Social Studies Charts

Day 1 Day 2 Day 3 Day 4 Day 5

JWG SOL SS 5.1 JWG SOL SS 5.1 JWG SOL SS 5.1 JWG SOL SS 5.1 JWG SOL SS 5.1
Maps, Globes, Maps, Globes, Maps, Globes, Maps, Globes, Maps, Globes,
Photographs, and Photographs, and Photographs, and Photographs, and Photographs, and
Tables; Continents Tables; Continents Tables; Continents Tables; Continents Tables; Continents
and Key and Key and Key and Key and Key
Geographic Geographic Geographic Geographic Geographic
Regions Regions Regions Regions Regions

T/FA: The class CA/MA: The CA/MO: The R/LI: The teacher CD: The students
will watch a short teacher will give teacher will take will read from the will share their
episode of “Where the students the students book, A Life Like findings from the
in the World is worksheets and the outside to a Mine: How day before about
Carmen students will use blacktop where Children Live the place they
Sandiego?” maps, globes, and there will be a pre- Around the World. would like to visit.
tables to complete drawn sketch of
LI: The teacher matching the world. The W: The student CA: The students
will instruct the questions. teacher will call will each write a will complete a
students about the out specific places paragraph about a worksheet in which
difference between GA: In groups of and regions and specific place they label the
maps, globes, and their choosing, the the students will anywhere in the continents and key
tables. students will make have to rush to that world that they geographic regions
a globe using spot. would like to visit around the globe.
MA: The teacher paper mache and and why.
will bring in balloons. DA: Students who
models of each for T: The students finish early will
the students to will use the engage in silent
view. internet to research reading with the
that particular book of their
region they would choice.
like to visit.
 Social Studies Charts

Day 6 Day 7 Day 8 Day 9 Day 10

JWG SOL SS 5.2 JWG SOL SS 5.2 JWG SOL SS 5.2 JWG SOL SS 5.2 JWG SOL SS 5.2
Early Early Early Early Early
Developments in Developments in Developments in Developments in Developments in
America: Indian America: Indian America: Indian America: Indian America: Indian
Habitats Habitats Habitats Habitats Habitats
CD: The teacher FA/CA: The FA/CA: The T/RS: The R: The teacher will
will ask the students will build students will build students will use read from the
students to share models of tepees models of the internet to book, A Cry From
what they already using popsicle longhouses, using research the the Earth: Music
know about sticks, fabric, and popsicles, pine connection of the North
Indians. The class glue. straw, and glue. between the American Indians.
will talk about Iroquois
stereotypes and LI: While the LI: While the Confederacy and FA/MO: The
common students are students are the formation of teacher will lead
misconceptions. building tepees, building American the students in
the teacher will longhouses, the government. singing a song
W: Each student explain to the teacher will talk to sung by the North
will write down students how the them about the W: Each student American Indians.
what they already Sioux Indians lived Iroquois Indians will write a brief The students will
know about and about their and their paragraph about also make up a
Indians and what contributions to contributions to their research. dance to along
they want to know. North America. America, including with the song.
the Iroquois CD: The students
LI: The teacher Confederacy. will discuss their DA:
will instruct the research as the Gifted/Accelerated
students about how teacher guides learners may write
the Indians played them. their own song
a role in about Indians to be
developing early sung in class.
America.

R/LI: The students

will read aloud
from their
textbook.
 Social Studies Charts

Day 21 Day 22 Day 23 Day 24 Day 25

JWG SOL SS 5.3 JWG SOL SS 5.3 JWG SOL SS 5.3 JWG SOL SS 5.3 JWG SOL SS 5.3
Africans to Africans to Africans to Africans to Africans to
America, America, America, America, America, Explorers
Explorers and Explorers and Explorers and Explorers and and Settlement
Settlement Settlement Settlement Settlement

