Scope Lesson Accommodations

Scope Lesson Accommodations

SCoPE Lesson Accommodations

Title: Lesson 1 – How to Think Like a Historian (SS050201)

Subject Area: Social Studies

Grade Level and Course Title: Fifth Grade/American History

Unit of Study: The First Americans (SS050200)

Corresponding Word Cards: #1 - #14

Step / Accommodations
1 / Use Word Cards #1and #2 with this step. Keep in mind that students may require extra “thinking” time before writing in their journals, so make sure to provide sufficient time.
2 / You may need to use question prompts to help students think of a time that they have studied or experienced the past. For example ask: “Have you ever visited a historical museum?” “Has there been a time when a relative has talked to you about the past?”
3 / Use Word Card #3 as you discuss how detectives and historians look for evidence. Help students understand how a historian is like a detective by explaining that both look for clues and gather evidence.
4 / Use Word Cards #4 and #5 as you introduce the idea of “primary” and “secondary” sources. Help students differentiate between these two types of sources, by using family examples. Family photographs and heirlooms, such as dishes, are examples of primary sources. History books students may have in their homes are secondary sources. Keep in mind that this will probably be the first time students have heard these two terms. Note that there will be many more opportunities in this lesson, as well as other lessons in this unit, for students to experience these terms.
5 / Make sure students understand that the map used in this step is an example of a primary source. It was created in 1802. Students should understand that you are showing them a reprint of an actual map. Help students recognize that maps from this time period were created by hand. Therefore, one problem historians have is interpreting handwriting and things like abbreviations.
6 / It might be difficult for students to identify this as a historical map of Michigan, as many items listed the map will be unknown to them. In order to help students identify this, point out that Lake Michigan is on one side of it and Lake Huron is on the other side of it.
7 / Make sure to assign students to supportive groups who will share the map resources and encourage all members to participate. You will find it very helpful to give groups a magnifying glass as recommended in this step. It makes the smaller text on the map much easier to read. Monitor the groups carefully to make sure all members are participating.
Use Word Cards # 6 and #7 as your review the terms “human characteristics” and “natural characteristics.” Note that students should have experienced these terms in both third and fourth grade. But, you may find it necessary to review them and give examples of each.
9 / It may take a bit of discussion to get students to remember what they learned about Michigan history in fourth, grade for this step. Guide them in remembering that Michigan was part of the Northwest Territory when this map was made.
10 / Use Word Card #8 to introduce students to the concept of “chronology” and the term “chronological order.” Help students understand the concept, by having them think of three events from their own life and placing these events in chronological order. Relate this concept to the reading skill of putting events from a story in order.
11 / Before you assign partners read all the timecards aloud to students and explain complex terms such as “Depression” and “manufacturing.” Remind students that they should have learned about many of these events in fourth grade. .Make sure to assign students to supportive partners who are apt to remember Michigan history, well. Monitor the groups as they put the timeline cards in order, making sure that both partners are actively involved in the task.
12 / Use Word Card #9 to introduce the term “timeline.” Use Word Card #10 to introduce the term “decade.” Allow students to work with partners for the “Timeline Activity” of this step.
14 / The terms “historical empathy” and “historical perspective” are going to be very difficult for students to remember. It is not even important that they know the terms. What is important is that they understand the concepts. Help students understand that historical empathy means thinking about the thoughts and feelings of people of the past. Historical perspective refers to the point of view of people in the past. Use Word Card #11 to discuss the idea of “point of view.”
15 / Make sure to assign students to supportive partners, with good reading skills, for this step. Use Word Card #12 as you talk about the diary used in this step. Also, read the selection aloud to students before having them complete the activity.
16 / Make sure to share the bulleted text with students so they understand the significance of the primary source used in Step 15.
17 / Use Word Cards #13 and #14 as you discuss “cause” and “effect.” Make sure to use student-friendly examples before you relate these ideas to history. For example, read this sentence to students: “Bobby got in trouble on the playground.” Then, ask them what might have a possible cause of Bobby getting into trouble on the playground. Possible answers include that Bobby may have hit another student or talked back to a teacher. Then, ask students what might be some possible effects of Bobby getting in trouble on the playground. Possible answers include that Bobby might not get recess the next day or he might have to speak to the principal.
20 / Emphasize the importance of keeping the “Thinking Like a Historian Reference Sheet” for use throughout this and subsequent units.

Assessment Accommodations:

This lesson has several suggestions for assessment that will work. This is good in that it provides several opportunities to assess students in different ways.

Additional Information:

  • This lesson can serve as a way to assess the prior knowledge of students, regarding their understanding of history in general. It will also help you assess what students remember about Michigan history from fourth grade.
  • Keep in mind that this lesson has several parts, but they are all related. Each part deals with the questions historians ask about the past. They are further related in that they all relate to Michigan history.


