Five Ponds Press: New Revised Social Studies '23 Program

What's new in 2023?

STUDENT EDITIONS

Virginia specific and 100%-aligned to the 2023 Standards of Learning. Books are available digitally as audio eBooks and as hardback printed textbooks.

• Maps, photographs, charts, and primary quotes to develop the historical analysis Skills Standards

• Nonfiction text features such as colored headings, informative captions, reference maps and documents, and a student-friendly glossary

DIGITAL REPRODUCIBLES

Ready-to-use student handouts referenced in Teacher’s Edition lessons. All have been redesigned with updated graphics and many involve vocabulary support, sorting activities, primary source analysis, or graphic organizers. Also includes Newsletters, Study Guides, and a variety of assessment options.

DIGITAL TEACHER’S EDITIONS

Contain lessons based on current, research-based initiatives. Lessons are 100%-aligned to the 2023 History SOL and Curriculum Framework.

CHAPTER OPENERS

• Chapter Newsletters: Digital or print reproducibles to share with caregivers to keep them informed and involved; available in English and Spanish.

• Virtual Field Trips: Related links to support chapter content.

• Children’s Literature: List of fiction and nonfiction books recognized by the National Council for the Social Studies as Notable Trade Books for Young People that are used in chapter lessons.

• Content and Tiered Vocabulary: SOL key words listed and defined in English and Spanish. Tiered words support language acquisition and increase reading comprehension for multilingual learners.

CHAPTER CONTENT

• Spiral Review: 2-3 questions that revisit previously learned information to hold students accountable for their learning.

• Skills Standards: SOL Skills integrated and reinforced throughout all lessons. Specific skills are noted beside each lesson title.

• Lessons: Engage lessons activate and build background knowledge. Content activities help students interpret, apply, and analyze information, while incorporating attributes of the 5Cs. They are cross-curricular involving math, writing, and reading skills.

• Differentiation Strategies: Suggested strategies for students in need of a challenge, for those in need of support, & for language learners.

CHAPTER CLOSERS

• Interactive Study Guides: Upper grades contain sections for students to complete; available in English and Spanish.

• 5Cs & Careers: Teacher support for the 5C connections and the careers featured in the Student Edition.

• Assessment Options: Each chapter has a Performance Assessment with a grading rubric and a standard test with multiple choice and TEIstyle questions. Tests are available as PDFs, MS Word docs, fillable PDFs, and as Google Forms.

• Culminating Activities: Lessons that tie together the chapter learning. Many support STEM skills and offer vocabulary support.

People in the Community

who live in a community

Who are some responsible citizens in your community? How do they help your community?

have in common?” Confirm that in each scenario there were people helping others. Ask, “Can you name people in your community who help others every day? Who are they? Have they ever helped you?”

On the playground, an older child is trying to steal a younger child’s bike.

Someone nearby should tell the big child to leave the younger child alone. Find an adult to help.

Citizenship: Art Connection Skills KG: h, i

Before the lesson, gather a variety of flesh colored paint, crayons, colored construction paper, markers, scissors, glue, colored yarn representing a variety of hair colors, and wiggly eyes. Create a sample picture of a responsible citizen using the art materials.

To begin, review the meaning of the word citizen Brainstorm a list of responsible citizens who live in a community. Draw simple picture sketches or find images online. Ask students to examine the community collage created in the Citizenship lesson on pages 6-7 of the Teacher’s Edition. Ask, What is missing from the community?” Confirm that citizens are missing from the community.

Share that some jobs make our community better! Ask, “Do all citizens look alike? Do all citizens have the same jobs? How are citizens different?” Explain.

Share your pre-made picture of a responsible citizen. Tell students they will make their own citizens using the materials provided. Allow time for them to work. If possible, collaborate with your school’s art teacher. When finished, invite students to share their citizens and attach the artwork on the classroom community collage. Discuss the diversity of the citizens created by students.

Differentiation

• Have students in need of a challenge write a sentence about ways their responsible citizen helps the community.

• Have students in need of support verbally describe the role their citizen plays in the community as the teacher writes their words on a sentence strip.

Communication: Literature Connection Skills KG: c, h

Before the lesson, invite community citizens (e.g., parents, grandparents, caregivers, retired teachers, local historians, politicians, etc.) to speak to students about how life in the local community has changed over their lifetime. Encourage guests to bring photographs, tell stories of local heroism, discuss changes that occurred in the community, or share personal stories of being a community member. The goal of the visit is to show students that although communities change over time, the roles of responsible citizens do not change.