GA/W: In pairs, LI: The teacher GA/RS/T: The GA/T: The OL/LI: Each
the students will will explain to the teacher will divide students will put group will present
interview each students about the the students into their research into to the class, and
other about what Crusades, Marco groups, and each PowerPoint the teacher will
special skills they Polo, and the Asian group will be presentations. expound on each
possess. Each empire. The assigned an presentation with
interviewer will teacher will also explorer. Assigned DA: ELL learners additional details.
record each skill talk about the explorers will will include a
on a separate index reasons behind include special page that
card. The cards exploration. Bartholomeu Dias, defines specific
will all be placed Christopher vocabulary words.
in a box to compile W: The students Columbus, John
a skills inventory. will take notes as Cabot, Vasco De RS/T: Each
the teacher talks. Gama, Amerigo student will
CD: The teacher Vespucci, Vasco research a specific
will lead the class Nunez Balboa, and disease that was
in a discussion Ferdinand common among
about the ways that Magellan. Each the explorers in
a community group will use America. The
works together. their textbooks, teacher will talk
library books, and about the causes of
LI: The teacher the internet to the diseases and
will explain to the perform research. the importance of
class how Africans cleanliness.
first came to
America.
 Social Studies Charts

Day 26 Day 27 Day 28 Day 29 Day 30

JWG SOL SS 5.4 JWG SOL SS 5.4 JWG SOL SS 5.4 JWG SOL SS 5.4 JWG SOL SS 5.4
Key Pre- Key Pre- Key Pre- Key Pre- Key Pre-
Constitution Constitution Constitution Constitution Constitution
Documents Documents Documents Documents Documents
LI: The teacher R: The teacher R: The teacher R: The teacher R: The teacher will
will give an will call on will call on will call on call on individual
introduction to the individual students individual students individual students students to read
students about the to read from The to read from The to read from The from The Magna
various documents Magna Charta. Magna Charta. Magna Charta. Charta.
preceding the
Constitution. DA: ELL learners FA: During the
and students who reading of Magna
R: The teacher are slow readers Charta, the
will call on will be placed students will role
individual students beside a strong play and use
to read from The reader for help and appropriate diction
Magna Charta. encouragement. for the characters.

CD: The teacher

will lead the class
in a discussion on
the chapters read.
 Social Studies Charts

Day 41 Day 42 Day 43 Day 44 Day 45

JWG SOL SS 5.4 JWG SOL SS 5.4 JWG SOL SS 5.4 JWG SOL SS 5.4 JWG SOL SS 5.4
Key Pre- Key Pre- Key Pre- Key Pre- Key Pre-
Constitution Constitution Constitution Constitution Constitution
Documents Documents Documents Documents Documents
GA/W: In groups LI: The teacher LI/FA: The R: The teacher AS: The student
of their choosing, will introduce the teacher will will read aloud will be formally
the students will class to the English present a from Montesquieu: assessed on the
write down Bill of Rights. PowerPoint The French concepts covered
principles they presentation to the Philosopher Who in the last few
believe are T/RS: The class about Shaped Modern weeks, including
essential for a students will use William Government. continents,
successful the internet to Blackstone. geographic
government. research the CA: The teacher regions, early
English Bill of R: The teacher will divide the Indian civilizations
CD: The students Rights. will read aloud class into two and habitats, and
will read their from Montesquieu: teams based on pre-constitution
principles and W: The students The French gender and will documents,
discuss them with will each write a Philosopher Who lead the class in a specifically the
one another as the paragraph about Shaped Modern game of jeopardy Magna Charta and
teacher facilitates. what they learn. Government. in order to review the English Bill of
for test on Friday. Rights.
CD: The students DA: Gifted
will share their learners will be
information with allowed to help the
one another teacher read.
through an open
discussion led by
the teacher.
 Social Studies Charts

