Social Studies Concepts- Scandinavia

1: LOCATION INFLUENCES LIFE-
 Daily life in this region is influenced by the closeness of seas and its northern  location.

2: DESCRIBING NORDEN-
 Norden enjoys a mild climate, but vegetation is limited by mountains, poor soil
 and climate.

3:  PEOPLE OF NORDEN-
 Different languages and customs

4:  BEFORE INDUSTRY-
 Early Europeans has few ways to control their environment.  Most were farmers  and lived in small villages.
 
5:  THE 20TH CENTURY-
 Industry and growth of cities came later to Norden.  The nations in this region  have enjoyed success in solving some of the problems brought by industry.

6:  NORDEN’S ECONOMY-
 Norden’s resources are limited, but nations in this region have developed  thriving commercial and industrial enterprises.

7:  GOVERNMENT-
 Monarchs once were powerful in Norden.  Their activities are now largely  ceremonial.

8:  A TALE OF TWO CITIES-
 The different ways of life reflect the environment and history of each capital city.

9:  RELIGION-
 Religious faith has been- and continues to be- important in shaping the lives of  people in Norden.

10:  RECREATION-
 The environment is an important factor in determining what kinds of outdoor recreations people will choose.
 WEEKLY ACTIVITIES:

Day One:
 This is the first day of our unit entitled Folktales of Europe.  The teacher will introduce unit focusing on the folktales, fairy tales and myths of many European countries.  The students will be expected to discuss how these stories are important to Europeans long ago and the present populations.
-  After introduction the class will be divided into seven groups.  The students will remain in these groups throughout the unit completing projects each week.  Each group will be assigned a region:
* MEDITERRANEAN SOUTH:  Greece, Italy, Malta, Spain, Portugal, and Turkey.
* THE WESTERN FRINGE:  Belgium, Luxembourg, France, Andorra, Monaco, and the Netherlands.
* THE ISLANDS OF BRITAIN AND IRELAND
* GERMANIC CORE:  Germany, Austria, Switzerland, and Liechtenstein.
* THE EASTERN ZONE:  Albania, Bulgaria, Hungary, Poland, Romania, Czechoslovakia, and the countries of the former Yugoslavia.
* THE NORTHERN FRONTIER:  Denmark, Finland, Iceland, Norway, and Sweden.
* THE EUROPEAN SOVIET UNION
-  Groups will be given assignment sheet with due dates included.
-  STORYTELLER a member of the community will come in and share folktales and legends of Scandinavia
-  Break into teams, each team will be given a map they should complete of their region.  Throughout the week these will be added to the large map on the class wall.  (BACKPACKING WORKSHEET)

Day Two:
-  The class will read The Princess and the Glass Mountain.  Discuss the story and why the class thinks it has endured for centuries.
-  Discuss concepts one, two, three and four on attached sheet.
-  Break into groups, complete map.
-  Group activity for day:
 Use the numbers and letters on the large map of Europe to create five clues about locations of countries, rivers, cities, and land forms in your region.  For example, “I am a capital city located at B-5. What is my name?”  Write each clue on an index card.  Make an answer key for your clues by folding and index card in half.  List the five sets of coordinates on the outside of the card; then list the answers on the inside.  With the card folded punch a hole in the top left corner and hang it on a pushpin that is attached near the map.  Punch a hole in the top left corner of each clue and hang the cards on top of the answer key card.  Visit the bulletin board and try to figure out your classmates’ clues.

Day Three:
-  Class will complete an author/illustrator study on Hans Christian Anderson.  Will read The Tinder-Box, Thumbellina, and The Little Mermaid, all illustrated by Charles Santore.
-  Social Studies concepts five and six will be discussed as a class.
-  Group Activity: Draw the flag of each country in your region and a large index card.  On a small index card, write the country's name and a description of its flag: its shape, design, colors, symbols, etc..  Display the flags, along with the rest of the classes, above the Europe bulletin board.  Visit the bulletin board and try to match other groups’ flags with their written descriptions.
-  Language Arts integration Thanks For the Words worksheet

Day Four:
-  The class will read the Enchanted Toad.  Discuss similarities and differences with the other stories we have read.  Why is this story important?
-  Discuss social studies concepts seven and eight with the class.
-  Group activity:  Work on Team Tours.  Each group is to find similarities and differences between the countries within their region.  As well each group is to research the uniqueness of their region’s countries.  The Top Ten- brainstorm with the group the top ten reasons to visit your region.  Consider climate, vacation spots, historical significance, tourist spots, interesting geographic features, and other appealing features of their region.  Within the group decide the order of the top ten.  Create someway to “sell” your region to the rest of the class.  Use internet as a primary resource.  Present on Friday.

