World+War+II+Home+Front

World War II Home Front - Mary Saladyga ** At the onset of this project, I went to our school’s Curriculum Coordinator and asked her where in the Curriculum there was an overlap that could possibly be the focus of this project. Her answer was immediate, but in a different way than I expected. Her answer was **World War II on the Home Front**. Third Grade Social Studies centers on history and geography within South Carolina and Fifth Grade Social Studies covers US History. Fifth Grade SS covers WW II in great detail especially on how it impacted life in the United States during the war. Apparently, Third Grade SS does not specifically cover WW I or WW II but expects students to understand the social turmoil of the 50’s and 60’s in the South, particularly in South Carolina. Our Curriculum Coordinator felt that we needed to find a way to cover the impact of WW II on South Carolina as well as we could so that our Third Grade students have the historic background knowledge to understand the history that comes after. I have taken that task on in this project. I spent time planning with the Fifth Grade Social Studies teacher after school and am grateful for her cooperation and input. I am looking forward to doing these lessons. When I approached one of the Third Grade SS teachers (they team teach) she was less than cooperative. There was something said about not being in her standards and she didn’t have time to teach two more wars so why should she take time to plan something that she could never use. The irony was not lost on me that a week before, this same teacher came to tell me that I needed to order more books about WW II at her students’ reading levels. (Why, if she is not going to teach it? And WW II is not a low reading level kind of topic.) These lessons actually begin in the Fifth Grade where they will be learning about WW II, doing inquiry about the impact of the war on the home front (in the entire US) and then using that information to create their own “living museums of the home front” if you will. We will then use the work of the Fifth Grade students to present life on the home front to Third Grade students. Third Grade students will prepare as they do before any educational field trip and be ready with “things to Know” and “questions to ask” lists. They will then do their own research, on a smaller scale, to find specific details about WW II in South Carolina.
 * World War II Home Front - Saladyga
 * Overview **

[|Academic: SS 5-4.5] Summarize the political and social impact of World War II, including changes in women’s roles, in attitudes toward Japanese Americans, and in nation-state boundaries and governments. (P, E, H) P = political science/government E = economics H = history ===  [|Information Literacy]:  (See also Appendix C – SC Social Studies Literacy Elements Chart) === 1.1.9 Collaborate with others to broaden and deepen understanding. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 3.2.3 Demonstrate teamwork by working productively with others.
 * C urriculum M apping W orksheet **
 * Grade 5 - #1 **
 * ** Teacher ** : Jessica Haechten With Joan Justice – Curriculum Coordinator ||
 * ** Subject ** : Social Studies || ** Grade ** : 5 || ** No. of Students ** : 92 ||
 * ** Date(s) of lesson/unit ** : March TBD |||| ** Grading Period ** : 3rd Quarter ||
 * ** Lesson/Unit Title ** : World War II Home front ||
 * ** Standards ** :
 * Strands:**

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: **d**. contribute to project teams to produce original works or solve problems. || Each class will then research their topic using textbooks, Library resources and internet sites. Working together, students will decide the critical elements necessary to reproduce their setting within the confines and limitations of their classrooms. This will include brainstorming ways to best depict their scene with limited resources. Use of appropriate World War II Posters is a requirement of the project. The Art Teacher will be available on a consulting basis. Each of the five classrooms will be transformed into one of the following:  ·  Victory Garden  ·  Scrap yard  ·  Factory  ·  Grocery store (Including War Bonds posters)  ·  Japanese/American Internment Camp  ü  In years when there is a sixth class a separate Bank will sell War Bonds. A schedule will be made on a rotating basis for each class to be ready for the other classes to time travel on a **Field Trip** to their transformed rooms. Students will dress as appropriately as possible to their role and be ready to field questions about their setting, its significance to the war effort and the impact on the life of citizens at home. A short presentation will also be prepared by each class to present to Third Grade students on their **Field Trip** to the World War II Home front. These presentations must keep in mind that the Third Graders do not have the benefit of historical background knowledge about World War II. || Textbook: Library books: Non-fiction Feinstein, Stephen. //The 1940’s: from World War II to Jackie Robinson.