Day 46 Day 47 Day 48 Day 49 Day 50

JWG SOL SS 5.5 JWG SOL SS 5.5 JWG SOL SS 5.5 JWG SOL SS 5.5 JWG SOL SS 5.5
American American American American American
Colonization, Colonization, Colonization, Colonization, Colonization,
Immigration to Immigration to Immigration to Immigration to Immigration to
America from America from America from America from America from
England England England England England
CA/W: The R/LI: The teacher CA/FA: The LI: The teacher LI: The teacher
teacher will will read aloud students will draw will explain to the will use a
instruct the class to from the book, a timeline using students about the PowerPoint
write down a list of Focus on U.S. information Pilgrim’s first form presentation to
rights that they History: The Era learned from the of government. teach the students
have and would of Colonization previous day about about Jamestown.
not want to have and Settlement. the Pilgrims R/LI: The teacher
taken from them. exodus from will call on T/CA: The
The teacher will GA/CM: The England and their individual students students will each
use the English teacher will divide arrival into to read aloud the use the internet to
Bill of Rights for a the class into two America. The Mayflower play the
prompt if needed. groups. Each students will fill Compact. ‘Jamestown Online
group will be the timeline with Throughout the Adventure’ where
CD/LI: The given a situation pictures and color. reading, the they put
teacher will lead concerning teacher will themselves in the
the class in a whether to stay in GP: The teacher frequently pause place of Captain
discussion about a particular school. will walk around the reader in order and use
those rights and Each side will the room and also to explain the instructions from
then explain to the have to decide put facts on the meaning and the London
students why the whether to change board during this definition of what Company as a
pilgrims left schools or not. The time to aid the was read. The class guide.
England to go to class will use role students. will use
America. play and debate the dictionaries to look W: Each student
issue. up words they do will write a brief
LI: The teacher not understand. paragraph about
will distinguish LI: The teacher When looking up what they learned.
between the will relate the class words, the students
puritans and the debate to the will race to see DA: Students
separatists. debate between the who can find it unable to finish
puritans and first, and the writing in time due
separatists. teacher will reward to a learning
the winner with a disorder will draw
prize. a picture instead.
 Social Studies Charts

Day 61 Day 62 Day 63 Day 64 Day 65

JWG SOL SS 5.6 JWG SOL SS 5.6 JWG SOL SS 5.6 JWG SOL SS 5.6 JWG SOL SS 5.6
American American American American American
Revolution and Revolution and Revolution and Revolution and Revolution and
Key Ideas and Key Ideas and Key Ideas and Key Ideas and Key Ideas and
Characters Characters Characters Characters Characters
LI: The teacher R/LI: The teacher R/LI: The teacher W: The students will W: The students will
will give an will give will give write down what they write down what they
know and what they know and what they
overview of the individual students individual students want to know about want to know about
main characters excerpts from part of the Virginia Thomas Jefferson. George Washington.
and the key ideas Thomas Paine’s Bill of Rights and
of the American book Common call on them read CD: The teacher will CD: The teacher will
Revolution. Sense. After each them aloud. After lead a discussion in lead a discussion in
which the students say which the students say
excerpt is read, the each one, the what they know about what they know about
R: The teacher will teacher will teacher will Thomas Jefferson. George Washington.
read the first part explain what was explain what it
of the book, An read and the means. The teacher R/LI: The teacher will R/LI: The teacher will
Astonishing Life of meaning behind it. will explain that give individual give the students
students excerpts from excerpts from famous
Benjamin Franklin the Virginia Bill of the Declaration of quotes and speeches
By His Good R/GA: In their Rights, written by Independence to read during the time
Mouse. current reading George Mason, aloud. After each Washington
groups from played a major role excerpt is read, the commanded the
language arts, the in forming the Bill teacher will explain Revolutionary Army.
what it means. The teacher will talk
students will read of Rights found in
about each excerpt
from the book, An the Constitution. R/GA: In their current after it is read.
Astonishing Life of reading groups from
Benjamin Franklin R/GA: In their language arts, the R/GA: In their current
By His Good current reading students will read from reading groups from
the book, An language arts, the
Mouse. groups from
Astonishing Life of students will read from
language arts, the Benjamin Franklin By the book, An
students will read His Good Mouse. Astonishing Life of
from the book, An Benjamin Franklin By
Astonishing Life of His Good Mouse.
Benjamin Franklin
DA: Groups who
By His Good finish reading early
Mouse. will write a summary
of the book.
 Social Studies Charts