Day Five-
-  Discuss Social Studies concepts nine and ten.
-  Game:  THIRD MAN OUT
 A favorite in Denmark.  Two players stand about ten feet apart and toss a ball back and forth.  A third player, who is “it”, tries to intercept the ball.  If he or she does, the last person to yell “Third Man Out” is “It,” and the game begins again.
-  What Would You Do? Worksheet.  Hand in vocabulary sheet.
-  TEST ON NORDEN
-  Present TEAM TOURS
 
Week 2: Russia and Western Europe

Day 6
Storyteller
Begin the week on Russia and Western Europe with a Storyteller who shares with the class some authentic stories which apply to what will be studied this week.
Introduce Play Presentations Assignment "Stone Soup"/ "Peter and the Wolf"
Divide class into two groups.  Each group will be assigned a Russian folktale to perform on Thursday, which will be videotaped and watched by the entire class on Friday.  One group will be responsible for performing the pantomime of "Peter & the Wolf," while the other group will perform "Stone Soup."  Everyone is to have a vital part in the production of their respected play and will be graded as such.  They will have time during each day to prepare, practice, create, and gather props for Thursday's performances.  Give each student a copy of the play so they can begin assigning parts and reading through by the end of the period.
Introduce "Currents Events" Assignment
Students will be divided into groups in order to produce a news article on an important news event that is occurring in their assigned country.  They are to answer the items and create a poster about the event, and decorate it with items appropriate to their country.  Let the students use the included worksheet as a guideline for their posters.
Geography/Mapping Activity "Russia and Western Europe as a Region"
Discuss the physical features and characteristics of Russia and Western Europe.  Have students label and complete the worksheet and maps using their textbook.

Day 7
Research "Current Events"
Allow students time to research and prepare for their country's Current Events presentation on Friday.  Have materials such as newspapers, magazines, internet, and TV news channels available for them to use.
Rehearse Plays
Allow students to practice, rehearse, and prepare for their play presentations on Thursday.
Language Arts Activity "Mary Tyll and the Three Rogues"
Read and discuss the German folktale. Highlight the literary elements such as setting, character, theme, etc., in preparation for Wednesday's literary element lesson.
Language Arts/History/Sociology Activity "The Holocaust and the Berlin Wall"
"The Jews were made the tragic victims of Hitler's madness.  All classes of German people knew about what went on in the concentration camps..."
Today many people, not only in Germany but all over the world, do not want to be reminded about what happened to Jewish people in Hitler's time.  They prefer to forget.  Others strongly disagree.  They think all people--especially children--should know about Nazi Germany.  They think that knowing about the terrible things which happened will keep people from ever again following such a leader.
Discuss:  1. Should people be allowed to forget?  2. Should people be allowed to remember?  3. How are we the people of the present affected by the Holocaust?  How do you think you would have felt if you had been a living Jew during this time?
Assign the students to write a short story describing what you would think, see, feel, smell, and hear if you had been a Jew living during this time.

Day 8
Research Current Events
Allow students time to research and prepare for their country's Current Events presentation on Friday.  Have materials such as newspapers, magazines, internet, and TV news channels available for them to use.
Rehearse Plays
Allow students to practice, rehearse, and prepare for their play presentations on Thursday.
Language Arts Activity "Folk Tales Literary Element Study  "Fish in the Forest"/ "Triumph for Two"
See lesson plan contained in plan.
Sociology/Anthropology/Geography Activity "Western Europe and Russia Comparison Chart"
Have students complete the chart filling in the spaces with the appropriate information for each country and characteristic.  When finished, this chart can be used to compare the various countries at-a-glance for future reference purposes.
Science/Art Activity "Food Chains Bulletin Board"
Discuss food chains and ecosystems with class.  Have the students create a visually stimulating class bulletin board of various food chains using pictures from magazines, drawings, etc.

Day 9
Present and Tape Group Plays
Have students present "Stone Soup" and "Peter & the Wolf" while the teacher videotapes the plays to be watched by the class on Friday.
Research Current Events
Allow students time to research and prepare for their country's Current Events presentation on Friday.  Have materials such as newspapers, magazines, internet, and TV news channels available for them to use.
Math Activity "How Much Stone Soup?"
Have the class figure up calculations of what amounts of ingredients we will need for tomorrow's lunch of Stone Soup.  Lots of estimations about measurement will be used.  After each ingredient is discussed, have the students sign up for what ingredient they will contribute to the Stone Soup and how much they will need to bring based on what they just practiced and learned.
History Activity "The Russian Roller Coaster of  History"
Discuss the history of Russia through the use of the textbook.  Assess learning and comprehension through the completion of the worksheet.

Day 10
Make Stone Soup
Use all of the ingredients brought by the students to create a large pot of Stone Soup for the class' lunch today.  Don't forget to put in a few good, CLEAN stones for effect.
Current Events Presentations
Have students present their country's Current Events news article to the class.
Political Science Activities "Elections" & "United States and Russian Governments"  a) For "Elections,"  the students will gain an understanding of the differences of free elections and those under authoritarian governments.
Distribute previously prepared ballots, using a code so that each student can be identified after the ballots are collected, but do not tell the students.  Explain to the class that they are going to elect a president.  Distribute a ballot which has only one name on it.  Tell the students that the student whose name is on the ballot has been approved by you, the teacher, and by the principal like the approval of the Communist Party.  Each student must vote.  Have the students deposit their ballots into a box with an election official guarding the box.  He is monitoring that everyone votes.  Note any ballots which are spoiled or where students have not voted correctly by using your secret code.  Then announce that certain students are to be punished, either because their ballots were improperly marked or because they did not vote.
Discuss the process.  Ask: 1.  How did that type of voting feel?  2. Why did you mark the ballot?  3. How will you feel about supporting the person as President?
Now conduct an election with nominations from the students, a ballot with three or four names.  If the students choose not to vote, it is okay, but discuss that decision.
Compare and contrast the elections.  Use the Elections Venn Diagram provided to show the comparison and contrast.
b) Discuss the other aspects of the Russian government in comparison through the worksheet "United States and Russian Governments" using the textbook.
Watch Play Presentations
Allow the class to watch their taped performances of the two plays they presented this week.
Russia & Western Europe Test
Assess student's learning and understanding of the concepts discussed and covered this week through the multiple choice/short essay test on Russia & Western Europe contained in this unit.