// Enslow, 2001. Josephson, Judith Pinkerton. // Growing up in World War II, 1941-1945. // Lerner, 2003. Levy, Pat. // The home front in World War II.// Raintree, 2004. Panchyk, Richard. //World War II for kids: a history with 21 activities.// Chicago Review Press, 2002. Stein, R. Conrad. // The home front during World War II in American history. // Enslow, 2003. Whitman, Sylvia. //Children of the World War II home front.// Carolrhoda Books, 2001. Reference books: Encyclopedias Human: Classroom teachers Media Specialist Art Teacher SMARTBoard Laptop carts Information Internet - A few sites [|Women & the Home Front During World War II] Links to resources [|Japanese Americans & the US Constitution] [|Japanese American National Museum] [|PBS World War II] [|World War II Rationing] [|The Victory Home: A World War II Home Front Reference Library] [|The American Family in World War II] DISCUS Software Word PowerPoint Publisher || ([|Wrapping]) Review how to record Bibliographic information and how to take notes. ([|Wrapping]) ([|Wrapping]) || [|Book Bibliography Worksheet Grade 5.doc] [|Encyclopedia Bibliography Worksheet Grade 5.doc] [|Magazine Bibliography Worksheet.doc] [|Internet Bibliography Worksheet Grade 5.doc] <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'">Evaluation: ·  <span style="FONT-FAMILY: 'Verdana','sans-serif'">Key Word Worksheets will be evaluated to make sure that the students are on the right track in their inquiry process. ·  <span style="FONT-FAMILY: 'Verdana','sans-serif'">Bibliographic Worksheets will be checked for completeness and accuracy. ·  <span style="FONT-FAMILY: 'Verdana','sans-serif'">The finished project will be rated by the following [|Rubric for rooms.doc].
 * [|Technology]: **
 * 2. Communication and Collaboration **
 * a ** . interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
 * b ** . communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * ** Assignment: ** Each Fifth Grade class will be assigned a setting pertinent to the function of the home front during World War II.
 * ** Assignment: ** Each Fifth Grade class will be assigned a setting pertinent to the function of the home front during World War II.
 * Final Project ** : Each classroom will be transformed into a different setting that was an integral part of the World War II Home front.
 * ** Assessment(s): ** See Rubric ||
 * ** Required Print Resources: **
 * ** Required Print Resources: **
 * Technology Resources: **
 * ** Classroom Instructional Activities **
 * ** Classroom Instructional Activities **
 * * ** Teach background information and curriculum about World War II.
 * * ** Discuss the posters of World War II and how they were used.
 * * ** Teachers decide which classroom will be assigned each scenario.
 * * ** Guide students as they decide which elements are necessary and/or feasible for their creations. ([|Weaving])
 * * ** Help students look for alternative representations for their settings.
 * * ** Monitor student’s pace to keep them on task and within the designated timeline.
 * * ** Students will work on their presentation both in the classroom (Laptop carts) and in the Media Center.
 * * ** Field Trips and Presentations ([|Waving]) will take place in the classroom.
 * * ** Students will fill out a [|Student Self Evaluation.doc]. ([|Wishing])
 * LMC Instructional Activities **
 * * ** Remind students of the fine art of giving credit where credit is due and avoiding plagiarism.
 * * ** Brainstorm search terms and keywords with each class. ([|Webbing])
 * * ** Guide Inquiry as students search for information.
 * * ** Coach students through the [|Wiggling] stage of inquiry and back to Webbing if they need more information.
 * * ** Guide students through the process of citing their inquiry sources in correct bibliographic format.
 * * ** Students will work on their presentation both in the classroom (Laptop carts) and in the Media Center.
 * * ** Students will work on their presentation both in the classroom (Laptop carts) and in the Media Center.