SCoPE Lesson Accommodations

Title: Lesson 2 – Text Features and Text Structures in Social Studies Textbooks (SS050202)

Subject Area: Social Studies

Grade Level and Course Title: Fifth Grade/American History

Unit of Study: The First Americans (SS050200)

Corresponding Word Cards: #4, #5, #15, #16

Step / Accommodations
1 / Use Word Cards #4 and #5 as you review the terms “primary” and “secondary” sources. Students should understand that their social studies textbook is a secondary source even though it might have primary sources in it such as sections from a diary.
2 / Make sure to connect this step with what students have previously learned, regarding narrative and informational text in language arts. Help students see that learning something in one content area can often help them in another area. Learning reading strategies in language arts can be very useful in social studies.
3 / As you use Overhead #1, highlight the words that are capitalized and in bold font so that they stand out for students. Connect this information to the actual textbook that students use.
Use Word Card #15 with this step to help students understand the term “text features.”
4 / Allow students to work with partners on this step.
5 / Make a copy of the overhead used in this step and have students keep it for reference.
8 / Struggling students often fail to use text features properly in a textbook, so this step is extremely important. Make sure to point out these features in the textbook that your class uses.
9 / To get students started on the activity in this step, point out an example of a graphic feature in their textbook, such as a photograph.
10 / Help students understand that graphic aids can be a big help when the text is difficult to read.
11 / Use Word Card #16 as you talk about “text structures.”
12 / It will probably prove to be too much information, if you go over all five text structures at the same time. Therefore, you may want to spread them out over five days and introduce one structure each day.
13 / Students should be able to do this assessment independently. But, provide assistance with vocabulary as necessary. Make sure to have students use their Text Structures Reference Sheet for this step.
Note that a graphic organizer that summarizes the information in this lesson has been included with these accommodations. Students can use it as a reference sheet throughout the unit.
14 / Be sure that you match students with partners who have strong reading and writing skills.

Assessment Accommodations:

The assessments described in the lesson will be fine, with the exception of the alternative assessment asking students to place ten events from early American history in chronological order.

Additional Information:

  • Reading the textbook is a major obstacle for many students in social studies. When students can be taught to make maximum use of text features and text structures their ability to comprehend a textbook generally increases significantly.
Organizational Features /
  • Table of Contents
  • Index
  • Glossary
  • Almanac
  • Atlas

Text
Features /
  • Bold print
  • Colored print
  • Highlighted text
  • Italics
  • Bullets
  • HEADINGS and Subheadings
  • Captions
  • Sidebars

Graphic Features /
  • Photographs
  • Diagrams
  • Maps
  • Timelines
  • Tables
  • Graphs
  • Flow charts
  • Political cartoons

Text Structures /
  • Description
  • Sequence
  • Point of View
  • Comparison
  • Cause/Effect

SCoPE Lesson Accommodations

Title: Lesson 3 – Theories of Migration (SS050203)

Subject Area: Social Studies

Grade Level and Course Title: Fifth Grade/American History

Unit of Study: The First Americans (SS050200)

Corresponding Word Cards: #17 - #23

Step / Accommodations
1 / Before you display Overhead #1 ask students to identify the questions of history. In this way, you can assess whether or not they remember them from Lesson 1.
2 / If you find that the overhead for this step does not print well, make copies of the photograph sheet and have students share them in small groups.
3 / Use Word Cards #17 to introduce the term “archaeologist.” Use Word Cards #18 and #19 as you discuss the terms “artifacts” and “culture.”
4 / If necessary, provide writing help for students.
5 / Make sure you relate these questions to the “Questions of History” that were introduced in Lesson 1 and reviewed in Step 1 of this lesson.
6 / Use Word Card #20 as you introduce the term “theory.” As you go over the information on the overhead, use a highlighter to guide students toward main ideas and essential concepts. You may also find it useful to use a globe in pointing out the Bering Sea as well as Asia and North America.
7 / Make sure to point out New Mexico and Arizona on a U.S. map, as you discuss the bulleted text in this step. Students should understand that some historians have the theory that over thousands of years, early hunters, who crossed the land bridge, moved south into the southwest, of what is now the United States.
8 / As an alternative to doing this step in small groups, you may wish to do it with the entire class.
10 / Again, use a highlighter to mark main ideas on the overhead. Note that this lesson contains many references to years. You may find students getting lost in the chronology of the lesson. Therefore, you may wish to construct a simple timeline showing the different theories and the years attached to the theories.
11 / Make sure that students understand that historians often disagree on what happened in the past. Guide students in understanding that as new evidence is found interpretations of history change.
12 / An overhead has been included with these accommodations, with the bulleted points from this step in the lesson. Display it and read it aloud for students. Highlight important words and ideas on this overhead as you read it.
13 / Use Word Card #21, as you talk about Native American perspectives on human migration into the Americas. Use Word Card #22 as you discuss “oral tradition.”
14 / Make sure to highlight the main ideas on the overhead. Guide students toward understanding the chronology of events shown on the overhead.
15 / Use Word Card #23 as you discuss the term “public issue.” A Writing Plan has been included with these accommodations to help students plan the writing of their position on this issue. Keep in mind that for a student with serious writing problems, the completion of the Writing Plan alone, may be sufficient for this assignment.