Before Reading: Give students the sheet containing exerts from the two folk tales, and have them decide what order (1 for first, 2 for second, and so on) they appear in the stories. (5 minutes)
During Reading: Have students read the two stories “Fish in the Forest” and “Triumph for Two.” Remind students about the literary element of theme, and its importance in a work.  While they read, have the students take note of possible themes that occur in each story.  Also, see if they can identify parallel themes that appear in both stories while reading. (20 minutes)
After Reading: Give students the expanded version of the first worksheet.  When they have completed it, divide them into groups to discuss their answers.  After a short period, have them use it as an aid in creating a picture/poster that depicts their opinion of the two stories’ theme.  Make sure they reference the story with page numbers and specific examples of the theme.  After completing their pictures, have the students display them, and look at the other groups’ representations individually to note the themes and references chosen for each picture.  After a few minutes, have each group present their picture and explain it and the theme(s) they have chosen to the class.  After all of the groups have had an opportunity to talk about their picture, discuss them as a class.  Have students note if the class had one recurrent theme or was able to identify several within the two stories.  At this time, assessment of understanding of theme can be done within the discussion. (35 minutes) “Fish in the Forest”/“ Triumph for Two”
Before Reading

Read the following exerts from the folk tales “Fish in the Forest” and Triumph for Two,” and decide what order they appear in the stories.  Place a number in the left column indicating the order (1 for first, 2 for second, 3 for third, and so on).

“Fish in the Forest”

_____ “It…rained…cakes?”

_____   “It doesn't happen everywhere, so it isn't a thing one talks about.  Otherwise all the world
would rush to the spot, and no one would have anything.”

_____   “He doesn't make me work hard.  He just doesn't want me out of his sight, because he
thinks I cannot keep a secret.”

_____  “I’ll have to hurry.  I don’t have much time before Olga arrives.”
 
 
 

“Triumph for Two”

_____   “By tomorrow the King will be sorry about this.”

_____   You think luck is better than intelligence?

_____   “Why should it?  They are people like ourselves—some better, some worse, but mortal
people all the same.”

_____   “The sculptor took the first watch.  To keep himself awake, he took a log and carved it
 into a doll.  When his time was up, be woke the tailor.  “I carved this doll to keep myself
awake, he said.”  “If you feel like it, you can make her some clothes.”
 
 

“Fish in the Forest”/“Triumph for Two”
After Reading

Read the following exerts from the folk tales “Fish in the Forest” and Triumph for Two,” and decide what order they appear in the stories.  Place a number in the left column indicating the order (1 for first, 2 for second, 3 for third, and so on).

“Fish in the Forest”

“It doesn’t happen everywhere, so it isn’t a thing one talks about.  Otherwise all the world would rush to the spot, and no one would have anything.”

_____   “Enough Olga!  We cannot have new things.  We must hide the treasure.  We must live as
we have been living.  Otherwise, the Count will suspect something.”

_____  “He doesn’t make me work hard.  He just doesn’t want me out of his sight, because he
thinks I can’t keep a secret.”

_____  “All the servants are buzzing, Your Ladyship.”

_____  “Well, you have a way of finding out things from the women that I can’t get from the
men.  Just bring me the name of that scoundrel.  I’ll make such an example of him that no
one else will dare to hide anything.”

_____  “I’ll have to hurry.  I don’t have much time before Olga arrives.”

_____  “It…rained…cakes?”

“Triumph for Two”

_____   “By tomorrow the King will be sorry about this.”

_____   You think luck is better than intelligence?

_____   “Why should it?  They are people like ourselves—some better, some worse, but mortal
people all the same.”

_____   The King sent for me today.  He is very pleased with the new rose garden you planted.
 He and the Queen and the Princess spent an hour in it yesterday, admiring the roses.

_____   “Many have tried and failed.  But you shall have your turn if you wish.”

_____   “The sculptor took the first watch.  To keep himself awake, he took a log and carved it
 into a doll.  When his time was up, be woke the tailor.  “I carved this doll to keep myself
awake, he said.”  “If you feel like it, you can make her some clothes.”