 * <span style="FONT-SIZE: 16pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'">Fifth Grade Library Lesson **
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 1.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Read through the assignment sheet from the Classroom Teacher and highlight the main points of the World War II Home Front assignment.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 2.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Go back and circle any possible Key Words within the description of the assignment.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 3.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Using the [|Key Word Worksheet], students fill in the Research Question as they understand it to be. Use the dictionary to clarify any vocabulary and the Thesaurus to find the synonyms for the key words. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'">
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 4.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Students will divide themselves into smaller groups and decide which sub-topics each group will look for. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'">
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 5.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Using the **Bibliographic Worksheets,** students start their research.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 6.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Students will have a copy of the [|Classroom template.doc] so that they can visualize where displays might be positioned.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 7.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Students will return to sources as needed for more information or clarification.

Grade 3 [|Academic: SS 3-5] The student will demonstrate an understanding of the major developments in South Carolina in the late nineteenth century and the twentieth century. ===  <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Verdana','sans-serif'">[|Information Literacy]:  <span style="FONT-WEIGHT: normal; FONT-SIZE: 9pt; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-weight: bold">(See also Appendix C – SC Social Studies Literacy Elements Chart) === 1.1.9 Collaborate with others to broaden and deepen understanding. 1.3.4 Contribute to the exchange of ideas within the learning community. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. <span style="COLOR: black; mso-bidi-font-size: 11.0pt; mso-bidi-font-weight: bold; mso-bidi-font-family: 'Times New Roman'">3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: <span style="COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  plan strategies to guide inquiry. <span style="COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. || || Books on South Carolina and Bunting, Eve. //<span style="FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-family: Arial">So Far From the Sea. // Clarion Books, 1995. Burch, Robert. //Hut School and the wartime home-front heroes.// Viking Press, 1074. Corey, Shana. //Players in Pigtails.// Scholastic Press, 2003. Mochizuki, Ken. //Baseball Saved Us.// Lee & Low, 1993. Paulsen, Gary. //The Quilt.// Wendy Lamb Books, 2004. Say, Allen. //Home of the Brave.// Houghton Mifflin, 2002. Tripp, Valerie. //Molly: an American Girl//. (All six books) Pleasant Co., 1986. Uchida, Yoshiko//. The Bracelet.// Enslow, 2000. Welch, Catherine. //Children of the relocation Camps.// Carolhoda, 2000. Woodson, Jacqueline. //Coming on Home Soon.// Putnam’s, 2004. Reference books Periodicals Sandlapper Magazine Cobblestone Human Fifth Grade Students & Teachers Classroom Teachers Media Specialist SMARTBoard Information Internet [|How SC Helped Win World War II] [|South Carolina History] [|World War II Sites] DISCUS Software Word PowerPoint || ||
 * C urriculum M apping W orksheet **
 * ** Teacher ** : Sandra Burdick With Joan Justice – Curriculum Coordinator ||
 * ** Subject ** : Social Studies || ** Grade ** : 3 || ** No. of Students ** : 80 ||
 * ** Date(s) of lesson/unit ** : March TBD |||| ** Grading Period ** : 3rd Quarter ||
 * ** Lesson/Unit Title ** : World War II on the Home Front in South Carolina ||
 * ** Standards ** :
 * [|Technology]: **
 * ** Assignment/Final Project ** : A concept map of how World War II made an impact on the home front of South Carolina.
 * ** Assignment/Final Project ** : A concept map of how World War II made an impact on the home front of South Carolina.
 * ** Assessment(s): ** See [|WW II in South Carolina.doc] ||
 * ** Required Print Resources: **
 * Library books **
 * Library books **
 * Technology Resources: **
 * ** Classroom Instructional Activities **
 * ** Classroom Instructional Activities **
 * * ** Give students a very basic overview of World War II and its main events.
 * * ** Explain to students what they will be seeing in the 5th Grade classrooms.