To begin, read aloud Harlem Grown by Tony Hillery. Discuss how one citizen made a difference for the entire community. Together, recall the ways the garden impacted the neighborhood. Then, tell students they have a visitor who wants to share about life in your local community. Say, Knowing what our neighborhood was like in the past will help us better understand our community.” As a class, brainstorm questions to ask the citizen. Examples may include, “Was this school here when you were a kid? How have leaders made this community strong? What jobs have you had in the community” When the guest arrives, remind students to be respectful as they listen. Allow them to ask the prepared questions when appropriate. If time allows, encourage students to create thank you cards for the guest, including one thing they learned during the visit.

Differentiation

Two children are lost in a large grocery store. They should find a store worker and ask for help. An older person falls and drops their bag of groceries on the sidewalk.

Someone should help pick up the groceries and see if the person is okay.

Invite a language learner’s caretaker to share about their native community. On chart paper, draw key components of the caretaker’s native community. Invite language learners to label the images in their native languages. Together, count how many languages are represented.

Virginia: Where We Live

well-known symbols (e.g., symbol for Target, Amazon or McDonalds). Ask students what each symbol stands for. Discuss how each symbol is an image that represents something else; in this case, a business. Share that the U.S. has symbols, too. Last year, students learned that the United States has a national flag with white stars on a blue rectangle. It also has red and white stripes. Display an American flag, and ask students to describe the colors and shapes they see. Then, display a Virginia flag. Ask students to describe the colors and shapes they see. Share that there are 50 states in the United States. Virginia is one of the states in the U.S. That is why we have both an American flag and a Virginia flag in the classroom. Compare the U.S to being the school and Virginia is the classroom. The classroom is a smaller part of the school, but all of the classrooms are part of the bigger school.

Communication: Virginia Patriotic Symbols Skills 1: d, e,

Review that patriotism is a love, devotion, and loyalty to ones’s country. On chart paper, create a four-square chart. In each square, attach one Virginia symbol discussed on Student Edition page 17. Print an image of each symbol or use those on PATRIOTIC HEADBANDS REPRODUCIBLE 3 Students use this reproducible in the following Creative Thinking lesson; however, it can also be cut apart for this activity. For each picture, collaboratively create a sentence that describes the symbol. Have students help you write the words they know how to spell as they come to the chart paper. Together, determine what the four symbols have in common and create a title for the chart (e.g. Virginia’s Patriotic Symbols). Display the chart for reference as students learn more about symbols. To conclude, have students select one of Virginia’s patriotic symbols to draw and write about in their social studies notebooks. Have them label their drawings and write one sentence about how the symbol honors Virginia. For example, students can draw the cardinal and write that it is Virginia’s state bird.

Differentiation

• Ask students in need of a challenge to choose which symbol they think is the most patriotic symbol and explain why.

• Invite language learners to translate the following words in their native languages: capitol, flag, bird, and flower in their native language. Then, provide this sentence frame: “I drew Virginia’s ___ because ____.”

Collaboration: Symbol Hunt Skills 1: a, i Guide students around the inside and outside of the school to look for images or representations of the four patriotic symbols of the Commonwealth of Virginia. Have partners bring their social studies notebooks to draw symbols they find or they can use an iPad to take picture of them. Back in the classroom, share their findings by showing their drawings or iPad pictures with another group. Discuss which symbol was seen most often. Challenge students to observe what symbols of Virginia they see in their homes or communities (e.g., on license plates, at post office, etc.)

Differentiation

• Have students in need of a challenge label the iPad pictures using an appropriate app, and use the technology to write a sentence about the picture. For students in need of support, provide pictures of the four symbols that they can glue in their journals and use as they hunt. They can put tally marks next to the symbol when it is found.

Creative Thinking: Patriotic Headbands Skills 1:

Before the lesson, cut red, white, and blue construction paper to make thick strips to serve as headbands. To begin, distribute PATRIOTIC HEADBANDS REPRODUCIBLE 3 Have each student choose their favorite patriotic Virginia symbol. They should color it, cut it out, and glue it in the middle of a construction paper strip. They can decorate the headband using other symbols of Virginia as the glue dries. When ready, help students fit and staple their headbands. During the fitting, ask them what symbol they chose and why. This can be recorded with an iPad or other electronic device to create a class video explaining the different symbols of Virginia.

THINKING ABOUT EARTH’S WATERS

Look at the map on the left. How are the continents different from the oceans? Continents have hard edges, but oceans, seas, bays, and gulfs do not. It is hard to say where the Pacific Ocean ends and the Arctic Ocean begins. Humans named the oceans to help them better understand Earth’s geography.

NORTH AMERICAN ANIMALS

Certain animals live ONLY in North America. Others spend a lot of time visiting. Research one of these animals to learn more about them.

NORTH AMERICA

The

The

Canada, and Mexico are the three largest North American countries. There are 20 smaller countries on the continent. Some are small island nations. Others are part of Central America.