_____ “All I have to say is a king should keep his word.”
 
 

Name___________________
Russia & Western Europe Test
Answer Key
Multiple Choice

1.  The city in Western Europe which has been reunited after thirty years of very different
    economic and political systems is:
a. Paris   b. Vienna  c. Berlin   d. Amsterdam

2. The extermination of Western Europe’s Jewish population during World War II,
     commonly referred to as the Holocaust, was caused by the leaders of what country?
a. Germany  b. France  c. Belgium  d. Russia

3.  The German Nazis stirred up extreme hatred of the Jews.  This hatred led to the:
a. seder  b. Holocaust  c. Antwerp  d. mosque

4.  The New Economic Policy, or NEP, was the plan of
a. Stalin  b. Lenin  c. Radishchev   d. Yeltsin

5.  The Five Year Plan was the idea of:
a. Stalin  b. Lenin  c. Radishchev   d. Yeltsin

6.  Life expectancy in Russia is:
a. increasing  b. decreasing  c. remaining constant  d. unknown

7.  Which of the following is a consequence of pollution and heavy industrialization in
      Russia?
a. The tourist industry has continued to rise.
b. Poor people receive better medical treatments.
c. The average life expectancy has dropped significantly.
d. More factories continue being built in Russia.

8.  V.I. Lenin’s slogan was:
a. Water, Food, and Land   b. Freedom, Food, and Factories
c.  Peace, Land, and Bread   d. Peace, Prosperity, and Pride

9. Collectivized farms are:
a. privately owned    b. small village farms
c. large, government owned farms  d. labor camps

10. Which czar was given credit for freeing 20 million serfs?
a. Peter the Great b. Alexander I  c. Ivan IV  d. Alexander II

11. Under Mikhail Gorbachev, a “thorough renewal of every aspect of Soviet life”
      occurred. This renewal was called:
a. glasnost  b. perestroika  c. Kremlin  d. ruble

12. A key factor in the collapse of Communism was:
a. people having the right to vote
b.   small factories
c.   failure of the Soviet Union economy to meet citizens’ needs
d. effective and productive industry

13. The president of Russia is now elected by the people, and serves a ________ year
      term.
a. 6   b. 4   c. 8   d. 2

14. Members of the Federation Council and the Duma are selected for:
a. a one year term b. a four-year term c. life   d. an eight year term

II.  Short Answer Questions

15. Explain why there has been such a sudden drop in life expectancy in Russia.
Possible answers: assigned scientists and engineers to clean up the worst polluted areas, scientists have visited the United States to study our health and environmental programs, experts from the United States have gone to Russia.

16. What are the Russian authorities doing to help attack the health problems?
Possible answers: diet, high rate of alcoholism, political turmoil, crumbling health system, severe industrial pollution.

17. Why did the Russian climate not guarantee much to eat or sell even after the serfs
      were freed?
Nobles still owned a lot of the land. Serfs had little land. Even though climate was favorable, they did not have much to buy or sell.

18. Why was the transformation from communism to capitalism so difficult?
Lack of experience of workers and managers; confusion; workers began to be paid according to how well the job was done, not just for showing up.
 
 
 

WEEK 3: DAY 1
Wendy Thompson

Statement of Objectives:   The students will gain a greater knowledge on the Mediterranean countries in hopes that they will appreciate and respect other cultures.

Objectives:
TSW learn vocabulary words based on certain countries.
TSW recognize and locate certain countries on a map.
TSW list and state important information about a particular country
TSW be expected to stay on task and finish final projects.
TSW enjoy the cultures and traditions of different countries.
TSW understand concepts relating to the history, government, current events, and arts of
         Mediterranean countries.
TSW knowledgeable of folktales around the world
TSW keep a journal throughout the week for notes, ideas, group work, etc.

Review/Focus:
   Storyteller--
    This will be the third storyteller for the students to enjoy folktales and this particular storyteller will be speaking English and Spanish.  The story is called “iValgame, Dios!” It is important for students to be aware of different languages within the United States, especially Spanish.  Even though we are not studying American folktales, it will hopefully get the students motivated to continue another week with folktales.  There are large motions and an overall good story that will get the students started for the week.
    I will also state what I expect from the students and tell them how stations are going to work for the week.  They will be in stations two hours of the day where they will go in-depth throughout the countries of the Mediterranean.
  County box--
    It is a three-dimensional boxed object that will be made from each group that has a country of the Eastern Hemisphere.  Included in and on the boxes will be art, history, current events, maps, festivals, reports, quotes, and whatever else they find about their particular country.  The students will be given time each day to complete the project.  I will mention to the students about different strategies that may be helpful: trade off subjects, give jobs for different media, allows one to take it home each day, and a leader each day.

Teacher Input:
    Explain that France, Italy, Spain, and Greece will be studied so that they could get a head start on their projects.  Not only are the large projects important, but the smaller ones will be seen each day and perhaps several a day.  I will explain the stations more especially with the set up so the students are not confused.  There will be directions at each station:

Guided Practice:
   France-- We will study together the celebration of Epiphaux.  During the holiday, All  kinds of foods are cooked and whoever finds the coin in their food is considered to have good luck.  They get to be King or Queen for the day.  I will pass out a cupcake to each group member and the one member of each group who finds a coin will be the leader for the week on their final project.
   Greece-Teach about ancient Greeks and their mythology

Independent Practice:
    France-- The winners will set up an area for their group to work and help delegate jobs
   Greece-- The Olympic games will be held outside; the winners will teach the other students
                   how to pronounce Greek.

Review:
   They should know the definition of folktales and a large amount of information about their country by now.  I will ask them a few general questions so I can check how far they are along.
 

