Day 121
RVSOL SS 3.22
Famous
Americans
SS/R/LI: Teacher will read
Crossing the Delaware : A
History in Many Voices by
Louise Peacock to the
class.
PS/PA: Class will discuss
Washington, his role in the
American Revolution, and
note that he was the first
president.
T/PS: Class will go to
http://www.americas
library.gov/cgi-bin/
page.cgi/aa/presidents
/wash/martha_1, to read
about George and Martha
Washington.
R/LI/PA/PS: Teacher will
read a short informative
story on Martha
Washington. Students will
listen carefully, and the
class will answer and
discuss the questions at the
end. Class will discuss
what it means to be a “first
lady.”
HW/CE/W: This week’s
current event will focus on
America.
“Famous Friends” pp.49-
55
Social Science – Week 25
Tuesday Wednesday
Day 122 Day 123
RVSOL SS 3.22 RVSOL SS 3.22
Famous Famous
Americans Americans
SS/R/LI: Teacher will read
The Hatmaker's Sign: A
Story by Benjamin
Franklin by Candace
Fleming, which tells a
fictional story about Ben
Franklin and Thomas
Jefferson.
T/R/PS: Class will go to
http://www.americas
library.gov/cgi-bin/
page.cgi/aa/presidents
/jefferson/declar_1, to read
and answer a few
questions about the
Declaration of
Independence.
SS: Teacher will explain
that Jefferson helped
contribute to a republican
form of government in the
United States.
T/R/PS: Class will go to
http://www.americas
library.gov/cgi-bin/
page.cgi/aa/presidents
/jefferson/home_1, and
read and answer the
questions concerning some
fun facts about Thomas
Jefferson.
Thursday
Day 124
RVSOL SS 3.22
Famous
Americans
SS/R/LI: Teacher will read
Abe Lincoln Remembers
by Ann Turner, which is a
reflection on Lincoln’s life.
PA/PS: Class will discuss
Abraham Lincoln.
T/R/PS: Class will go to
http://www.americas
library.gov/cgi-bin/
page.cgi/aa/presidents/
lincoln/youth_1 to read a
short story and answer a
few questions about
Abraham Lincoln.
SS: Teacher will explain
that Lincoln was the 16th
president of the United
States, and he freed the
Africans from slavery.
T/R/PS: Class will go to
http://www.americas
library.gov/cgi-bin/
page.cgi/aa/presidents/
lincoln/humor_1 to read a
short story and answer a
few questions about some
fun facts about Abraham
Lincoln.
SS/R/LI: Class will reread
the book they read last
week on Rosa Parks
(“Rosa” by Nikki
Giovanni).
SS/PS: Teacher will
explain that at the time
Rosa Parks lived, dark-
skinned people were not
very well liked.
T/R/PS/PA: Class will go
to http://www2.lhric.org/
pocantico/womenenc/
parks.html to read a short
summary of Rosa Parks.
Class will discuss how
Rosa Parks was a famous
American.
MO/OL/GA: Class will
‘reenact’ Rosa Parks’
refusal to give up her seat
on the bus.
PS: Students will complete
a worksheet on Rosa
Parks.
DA: Students who do not
want to participate in the
reenactment will be
allowed to be silent
spectators.
Rebecca VanVliet
EDUC 410-002
Friday
Day 125
RVSOL SS 3.22
Famous
Americans
CE: Students will turn in
their current events.
SS/R/LI: Teacher will read
Martin's Big Words: The
Life of Dr. Martin Luther
King Jr. by Doreen
Rappaport.
SS/PA: Teacher will explain
that Martin Luther King Jr.
was a very influential man,
and really impacted African
American rights in
America. Class will
discuss their thoughts on
King Jr.’s actions.
T/R/PS: Class will go to
http://www.americas
library.gov/cgi-bin/
page.cgi/aa/activists/king
to read about Martin Luther
King Jr., and read the short
stories at the bottom and
answer questions about fun
facts concerning Martin
Luther King Jr.