 * * ** Brainstorm ideas about what to look for in each classroom and what questions might be asked while there.
 * * ** Give the students the “What Did I Observe” worksheets to fill out when the students visit the Fifth Grade rooms.
 * LMC Instructional Activities **
 * * ** Model inquiry on how to connect the information gained in the Fifth Grade rooms to specifics on South Carolina.
 * * ** Monitor and guide students’ progress in their research.
 * * ** Help students fill out the South Carolina Concept Map.

<span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'">Evaluation: ·  <span style="FONT-FAMILY: 'Verdana','sans-serif'">Key Word Worksheets will be evaluated to make sure that the students are on the right track in their inquiry process. ·  <span style="FONT-FAMILY: 'Verdana','sans-serif'">Bibliographic Worksheets will be checked for completeness and accuracy. <span style="FONT-SIZE: 16pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'">
 * <span style="FONT-SIZE: 16pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'">Third Grade Library Lesson **
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 1.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Read through the **[|What I Saw.doc]** worksheet and circle key words concerning each of the places of WW II Home Front USA.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 2.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Using the [|Key Word Worksheet], model research questions about each of the five scenarios and highlight main ideas to be researched.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 3.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Use the dictionary to clarify any vocabulary and the Thesaurus to find the synonyms for the key words. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'">
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 4.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Using the **[|Bibliography Worksheet Grade 3.doc],** students start their research.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 5.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Students will fill in the **[|Grade 3 Bubble Map.doc]** with information they found about South Carolina.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana"> 6.  **<span style="FONT-FAMILY: 'Verdana','sans-serif'">Bubble Maps will go back to the classroom for further work.

<span style="FONT-FAMILY: 'Verdana','sans-serif'">There are several Information Inquiry skills used in these lessons but the one I would like to focus on is: <span style="FONT-FAMILY: 'Verdana','sans-serif'"> 1.1.9 Collaborate with others to broaden and deepen understanding. <span style="FONT-FAMILY: 'Verdana','sans-serif'">1.3.3 Follow ethical and legal guidelines in gathering and using information. <span style="FONT-FAMILY: 'Verdana','sans-serif'">1.3.4 Contribute to the exchange of ideas within the learning community. <span style="FONT-FAMILY: 'Verdana','sans-serif'">The whole theory behind these intertwining lessons is for Fifth Grade students to work cooperatively to produce their “piece” of the Home Front within their classroom and share their findings with other Fifth Grade Classes on a level of depth that will give their peers the same understanding of their topic as they have gained. Then they extend their “learning community” to another grade level when the Third Graders visit their displays to get an idea of what to expect on the Home Front in South Carolina during World War II. <span style="FONT-FAMILY: 'Verdana','sans-serif'">The expectations for the Fifth Grade students include what **Daniel Callison** (pp 344) refers to as Interpersonal Skills. (Heinich, Molenda, & Russell 1993) This includes: <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'">1. Seeking/giving information. 2. Proposing 3. Building and supporting. 