Day 66 Day 67 Day 68 Day 69 Day 70

JWG SOL SS 5.7 JWG SOL SS 5.7 JWG SOL SS 5.7 JWG SOL SS 5.7 JWG SOL SS 5.7
Articles of Articles of Articles of Articles of Articles of
Confederation, Confederation, Confederation, Confederation, Confederation,
Constitution, Constitution, Constitution, Constitution, Constitution,
Impact of Impact of Impact of Impact of Impact of
Revolution Revolution Revolution Revolution Revolution
R: The teacher will LI: The teacher GA/T: In groups, LI: The teacher AS: The students
read from the will introduce the students will will explain to the will be formally
book, The Articles students to how the research a difference between assessed on the
of Confederation. Constitution was particular group of the Federalists and information from
formed and the people’s point of Anti-Federalists. the past three
LI: The teacher Constitutional view concerning weeks, including
will explain to the Convention. the Constitution. W: The students American
students about the Each group will will each write a colonization, key
Articles of FA/GA: The gather information two page figures and ideas
Confederation go teacher will using their comparison paper of the American
into more detail emphasize that the textbook and the listing the Revolution, the
about how they convention internet. differences and Articles of
were formed and proceedings were similarities Confederation, and
their significance. kept secret and that CD: The students between the the Constitutional
it would probably will present their Federalists and Convention.
not be kept secret side’s opinion in Anti-Federalists.
in today’s world. front of the class
In groups of their using direct quotes DA: Students who
choosing, the and paraphrases finish early will
students will make from their engage in silent
a poster particular reading with the
publicizing the characters. book of their
convention and its choice.
goal.
 Social Studies Charts

Day 81 Day 82 Day 83 Day 84 Day 85

JWG SOL SS 5.8 JWG SOL SS 5.8 JWG SOL SS 5.8 JWG SOL SS 5.8 JWG SOL SS 5.8
Westward Westward Westward Westward Westward
Expansion of Expansion of Expansion of Expansion of Expansion of
1800s, Key 1800s, Key 1800s, Key 1800s, Key 1800s, Key
Political Ideas, Political Ideas, Political Ideas, Political Ideas, Political Ideas,
Native Americans Native Americans Native Americans Native Americans Native Americans
and Settlers and Settlers and Settlers and Settlers and Settlers

LI: The teacher will CD/OL: The R: The teacher LI: The teacher W: The students
explain to the class groups from will call on will introduce the will compare the
what the Lewis and
Clark expedition was.
yesterday will individual students students to the Pony Express to
The teacher will show present their to read from the Pony Express. the Post Office.
the students a map of finding to the book, Rattlesnake
their travels and talk class. Mesa: Stories from CI: The teacher T: The students
about the obstacles a Native American will take the class will use computers
they faced.
R: The teacher Childhood. on a field trip to to play ‘Oregon
T: In groups, the will call on the Post Office. Trail’.
students will use the individual students CD: The class will
internet to research the to read aloud from discuss the book DA: Students who
rivers crossed by the text about and the differences are technologically
Lewis and Clark. The
students will learn how
Sacajawea. between growing challenged may
some of those rivers up as an Indian choose to read a
were later used to CA/W/FA: In compared to book on Westward
harness hydroelectric groups of their growing up as an Expansion instead.
power. choosing, the American today.
students will write
DA: Students who
finish early may play and decorate
the game ‘Oregon postcards Lewis
Trail’. and Clark might
have liked to send
R/HW: The students
to their families.
will read from the
book Westward
Expansion (You R/HW: The
Choose) and will pick students will read
their favorite story and from the book
ending and write a Westward
paragraph about it and
share it with the class. Expansion (You
Choose) and will
pick their favorite
story and ending
and write a
paragraph about it
and share it with
the class.
 Social Studies Charts