WEEK 3: DAY 2
Wendy Thompson

Focus/Review: The country of France

Teacher Input/Guided and Independent Practice:
? Social Studies Stations
Scandinavia (Sc)
Russia & Eastern Europe (Re)
Mediterranean (Mt)
Britain & Ireland (Bi)

1st 30 minutes 2nd 30 minutes 3rd 30 minutes 4th 30 minutes
Video (Sc) Video (Bi) Video (Mt) Video (Re)
Mini lesson (Re) Mini lesson (Sc) Mini lesson (Bi) Mini lesson (Mt)
Celebration (Mt) Celebration (Re) Celebration (Sc) Celebration (Bi)
Research/work (Bi) Research/Work (Mt) Research/Work (Re) Research/Work (Sc)

* Videos will contain mostly the history of France and valuable information for their country box and exam.  Students will work the VCR and television on their own.  If they have any problems, they will first try to work out the problem while talking to other students.  The first of the week I will teach them how to use the equipment so they will have plenty of time to watch the videos.

* Mini lesson will be the DRTA on “The Tale of the White Rat.”  The notes are included at the end of this week.

* Celebrations are found year round in France and the students will get to explore customs, food, and history through small activities, dress up, and role play.

* Research/work time will be used to complete the country box.

? Literature/Spelling
They will start producing their own story based on what they have read in the last three weeks.  They will gather information on fables, folktales, myths and will have a story to be judged on Thursday.

? Art
The students will produce simple Mardi Gras masks to wear on Friday or for Halloween.
 
* Materials
 pre-made faces (plastic)
 glitter
 feathers
 paint
 cotton
 construction paper
 glue
 scissors
 

WEEK 3: DAY 3
Wendy Thompson

Focus/Review: The country of Greece
Read several Aesop Fables
Ask the students to write a modern-day fable to teach one of the following proverbs:
+ He who would leap high must take a long run.
+ He who does not hope to win has already lost.
+ No man is happy unless he believes he is.
+ An old dog can’t alter his way of barking.
+ Honest men fear neither the light nor the dark.
+ It is better to be hated for what you are than loved for what you are not
+ You cannot shake hands with a clenched fist.
+ The only way to have a friend is to be one.

Teacher Input/Guided and Independent Practice: Social Studies Stations

1st 30 minutes 2nd 30 minutes 3rd 30 minutes 4th 30 minutes
Web (Si) Web (Bi) Web (Mt) Web (Re)
Mini lesson (Re) Mini lesson (Si) Mini lesson (Bi) Mini lesson (Mt)
Art (Mt) Art (Re) Art (Si) Art (Bi)

Research/work (Bi) Research/work (Mt) Research/work (Re) Research/work (Si)

* Web studies will be part of the project of the “Ancient Greece and Rome Talk Show.”  They will be looking for different aspects and common people to explore more deeply for the talk show.  The description is included at the end of this week.

* Mini lesson will be on King Midas and a time line of Greece events that may be helpful for the talk show.

* Art station will be the production of mosaic light switches.  They students could make the switches to match their bedroom.  Materials include: plastic switches, tiles, and glue

* Research/work will again be time to complete country in a box and any questions that they may have.

? Literature
I will read the story, Pegasus, to the students
The students will continue to write their story with ideas about god or goddess, morals, characteristics of a myth, and a rough draft of their setting and plot
Characteristics:
1. Tries to explain the way the world is, or the relationship between gods and goddesses and
    human beings.
2. Is often concerned with right and wrong.  Good is rewarded and evil is punished.
3. Includes gods and goddesses with exceptional powers.
4. Includes heroes, humans who perform amazing feats.
5. Explains what happens after death.
6. Includes animals that play important roles.
7. Includes supernatural beasts.
8. Includes communication between humans and the gods and goddesses.

? Spelling
The winners of the Olympic games will teach us how to pronounce Greek
The worksheet is included after the week’s lessons.

? Music/Art
The ancient Greek lyre is similar to our modern day harp.  The students will produce their own lyre like the one created out of tortoise shell.  A modern visual is located after this week’s lessons.

1. Color the tortoise shell patterns, glue to cardboard, and cut out.
2. Bend a coat hanger into a round shape as shown
3. Turn the hanger so that its hook face downward.  Bend the top of the hanger into the shape
    shown, with about six inches between the points.  Bend the hook up and straighten it a little.
4. Cut open seven thin rubber bands (fishing wire).  Tie the pieces between the bridge and the
     hook of the hanger.
5. Tape the back of the tortoise shell to the hook.
 

WEEK 3: DAY 4
Wendy Thompson

Focus/Review: The country of Italy
* I will create an artificial aqueduct to show how water was pumped into Italian households
* I will meet with each group to assess their completion of their project, give ideas and
    comments,
*Place a 6-foot piece of chart paper on the largest wall for when the students find important dates
   and people, ideas, concepts, etc. that may be relevant for projects they can add to the paper.