Monday
Day 126
RVSOL SS 3.23
Patriotic
Holidays
SS: Teacher will explain
the importance of patriotic
holidays in the United
States.
SS: Teacher will explain
Veterans’ Day (November
11) as a day that honors all
of the servicemen
(soldiers, and other
military men and women)
who have fought in any
war in America’s history.
Teacher will explain that
the day marks the
anniversary of the end of
World War I.
OL/PA: Teacher will ask
students with family in the
military to share what
branch (army, marines,
navy, air force, national
guard, etc.) they are in.
SS: Teacher will explain
the significance of
Memorial Day, which
honors the soldiers and
other servicemen who have
died in war. Teacher will
explain that the day was
originally created in honor
of those who died in the
Civil War. Memorial Day
is observed annually on the
last Monday in May, and it
is observed by decorating
the graves of servicemen.
PS/PA: Class will discuss
the importance of
remembering and honoring
the men and women who
fight for America.
HW/CE/W: This week’s
current event will focus on
diversity.
DA: Students who have
recently lost loved ones in
the military may be
excused from the
discussion if they choose.
Social Science – Week 26
Tuesday Wednesday Thursday
Day 127 Day 128 Day 129
FIELD TRIP To RVSOL SS 3.24 RVSOL SS 3.24
American Diversity in Diversity in
History Museum America America
MO/CP/LI: Teacher will
have the students line up
across one side of a
masking-tape line on the
floor. The teacher will
then explain that the words
people use can hurt others,
and discrimination is one
of the main reasons people
try to hurt one another.
Next the teacher will call
out different groups of
people, such as ‘people
who have been teased for
not being able to sing’ or
‘people who have been
teased because of their
religious background’ and
any students who fit the
description will step across
the line and turn to face the
rest of the class. After
each group crosses the
line, the teacher will ask
the students to observe
who is with them and who
is not. The students who
crossed the line will then
return to join the rest of the
class, and the teacher will
call another group.
PA/OL/CP: Class will
discuss how it felt to cross
the line, and how it felt to
watch others cross the line.
Teacher will explain that it
took courage to cross the
line, and crossing the line
did not make anyone any
less deserving of kindness
and respect. Teacher will
encourage students to be
proud of their differences.
SS: Teacher will explain
‘diversity’ as it relates to
people groups in America.
CP: Courage, Respect for
diversity
Roerden, pp.68-69
SS/LI/MU: Class will
listen to
http://www.school-house-
rock.com/Grea.html on
diversity in America (song:
Great American Melting
Pot, School House Rock).
PA/PS: Class will discuss
the diverse origins of
Americans, noting
especially those mentioned
in the song.
SS: Class will identify
diverse customs in
America.
PA/OL: Each student will
be asked to share
something unique about
their family. Students will
be given a few minutes to
think, and then they will
share something that is
special or unique about
their family and/or family
customs. (Ex. My family
is Dutch, and we put
chocolate sprinkles on
pancakes, instead of
syrup.)
PA: Class will discuss the
diversity that is evident
just in the classroom.
Rebecca VanVliet
EDUC 410-002
Friday
Day 130
RVSOL SS 3.24
Diversity in
America
CE: Students will turn in
their current events.
SS/LI/MU: Class will
listen to
http://www.school-house-
rock.com/Grea.html again
(song: Great American
Melting Pot, School House
Rock).
SS: Teacher will review
diversity, and explain that
there can be unity in
diversity. The United
States is a very diverse
country, united under a
republican government,
and the classroom is a
diverse group of students,
united under a common set
of rules and respect.
SS/MO/CM/W: Teacher
will remind students that
they are to be respectful of
diversity in the people
around them. Students will
playa version of the “Same
Game” in which they must
find someone whose
answers to a number of
questions are the same as
their own. Students will
also be required to find a
student who has a different
answer for each question.
Students will write the
names of the other students
in the chart, and include
how the second student is
different (diverse).
PA: Class will discuss the
results of the survey.
Siccone, pp.60-62