Day 86 Day 87 Day 88 Day 89 Day 90

JWG SOL SS 5.9 JWG SOL SS 5.9 JWG SOL SS 5.9 JWG SOL SS 5.9 JWG SOL SS 5.9
Civil War and Key Civil War and Key Civil War and Key Civil War and Key Civil War and Key
Individuals Individuals Individuals Individuals Individuals
LI: The teacher LI: The teacher LI: The teacher OL: The students CD: The teacher lead
will introduce the will explain to the will talk to the will present their the class in a
discussion about what
students to several students about the students about the reports to the class. it means to be a
key concepts differences Underground peacemaker. The
concerning the between the North Railroad. CD: The teacher teacher will ask the
events that led to and the South, will lead the class students to identify the
the Civil War. The including why T/RS: The in a discussion most important
behaviors and attitudes
teacher will also slavery became students will each about possible they think a
introduce key popular in the research the non-violent ways peacemaker must have.
reformers before South. Underground of resisting slavery The teacher will record
the Civil War. Railroad using the including learning their ideas on the
CA: The students library and the how to read, write, board.
CA/LA: In groups will be given a internet and will and planning ways GA: In pairs, the
of their choosing, chart listing write a brief report to escape. students will share
the students will information on their findings. with each other some
choose from a list regarding the Each student must LI: The teacher instances when they
of reformers and number of free and list at least three will explain to the acted as peacemakers.
The groups will then
write a character enslaved African- sources, at least class who Nat
share their experiences
sketch being Americans in the one of them being Turner was and with the class.
careful to include South between a book. what he did.
personality traits 1820 and 1860. LI: The teacher will
along with their Using the chart, DA: Gifted or FA: The students talk to the students
achievements. The the students will accelerated will sing a song about famous
peacemakers such as
students will also answer questions learners will write about Nat Turner
Abraham Lincoln and
create a dialogue about the African- a script to a play and his rebellion. Martin Luther King Jr.
to be had with a American on the The teacher will relate
partner. population during Underground the traits on the board
the years preceding Railroad. to the traits of the
OL: The groups the Civil War. famous people.
will present their
sketches to the
class and will take
on the role of their
characters in a
realistic dialogue.
 Social Studies Charts

Day 101 Day 102 Day 103 Day 104 Day 105

JWG SOL SS 5.9 JWG SOL SS 5.9 JWG SOL SS 5.9 JWG SOL SS 5.9 JWG SOL SS 5.9
Civil War and Key Civil War and Key Civil War and Key Civil War and Key Civil War and Key
Individuals Individuals Individuals Individuals Individuals
R/LI: The teacher R: The teacher LI: The teacher GA: The students R: The teacher will
will read from the will divide the will explain to the will work in their read from the
book, Reluctant Gettysburg students what the groups from the book, Life Goes
Witnesses: Address among the word ‘confederacy’ day before and on: The Civil War
Children’s Voices students and they means. The teacher continue their at Home.
from the Civil War, will read it aloud. will then talk about projects.
and will explain the beginning of CD: The teacher
certain concepts LI/LA: The the Civil War. LI: The teacher will lead the class
about the war teacher will stop will talk about the in a discussion
along the way. the students GA: In groups of use of diction, and about the way life
frequently and their choosing, the the students will would be during a
LI: The teacher explain key students will be use different war compared to
will talk about concepts and divided into accents when they how life is during a
editorials and their highlight critical writers for present. time of peace.
purpose. points to ensure Confederate
understanding. The newspapers and OL: The groups
R: The teacher teacher will point Union newspapers. will present their
will call on out how Lincoln The groups will reports using
individual students used repeated divide appropriate diction
to read excerpts phrasing for responsibilities as they take on the
from Lincoln’s impact. among their role of the
1861 speech. members such as characters about
W: The students deciding who will whom they are
CD: The teacher will write a brief be researchers, presenting.
will lead the class paragraph using writers,
in a discussion on repeated phrasing. illustrators, and DA: Students with
the significance of editors. The learning disorders
the speech. teacher will assign prohibiting them
each group a from presenting
different topic. will be given other
responsibilities as
a teacher assistant.
 Social Studies Charts

Day 106 Day 107 Day 108 Day 109 Day 110

JWG SOL SS 5.10 JWG SOL SS 5.10 JWG SOL SS 5.10 JWG SOL SS 5.10 JWG SOL SS 5.10
North and South North and South North and South North and South North and South
States of Civil States of Civil States of Civil States of Civil States of Civil War,
War, Areas of War, Areas of War, Areas of War, Areas of Areas of Major
Major Battles, Major Battles, Major Battles, Major Battles, Battles,
Immigration Immigration Immigration Immigration Immigration
LI: The teacher FA/R/GA/W: The LI: The teacher OP: Each group LI: The teacher
will show the class teacher will divide will talk to the will present their will discuss the
a map that divides the students into students about findings to the effects of
the country into groups and will various battles of class. immigration during
Confederate and give each one a the Civil War, the Civil War. The
Union territories. copy of a popular including the LI: The teacher teacher will also
song that was sung Battle of Shiloh, will compare the talk about the role
T: The students during the Civil the Battle of styles of Lee and of women in the
will use the War. Each group Antietam, the Grant, making a Civil War.
internet to research will write a page Battle of comparison chart
the Battle of Bull essay describing Gettysburg, and on the board. CD: The teacher
Run. the song. the Battle of will lead the class
Vicksburg. CA/T: The in a discussion
CD: The class will CD: The teacher students will use about the effects of
discuss their will lead the GA/RS: The the internet to war and how we
findings, and the students in a teacher will divide research the two can avoid it and
teacher will fill in discussion about the students into generals and make about times when
the details. how the songs groups and assign character sketches it is necessary to
expressed people’s each group a of each. go to war.
LI: The teacher feelings during the particular battle to
will explain to the Civil War. research. DA: Students who AS: The students
students military cannot finish in will be formally
strategies such as R: The teacher time due to a assessed through a
blocking ports. The will read from the learning disorder multiple choice
teacher will book, Life Goes may draw pictures exam covering
compare the on: The Civil War of each general material from the
strategies of the at Home. instead. last four weeks.
North to those of
the South.
 Social Studies Charts