Critical Thinking: Country Research Skills 2: a, b, d

Scroll through images of North American locations on a National Geographic site at https://education.nationalgeographic.org/resource/north-america-physical-geography. Discuss the diverse landscapes, animals, and plants found on one continent. Explain that small groups will research the three largest countries in North America: Canada, the United States, and Mexico. Inform students that research involves reading and finding information. Place students in groups of three and assign each group member one of the main North American countries. Collaborate with your school librarian to bookmark age-appropriate information about the countries, such as a National Geographic Kids site at https://kids.nationalgeographic.com/geography/countries or a studentfriendly search engine such as Kiddle at https://www.kiddle.co. Allow time for students to read about their assigned country. When finished, give each group COUNTRIES OF NORTH AMERICA: FACTS REPRODUCIBLE XX and a piece of construction paper. Model how to fold the construction paper into thirds. Each group member should write the name of their assigned country as the title of one of the columns. Then, they should collaboratively cut out the facts on the reproducible and place them in the correct column on the construction paper chart. Have a class discussion about the answers before groups glue the facts in their charts.

Differentiation

• Encourage students in need of a challenge to add three additional facts to the group’s chart about their assigned country.

• If students in need of support struggle to place facts in the correct columns, cluster the facts into groups of three (e.g., languages, flags, animals, etc.). By limiting the number to sort, students can focus on putting one fact per country.

Communication: Map Skills Skills 2: a, b, i

continent.

Student Edition Teacher's

Project the map on page 60 of the Student Edition. Review the significant North American bodies of water. Share that water is important for transportation, power, food, and tourism. In first grade, students learned the cardinal directions (north, south, east, and west) and learned that a compass rose is a symbol that shows direction on a map. On the board, draw a simple compass rose and ask students to name the four cardinal directions as you write the words. Tell students that you will read aloud statements with missing directions. They should show you the missing direction using a hand motion. Practice the following motions: point up for North, down for South, right for East, and left for West. Then, read aloud these statements twice: once with a blank and a second time with students showing the correct hand motion.

1. The Atlantic Ocean is to the East of the United States.

2. The Arctic Ocean is North of Canada.

3. The Gulf of Mexico is South of the United States.

REPRODUCIBLE 23

Countries

4. The Pacific Ocean is to the West of Mexico. Differentiation • Encourage those in need of a challenge to create original statements about North America using cardinal directions. Give language learners a copy of a compass rose to use when sharing the missing directions.

Directions: Cut out each box and decide if it is a fact about Canada, the United States, or Mexico.

Animals from this country include bison in the plains, black bears in the forests, and alligators in the swamps. You can also find the national bird, the bald eagle.

In the north of this country, the geography includes Arctic ice, snow, and glaciers.

Animals from this country include beaver and moose in the forests. Polar bears and caribou are in the freezing tundra.

The geography of this country includes mountain ranges such as the Rockies and the Appalachian. It also touches the Chesapeake Bay on the east.

Animals from this country include jaguars, anteaters, and tropical birds.

The geography of this country includes deserts in the north, a peninsula on the west, and rainforests in the south and the east. Mountains cover much of this country.

Core Strand: GEOGRAPHY

ECONOMICS

Egyptians used all their resources to produce goods and provide services.

LIVING IN ANCIENT EGYPT

DESERT AND RIVER

The Nile’s Floods

Thousands of years ago, the people who lived on the banks of the Nile River in northeast Africa called their land Kemet.It means “black land” because the fertile soil along the Nile’s banks is a rich black-brown. How did the ancient Egyptians survive in a land that was mostly a hot, dry desert? The Nile was their heart! Ancient Egyptians adapted to their environment by farming along its banks and fishing in its waters.

THE NILE’S RICHES

Word To Know

• irrigation (ear-a-GAY-shun) Watering the land to make it ready for planting

THE EARTH’S GIFTS

Every summer the Nile would flood its banks, so the Egyptians built irrigation systems by digging canals. That way, water from the Nile could flow inland and be used for planting. Farmers used oxen to pull plows to prepare the soil for planting.

SO MUCH TO DO

Day-to-day life for the average person was busy. Women worked especially hard, gathering and using local resources. Wheat was ground into flour for baking. Flax was woven into cloth. Crops and fish had to be cooked. Families and homes had to be tended.

HOW TO BUILD A CIVILIZATION

Until a huge dam was completed in 1970, the Nile flooded every summer. It would flood over its banks, leaving about four million tons of rich silt on the dry ground. But some years there were no floods, and food grew scarce. The Aswan Dam made a huge manmade lake that holds extra Nile water and controls its release to avoid disasters. It is also used to generate electricity. Those are both good things, but the rich Nile silt is now trapped at the lake bottom, which is a problem.

The environment and geography of ancient Egypt influenced the lives of its people. Egyptians grew crops such as wheat, barley, vegetables, figs, and melons. They also used many of the grasses that grew at the river’s edge. In addition to papyrus, they wove a fine, lightweight cloth, called linen made from the silky flax plant.