4 Including 5. Disagreeing. and 6. Summarizing. <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'">The ability to decide who finds what information, which information is used, whose ideas are best and still be able to work on implementing others ideas is not only a higher level of inquiry maturation, but a higher level of personal maturity. **Callison** (345) states that the more <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'">“meaningful-use tasks are probably completed more efficiently by a cooperative than by an individual.” <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'">The Third Grade students are guided as to what to look for when visiting the World War II Home Front. Theirs is more of an individual inquiry and is more knowledge based whereas the Fifth Grade students have used their knowledge to //create// a replica of a setting out of history. The Third Graders will take the information from the field trip and make a parallel comparison to the South Carolina home front. <span style="FONT-FAMILY: 'Verdana','sans-serif'">Carol Kuhlthau constructed her sequential library skills program on Piaget’s stages of cognitive development (Callison p. 85) including: <span style="FONT-FAMILY: 'Verdana','sans-serif'"> Concrete Operational – Ages 7-11 (Our Grade 3) ü  <span style="FONT-FAMILY: 'Verdana','sans-serif'">Can perform mental operations on a concrete level. ü  <span style="FONT-FAMILY: 'Verdana','sans-serif'">Can categorize and use classification. ü  <span style="FONT-FAMILY: 'Verdana','sans-serif'">Is not capable of abstract thinking. <span style="FONT-FAMILY: 'Verdana','sans-serif'">Formal Operational – Ages 12 – 16 (Our Grade 5) ü  <span style="FONT-FAMILY: 'Verdana','sans-serif'">Can use abstract thought. ü  <span style="FONT-FAMILY: 'Verdana','sans-serif'">Can generalize. ü  <span style="FONT-FAMILY: 'Verdana','sans-serif'">Can form a hypothesis. <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'">Third Grade uses picture books to introduce the topic and Fifth Grade uses higher level introductions with the use of non-fiction books and primary sources and information. If you look at the SC Social Studies Literacy Elements Chart showing the Literacy Elements in this lesson, the use of primary and secondary sources is not even introduced until Grade 5. In //Inquiry Based Learning// (2003 Libraries Unlimited) Barbara Stripling states that “ <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'">Use of primary sources is an important component of inquiry in social studies.” (Callison p. 178) <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'">Third Grade needs to have simple bibliographic records of where their information was found while Fifth Grade needs more detailed Bibliographic information and note taking. (See Bibliographic Sheets) <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'">The growth of the level of inquiry from Third to Fifth Grades can lastly be shown in that Third Graders find information for their own learning and that the Fifth Graders take their inquiry and create a way to share and teach others. <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="COLOR: navy; FONT-FAMILY: 'Arial Black','sans-serif'">APPENDIX A <span style="FONT-SIZE: 16pt; COLOR: navy; FONT-FAMILY: 'Arial Black','sans-serif'">Social Studies Literacy Elements Chart <span style="FONT-SIZE: 8pt; COLOR: navy; FONT-FAMILY: 'Arial Black','sans-serif'"> This chart indicates where a social studies literacy element should be introduced and mastered:
 * <span style="FONT-SIZE: 14pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Verdana','sans-serif'">Inquiry Skill Comparison **
 * <span style="FONT-FAMILY: 'Verdana','sans-serif'">1. Inquire, think critically, and gain knowledge. **<span style="FONT-FAMILY: 'Verdana','sans-serif'">
 * I**—**//Introduce//**: the grade level at which the student explores this social studies literacy element. This exploration may occur multiple times based on the content standards and grade appropriateness. Continuous classroom assessment of a student’s progress is necessary at all identified grade levels.
 * D**—**//Demonstrate//**: the grade level at which the student is expected to demonstrate this social studies literacy element. These elements will also be incorporated into statewide assessments in grades three through eight as appropriate. This demonstration is expected at all subsequent grades.