Monday
Day 141
RVSOL SS 3.25
Early American
Ideas of
Government
SS/R: Class will read A
More Perfect Union, by
Betsy Maestro.
PA: Class will discuss the
ideas presented in the
book.
SS: Teacher will explain
the significance of the
Constitution, telling the
students that it is the
document that all of our
laws and rights are based
off of.
VA: Students will view a
picture of the original
Constitution.
PA: Class will discuss the
important people who had
a part in writing the
Constitution.
PS: Students will complete
a worksheet on the
Constitution.
HW/CE/W: This week’s
current event will focus on
government.
Social Science – Week 29
Tuesday Wednesday
Day 142 Day 143
RVSOL SS 3.25 RVSOL SS 3.25
Early American Early American Purpose of Rules
Ideas of Ideas of
Government Government
SS: Teacher will review the
Constitution, and discuss
the earlier ideas of
government and religion in
Massachusetts (Plymouth)
and Virginia (Jamestown).
PS/PA: Class will discuss
the Pilgrims, who wanted
freedom of religion from
the church of England.
VA/SS: Students will view
a picture of the Mayflower
Compact, and teacher will
explain how it protected
the right to free religion in
the colony.
PS: Students will complete
a worksheet on the
Plymouth pilgrims.
Thursday
Day 144
RVSOL SS 3.18
and Laws
SS: Teacher will review the
ideas of religion and
government from
Plymouth, and focus on
Jamestown.
PS/PA: Class will recall
Christopher Newport and
why he traveled to
Jamestown.
VA/T: Class will watch a
video on the government
of Jamestown.
PA: Class will discuss the
video.
DA: Students who cannot
behave during the video
will be given a reading on
Jamestown to complete in
a separate room.
Rebecca VanVliet
EDUC 410-002
Friday
Day 145
RVSOL SS 3.18
Purpose of Rules
and Laws
SS: Teacher will explain CE: Students will turn in
that rules and laws are their current events.
important for protection.
SS: Teacher will review the
PA/OL: Students will give kinds of rules and laws that
examples of rules at home are in place for protection,
that are there for their and address those that are
protection. in place for punishment.
SS/TD: Teacher will give SS/TD/PA: Teacher will
examples of laws that are give examples of laws that
in place for the people’s are in place to punish
protection. people who break laws.
Students will also
MA/VA/R/GA: Groups of brainstorm ideas.
students will find
newspaper articles that MA/VA/R/GA: Groups of
demonstrate how a law students will again look for
protects someone. newspaper articles
concerning punishment.
PA: Class will discuss the
newspaper articles, PA: Class will discuss the
identify the laws, and newspaper articles, as well
identify the person who is as the kinds of punishment
being protected. that they include.
PS: Students will complete
a worksheet on laws that
protect people.