Day 121 Day 122 Day 123 Day 124 Day 125

JWG SOL SS 5.11 JWG SOL SS 5.11 JWG SOL SS 5.11 JWG SOL SS 5.11 JWG SOL SS 5.11
Reconstruction, Reconstruction, Reconstruction, Reconstruction, Reconstruction,
Industrial Industrial Industrial Industrial Industrial
Revolution Revolution Revolution Revolution Revolution
LI: The teacher LI: The teacher LI: The teacher LI: The teacher R: The teacher will
will review the will talk about Jim will give a will talk to the read from the
reasons why the Crow Laws and PowerPoint students about the book, Freedom’s
North and South explains terms presentation on the Ku Klux Klan. Children: Young
went to war. The such as Freedmen’s Civil Rights
teacher will talk to ‘sharecropper’. Bureau. CD: The teacher Activists Tell Their
the students about The teacher will will lead the class Own Stories.
the nature of the also talk about W: Each student in a discussion
disagreement and congressional acts will write a one- about hate groups DA: Gifted readers
how that would that improved and page essay about and reasons behind will help the
result in conflict did not improve how a Southern them. teacher read.
during the plight of freed child might have
Reconstruction. slaves. felt about going to W: The students
school for the first will write a one-
GA: In pairs, the T/RS/W: The time at a page essay on how
students will talk students will each Freedmen’s to deal with hate
about times when use the internet to Bureau. groups.
they had difficulty find the 13th, 14th,
resolving conflict. and 15th
amendments. The
CD: The students students will each
will share their summarize the
experiences with amendments using
the class. their own words.

R: The teacher CD: The students

will call on will share their
individual students summaries and
to read aloud from discuss their
the textbook. significance.
 Social Studies Charts

Day 126 Day 127 Day 128 Day 129 Day 130

JWG SOL SS 5.12 JWG SOL SS 5.12 JWG SOL SS 5.12 JWG SOL SS 5.12 JWG SOL SS 5.12
States and Capitols States and Capitols States and Capitols States and Capitols States and Capitols
GA: In groups of GA: The groups OL: The groups GA: In the same OL: Each group
their choosing, the will continue to will present to the groups, the will present their
students will work on their class. students will presentation to the
research a state of projects. research specific class.
their choice. (A cities. (The teacher
state cannot be DA: Groups who will give them a
done by more than finish early will list from which to
one group) make a poster of choose, and no one
Research will the state they city may be done
include, year of researched. by more than one
entry into the group.)
Union, capital,
chief crop, W/T: Each group
nickname, will prepare a
historical PowerPoint
background, and presentation.
other interesting
facts.