Assessment Accommodations:

Use the writing assignment from Step 15 and also the group activity from Step 8.

Additional Information:

  • Keep in mind that remembering the separate theories presented here is not the important part of this lesson. The objective is for students to realize that there are differing theories regarding human migration into the Americas.

  • These original settlers were able to adapt or change to fit the environment. They were able to survive in subfreezing temperatures. They were able to build fires, build insulated housing, and make warm clothes.
  • Without wheeled vehicles or riding animals, they were able to spread across South and North America.
  • As conditions changed, they began to hunt smaller animals and gather food like berries and food plants. They developed nets and hooks for fishing.
  • Eventually they began to farm. This allowed them to live in more permanent settlements.
  • Over time they developed hundreds of separate cultures with different languages, types of shelters, art forms, and traditions. We have come to know these people as Native Americans.

Writing Plan

The Issue: What to do with the remains of ancient people who have been found

Public Issue Question: Should Native Americans be allowed to rebury the remains of ancient people who have been found?

My Decision: (choose one) ______yes ______no

My Position Statement:

______

______

______

My Reason for my position:

______

______

______

My Connection to a Core Democratic Value:

I chose ______because ______

My Concluding Sentence:

______

______

______

SCoPE Lesson Accommodations

Title: Lesson 4 – Regional Native American Cultures: Eastern Woodlands (SS050204)

Subject Area: Social Studies

Grade Level and Course Title: Fifth Grade/American History

Unit of Study: The First Americans (SS050200)

Corresponding Word Cards: #15, #16, #19, #24 - #33

Step / Accommodations
1 / Use Word Card #24 to review the concept of “geography.” Give students sufficient “thinking” time before the journal write, used in this step.
2 / Use Word Cards #25 - #30 as you review the five themes of geography. Keep in mind that students who did not experience the fourth grade SCoPE unit on Michigan geography may be unfamiliar with the five themes. You may have to spend more time on Overhead #1 which describes the themes, for these students.
3 / Draw students’ attention to Word Card #29, again for this step. Point to the section on Overhead #1 that defines “movement.”
4 / Draw students’ attention to Word Card #30, again. If necessary relate the term region to regions in your school. For example, schools are divided into various regions such as the gym area, the office area, classroom wings, etc.
5 / Integrating literature into the lesson will allow you to work on literacy skills at the same time you work on social studies content. This will benefit your struggling readers.
7 / Make sure to monitor students, to make sure they are writing the information listed in this step in the correct places on their Folktales Chart.
8 / Have students put together Word Cards #19, #21 and #30 as you work on this step. You may need to provide some question prompts to stimulate students to think about what they learned about Michigan Native Americans. For example ask: “Do you remember the phrase, ‘Three Fires?’” “Do you remember anything about the kinds of houses Michigan Native Americans built?”
9 / You may wish to use a Michigan map for this step and point out the regions where various Michigan Native American groups lived.
10 / Use Word Cards #15 and #16 as well as the graphic organizer from the accommodations for Lesson 3 for this step.
11 / If necessary review cardinal and intermediate directions for this step. Make sure to point out that the Mississippi River forms the boundary for the two regions described in this step.
12 / Use Word Card #31 as you discuss the information in the bulleted text for this step. Stress that the Hopewell were mound-builders who lived for a time in Michigan.
14 / Use Word Card #32 as you discuss that Native Americans used the natural resources of their region to meet their basic needs. Emphasize that Native American cultures in different regions varied a great deal because the natural resources of the regions differed.
15 / Use Word Cards #15 and #16 as well as the graphic organizer from the accommodations for Lesson 3 for this step.
16 / Carefully monitor what students are writing on their sticky notes to make sure they are writing useful information and questions. Make sure they are not simply copying words and phrases out of the text.
18 / Use Word Card # 33, as you discuss the Iroquois League. Help students understand that a confederation is a type of government. Help students understand this term by relating it to a football league which is a group of teams that comes together. Also, prompt students to remember what they learned in the lessons of Unit 1 about government.
19 / Make sure to assign students to supportive groups for this step. Guide groups in choosing an appropriate graphic organizer.
20 / Be sure to provide time for students to practice their presentation before they are asked to present their graphic organizer to the class.

Assessment Accommodations:

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