Monday
Day 146
RVSOL SS 3.19
Purpose of
Government
SS/R: Class will reread A
More Perfect Union, by
Betsy Maestro.
PA: Teacher will ask
students to volunteer ideas
on why they think
government is important.
SS/PA/PS: Teacher will
explain the purpose of
government is to make
laws, carry out laws, and
decide if laws have been
broken. Students will
come up with one example
of each.
OL/TD: Class will recite
the Pledge of Allegiance.
Teacher will write the
words out on the board.
R/W/GA/PS: Students will
read the words of Francis
Bellamy, which were the
original words of the
Pledge. Students will
write the current Pledge
next to the original, and
groups of students will
reread both versions and
find the changes that were
made to the original.
PA/OL: Class will discuss
the meaning of the Pledge
of Allegiance.
PS/VA: Students will draw
the American flag in the
given outline (p.12).
HW/CE/W: This week’s
current event will focus on
people’s rights.
“A Part of Something
Great” p.14,12
Social Science – Week 30
Tuesday Wednesday
Day 147 Day 148
RVSOL SS 3.21 RVSOL SS 3.21
Basic Rights Basic Rights
SS: Teacher will explain
that people have certain
rights that cannot be taken
away without a reason.
These include life, liberty,
and property.
PA: Class will discuss the
meaning of each term.
TD: Teacher will give
examples of each right.
PA: Students will give
examples of ways they
enjoy each right.
VA/A: Students will draw
a three-fold picture of
themselves enjoying each
right.
VA/PA: Class will display
the pictures on the wall,
and discuss the rights that
are shown.
PS: Students will complete
a worksheet on the three
basic rights.
DA: Students with
disabilities may use the
computer to generate a
picture instead of drawing.
Thursday
Day 149
RVSOL SS 3.21
Basic Rights
SS: Teacher will review the
three basic rights of
Americans, and introduce
the Bill of Rights.
R/OL: Teacher will give
each student a simplified
version of the Bill of
Rights (a summary of each
right) and the students will
take turns reading one right
aloud.
SS/TD: Teacher will
discuss the first five rights
in the Bill of Rights, and
give examples of how each
one is carried out in
America.
PA: Students will volunteer
ways in which they enjoy
the liberties that are
discussed.
VA/A/W: Students will
choose one right, and draw
a picture or write a few
sentences about how they
enjoy that right.
PA: Class will share their
picture or sentences with
the class.
SS: Teacher will review the
first five rights of the Bill
of Rights, and focus on the
last five.
R/OL: Teacher will call on
a volunteer to read aloud
each of the last five rights.
SS/TD/PA/PS: Teacher
will give examples of how
each right applies to the
lives of the students.
Students will brainstorm
more ways each right
applies to them.
PS/PA/GA/W: Class will
brainstorm a “classroom
bill of rights” as a whole,
in which the students will
vocalize rights they would
like to observe every day
in school. Teacher will
limit the list to ten items.
Class will draft a copy of
the classroom rights, and
each student will copy
down the rights for his/her
own reference. A large
copy will be made to go on
the classroom wall.
DA: Students who have
trouble copying
information will be given a
printed copy of the
classroom rights after the
activity is completed.
Rebecca VanVliet
EDUC 410-002
Friday
Day 150
RVSOL SS 3.20
Role of
Government
(Rights)
CE: Students will turn in
their current events.
SS: Teacher will review the
rights of people in
America, and explain that
the role of the government
is to protect the rights of
the people.
SS/TD: Teacher will
reference the “classroom
bill of rights” created the
day before. Teacher will
ask the students to think of
ways the classroom would
be affected if no one kept
people from taking away
those classroom rights.
PS/PA: Students will
volunteer their ideas.
PA: Class will discuss what
would happen if the
government did not enforce
laws.
PS: Students will complete
a worksheet on the role of
the government in
protecting the rights of the
people.
 Rebecca VanVliet
EDUC 410-002

Social Science – Week 33

Monday
Day 161
PROJECT
SS: Teacher will review the
Bill of Rights.
SS/LI: Teacher will explain
the project: Partners will
work together to choose
one of the articles from the
Bill of Rights. Partners
will be creating a poster on
their right, including
pictures, examples,
positives and negatives of
the right.
Tuesday Wednesday Thursday
Day 162 Day 163 Day 164
PROJECT PROJECT PROJECT
GA/MA/PS/VA/CC/MO: GA/MA/PS/VA/CC/MO:
Students will work on their Students will work on their
projects. Groups will be projects. Groups will be
allowed to go to the library allowed to go to the library
to find information. to find information.
Students will finish their
projects.
OL/VA: Pairs of students
will present their right,
briefly explaining the right,
any pictures they included,
and any examples.
Friday
Day 165
PROJECT
CE: Students will turn in
their current events.
OL/VA: Pairs of students
will present their right,
briefly explaining the right,
any pictures they included,
and any examples.

GA: Students will choose a

partner, and decide on the
right they want to present.
Students will begin their
research.

HW/CE/W: This week’s

current event will focus on
a topic of the student’s
choice.
DA: Students who need
extra time for a
documented reason may
take this day to finish their
projects in the library.

