Lesson outcomesSWBAT:  demonstrate characteristics of good citizenship.  AssessmentMonthly questionnaires and evidenceFinal presentation and project showcaseState Standards, Indicator, ObjectiveDescribe the responsibilities of being an effective citizen, such as cleaning up your neighborhood, being informed, obeying rules and laws, participating I class decisions, and volunteering (3.1.0.1a)Describe rights and responsibilities of being a citizen in Maryland (4.1.0.1)Describe individual rights and responsibilities in the United States (5.1.01)Examine the rights and responsibilities of being a citizen in the world (7.1.0.1)                     

 Lesson outcomesStudents can evaluate the credibility of a source and corroborate varying versions of a historical event.Analyze the actions of Dolley Madison during the burning of the Capitol.AssessmentWhen looking at the varying stories of Dolley Madison’s rescue of George Washington’s portrait, which source is the most reliable?  Explain your reasoning.State Standards, Indicator, ObjectiveEvaluate the credibility of the sources by considering the authority, the origin, type, context, and corroborative value of each sourceIdentify credible, relevant information contained in the sourcesIdentify evidence that draws information from multiple sources to support claims, noting evidentiary limitationsAnalyzing how the War of 1812 impacted American nationalismSource CitationsEllison, Jessica. “Out of Washington's Shadow: Teaching with the Voices of Enslaved Early Americans.” NCSS Conference 2016. NCSS Conference 2016, 2 Dec. 2016, Washington, DC, Walter E. Washington Convention Center

IntroductionThis lesson seed includes lesson plans and resources to assist Social Studies teachers in elementary classrooms.  These is a section dedicated to grades 1-3 that focuses on being a good citizen in the community, local governement leaders, and following and promoting safe rules.  There is also a section dedicated to grades 4-5 that focuses on the early foundations, functions, and purposes of the governement.  At the bottom of the resources is an academic vocabulary word list for key concepts to consider providing visual support to assist you in tailoring your lessons to ELL students within your classroom, along with link to WIDA CAN DO Descriptors.Lesson Seeds:Lesson seeds are ideas for the standards that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS). When developing lessons from these seeds, teachers must consider the needs of all learners. Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others.

IntroductionThis lesson seed includes lesson plans and resources to assist Social Studies teachers in elementary classrooms.  These is a section dedicated to grades 1-3 that focuses on map skills, modes of transportation, how goods are transported and how people change the earth.  There is also a section dedicated to grades 4-5 that focuses on the physical features and grography of Maryland and the United States. At the bottom of the resources is an academic vocabulary word list for key concepts to consider providing visual support to assist you in tailoring your lessons to ELL students within your classroom, along with link to WIDA CAN DO Descriptors.Lesson Seeds:Lesson seeds are ideas for the standards that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS). When developing lessons from these seeds, teachers must consider the needs of all learners. Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. 

This inquiry by Cynthia Yurosko, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry provides students with the opportunity to analyze, through the evaluation of words, how conflicts between the U.S. government and Native American tribes arose. Students will be asked to investigate federal reports, speeches, and news reports to discern U.S. leaders’ perspectives and compare these biases to the words of Native American leaders Chief Red Eagle and Chief Tecumseh.

This inquiry by Joshua Parker, North Thurston Public Schools, is based on the C3 Framework's inquiry arc. The inquiry takes students through a consideration of what the duties of citizenship are. Students consider current controversies about behavior during the national anthem, historical reasons behind revolutionary and loyalist perspectives during the revolutionary era, and by applying learning to answer how loyalty and opposition play a part in actions of engaged citizens.

Lesson seeds are ideas for the standards that can be used to build a lesson.  Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.  This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS).  When developing lessons from these seeds, teachers must consider the needs of all learners.  Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Compelling Question: Is gerrymandering inconsistent with our representative democracy?EL Modifications: identify key vocabulary and add images to improve comprehension; consider adapting content, process and/or product based on Can Do WIDA Descriptors Image source: "Election" by OpenClipart-Vectors on Pixabay.com

Lesson seeds are ideas for the standards that can be used to build a lesson.  Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.  This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS).  When developing lessons from these seeds, teachers must consider the needs of all learners.  Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Compelling Question: Support or Refute: The Equal Protection Clause of the 14th amendment support the Declaration clause of “all men are created equal.”EL Modifications: identify key vocabulary, add images to improve comprehension.  graphic organizer, talk aloud before writing. Consider adapting Content, process and/or product based on Can Do WIDA Descriptors Image source: "Declaration of Independence" from Air Force Photos

Lesson seeds are ideas for the standards that can be used to build a lesson.  Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.  This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS).  When developing lessons from these seeds, teachers must consider the needs of all learners.  Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Compelling question: Is it appropriate to have students’ liberties limited in schools?EL Modification: highlight important vocabulary, add images to improve text comprenesion; consider adapting content, process and/or product based on Can Do WIDA DescriptorsImage source: "CAG, Imagine Andrews host anti-bullying march" by Airman 1st Class Valentina Lopez on 459th Air Refueling Wing

Lesson seeds are ideas for the standards that can be used to build a lesson.  Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.  This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS).  When developing lessons from these seeds, teachers must consider the needs of all learners.  Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Compelling Question: Do presidential executive orders stretch the Constitutional powers of the president too far?EL Modifications: identify key vocabulary and provide additional images to inhance comprehension; consider adapting content, process and/or product based on Can Do WIDA DescriptorsImage source: "2014 Seal of the Executive Office of the President of the United States" from Wikimediacommons.org

Lesson outcomesStudents will examine the differences between the Federalists and Democratic-Republicans parties.Students will evaluate the credibility of a source and corroborating varying versions of a historical event.AssessmentAfter carefully examining three sources for reliability, students will determine who they trust more - Hamilton or Jefferson, citing relevant text information in their response.State Standards, