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=January 31 3-C Conference= =Integrating Social Studies with ELA and Reading - 5th Grade= Attached book list: b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South. e. Describe the effects of war on the North and South. questioning. Great book for vocabulary development as well. []
 * SS5H1 The student will explain the causes, major events, and consequences of the Civil War.**
 * //Sweet Clara and The Freedom Quilt// by Deborah Hopkinson
 * This book can be used with a number of reading strategies, depending on your students background knowledge and their reading levels. For example - cause and effect, inferencing,
 * Have students take a picture walk through the book and record predictions/share these with a partner.
 * Prior to reading, ask students to identify Clara's problems. Record students' reponse under the heading "Problems".
 * During reading, students will complete the problem/solution chart from Readwrite think (below). Model at least the first one.
 * Map skills can be reinforced with this book as well.
 * Possible writing assignments: Pretend you are Clara, write a letter to Mom convincing her to join you on the Underground Railroad.
 * //Pink and Say// by Patricia Polacco - this website has a number of pre-reading, reading, vocabulary, and writing ideas to use with this fantastic book. Or just use as a read aloud - great book.
 * []

a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry, and explain how each of these events was related to the Civil War.. c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House. d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas "Stonewall" Jackson. e. Describe the effects of war on the North and South.
 * SS5H1 The student will explain the causes, major events, and consequences of the Civil War.**
 * //The Silent Witness// by Robin Friedman [[image:silent_witness.jpg width="197" height="202"]]The doll in this book witnesses Lee's surrender at Appomattox Court House. After reading the book aloud, have students choose another toy (sock monkey, puppet, doll,etc) and a different event from the standards in this unit. Students will write their own eyewitness story of the event from the toy's **//point of view//**. Events you can choose from, but are not limited to: John Brown's raid, Attack on Fort Sumter, Battle of Gettysburg, Burning of Atlanta.
 * Any chapter book on the Civil War can be used to support these standards. At the completion of the book, have students create a newspaper (Microsoft Publisher has newspaper templates). Differentiate this assignment by permitting students to choose from the many parts of a newspaper. All newspaper entries should be related to the book they read. (feature story, obituary, birth notice, advertisement, classified ad., etc)

d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled. []
 * SS5H3 The student will describe how life changed in America at the turn of the century.**
 * //The Memory Coat// by Elvira Woodruff
 * [[image:memory_coat.jpg width="213" height="195"]]
 * Excellent book to use for inferencing. Have students record inferences as you read. Possible writing activity - students can keep a journal as either Rachel or Grisha. Use the journal to record thoughts and feelings on leaving their home country, the long boat trip, and the arrival in America.
 * Use with cause and effect online activity and "push/pull" factors of immigration: []

SS5H4 The student will describe U.S. involvement in World War I and post-World War I America
b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).

SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.
a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens. b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority.
 * //The Babe and I// by David Adler - cause and effect, inferencing. Read the book aloud either as an introduction to this unit, or after the students have some background knowledge. Many students can make connections to the current economic times. Have students write a persuasive letter to dad trying to convince him to tell mom his secret that he is out of work. The great thing is the unit on the Great Depression (Between the Wars) coincides nicely with the genre of persuasive writing.
 * This book/unit leads into a wonderful movie - //Kit Kittredge: An American Girl.// The movie brings to life the Great Depression and expands on vocabulary from that time period. It includes a flapper, and even a woman that works in one of FDR's New Deal Programs- the WPA- as a traveling librarian. For more information on this particular job within the WPA, read
 * //That Book Woman// by Heather Henson [[image:that_book_woman.jpg width="235" height="237"]]Students are often familiar with other aspects of the WPA. This book brings to life one that is unusual while it speaks to students that don't like to read. Based on a true story of a "Pack Horse Librarian" that delivered books in an area of the country that could not afford books, or could not get to them during the Great Depression.
 * //Eleanor, Quiet No More// by Doreen Rappaport. Though Eleanor is not __directly__ in our standards, her actions did directly affect FDR and his New Deal programs. Great quotes from Eleanor within the text. Discuss the quotes while reading (great for H.O.T.) or have the students choose a quote to analyze. Another option - have students create a character web on Eleanor. Choose adjectives that describe Eleanor, they must support their choices with text evidence.