Monday
Day 166
REVIEW
SS: Class will review map
skills, Greece, and Rome.
PS: Students will
demonstrate ability to read
a map, identifying
continents, oceans, the
equator, the prime
meridian, the hemispheres,
latitude, and longitude.
PS/T: Students will use the
interactive map at
http://www.iknowthat.com/
com/PuzzleMap?Sample
Activity=True&MapName
=Continents%2B%26%2
BOceans&AOL=true&
Activity=Pieces&COOK=
to practice Oceans and
Continents.
PA/PS: Class will discuss
the influence of Greece,
using the information at
http://www.fcps.edu
/FoxMillES/anctgreece
.html and students will
complete the short quiz on
Greece from
http://web.dps.k12.va.us
/ParkAve/greece.htm.
T/PS: Class will visit
http://www.snaith
primary.eril.net/
roconten.htm to review
information on the
Romans.
HW/CE/W: This week’s
current event will focus on
a topic of the student’s
choice.
Social Science – Week 34
Tuesday
Day 167
REVIEW
SS: Class will review the
Empire of Mali in West
Africa.
SS/T: Class will go to
http://www.oxfam.org.uk/
coolplanet/ontheline/
schools/magicmali/
index.htm to review the
different aspects of Mali.
PA: Class will discuss the
culture, government, and
trade of Mali.
Wednesday Thursday
Day 168 Day 169
REVIEW REVIEW
SS: Class will review
Native Americans.
PS/PA: Class will discuss
the locations of the
different tribes, using the
map in [Haslam].
MA/MO: Students will
place a paper cut-out of the
different Native American
dwellings on the map in
the location of the proper
tribes.
PA: Class will discuss the
food and clothing of the
Native Americans, and
cover the beliefs in spirits
and gods.
Haslam pp.6-7
SS: Class will review the
explorers and early
America.
VA/MA: Using a map and
pieces to represent the
different explorers, the
students will trace the
voyages of the four early
explorers discussed in
class, making note of the
reason for each expedition.
SS/T: Class will use
http://www.manteno5.org
/mes/Resources/learning.
htm to review government.
PA: Class will discuss the
religious views of the early
settlers.
DA: Students who prefer
may use the bulletin board
map from the beginning of
the year to trace the
expeditions of the
explorers (with the paths
already marked in string).
Rebecca VanVliet
EDUC 410-002
Friday
Day 170
REVIEW
CE: Students will turn in
their current events.
SS: Class will review
economics.
PA/PS: Class will compare
and discuss natural and
man-made materials, and
the products that are needs
versus wants.
TD/PA/PS: Teacher will
provide the class with
samples of choices, and
students will identify the
opportunity cost(s) of each.
SS/T: As a general review,
students will use the
matching game at
http://www.quia.com/
mc/255161.html.
 Rebecca VanVliet
EDUC 410-002

Works Cited – Social Science

“Ancient Greece.” AncientGreece.org. Retrieved December 6, 2007 from http://www.ancient-

greece.org/.

Cornett, Claudia E. Creating Meaning Through Literature and the Arts. NJ: Pearson Education

Inc., 2007.

“Enchanted Learning.” Enchanted Learning. Retrieved December 5, 2007 from

http://www.enchantedlearning.com/Home.html.

“Third Grade Resources.” Marshall Elementary School. Retrieved December 8, 2007 from

http://www.pwcs.edu/marshall/3rd%20Grade%20Resources.htm.

“Third Grade Social Studies Skills.” Internet 4 Classrooms. Retrieved December 5, 2007 from

http://www.internet4classrooms.com/skills_3rd_social.htm.

“U.S. Presidents.” America’s Story from America’s Library. Retrieved December 9, 2007 from

http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/presidents.

Idea Books

Aten, Jerry. Famous Friends: Outstanding Women. IL: Good Apple, Inc., 1987.

Aten, Jerry. A Part of Something Great: Activities to Motivate Kids Toward a Better

Appreciation of the American Heritage. IL: Good Apple, Inc., 1980.

Aten, Jerry. Prime Time Maps. IL: Good Apple, Inc., 1983.

Begun, Ruth W. ed. Social Skills Lessons and Activities for grades 1-3. CA: Jossey-Bass, 1995.

Haslam, Andrew, and Alexandra Parsons. North American Indians. NY: Scholastic, Inc., 1995.

Roerden, Laura P. Don’t Laugh At Me: Teachers Guide: Grades 2-5. NY: Peter Yarrow

Productions and Educators for Social Responsibility, 2000.

Siccone, Frank and Lilia López. Educating the Heart: Lessons to Build Respect and

Responsibility. MA: Allyn and Bacon, 2000.

 Rebecca VanVliet
EDUC 410-002

Stoltman, Joseph P. Teaching Map and Globe Skills, K-6: A Teacher’s Handbook. IL: Rand

McNally and Co., 1992.