How do you think the Egyptians turned stalks of flax into thread and then fabric?

LIVING IN ANCIENT EGYPT

SInce people had a steady supply of food, they needed baskets and pots to store it. Crafts became important for producing useful goods. People who loved art would make beautiful pottery or finely woven linen and trade them for food at busy markets like the one shown in this wall painting. They even traded along the Mediterranean coast.

Student Edition

Critical Thinking: Cause & Effect Skills 3: b, c, f

A cause-and-effect relationship is when one event (the cause) makes another event the effect) happen. Have students use a cause-and-effect chart to organize how ancient Egypt ans adapted to their environment. Project and distribute LIFE IN ANCIENT EGYPT REPRODUCIBLE 57. Read aloud the directions and CAUSE #1. Model how to use the headings images and captions on Student Edition pages 116-117 to find the text that explains the EFFECT of Egypt being a hot, dry desert. As students share, record an appropriate EFFECT

Divide the class into four small groups. Assign each group one of the causes about life in ancient Egypt. Encourage them to use the text to discover the effect of their assigned cause and record it on their reproducib es. When finished have each group explain its cause-and-effect relationship. Record information on the projected reproducible. Invite each group to role-play its cause-andeffect relationship for the class. As each group presents, other groups should add the information to their charts to complete the reproducible.

Differentiation

Have students in need a challenge create additional cause-and effect relationships about ancient Egyptian pyramids, hieroglyphics, inventions, and the Nile River.

Collaboration: Geography Art Connection Skills 3: b, c, d

Supporting Question 3.

• How did the environment and geographic features of ancient Egypt influence the lives of its people?

Spiral Review

• What were the powerful rulers who governed ancient Egypt called? (Pharaoh)

• What is the name of the longest river in the wold that runs through Egypt? (Nile)

• Describe ancient Egypt’s innovative system of writing. (Hieroglyphs are pictures that tell stories)

Engage Learning Skills 3: e

LIFE IN ANCIENT EGYPT

Take students on an imaginary journey through different climates around the world. Tell volunteers that they must adapt to the changing weather on the journey. Provide items such as a winter coat, gloves, sunglasses, a sun hat, an umbrella, hiking boots, swim goggles, etc. Have the volunteers pretend to step out of an airplane into rainy weather. Weave a tale that includes: hiking up a rocky mountain, discovering a frozen glacier on top of the snowy mountain, sledding down the mountain and landing on a beach, swimming in the warm ocean waters with a dolphin, and resting in the sun on the beach, listening to the waves crash. Encourage volunteers to work together to use the provided items to adapt to the changing climates. Have the class confirm or guide their choices. Explain that throughout time, humans (like the ancient Egyptians) have learned to adapt to the land and climates around them in creative ways.

Before the lesson, gather a medium sized aluminum pan, aluminum foil, blue play-dough/clay, sand/dirt, scissors, construction paper, rocks, tape, and a cup of water for each group. This activity would be best completed outside. To begin, divide the class into small groups. Tell them they are going to create a diorama of the geography of ancient Egypt and the Nile River. Have groups:

• Create a riverbed in the aluminum pan with aluminum foil. The river should run the length of the pan and should curve up on the sides, creating a deep container.

• Roll out blue play-dough/clay, and fit it into the aluminum riverbed until the aluminum is completely covered. Fill each side of the riverbed with sand/dirt to the top of the pan.

Add rocks and construction paper trees and grass in the dirt, along the banks of the river.

When construction of the diorama is complete, have groups fill the river with water. Discuss how a flood would affect the organisms and habitat in their diorama. Allow students to add more water so the river flows onto the land. Have students make observations, and write about the effects of the flooded river on the land. Guide observations by asking, “Were all of the plants destroyed?

What happened to the soil? Can a flood be positive or is it only destructive? Why do you think the ancient Egyptians chose to live along the Nile despite its seasonal flooding?"

Differentiation

• Have students in need of a challenge learn about the Nilometer and why Egyptians celebrated the Nile’s flooding. Share a video at https://www.history.com/videos/reading-the-nile

• Assign leadership roles to students in need of support (eg., distributor of materials, timekeeper for the countdown to flood the dioramas, leader asking the conclusion questions, etc.).

• Help language learners expand their vocabulary by adding labels to their dioramas (e.g., river, water, bank, fish, plants, work, flood, etc.).

Teacher's Edition & Reproducible

Student Edition

Supporting Questions VS.5b

What role did women play during the American Revolution?

• How did women contribute and influence the outcomes of the American Revolution?

Spiral Review

• What are Virginia’s three most prominent indigenous language groups? (Algonquian, Siouan, and Iroquoian)

• Why was the establishment of the General Assembly in 1619 significant? (It was the first elected legislative body in English North America and gave some settlers the opportunity to take part in controlling their own government.)

