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= = =Green Run Elementary= =History & Social Science Wikispace=

==Welcome to the History & Social Science wikispace developed by Green Run Elementary Specialists and Administrators. This page was developed to provide additional opportunities for students to experience History & Social Science standards. These objectives were selected based on areas of concern as identified by students' performance on a previous SOL exam. Some of the activities are designed to be taught by a teacher, while students could complete other activities independently. In many instances students need only to reference the course textbook; however, some activities require the use of additional materials. All additional materials are contained in the "Fifth Grade History Wikispace Materials Box."==

=History=

1. Activity: History Trivia Description: The students will link to the Kids Commonwealth: Fun 'N' Games website at [|Virginia.gov] and play the Stickman Wake-up animated trivia game. Setting Type: Whole class/ Pairs/ Individual Materials: Computer (Flash Plugin) Student may use textbook
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * ||  ||   ||   ||   ||   ||   ||   || x ||   ||

Identify the area of Virginia settled by certain immigrants.
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * VS.4b ||  ||   || x ||   ||   ||   ||   ||   ||   ||

2. Activity: Using a map and writing Description: Have a map of Virginia with regions labeled. Cut out people and identify which immigrants they are. Glue these people on the map where they belong. Have students then write a newspaper article about the immigrants and where they settled. Setting Type: Social Studies lesson, whole group/small group Materials: Map of Virginia with regions, cut out of people figures

Describe the results of an American battle. 3. Activity: Writing Description: You are an observer of a battle. Write a news report about what you see. Use vivid words so that the reader can see the battle. Identify the outcome of the battle. Setting Type: Whole class, individual work Materials: textbook, other resources with battles Textbook pages: John Brown's Raid - pgs. 272-273 First Battle of Bull Run - pg. 299 See Battle, Virginia v. Monitor - pgs. 301,314-315 Battle of Fredericksburg - pg. 304 Battle of Vicksburg - pg. 308 Battle fo Gettysburg - pgs. 306-307 Appomattox - pgs. 310-311 See activity 5 for video of Battle of Yorktown __Stonewall__ by Jean Fritz - guided reading library - Level 60 This book has many battle described beginning on page 71. The teacher could read them aloud, or small groups could read this independently.
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * VS.5a ||  ||   || X ||   || X ||   ||   ||   ||   ||

4. Activity: Map of important battles and dates in the American Revolution Description: Students will answer questions, using a map, of the many battles fought during the American Revolution. Setting Type: Whole class or individual work. Materials: Worksheet are in fifth grade box of materials or click the graphic below to print worksheet.

5. Activity: "Surviving Jamestown" Description: Novel Study (Language Arts Integration) Setting Type: Flex groups Materials: Novel, "Surviving Jamestown" Special Note: The GRT will provide written responses to students' work. Students' work should be placed in the GRT's mailbox. See GRT for copies of the novel "Surviving Jamestown."
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * VS.5b ||  ||   ||   || x ||   ||   ||   ||   ||   ||


 * //Surviving Jamestown//**

VS.1 The student will develop skills for historical and geographical analysis. VS.3 The student will demonstrate knowledge of the first permanent English settlement in America. L/A 4.1 The student will use effective oral communication skills in a variety of settings. L/A 4.3 The student will read fiction and nonfiction with fluency and accuracy. L/A 4.4 The student will read and demonstrate comprehension of fiction. || · England wanted to establish an American colony to increase her wealth and power. · England hoped to find silver and gold in America. · An American settlement would furnish raw materials that could not be grown or obtained in England, while opening new markets for trade. · Jamestown was primarily an economic venture. · The stockholders of the Virginia Company of London financed the settlement of Jamestown. · Jamestown became the first permanent English settlement in North America in 1607. || //Students will be able to ...// · determine cause and effect relationships; · compare and contrast historical events; · draw conclusions and make generalizations; · make connections between past and present; · sequence events in Virginia history; · interpret ideas and events from different historical perspectives; · evaluate and discuss issues orally and in writing; · analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, ad historical events. · explain the reasons for English colonization; · describe how geography influenced the decision to settle at Jamestown; · identify the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement; · describe the hardships faced by settlers at Jamestown and the changes that took place to ensure survival; · describe the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers. ||
 * **Stage 1 ~ Desired Results** ||
 * //Established Goals: (SOLs)// Virginia Studies and Language Arts Integrated Novel Study
 * //Understandings://
 * Civilization is based on the interrelationships of different cultures.
 * Students can learn from different forms of fiction, including realistic fiction and historical fiction.
 * Survival of a community depends on environmental features as well as human endurance. || //Essential Questions://
 * What were the reasons for English colonization in America?
 * What were the reasons why the Jamestown settlers came to America?
 * Why did the settlers choose the site at Jamestown?
 * What sources does an author use to write historic fiction that is historically accurate? ||
 * //Students will know...//
 * The first permanent English settlement in America was Jamestown, founded in 1607 as an economic venture.
 * || //Students will be able to ... (coninued.)//

· Explain the author’s purpose. · Describe how the choice of language, setting, and information contributes to the author’s purpose. · Compare the use of fact and fantasy in historical fiction with other forms of literature. · Identify major events and supporting details. · Describe the relationship between text and previously read materials. · Identify sensory words. ||