SS5H6 The student will explain the reasons for America’s involvement in World War II.
a. Describe Germany’s aggression in Europe and Japan’s aggression in Asia. b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust. c. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki. e. Describe the effects of rationing and the changing role of women and African- Americans; include "Rosie the Riveter" and the Tuskegee Airmen. [] Use this link for excellent lessons for this book. These lessons go as far as having students record adjectives they hear while reading the text, discussion questions and possible writing ideas. I use this book in conjunction with //If We had Wings// in guided reading groups. "Wings" includes a variety of text features - chronological order, cause and effect, and more. > Have them share their advice with a partner. Next, tell them that they need to narrow this advice down to one or two powerful sentences. To make this easier, instruct them to underline powerful words or phrases and to replace passive language with active language. Hang these cards in the room for the entire unit on the Holocaust. > First they came for the Jews > and I did not speak out--because I was not a Jew. > Then they came for the communists > and I did not speak out--because I was not a communist. > Then they came for the trade unionists > and I did not speak out--because I was not a trade unionist. > Then they came for me-- > and there was no one left to speak out for me.
 * ====//Pennies in a Jar //by Dori Chaconas- Good book to introduce discussion on the Homefront. Students can have a short pre-write about a fear they have overcome, like the character in the book. ====
 * //So From The Sea// by Eve Bunting Prior to reading, meet w/ guided reading groups - this will aid in comprehension later. Discuss the cover - Why is it called //So Far From the Sea//? Clearly they are not near the sea. Where do you think they are? What are they standing by? (a monument) What is a monument? Do they look happy? Then begin a picture walk through the book to aid comprehension, especially since the dad in the book often reflects on his youth. As you read, have students pay close attention to the expressions on the faces and other details in the book. Map skills - use a map to show location of Japan, and the location of Americans that were placed in internment camps. Often times students do not know about this part of American history. Use the website below for any students that would like to research or learn more about the history of these camps. []
 * additional lessons on this subject can be found: []
 * [[image:so_far_from_the_sea.jpg width="227" height="214"]]
 * Core Library books - //Navajo Code Talkers//, along with the 2011 Adoption- Primary Source Readers - World War II, use to introduce and discuss the role of the Navajo Code Talkers. Students get very interested in this subject. They can learn to write their name in Navajo. Variety of lessons by HarCourt Brace for this book: [] Includes worksheets on fact and opinion, main idea and details, text and graphic features, and many more ideas.
 * //Wind Flyers// by Angela Johnson - About the Tuskegee Airmen
 * //The Terrible Things: An Allegory of the Holocaust// by Eve Bunting. Use this book just prior to discussing the Holocaust. Introduce the activtiy by using either a current news story about a situation in which people just stood by and watched the wrong things happen, or have students bring up such a circumstance, possibly at recess. Why do people choose not to get involved? What is the impact of their decision? Provide index cards for students before reading. Read the picture book, but do NOT tell the students that it is an allegory of the Holcaust, rather ask them to think about what historical event this book is describing. Discss the events of the book. Which animals were the first to go? Why didn't Little Rabbit or the others do anything? How could the story have been different if Little Rabbit would have spoken up? Ask students to assume the role of Little Rabbit. Think about what advice you will give to the other forest creatures when you go to tell them about the Terrible Things. Have students write this advice on their 4x6 index cards.
 * At the end of the unit, remind students about "Terrible Things". Tell them what the entire title of the book is and define allegory. Ask students if they feel Terrible Things is an allegory of the Holocaust. Use the Smart/Promethean board to display the Poem by M.Niemoller about the Holocaust:
 * Martin Niemöller
 * Have students discuss the following questions: How does the poem make you feel? Why is there no one left? How is the poem similar to //Terrible Things?// How is it different? Would the advice you mentioned on the index cards been helpful/useful?
 * //Rose Blanche// by Roberto Innocenti Excellent book for inferencing. There are currently lessons on Picasso for this book. I have used them in the past. I also recently discovered the following additional ideas to use with this book. [[file:Laura Krenk; Arlene Logan_Rose Blanche and the White Rose Society_Holocaust Lesson Plan 3-1.doc]]
 * //Rose Blanche// by Roberto Innocenti Excellent book for inferencing. There are currently lessons on Picasso for this book. I have used them in the past. I also recently discovered the following additional ideas to use with this book. [[file:Laura Krenk; Arlene Logan_Rose Blanche and the White Rose Society_Holocaust Lesson Plan 3-1.doc]]