Engage Learning Skills VS: a, c, d

Ask students if it is true or false that women have served in the military in one form or another for more than 200 years. Then, share that the statement is true. Project a United Services Organizations article titled, “Over 200 Years of Service” at https://www.uso.org/stories/3005over-200-years-of-service-the-history-of-women-in-the-us-military. Scroll to the Revolutionary War image of Margaret Corbin. Together, examine the image. Have students describe what Corbin is doing and share predictions for other roles women may have played in the American Revolution. Discuss the role of women in today’s military. Scroll through the pictures that reveal women in the military throughout various times in history and discuss their impact on war times.

They Wrote About War

Phi lis Wheatley was an enslaved woman who wrote beaut ful poetry She was one of the first enslaved Black authors and the f rst pub ished Afr can Amer can woman in Amer ca One of her most famous poems was about George Washington wh ch she was

advice in a l matters Abiga l’s request to remember the ladies” when the war was over was ignored The Dec arat on’s promise that Al men are created equal,” did not nclude women or people of color It wou d be a long struggle in the r fight for independence

Communication: Compare and Contrast Skills VS: e, g Assign students to work as partners. Have Student #1 share what they know about the daily lives of women during the Revolution, while Student #2 shares about the daily lives of women today. Have the pair collaboratively compare and contrast the daily lives of women during both time periods on THEN & NOW REPRODUCIBLE 22 Then, share a 8:04-minute Jamestown-Yorktown Foundation video titled, “Women of the American Revolution” at https://www.jyfmuseums.org/ learn/videos/women-of-the-america-revolution. After watching, have partners add to their Venn diagrams, if needed. Project the reproducible and fill it in as a class. Have pairs add to or correct their diagrams. To conclude, replay the ending of the video with the question about staying to tend things at home or traveling with soldiers. Allow students to discuss and share their thoughts. To extend the conversation, share that the experiences of women in the war would have depended upon many factors, including class and race. Also, responsibilities were different for women with children compared to women without children. Discuss that opportunities for Black women to participate in the war were based on their free or enslaved status. Share that interactions of littler known Indigenous women (e.g., Madam Sacho, an Iroquois woman; Nancy Ward, a Cherokee woman; Polly Cooper, a Oneida woman, etc.) with soldiers in the American Revolution impacted history. A thorough look at all women will help form a true understanding of the formation of new nation. Ask, “What types of primary sources might scholars use to fully understand experiences of diverse groups during the Revolution?” Discuss the importance of letters from military leaders, soldiers’ diary entries, and first-hand accounts as primary sources. Differentiation

• Provide students in need of support with additional primary sources to help them visualize the roles of women in the American Revolution. For a direct link to more information and images visit, https://www.americanantiquarian.org/Exhibitions/Womanswork/waryears.htm

Critical Thinking: Women in War Skills VS: a, c, e

Help students visit an American Battlefield Trust article at https://www.battlefields.org/learn/ articles/women-american-revolution to learn about women on the homefront and on the battlefield during the Revolution. Assign students to work in small groups. Give each group a woman to research (e.g., Abigail Adams, Mary Ludwig Hays, Phyllis Wheatley, Sybil Ludington, or Betsy Ross). Groups should write the name of their assigned woman on paper and list her contributions to the war effort. When complete, allow groups to share how each woman contributed to the war.

Differentiation

• Have students in need of a challenge discuss what might have happened if women did not help during the Revolutionary War. For further examples of how women contributed, share a 1:13minute NBC News Learn video titled, “Women in the American Revolution” at https:// www.youtube.com/watch?v=bEKKNPXWY_0

Encourage language learners to learn about these women using picture books such as A Voice of Her Own: The Story of Phillis Wheatley, Slave Poet by Kathryn Lasky or The Ride: The Legend of Betsy Dowdy by Kitty Griffin or Patience Wright: An American Sculptor and Revolutionary Spy by Pegi Deitz Shea.

Teacher's Edition & Reproducible

Core Strand: HISTORY

Across a Continent

For many thousands of years, long before Europeans arrived in North America, millions of people lived across North America. Their lives were influenced by geography and climate.

The American Indian is of the soil, whether it be the region of forests, plains, pueblos, or mesas. He fits into the landscape, for the hand that fashioned the continent also fashioned the man for his surroundings.”

Luther Standing Bear, Oglala Sioux

INUIT

•Inuit people live in the Arctic what is now Alaska and northern Canada—where the temperature is below freezing much of the year.

The truth is, America’s First Peoples were, and still are, very diverse groups with hundreds of different ways of living and speaking. They might call themselves Indigenous peoples, Native Americans, or American Indians, but no matter the name, they were the first keepers of the continent. Where they lived on the continent affected how they met their basic needs.

