I will be incorporating several strategies learned during the 2-day workshop. I will teach with objects the first week or two of the new school year. In particular, I will ask students to bring 3-5 objects that describe them. This will allow their classmates to get to know them better.
I'm thinking of a lesson about the responsibilities of individuals in their community in Baton Rouge, Louisiana for my ESS students. The resources or strategies that I can use are those from Louisiana Department of Education, inviting guests from government agencies or non-government agencies, providing links/webites to educate the students and their families in the community.
I will use primary sources, either in written form, pictures, or objects for, the students to observe, read, and analyse about the development of tools and the use of fire in hunter-gatherer societies.
The students will make notes and answer guiding questions on their assigned primary source, and then use that information to write an essay describing hunter-gatherer societies.
I am going to use a book and activity found on the Our Story website. The book, When Clay Sings, explores Native American history by imagining the lives of the desert Southwest Native Americans through their old broken pieces of pottery. The images of birds, lizards, and hunters will be used by the students to create a description of the daily life of this group. In addition, I will have students use the resource on History explorer to read and investigate the Plains people who used Lakota Winter Counts which are histories or calendars in which events are recorded by pictures, with one picture for each year. Students will again create a description of the daily life for the Plains poeple. Students will create a drawing for pottery or buffalo hide that would give people in the future a picture of their daily life.
WOW, I look forward to using the various Thinkfinity resources for my first Fifth grade Social Studies lesson dealing with The Early Peoples in the Americas (Beginnings to 1492). My fifth graders love it when they can see and feel various relelvant artifacts available to them, especially at the touch of a button.
Using unit 4 “Native American, Early European, and African Interaction (1565-1763)”, I plan to incorporate the history standard 5.3.6 activity "Living in the Atlantic World" which discusses the web of maritime connections between Western Europe, western and central Africa, and the Americas that made up the Atlantic world. Students will learn how Atlantic-based trade shaped modern world history and life in America. Topics covered are the tobacco and sugar trades, the Middle Passage and the transatlantic slave trade, and the piracy that plagued the Caribbean Sea and North American coast during this period.
The Standards that i want to address are:
Social Studies GLE 22
I will use resources from Smithsonian to :
Describe the features of the earliest communities(shelter,food,clothing)
I will use the strategy' Use Object/Picture to teach a lesson.
Describe the hunter-gatherer and societies including the development of early development.
I will use song with history content to teach history eg "Fernando"
I will teach using Resource person, that is talked about,and will have a conversation with the class.
I will use object like cotton (raw still attached to stem, with seeds and talk about the slaves who did this laboriously during the time of slavery.
Social Studies: Unit 1 Early People in Americas (Beginnings to 1492)
Length: 3 weeks
This unit focuses on the history of early peoples in the Americas and their geographic locations.
Students will understand the origins, characteristics, and differences among American Indian cultures and ancient empires. Students will identify physical features of Earth and use a map key and symbols, distance scale, compass rose, cardinal or intermediate directions, and latitude and longitude to interpret a map. So that students they can be able to identify and explain vital information on the Ancient Civilizations of the Americas.
GLE Text and Benchmarks
Interpret a map, using a map key/legend and symbols, distance scale, compass rose, cardinal or intermediate directions, and latitude and longitude (G-1A-M2)
Describe economic activities within and among American Indian cultures prior to contact with Europeans (E-1A-M9)
Describe the origins, characteristics, and expansion of ancient American empires (e.g., Inca, Maya) and complex societies in the Americas (e.g., Aztec) (H-1C-M13)
Resources that Will Be Used or Considering Using
Maps of North, Central and South America
Social Studies Textbooks
Teacher Workbooks on Ancient Civilizations
Poverty Point of Louisiana Virtual Field Trip
Spilt Page Note taking
Unit 1 iLeap Format (Scott Foresman Workbook)
Activity 6 of LCC
Ancient Civilization Student Created Brochures on Ancient Civilzation