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Room Mothers

Room Mothers. Sangeeta Appel sangeetaappel@yahoo.com Gina Madrazo ginamadrazo@gmail.com. Grade 5 Social Studies. Social Studies in 4 th Grade. Units: US Immigration Past and Present, Africa and Ancient Timbuktu, Exploration

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Room Mothers

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  1. Room Mothers • Sangeeta Appel sangeetaappel@yahoo.com • Gina Madrazo ginamadrazo@gmail.com

  2. Grade 5 Social Studies

  3. Social Studies in 4th Grade • Units: US Immigration Past and Present, Africa and Ancient Timbuktu, Exploration • Some of the Concepts: migration, identity, contributions, point of view, power, diversity, motivation, power • Some of the Skills: analyzing primary and secondary sources, reading a variety of text, research, working in groups to solve problems, using and creating maps.

  4. Fifth Grade: A study of early US History Units: • Colonization • Colonial Life and the Development of a New World Identity • Revolution (includes a research project) • US Government and Civics • Expansion Current Unit Concepts: Motivation, Organization, Survival, Change Skills continued and strengthened:historical thinking through analyzing primary and secondary sources, reading a variety of text, note taking, research, writing, working in groups to solve problems, using and creating maps.

  5. Essential Questions for our Unit Long Inquiry: • Is colonization ever justified? • Why do people form colonies?  How do people form colonies? • How does colonization change a region?

  6. Topical Understanding 1: • Political, economic, geographic, and religious motivations led to the colonization of North America. Topical Understanding 2: • Colonies developed and organized based on their self-interests and their need to survive. Topical Understanding 3: • The complex interactions between colonists, Africans, and indigenous peoples caused change in the region. Topical Understanding 4: • The colonists believed their self-interests provided justification for colonizing North America. Our units are broken down into topical understandings. The facts and information that students learn are sorted into these 4 categories. Along with key concepts, they help students answer the essential questions.

  7. A Snapshot of inquiry... CSI: Roanoke Our students started the year with a mystery: • Using primary and secondary sources they look for evidence of … What caused the colonists of Roanoke to disappear? • In small groups they developed theories and then checked theirs against the prevailing theories of historians.

  8. At the end of the colonization unit students … …will take a stance: Using their evidence from their learning, they will need to choose one colony and explain from their point of view why it was the most justified in settling in the New World.

  9. Concepts Motivation Survival • How did a colony’s organization allow for the survival of its people? • What kinds of political systems were created to provide order and justice? Why concepts? Over the course of the unit students use these concepts to deepen their understanding of people and events. Organization

  10. And our next unit will be… • Colonial Life and the Development of a New World Identity • Unit will be a 3-4 week unit starting in November How did colonization set the stage for the Revolution?

  11. Concepts: Identity and Diversity • Topical Understanding 1: Geography and economics helped form 3 distinct colonial regions. • Topical Understanding 2: Governance and organization differed among the North American colonies • Topical Understanding 3: Colonial life and experiences led to the development of a New World identity.

  12. Learning across the Year

  13. PERSIA +GT Students are introduced to a framework that they will use throughout their schooling. It is a way to categorize a society or group of people. Using this, we can compare and contrast groups. P – Political E – Economic R – Religious S – Social I – Intellectual A - Aesthetic G – Geography T -- Technology

  14. Multiple SourcesOur curriculum is supported by a variety of different primary and secondary sources. Students learn how to read and analyze different text. They also compare how information is presented and why. Primary Sources Secondary Sources:

  15. Maps and Timelines • As history is a story, students will also use and create maps and timelines to deepen their understanding of the setting of the story. These help students to draw conclusions and interpret the “why” of events.

  16. Additional Information Our district website also has information about our K-12 SS program. It will be re-vamped over the course of the year. As they were in elementary school, parent letters are sent out via e-blast at the beginning of each unit.

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