THE LONG WALK

When and how did people first come to the Americas? Scholars cannot agree. Many believe that the first Americans walked to this continent over a frozen chunk of land between Asia and what is now Alaska during the end of the last Ice Age, about 12,000 years ago when it was very cold and parts of the oceans began to freeze. Some archaeologists think that people may have crossed the Atlantic or Pacific Ocean to America by boat more than 18,000 years ago. Many Indigenous peoples believe that they have always been here— that this is the place where they were created.

KWAKIUTL

• Kwakiutl homelands include the Pacific Northwest coast.

•The area is characterized by a rainy, mild climate.

LAKOTA

•Lakota people were pushed onto reservations in the Great Plains the dry interior of the U.S. covered with grasslands.

NORTH AMERICAN TRIBES

The continent’s first people were as different as the geography and climate of North America. In the past, groups that lived near the oceans survived by fishing. Inland nations hunted and farmed. People in the dry Southwest learned to survive with little water, while groups in the Northeast depended on the waterways for food and transportation.

In the 1400s, the people who called North America “home” spoke almost 300 different languages. They lived in different styles of homes, raised their families in varied ways, and had many ways of expressing their faiths. All suffered terribly at the hands of explorers and settlers from Europe. Today some members of these nations still live in their ancient homelands. Others were forced far away, onto reservations. Let’s learn more about the lives of some of these peoples in the times before the Europeans arrived.

PUEBLO

•Pueblo tribes live in the Southwest (what is now New Mexico and Arizona) in desert areas with cliffs and mountains.

IROQUOIS

•Iroquois homelands include northeastern North America.

•Many live in the heavily forested Eastern Woodlands

FIVE TRIBES: Use their locations to predict the resources available to each.

•The Cherokee people lived in North Carolina, Tennessee, Georgia, Alabama, and parts of Virginia.

•They lived in the mild Southeast

a Continent Citizenship: Label the Map Skills USI: a, b Project and distribute LOCATIONS OF INDIGENOUS TRIBES REPRODUCIBLE 21 Together, read the directions. Have students reference the Student Edition maps in this chapter to complete the reproducible. Model how to color, label, and describe the Inuit on the projected reproducible. Allow students to complete the other Indigenous tribes independently or with a partner. When finished, invite volunteers forward to complete the projected reproducible. Have students correct their answers if needed.

Differentiation

• Have students in need of a challenge conduct research about the tribes and complete a fun fact sheet. Encourage them to pick a tribe they want to learn more about.

• For students in need of support, shade the word bank words on the reproducible to correspond with the colored homelands before students move on to Direction #2. Invite language learners to discuss the landscape of their native country and how it affects the way people live. (e.g., Is there terraced farming? Is a nearby river used for everyday activities?)

Collaboration: Literature Connection Skills USI: a, c, i

Supporting Question USI.3 b

• Who are some of the Indigenous tribes of North America in each of the geographic regions of North America?

Spiral Review

• What is the study of past cultures and human activity using artifacts called? (Archaeology)

Where have archaeological discoveries of early settlements of Indigenous peoples been found? (Throughout North America)

What are the three main types of resources that past Indigenous peoples used that led to trade? (Natural, human, and capital)

Engage Learning Skills USI: c

Distribute ALL ABOUT INDIGENOUS PEOPLES REPRODUCIBLE 20. Tell students they will learn about five American Indians groups that live in various regions throughout the United States. Allow them to look at the green bar along the bottom of Student Edition pages 32-33 to discover the five North American groups. Ask students to independently record what they already KNOW about the groups in the “K” column of the chart. Invite them to add questions in the “W” column that they WANT to learn about in this chapter. When finished, project the reproducible and fill in the first two columns as a class. Revisit the reproducible for more reflection as learning continues.

Obtain a copy of Everything You Wanted to Know About Indians But Were Afraid to Ask (Young Reader’s Edition) by Anton Treuer. At 400 pages, the book is thorough and contains a wealth of information. Divide the class into small groups. Tell them they will become experts on one topic in the book. Share the table of contents, and have each group pick a topic or two they want to explore (e.g., What does the word pow wow mean? When did Native really get to North America? What is the real story of Columbus? Do Indians live in tipis? What are clans and do all Indians have them?). Once you know each group’s interest, make a copy of the page to be used during the next class only. During the next class, have each group decide how to present the information. Ideas include:

Question/interview style where one group member asks questions and others group members are experts on the topic using prepared answers

• Poster that presents the information

• Slide presentation or other digital product that presents the information When ready, groups should complete the project to share with the class. When finished, begin the presentations. Leave time for students to ask the groups questions. In the Q column on ALL ABOUT INDIGENOUS PEOPLES REPRODUCIBLE 20 add QUESTIONS that cannot be answered.

Differentiation

• Strategically group students in need of a challenge and have them present multiple topics that interest them.

• Provide students in need of support with a checklist of items to include in their final products.