 * **Literacy Element** || **3** || **5** ||
 * **E**. Explain change and continuity over time || D || D ||
 * **F. **Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? || D || D ||
 * **H**. Construct maps, graphs, tables, and diagrams  to display social studies information || D || D ||
 * **J**. Demonstrate responsible citizenship within the school community and the local and national communities || D || D ||
 * **K. **Use texts, photographs, and documents to observe and interpret social studies trends and relationships || D || D ||
 * **L. **Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts || D || D ||
 * **N. **Challenge ad hominem and other illogical arguments (e.g., name calling, personal attacks, insinuation and innuendo, circular arguments) || I || D ||
 * **O. **Consider multiple perspectives of documents and stories || I || I ||
 * **P. **Locate, gather, and process information from a variety of primary and secondary sources including maps ||  || I ||

<span style="FONT-FAMILY: 'Verdana','sans-serif'"> <span style="FONT-SIZE: 16pt; COLOR: navy; FONT-FAMILY: 'Arial Black','sans-serif'; mso-bidi-font-weight: bold">Social Studies Standards Glossary The definitions in this glossary are drawn from the national standards documents for social studies, geography, political science, history, and economics. Many social studies concepts appear in standards across all grades. During instruction, teachers should use the definition most appropriate for the immediate context (grade level, subject area, and students). For example, the definition of the term //justice// may be “fair treatment” in grade one, while “equity,” “morality,” and “law” may be part of the definition in later grades. <span style="FONT-SIZE: 12pt; COLOR: navy; FONT-FAMILY: 'Arial Black','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> Comments from Terri Zabonick Wow! These lessons are incredible! You've done a thorough job applying the 8Ws to your lessons. These are truly inquiry-based lessons. You've really addressed the differences between the third grade students and the fifth grade students. Using picture books with the third graders is a wonderful idea. That age group can certainly relate to them in a way they do not relate to textbooks. As Callison states in //The Blue Book On Information Age Inquiry and Literacy// before students complete elementary school they will be aware of many types of literature (87). You've also done a wonderful job addressing educators who are reluctant to change. Combining your lessons for the benefit of everyone is an excellent way to appease everyone and help the students become information scientists. While reading through your lessons and supplemental materials I could find nothing to add. I understand the frustration teachers at the elementary school level face when teaching about the World Wars. My fourth grade textbook combined WWI, WWII, and the Great Depression in one chapter! It was so difficult to teach my students the importance of all these events when the textbook glossed over them. I wish I'd had a media specialist who could have helped with a lesson like this one.
 * <span style="COLOR: navy; FONT-FAMILY: 'Arial Black','sans-serif'">APPENDIX B **
 * <span style="FONT-SIZE: 16pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">
 * Glossary ** ||
 * **citizen** || A member of a political society who has obligations to and is entitled to protection by and from the government. ||
 * **citizenship** || The status of being a member of a state; the quality of the individual’s response the state as one who owes allegiance to it and is entitled to its protection and to the political rights it upholds. ||
 * **community** || A group of people living in the same locality under the same government. ||
 * **culture** || Learned behavior of people, which includes their languages, belief systems, social relationships, institutions, and organizations as well as their material goods. ||
 * **demand** || The quantities of a good that consumers are willing and able to purchase at various prices during a given period of time. ||
 * **democracy** || A form of government in which political control is exercised by all the people, either directly or indirectly through their elected representatives. ||
 * **distribution** || The arrangement of items over a specified area. ||
 * **diversity** || The variety of experiences and perspectives that arise from differences in race, culture, religion, mental or physical abilities, heritage, age, gender, and other characteristics. ||
 * **due process of law** || The right of every citizen to be protected against arbitrary action by government. ||
 * **economics** || The social science that deals with the way society allocates its scarce resources among its unlimited wants and needs. ||
 * **government** || Institutions and procedures through which a territory is administered. ||
 * **inflation** || A rise in the average level of prices. ||
 * **institution (political)** || A custom, practice (e.g., the institution of slavery), organization (e.g., Congress), relationship, or behavioral pattern of importance in the life of a community or the larger society. ||
 * **interdependence** || The condition in which people rely on each other for ideas, goods, and services. ||
 * **justice** || The upholding of what is just—especially, fair treatment and due reward in accordance with honor, standards of equity and morality, or the law. ||
 * **law of demand** || The quantity demanded of a good will be greater at a lower price than the quantity demanded of the same good at a higher price. ||
 * **law of supply** || The quantity of a good supplied will be greater at a higher price than it will at a lower price. ||
 * **market** || Exchange activities between buyers and sellers of goods and services. ||
 * **places** || Locations having distinctive characteristics that give them meaning and character and distinguish them from other locations. ||
 * **resources** || An aspect of the physical environment that people value and use to meet a need for fuel, food, industrial product, or something else of value. ||
 * **rule of law** || The principle that every member of a society, even a ruler, must follow the law. ||
 * **technology** || The application of knowledge to meet the goals and to supply the goods and services needed and desired by people. ||