W/T: The groups

will compile a
PowerPoint
presentation for the
class.
 Social Studies Charts

Day 141 Day 142 Day 143 Day 144 Day 145

JWG SOL SS 5.13 JWG SOL SS 5.13 JWG SOL SS 5.13 JWG SOL SS 5.13 JWG SOL SS 5.13
Aftermath of Aftermath of Aftermath of Aftermath of Aftermath of
World War 1 World War 1 World War 1 World War 1 World War 1
R: The class will R: The class will R: The class will LI: The teacher LI: The teacher
read from the read from the read from the will talk to the will explain the
book, World War 1 book, World War 1 book, World War 1 class about the major changes
by Tom McGowen. by Tom McGowen. by Tom McGowen. Great Depression. brought about by
World War I,
LI: The teacher LI: The teacher LI: The teacher W: The students including
will stop the will stop the will stop the will take notes. technology,
reading reading reading warfare, and the
intermittently to intermittently to intermittently to DA: Students economy.
provide further provide further provide further unable to take
explanation of key explanation of key explanation of key proper notes due to R: The class will
concepts. concepts. concepts. a learning disorder read political
will be given cartoons from that
RV: The teacher RV: The teacher RV: The teacher handouts of the time period.
will review for the will review for the will review for the notes from the
exam by giving exam by giving exam by giving teacher. W: Each student
students study students study students study will write their
notes. notes. notes. own political
cartoon expressing
the kinds of
changes during that
time period.
 Social Studies Charts

Day 146 Day 147 Day 148 Day 149 Day 150

JWG SOL SS 5.14 JWG SOL SS 5.14 JWG SOL SS 5.14 JWG SOL SS 5.14 JWG SOL SS 5.14
Consequences and Consequences and Consequences and Consequences and Consequences and
Repercussions of Repercussions of Repercussions of Repercussions of Repercussions of
Wars Throughout Wars Throughout Wars Throughout Wars Throughout Wars Throughout
the Century the Century the Century the Century the Century
GA/T: The OL: Two of the OL: The other RV: The teacher AS: The students
teacher will divide groups will present two groups will will divide the will be formally
the class into their presentations. present their class into boys assessed on the
groups and assign presentations. versus girls and material from the
each group a war LI: The teacher lead a game of last three weeks.
to research and will expound on LI: The teacher jeopardy to review
prepare a each presentation, will expound on for the test on DA: Students
presentation using explaining in each presentation, Friday. unable to take the
PowerPoint. Wars further detail how explaining in test in time due to
assigned will each affected the further detail how a learning disorder
include, World War course of America. each affected the will be allowed to
II, the Korean War, course of America. take the test in a
the Vietnam War, more compatible
the Gulf War, and environment.
the Iraq War. The
students will be
required to list
causes and
repercussions of
each war.
 Social Studies Charts

Day 161 Day 162 Day 163 Day 164 Day 165

JWG SOL SS 5.15 JWG SOL SS 5.15 JWG SOL SS 5.15 JWG SOL SS 5.15 JWG SOL SS 5.16
The Constitution The Constitution The Constitution The Constitution The Meaning of
and the and the and the and the Democracy
Amendments Amendments Amendments Amendments
CD: The teacher LI: The teacher CD: The groups GA/W/T: The CD: The teacher
will prompt the will talk about from Tuesday will students will be will lead a
students to discuss Shay’s Rebellion share their finding divided into groups discussion in
the ramifications and about how with each other of two or three and which the class
of a school with 13 many people saw a through a class will look up the talks about the
classrooms with need for amending discussion Bill of Rights meaning of
each classroom the Articles of facilitated by the using the internet. democracy. The
having its own Confederation. The teacher who will Each group will be teacher will
rules and no teacher will also expound on key given a specific compare
principal. talk about James points and amendment to democracy to a
Madison and his concepts. paraphrase. republic.
LI: The teacher plan for a strong
will explain to the national LI: The teacher R: The groups will CA/W: The
students the government. The will talk about the read their students will each
meaning of teacher will Constitutional paraphrases to the write a one-page
federalism and compare Madison Convention and class. paper in which
how the to others such as explain its they compare a
government in the Alexander proceedings. CD: The teacher democracy to a
United States is Hamilton and will lead a republic.
different than other Patrick Henry. discussion in
forms of which the students DA: Students who
government. GA/T: In groups, talk about what the finish early will
the students will be amendments mean engage in silent
assigned a key to them and why reading with the
character in history they are important. book of their
and will research choice.
their feelings
toward the new
constitution.
 Social Studies Charts

Day 166 Day 167 Day 168 Day 169 Day 170

Standardized Standardized Standardized Standardized Standardized

Testing Testing Testing Testing Testing

DA: Students
unable to perform
the test in the
normal setting will
be allowed special
accommodations
in which to take
the test.
 Resources

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