• Language learners may benefit from analyzing pictures that show the landscape of North America. Encourage them to apply vocabulary from their native language to the images. As they analyze, clarify that Indigenous peoples were the first groups to live in North America. They lived in North America before European settlers arrived. These early groups are the ancestors of present-day Indigenous peoples.

Critical Thinking: Graphic Organizers Skills USII: d, g

At this point in their educations, students should be capable of selecting which type of graphic organizer would best share specific information to organize and evaluate information. Project and distribute GRAPHIC ORGANIZERS REPRODUCIBLE . The reproducible illustrates six common graphic organizers and reviews the purpose of each one. Instruct students to keep the reproducible in a safe place so they can refer back to t throughout the year

Then, return to Student Edition pages 64-65. Discuss how the four reasons for increased immigration are listed in the green box on page 64 and the reasons are elaborated further on page 65 Ask students to select which organizer would best display and organize this information Guide them to decide that a table would be most appropriate. Model how the table should be labeled and have students draw and complete it on their own papers

Differentiation

• For language learners model how the Venn diagram and Web organizers could be used to study vocabulary terms. Encourage them to use an organizer with key vocabulary in their native language and in English

Creative Thinking: Political Cartoons Skills USII: a, c, e, h

Supporting Questions USII

• Why did groups of immigrants come to the U.S. towards the end of the 19th century?

• How did the influx and mix of people and cultures benefit and create barriers for the various immigrant populations?

Spiral Review

• What were the three Reconstruction Amendments? (13th, 14th, 15th)

What were some reasons why people settled in the West following the Civil War? (New opportunit es population growth, government ncentives, and technological advances)

What laws institutionalized a system of legal segregation? (“Jim Crow” laws)

Review why people left their homes in the East and traveled west across the U.S. Share that in this chapter they will examine why some people left their home continent and traveled across oceans to settle in America. Create a T-chart on the board. Label one side PUSH and the other side PULL

Engage Learning Skills USII: a, g

Ask partners to brainstorm what factors might have motivated millions of people to leave their homes in Europe or Asia and come to America during this time period, and what things might have drawn them to America. Have students share their predictions and write them on the displayed T-chart. To conclude read aloud the “Eyewitness to History” account on Student Edition page 64 Have students discuss what challenges immigrants might face once they arrive to the United States

Distribute HERE OR THERE? REPRODUCIBLE . The editorial cartoon on the reproducible shows two families One is experiencing homelessness, poor, weak, and starving in Ireland. The other is enjoying a meal in a home filled with strong, plump, happy people in America. Project the cartoon With a partner, students should (1) decode the cartoonist s message or bias (2) identify the dress, expressions and posture of each group of people, and (3) locate and analyze symbols used They should also note how words are used sparingly and images do most of the talking. After discussion they should independently record the differences in the images at the bottom of the reproduc ble. They should also select one of the three other reasons for the increase in immigrat on and create their own editorial cartoon. Before they begin explain that their cartoon should contain an argument use well-known symbols, and present a clear message. Students should plan their cartoon, sketch a rough draft, and create a final copy. Encourage them to focus on the message of their cartoon instead of the precision of the art To conclude, have small groups share their cartoons Use POLITICAL CARTOON RUBRIC REPRODUCIBLE 117 to evaluate students work Differentiation

REPRODUCIBLE 116

NAME: HERE OR THERE?

• Have students in need of a challenge design a museum label to accompany their cartoon that includes the r name the name of their cartoon, and explanations of central argument. For detailed instructions on how to create a mus minute San Antonio Museum of Art video titled “Anatomy of a Mus www.youtube.com/watch?v=_zY2bLbXCFs

• Encourage students in need of support to create a mind map for ea increased. Help them evaluate the reasons and select one reason

HERE and THERE or EMIGRATION, A REMEDY

2. Now it is your turn to draw a political cartoon that conveys one of the remaining reasons for the

increase in immigration: a. desire for religious freedom b. escape from oppressive governments c. desire for adventure

Supporting Questions CE.12 g

• What is a global economy?

• What is trade and why do states or nations trade?

• How does the concept of federalism play into the role of Virginia and the United States in a global economy? What are the economic costs, benefits, or challenges for nations when systems of government are vastly different?

• What are the costs, benefits, or challenges of a state or a nation participating in a global economy?

• What are the costs, benefits, or challenges of technological innovations on a global market?

• How does the phrase, “think globally, act locally” impact decisions made by consumers and producers?

Engage Learning

Have students access prior knowledge from USI. Ask, “What exports did the colonies send to England to make money?” Discuss the importance of tobacco for the economy during that time period. Then, share that hundreds of years later, the United States still exports good to other countries, while also receiving imports. Have partners predict where their shoes or backpack was made. Together, discuss why these Items might have been made outside of the country (e.g., price, wages, shipping, and efficiency). Ask them to name other possible products that they use that are imported. Learn more about the global economy on Student Edition pages 166-167.