Teacher Input/ Guided and Independent Practice: Social Studies Stations

1st 30 minutes 2nd 30 minutes 3rd 30 minutes 4th 30 minutes
Scavenger Hunt (Si) Scavenger hunt (Bi) Scavenger Hunt (Mt) Scavenger Hunt (Re)
Mini lesson (Re) Mini lesson (Si) Mini lesson (Bi) Mini lesson (Mt)
Art (Mt) Art (Re) Art (Si) Art (Bi)
Talk show (Bi) Talk show (Mt) Talk show (Re) Talk show (Si)

* Scavenger Hunt will be an activity taken place in the library.  The different groups of students will be given certain aspects to look up about the Romans.  This will give them the opportunity to put concepts on the chart paper, learn for their exam, and continue work on country box.

* Mini lesson will be another DRTA of “Pippina, the Serpent.”

* Art session with the art teacher, will be the study of Leonardo da Vinci and Picasso (who was known hugely in France) The students will have the opportunity to review the artist’s work for future assignments.

* Talk show will be the collection of more knowledge about a roman person to talk about the next day.  They will be given extra time to create  a script.

? Language Arts
“Even Gods have Bad Hair Days . . . “ Activity is included at the end of the this week’s lessons.  Basically they will choose a mythological character to research and a typical problem faced by middle schoolers.  Then they will compare and write out how their hero would deal with the problem.  It would be easier to pick a person whom they have been studying about all week.

? Art
They will have studied about da Vinci and Picasso and now they will get a chance to create a piece of work similar to the artist that they like best.

? Roman Rithmetic
A study and practice of roman numerals.  Worksheet included.
? Physical Education
The students will play World Cup; A soccer game that will be a stress release and an activity to do as an entire group.  Each pair will have a different country name.  One goal and one ball are played with.  The teacher’s role is to keep the ball in play and watch which group kicks the ball into the goal.  The object is to be the first to get the ball into the goal and it continues as a single elimination.  If Spain scores first, then they sit out; if France is next then they sit out.  The group left that has not scored each round losses.  The games will constitute fewer people and boundaries will need to be set closer to the goal after each round.
 

WEEK 3: DAY 5
Wendy Thompson

Review/Focus: Country Box
Review their comments and improvements for next year.  What went well and what would they not do over again.

Teacher Input:
One informal assessment that I will do will be judging the students’ artwork completed throughout the week and project completion.

Activities :
* The students have each written a story and then the top 5 were picked yesterday.  The students divided themselves up into one of those groups and will present their story in a unique and creative way.  Each story will be video taped by the students who will then edit the tapes and place in the library.

* The students will have their miniature talk show that will also be aired.

* The largest project will be done last, so if any work needs to be done, they will have time to do finishing touches.  The country box of each group will determine how much they worked, how well they worked together, and if they desire to learn more about the particular country.

* Students will turn in their journals, stories, comment/ grading of their group, any other assignment that they have done.

Assessment:
* Their country box will be the largest part of their grade for the week.  My expectations that I expressed to them at the beginning of the week will take into effect at this point.  They were given a worksheet with all the requirements, categories, and extra material that should be on the boxes.  They have had plenty of time to complete the project and there should be no excuses (unless a group has talked to me before).  The boxes must include: history, art, culture, celebrations, creativity, color, variety of media, and  three different sizes of boxes (material does not matter).

? I will also ask for all other assignments like: artwork, journals, stories, comments/questions, and reflections of projects.

TITLE: “THE TALE OF THE WHITE RAT”
 
INTRODUCTION:
? What animals would you consider being powerful? Why?
? What do you think the rat will do? Talk? Hero? Disliked?

PAGE 1:
? What has just happened to the rat?
? Do you think the rat talks?
? How do you think the king and queen met the rat?
? What animals would you like to change? Would the animal have similar or completely different traits?

PAGE 2: HALF WAY DOWN PAGE
? Who is the king’s daughter?
? What/Who is the most powerful being? Prince? Nobleman? Lion? Bear?
? Whom do you think the king will choose?
? Whom do you think the rat wants as a husband?

PAGE 2-3: 2ND HALF AND ENTIRE 3RD PAGE
? Who did the rat want as a husband and who did the king want?
? Did any of you guess that the white rat would choose another rat?
? Does any other story remind you of this one?
? Why do you think the author included “tail a foot long?”
 
 

TITLE: “PIPPINA THE SERPENT”

INTRODUCTION:
? How do you think the story will unfold with the title?
? Whom do you think Pippina is or was?

PARAGRAPHS 1-3:
? How could a merchant go from being rich to poor in such a short amount of time?
? Do any of you have a large family?
? How do you do with the money situations?
? Who left the family, because of money problems?

PARAGRAPHS 4-6:
? Whom had a baby?
? Where would you like to find some money?
? What would you buy in a short amount of time?
? Who is Pippina?

PARAGRAPHS 7-10:
? What do you think “charmed” means?
? What happened to the merchant’s four other daughters?
? What gifts will the fairies give to the girl, Pippina?

PARAGRAPHS 11-13:
? What do you think the last fairy will put on Pippina? Refer to the title? Why does something happen to her?

PARAGRAPHS 14-20:
? Does anything seem strange to you about the squire’s findings and the reaction of the family toward the king?
? We always have villains in stories, what part do you think Baldellone’s girlfriend has in the story?
? Do you think Pippina will tell the king or be destroyed?