 * **Stage 2 ~ Assessment Evidence** ||
 * //Performance Tasks://
 * Design a “Hall of Recognition”
 * Maintaining a “Seaman’s Log” (Sam’s journal)
 * Compare and contrast primary and secondary documents to the information in the novel. (//Graphic organizer//)
 * Socratic Seminar
 * Debate between Chief Powhatan and Capt. Smith
 * Create a map that charts the trans-Atlantic journey.
 * Chart John Smith’s exploration of the Chesapeake Bay
 * Literary circles
 * Think Pair Share
 * Persuasive letter to King James requesting support for the colonists.
 * Business letter to the board of governors of the London Company describing the colony and the explaining the environment.
 * Cubing activity: student generated questions
 * RAFT document
 * CPS activities, eg. Force Fitting from perspective of Powhatan, Smith, Sam, et al… || //Other Evidence:// ||

6. Activity: The Yorktown Battle Setting Type: Classroom/ Computer Lab Description: The students will use a Untied Streaming video and various websites to complete a PowerPoint presentation on the results of the Yorktown battle. Materials: Inspiration activity with links. http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=0D214E91-D32D-449D-9EEE-8C2A8B74552E&tabStart=videoSegments
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * VS.5c ||  ||   ||   ||   ||   || x ||   ||   ||   ||

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=Geography=

Identify reasons why the English settled in Jamestown. 7. Activity: Three Reasons Description: The students will watch a video about Jamestown entitled, "Voyage to Virginia: Arrival" and write 3 reasons why the English settled in Jamestown. SettingType: Independent Student Activity Materials: Segment III: [|Voyage to Virginia: Arrival] Index card A sheet of paper
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * VS.3b ||  ||   ||   ||   ||   ||   ||   || x ||   ||

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Demonstrate knowledge of life in the Virginia colony by explaining how geography influenced the relocation of Virginia's capital from Jamestown to Williamsburg to Richmond. Activity: Description: Setting Type: Materials: Segment:
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * VS.4c ||  ||   ||   ||   ||   ||   ||   ||   ||   ||

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Identify the American Indian language group of a particular region.
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * VS.2d ||  ||   ||   ||   ||   ||   || X ||   ||   ||

8. Activity: Indians Shoot Arrows Description: Using note cards students can study maps of Virginia with corresponding cards. (color coded on back for self checking) On one note card a section of Virginia (i.e. Southwestern Virginia) is shown and the student will find a corresponding note card that has an Indian (i.e. Iroquoian). The student could then turn the cards over to see if they matched. * The phrase Indians (Iroquoian), Shoot (Siouan), Arrows(Algonquian) should help students remember groups in order from left to right on the maps. Setting Type: Independent or in pairs Materials: Zip Lock Bags, Indians Shoot Arrows note cards

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Civics

Identify a historical document.
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * VS.5a ||  ||   ||   ||   || X ||   ||   ||   ||   ||

9. Activity: Rewrite the preamble to the Constitution Description: Using a worksheet and dictionary students will come to understand the vocabulary of the preamble. Students will rewrite the constitution preamble by using synonoms they develop from dictionary definitions. Students will share their preambles. LMS or teacher will share the book "We the people" by David Catrow. Setting Type: Library or classroom Materials: Dictionaries, Book "We the People", Preamble worksheet (The worksheet is located in the fifth grade materials box or click the graphic below to print the worksheet.)

Identify one of the three branches of Virginia government.
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * VS.3d ||  || X ||   ||   || X ||   ||   ||   ||   ||

10. Activity: Virginia Government Make-It Take-It Description: Students will be broken into teams of 5-7. Each team will have a basketball. One at a time each student will take turns shooting a basket from one of three designated colored spots. Each color represents one of the branches of the Virginia Government. If the child makes the shot they will go over and tell the teacher which branch they shot from. The teacher will ask them what that branch does and who is in charge of that branch. If the student answers correctly they will get a spot of the same color as the branch they shot from. When everyone on the team has one of each color they will win. No one may repeat a branch untill they have at least one of each color first. Each child only gets one shot per turn. Setting Type: PE lesson Materials: 12 Basketballs, 12 Cones, 500 noodle disks, index card for each teacher to identify the branches of government.

11. Activity: Branches of Government Pizza Description: Students will create a pizza with crust (3 branches), sauce (make-up of branches), pepper (duties) and cheese (safety checks). Student will have a visual to learn, review and understand the three branches of government. Setting Type: Classroom or Library Materials: Scissors, glue, and pizza slices (graphic paper pizza slices are located in the fifth grade materials box or click the graphic below to print pizza slices.) Sample and blanks available

=Economics=

Use map to identify industry in the regions of Virginia. 12. Activity: Mapping Virginia Description: Students will use Mapmakers Toolkit to draw and label the industries in the regions of Virginia. Setting Type: Classroom/ Computer Lab Materials: Text book and access to MMTK program.
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * ||  ||   ||   ||   ||   || x ||   ||   ||   ||

Identify factor enabling economic growth in specific region of Virginia.
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||
 * ||  ||   ||   ||   ||   ||   || X ||   ||   ||

13. Activity: Map It! Description: Have student trace or draw a map of Virginia. Separate each region with lines on map. Have students draw pictures to symbolize industry or product found in region. //Example//: draw (possibly on a note card) apples and skiers on the Blue Ridge Mountains region. Setting Type: Flex group or independent. Materials: Plain white paper, shape or map of Virginia (to trace), colored pencils (possibly text book)

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Identify the industry that encouraged the growth of towns and cities.
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||

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Identify sources of weath in colonial Virginia. Activity: Description: Setting Type: Materials:
 * Standard || MUSIC || PE || RRT || GRT || LMS || CRS || ESL || ADM/5th || ART ||

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Analyze a scenario to determine an economic concept. Activity: Description: Setting Type: Materials:
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