Eed 465 Curriculum Social Studies

First, the elementary social studies standards goes from kindergarten to fifth grade. It is imperative to note that both the

Building Background Knowledge: This close reading lesson is appropriate AFTER a unit on the American Revolution. It is assumed students have studied the events leading up to the writing of the Declaration of Independence. Do NOT build background knowledge on the Declaration of Independence itself. The purpose of the close read is for students to determine the meaning. Videos on the writing of the Declaration of Independence can be found on the History Channel’s website at www.history.com

Students will analyze 6 sources, identify main ideas and answer questions asking them to identify democratic and undemocratic aspects/features of colonial America and how American democracy was a work in progress in colonial times.

On the first day of the unit, the students will receive a pre-test. After they complete that, they will complete the first two sections of a Know, Want to Know, Learned (KWL) chart regarding the Constitution. Next, they will receive a summary of the Constitution; it is the Constitution, in a grade appropriate lexile level, therefore in language students will understand. For the rest of class, the students will participate in a Gallery Walkthrough. Students will walk through the classroom and study the six pictures hanging on the wall, all regarding the Constitution, and then they must answer the aligned questions. Throughout the next three days, the lesson will be similar. The students will complete a bell work activity, complete a quiz on their homework reading, as a class the homework and quiz will be reviewed, and then the information students learned from their reading will be reinforced with a PowerPoint. At the end of class, the students will complete an activity aligned to the information presented in the PowerPoint. On day two, they will complete an activity about the pros and cons of the Articles of Confederation and Shays’ Rebellion. On day three, it will be an activity about the New Jersey Plan, the Virginia Plan and the Great Compromise reached. On day four, students will analyze primary source documents about Federalists and Anti-Federalists. On the fifth day, students will create a small poster about a Founding Father that was assigned to them. Then they will meet in a group and share what they learned. Day six’s curriculum will surround the Bill of Rights, they will be explained, and their importance will be expressed. On the seventh day the students will have the opportunity to create their own government in a Constitutional Project. Finally, on the eighth day, students will prove what they learned by completing a three-part comprehensive post test.

Furthermore I will deliver my own prior notions of, for example, the vicious tie of a capitalistic government such as the U.S. to the public education system and its effective production of low-wage, factory-standard workers. This is but one of the few postulations I have made; my posing of such an idea/question could develop an in-class discussion. In turn, my whole class could both benefit in understanding and build a stimulated interest in the topic at hand. In addition, I plan to contribute my affinity for numbers to the economics-based sessions. I would willingly assist a struggling classmate as I regularly do with PHAM (Peer Help at Math, Ms. Toshner's room), should I myself have grasped the mathematical concepts. I could supplement classroom discussions with my quasi-philosophical ideas of the business world and economy, while also pushing my fellow classmates towards numerical clarity. In sum, I would like to challenge my mental regime by striving for my fullest potential in AP U.S. Government/Macroeconomics. I have practiced managing extracurricular and academic hours throughout my years at Brophy, and my interest in the broad facets of the American economic system would bolster the discussion of my

Whole class discussion on current class knowledge of 13 colonies and causes of American Revolution (pre-assessment).

I will be responsible for expanding my students’ zone of proximal development. I hope to take my students from the level of minimal prior knowledge with expansive help to the level of being able to work independently with a high level of proximal development. By building the students zone of proximal development, I will be able to ensure that the students will be successful not only in my class but future classes. The unit plan I have developed is based on North Carolina’s Common Core and Essential standards, and will ensure that the students are learning and meeting the necessary goals required of them in the fourth grade. Students in the fourth grade have a foundation for knowledge, however, they are constantly becoming more inquisitive and wanting to learn more details. This inquisitiveness provides the opportunity to cover material they already know and then expand upon it. The topic of the Lost Colony of Roanoke will allow the students to make connections to how the Americas began and make connections to the real world, as well as

The first connections that I made was research based on North American History. The idea I have is for the students to review primary and secondary sources of an event then be able to recall information and categorize what they find. The Social Studies standard that fits with this is 3.17 Compare and contrast a primary source and secondary source of the same event or topic (North America). The English Language Arts standard that I paired with the Social Studies standard is 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Junction U.S. History introduces key forces and major developments that together form the American experience, with particular attention paid to considering issues of race, class, and gender. The courseware provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience).

The subject matter that I got to observe was the initial two “I can” statements of their social studies curriculum. Students’ “I can” statements included that “I can help create and follow our class and school rules” and “I can stand and say the Pledge of Allegiance”. I was also able to observe the principle discussing the values of respect, compassion, responsibility, honesty and self-discipline in the classroom, hallway, lunchroom, bathrooms, and riding on the bus. This subject matter is essential for both teaching and learning. The teacher needs to “plan and deliver an integrated, thoughtful, and organized” expectations/rules plan at the beginning of the year that will be effective and efficient throughout the year (Concordia, 2015, p.10). An ineffective plan could bring on a huge negative impact to the classroom and student learning. These rules and skills utilized in the classroom can also help the students’ learn by being able to reflect and understand civic values and identities which will be discussed in future lessons. This understanding can help

Citizenship lessons educate young people about morals and principles within society. Teaching politics in schools would also educate and inform young people about political parties’ manifestos. “Data from the 2009 International Civic and Citizenship

Students will be able to identify key figures of the American Revolution and how they helped shape the course of American history. At third grade my students will begin to value way the country took shape in the and my exploring first hand accounts will allow students to develop the concepts presented. Student in this unit will be encouraged to develop understanding through exploration of the materials and presentations they

The aim of Social Studies is the promotion of civic competence the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Proverbs 19:2 (ESV) states," Desire without knowledge is not good, and whoever makes haste with his feet misses his way."For example it is essential for there to be commonalities across the grade levels so that there is a scaffolding of concepts to build from one grade level to the next.

When I was first given this assignment I was extremely perplexed at how I would even begin to finish it. I had no idea how economics related to my life in anyway. I hadn’t thought about it critically and I struggling terribly. Thanks to some much needed help from a fellow classmate, he allowed me to get an idea of things from his own essay. After reading not one, but two other essays, I was so surprised at how oblivious I had been. I never realized that just about everything that goes on in my daily life is, in fact, economics. I never realized that from the things I buy to the money I earn from working is all economics. The things I miss out of while working or going to school is a complete opportunity cost. Or even

Education provides people with guidance and practical skills necessary in everyday life. For example, when we are purchasing something, we deal with money. Who do we owe the quick calculation we make as we pay for these items? Thanks to our first, second, and third grade teachers for teaching us to add, subtract, multiply, and divide at such a young age. The