PARAGRAPHS 21-24:
? You found out where the little sisters were.  Why do you think they were still called “little” after all this time?
? Do you think the girlfriend knows about her spell?
? What will Baldellone do?  What are his options and what do you think his girlfriend will tell him to do?
? Would you still love your sister or brother if he or she turned into a snake?
? Does she ever change back?

PARAGRAPHS 25-30:
? Who is the queen now?
? What is she trying to do?
? How mad would you be if your girl/boyfriend decided to leave you for someone else?
? What did Baldellone do about it?
? Who is the serpent?
? How do you think the serpent will help?

PARAGRAPHS 31-36:
? What does the rhyme mean?
? Why do you think he wanted to be buried in the garden?
? What do you think the gardener will see or find?

PARAGRAPHS 37-45:
? So does Pippina change back between day and night?  Give evidence.
? Would you not think that the king would be scared to find a maiden in his garden?
? Would you believe a crazy story like the one the maiden told?
? Would you like to tell the President to do something like an errand?  What would it be?
? What will the king do to the present queen?

PARAGRAPHS 46-52:
? What was the king up to throughout these passages?  Give examples.
? How do you think he was reacting?

PARAGRAPHS 53-54:
? Do you think this was a tragedy, romantic, both? Why?
? Who would be someone that you would like to bring back to life? Why?
 
 

Grade 6 Social Studies Lesson Plan

Day Sixteen: Monday

Objectives/Goals:
3.1 – Describe the absolute and relative location of major landforms, bodies of water, and natural resources within Europe and the former Soviet Republics.
4.1 – Define region and identify various regions within Europe and the former Soviet Republics.
4.2 – Compare the physical and cultural characteristics of regions within Europe and the former Soviet Republics.
6.1 – Analyze the movement of people, goods, and ideas within and among nations in Europe and the former Soviet republics and between the Western Hemisphere and other world areas.
6.3 – Judge how changes in the movement of people, goods, and ideas have affected ways of living in Europe and the former Soviet Republics.

Materials:
 Paper mache or clay                 Worksheets
4 purple markers                       4 Green markers
4 black markers                         4 red markers
Large poster board
 
 

Days Activities:
?  Introduce Recipe Project:
They will have time throughout the week to research different and exciting new recipes of the region we are studying for the week.

? Storyteller:
This will allow the students to become aware of the different stories (folktales) that will be studied this week.
? Introduce Geography Activity: Topography
The students will construct a topographic map of Norden showing its geographic features.  The map must include mountains, major bodies of water, rivers, fjords, plains, and plateaus. The materials included are paper mache or clay.
? Mapping Worksheet: Worksheet of the British Isles
Discuss the different areas of the British Isles and where they are located.  Have the students fill out the worksheet using what they had learned.
? Introduce “The Movement of People in the British Isles and Norden”
The movements of the Vikings, the Celts, the Finns, and the Lapps are discussed.  It is easy to see what groups exist now, but getting students to visualize that movement may be a challenge.  Here is a way to help:
 Assemble the following materials: purple, green, black, and red magic markers, and poster board (the larger the better).
1. Arrange the students in cooperative learning groups.  Groups of four will work best.
2. Pass out the markers and poster board.  Each group should receive one each of all the markers and one piece of poster board.
3. Have each group draw and label a map of the countries of Norden and the British Isles on the poster board.
4. At the bottom right corner of the map, have them make a key using the four colors.  The key should read like this: Purple=Vikings; Green=Celts; Black=Finns; Red=Lapps.
5. Have the members of each group choose a color.
6. Tell the Vikings to take their purple markers and put two marks on Denmark, three on Sweden, and four on Norway.  Celts should have three green dots on England.  Finns should put five black dots on southern Finland, and the Lapps should put three red dots on northern Finland.
7. Next, tell the students that for each of their dots, they should add three more near it, only in the country where their people already exist (you may need to help the students with their multiplication).
8. Have the students stop and look at the changes this multiplication has made to their map.
9. Tell the Vikings to put one dot in Ireland and one in southern Finland.  The Celts are to put one dot in Ireland.  Finns should put one dot in northern Finland and are in northern Sweden.
10. Then tell the students for every dot they placed on the map, to add three more around them.
11.  You may repeat the procedure as many times as you wish.  Spread them to the other countries in the region.  Students should see how peoples move and reproduce and how groups enlarge.  Expect the students to be upset when “invaders” enter their territory.  Discuss how changes and conflicts may have arisen as one group moved into the land in which another group was already established.
? Introduce Math Activity: worksheet
             “Using Statistics about the British Isles and Norden”
With this students will use their chart reading skills to answer questions.

