Throughout the semester, I have written four social studies lessons surrounding the four facets of social studies (History, Civics, Economics, and Geography). Three of the four lessons have been integrated into Unit Plans. Links to each lesson are listed below.

Lesson Plan #1: Introducing Colonial Life

  • Grade Level: 5th Grade
  • Content Area: US History; Geography
  • Standards:
    • CCSS:
      • 5.3 – Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
    • GLCEs:
      • 5-U2.3.1 – Locate the New England, Middle, and Southern colonies on a map (G)
      • 5-U2.3.2 – Describe the daily life of people living in the New England, Middle, and Southern colonies
  • Standout Features
    • Pretest: Carousel (Diverse, Colonial Times, Perspectives, People Groups)
    • Literature Based
    • Technology Integration
    • Differentiated Instruction
    • Student Handouts

Lesson Plan #2: The Impact of Myths and Rumors

  • Grade Level: 7th Grade
  • Content Area: World History
  • Standards
    • CCSS:
      • 7.8 – Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
      • 7.2d – Use precise language and domain specific vocabulary to inform about or explain the topic
    • GLCEs:
      • 7-W4.2.3 – The Plague – Use historical and modern maps and other evidence to explain the causes and consequences of the Plague
  • Standout Features

Lesson Plan #3: International Trade Day

  • Grade Level: 6th Grade
  • Content Area: Economics; Civics
  • Standards
    • CCSS:
      • 6-8.1 – Cite specific textual evidence to support analysis of primary and secondary sources
      • RH6-8.7 – Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
      • 6.2 – Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
      • 6.5 – Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
    • GLCEs:
      • 6-E3.1.1 – Use charts and graphs to compare imports and exports of different countries in the world and propose generalizations about patterns of economic interdependence.
      • 6-E3.3.1 – Explain and compare how economic systems (traditional, command, market) answer the three basic economic questions: What goods and services will be produced? How will they be produced? For whom will they be produced?
      • 6-C4.3.3 – Analyze the impact of treaties, agreements, and international organizations on global issues.
  • Standout Features
    •  Differentiation Instruction
      • Specific: gifted, ESL, LD, etc
    • Technology Integration

Lesson Plan #4: Scarcity and Economic Movement

  • Grade Level: 7th Grade
  • Content Area: Economics; Geography, World History
  • Standards
    • CCSS
      • 4.1: Refer to details and examples in a txt when explaining what the text says explicitly and when drawing inferences from the text
      • 4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    • GLCEs
      • 7-W4.2.3: The Plague – Use historical and modern maps and other evidence to explain the causes and consequences of the Plague.
      • 7-G4.4.1: Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth).
      • 7-E3.1.1: Explain some of the economic, social and political factors influencing the movement of people among regions during the eras under study.
  • Standout Features
    • Pretest: “Get out of Jail Free” Card
    • Differentiated Instruction
    • Technology Integration