Critical Thinking: Online Learning Skills CE: a, b, i

For a basic overview of trade, visit PBS Learning Media at https://vpm.pbslearningmedia.org/ resource/ket-earlychild-ss2/lets-trade/ to share a 1:27-minute Everyday Learning video titled, “Let’s Trade.” After the video about trade on the playground, ask students what was traded. Point out that no money exchanged hands in the trade. Explain that trade between nations is similar. In global trade, countries earn income based on the areas of expertise within their borders. They also have an opportunity to get goods that they need. Share that states and nations specialize in the production of certain goods that cannot be made as efficiently elsewhere. Review that specialization is the focus on producing one or a few products. Discuss how countries then trade their specialized goods with other countries that need or want the products. In exchange, countries get goods that are not produced efficiently in their own country.

After discussion, share a 10:10-minute Crash Course Economics video titled, “Imports, Exports, and Exchange Rates” at https://www.youtube.com/watch?v=geoe-6NBy10. The video gives an in-depth look at trade among nations. To help students understand Virginia’s role in global trade, distribute U.S. AND GLOBAL TRADE REPRODUCIBLE 162. Together, read the directions and allow students to complete it using information at this Office of the U.S. Trade Representative site: https://ustr.gov/countries-regions/united-states. Click on each state to on the map to find information for the chart. When finished, project the reproducible and share findings as a class.

Then, discuss why Virginia, Texas, or any other state cannot form trade agreements individually with countries around the world. Remind students about federalism from earlier chapters and the relationship between each state, its decisions, and the federal government. Then, discuss potential costs and benefits to a nation participating in the global market.

To conclude, have students think about the exports from the states they researched, including Virginia. Have partners discuss why they think their selected states have the main exports that they do. Guide students to think about the geography and natural resources in the state and how that may be related to the exports.

Differentiation

Encourage students in need of a challenge to determine what Virginia region is the major producer of the listed exports. For students in need of support, share the map site above and then offer a word bank of information that students can use to complete the reproducible.

• Help language learners to find information about trade between their native country and the United States. Allow them to report on that, rather than completing the chart on other states.

Creative Thinking: Trade Simulation Skills CE: c, e, g The Foundation for Teaching Economics hosts a lesson titled, “The Magic of Markets-Trade Creates Wealth.” The lesson includes a simulation where students are given an item and can voluntarily exchange their items in increasingly larger markets. The result is greater overall satisfaction, or wealth. The activity requires small, easy-to-exchange items. Read about the activity and view a demonstration of the simulation at efllessons/the-magic-of-markets-trade-creates-wealth/www.fte.org/teacher-resources/lesson-plans/

End of Chapter EXAMPLES

COMMUNICATION

Ancient Greece has influenced the world’s architecture, arts, government, and sports Conduct a survey asking your classmates and family to determine which Greek contribution they think had the greatest influence on the United States and why Create a bar graph and share the results

CITIZENSHIP

Gather five classmates when you go to the playground Ask two of them to suggest a game Decide which game to play using direct democracy Demonstrate respect for the rules and for your classmates, even if your favorite game is not chosen

COLLABORATION

Copy and complete this chart using online images and pages 138- 139.

How many columns are on the front?

Is it GREEK or AMERICAN?

Are columns on the front, sides or both?

Does the building have steps leading to its entrance?

Then, work with classmates to start a column collection. Over the next week, look for and record buildings in your community that have columns Keep a list of the identified buildings At the end of the week, take turns sharing where columns were spotted in your area! If possible, take digital pictures of the buildings and print them to display

CRITICAL THINKING

Examine this map of ancient Greek trade routes Based on the map, name one human resource and one capital resource that were important to the economy of ancient Greece. Why do you think ancient civilizations traded with each other?

5Cs

One of ancient Greece’s biggest contributions to our lives was the use of columns This structural idea seems simple, but it was a way to allow lots of light into a building while supporting a big roof The people who plan, design, and construct buildings are called architects If you have always liked building things with blocks, this might be a great job for you Some architects design houses Others design apartment buildings, hotels, concert halls and more A great architect:

• Knows the history of many different building styles

• Is a great listener, so that the client’s needs are met

• Works well with others Every building has a construction team that must communicate well with each other.

• Is a good problem-solver if, and when, a project becomes challenging

A Mediterranean style house

A super-modern concert hall

Office towers

Parthenon Supreme Court Lincoln Memorial

To support the Profile of a Virginia Graduate, each chapter concludes with 5C content- related connections that incorporate skills and experiences to help students be “life ready.”

Additionally, each chapter features a modern- day career that is related to the chapter content. This introduces students to specific workplace skills and provides an opportunity for career exploration.

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