Day Seventeen: Tuesday
Grade: 6th grade Social Studies
Objectives:
Goal 1: The learner will investigate the characteristics of people of Europe and the former Soviet Republics.
1.1 – Identify the origins, characteristics, and influences of major groups of people in Europe and the former Soviet Republics.
1.2 – Describe similarities and differences among people of Europe and the former Soviet Republics.
1.3  - Assess the role, status, and social class of individuals and groups in Europe and the former Soviet Republics, past and present.
4.2 – Compare the physical and cultural characteristics of regions within Europe and the former Soviet Republics.
6.2 – Compare ways in which people, goods, and ideas moved in the past in Europe and the former Soviet Republics with their movement today.
7.2 – Describe how nation-states interact with each other.
7.3 – Analyze how foreign policy is made and the means by which it is carried out.
8.4 – Compare forms of government in Europe and the former Soviet Republics and explain how and why they have changed over time.
9.4 – Describe the characteristics of economics in Europe and the former Soviet Republics and how they have changed over time.
11.1 – Describe and analyze changes which have occurred in ways of living in Europe and the former Soviet Republics.
11.2  - Identify examples of cultural transmission and interaction within and among regions in Europe and the former Soviet Republics.
Days Activities:
? Give the students time to research their area of where their recipe is from.  They will research something about their area that is weird and interesting or cover something we haven't covered in class.
? Folk Tale: “The Baker’s Daughter”
The class will read the tale and we will all discuss the parts of a folktale.  We will touch on the literary elements such as the setting, character, theme, etc.
? Introduce Potato Experiment
Each student will receive a container of water, a half of a potato and two toothpicks.  The toothpicks will go into each end of a potato and then placed into the water.  Will be checked on Friday.
?  Introduce “Feudal Villages”
              Allow cooperative learning groups to design and build feudal villages similar to the illustration in the book.  Provide aluminum cake pans, blocks, clay, sand, Popsicle sticks, pipe cleaners, and glue.  These villages should show different kinds of dwellings, a church, and other buildings in as creative a manner as the student’s desire.  Students should label the buildings to show where the various members of feudal society lived.  Students could then explain their villages and emphasize how a person’s position influenced where how he lived.
? Introduce Writing Lesson: “Techey Technology Time Line
Materials; reference books, a roll of chart paper, markers
                 Ask the students to create an illustrated timeline of technological advances in communication and transportation during the Industrial Revolution.  Examples of such advances would be the railroad, steamships, daily mail delivery, and the telegraph.  After researching the topic, divide the class into groups and ask the students to illustrate their findings on a time line.  Following the illustrations, ask one person from each group to make an oral report to the class on their group’s findings to the whole class.
? Homework: “Time Line Writing Extension”
              Once oral reports are given and a discussion is held, have the students write a clarification essay on “what special effect did their specific invention have on the everyday life of the people?”  State the topic and give two or three reasons to support your answer.

Day Eighteen: Wednesday
Objectives:
6.1.2
6.3.1
10.3.1
10.3.2
10.3.3

Days Activities:
? Continue and Finish up Writing Extension
            As a follow up, ask the students to design a new transportation or communication system invention.  Divide the class in to groups and have the students draw a model of the system first.  If possible, let the groups make a model of the system for class.  Next, have the students write a television commercial to persuade the public to try this new invention.  Videotape the commercials to be shown to another class.
? Folk Tale: “The Cauld Lad of Hilton”
            Review over the folk tale from yesterday to see what was remembered.  Read this story and discuss the parts of a folk tale.  Touch on the literary elements such as setting, character, theme, etc.
? Brainstorm ideas of what could be brought from home to go into tomorrow’s traveling suitcase.   Has to be items that go along with the countries studied. (Great Britain, Ireland, and the British Isles)
? Introduce Political Science Activity
Worksheet: “Comparing the American and British Governments”
This will be done in-groups; therefore, there will be discussion among classmates.
? Give class time to research their area of recpertise
? Homework:
              Go home and find something that could go in the traveling suitcase that pertains to the countries covered this week.  They can use magazines and cut out pictures or bring objects from home and they can even use their parents as resources.

Day Nineteen: Thursday
Goals:
1: The learner will investigate the characteristics of people of Europe and the British Isles.
3: The learner will locate major physical features and suggest the influence of their location of life in Europe and the British Isles.
7: The learner will evaluate the relationship of the nations of Europe and the British Isles to each other, to other world nations, and to world affairs.

Days Activities:
? Folk Tale: “The Hedley Kow”
We will read this tale and discuss the literary elements of it and compare it to the others we had read.
? Introduce the location of Norden and the British Isles through the use of a suit case activity.  Point out to students they are traveling to the British Isles and to Norden.  Place in the suitcase items relating to the region.  Examples of items to place in the suitcase-woolen items; fishing net; foods from the region (tea from the British Isles, cookies from Denmark, canned fish from Norway, etc.); picture of the midnight sun; picture of a fjord; a map of the regions; picture of a volcano, manufactured items such s china; glassware, etc.; literature such as a novel, short essay, myth, etc.; picture of a shamrock; music (picture of a bagpipe; Beatles, Rolling Stones, Abba, or U2 album; recording of traditional music from Norden or the British Isles; money from the region.
 Variations- this idea could be used as the introductory theme for each unit.  Students could bring items and place them in a suitcase as a way to introduce the units.
? Art Activity:
 Introduce the idea of foreign stamps and coins.  Bring in samples of different types of stamps and coins especially those from the region studied.  Now that the students have seen different ones, have them create their own stamp and coin of their own.
? Get a list of who is making what for tomorrow.  Review the week’s findings on all aspects of the region for a test tomorrow.

Day Twenty: Friday:
? To begin class they will take a test on what they had learned throughout the week.
? Before food tasting, children must give a brief description of what they made and something about the area they researched.
? A day to review what the students have learn.  What they liked and disliked.  See if they like to do large unit plans like this one, so we can plan for future lessons.