SS5H7 The student will discuss the origins and consequences of the Cold War.
a. Explain the origin and meaning of the term "Iron Curtain." b. Explain how the United States sought to stop the spread of communism through the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization.
 * //Mercedes and the Chocolate Pilot// by Margot Theis Raven True Story about Lt. Halverson, the Chocolate Pilot that "delivered" chocolate to German youth behind the wall. Use this link for a variety of lessons - everything from pre-reading, sequencing, letter writing, writing a Thank You letter, skits, map drawing, matching quotes and more!
 * []
 * //Butter Battle Book// by Dr. Suess Use the attached sheet to have students compare the Butter battle to the Cold War. [[file:The Butter Battle Book and the Cold War.doc]]

SS5H8 The student will describe the importance of key people, events, and developments between 1950-1975
b. Explain the key events and people of the Civil Rights movement; //include Brown v. Board of Education //(1954), the Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.
 * //Freedom Summer// by Deborah Wiles Pre-reading, review and discuss the Jim Crow Laws that began shortly after the Civil War. Ask students if they had ever been stopped from doing something because of the way they looked. While reading, chart the many ways Joe and John are similar and the few ways they are different. Also emphasize the activites that John is not able to do that Joe can. Recognize that despite the limitations set, Joe and John came up with an alternative so they can still share the experiences. Have students predict why the men would be assigned to fill in the public pool. Upon completion, share the poem //Merry Go Round// by Langston Hughes. Have students write a reflection and/or comparison of the book and the poem. What are their thoughts? How does it make them feel? Share thoughts/experiences.
 * //Freedom on the Menu: The Greensboro Sit-Ins// by Carole Boston Weatherford - Good for inferencing/ questioning, point of view. Possible activities:
 * Have students write a slogan and create a sign that a protester could have carried on the picket line during the sit-ins.
 * Ask students to imagine that they are Sister or Brother. Write a letter to Connie. Tell why you joined the sit-ins, what it was like at the lunch counter and on the picket line, why you risked arrest, and why you must continue to protest.
 * Have students imagine that they are Connie, the store manager or a waitress. From that character's point of view, write a sit-in diary.
 * Mama told Connie, "Some rules need to be broken." Write a letter to the editor arguing that a particular rule is unfair.
 * [[image:freedom_on_the_menu.jpg]]
 * //The School is Not White! A True Story of the Civil Rights Movement// by Doreen Rappaport Author's message or theme.
 * Activate prior knowledge by having students write a journal entry about a time in their lives when they wanted to give up on something. Pair/share, ask for volunteers to share. Introduce the book by explaining that the children in the book want to give up on something. Show the cover and have students predict what they think the author's message will be. List responses on chart paper. Have students listen for examples of life lessons that the author conveys as you read. Have students/ or groups, construct a theme web. In the center of the web, the group will write a them from the text. Ask students to find at least four details from the story to support the theme and add them to the web. Using the journal entries students wrote before the read-aloud, have students write a personal narraitve about an obstacle they have faced and describe how they felt when they tried to overcome it.
 * [[image:the_school_is_not_white.jpg]]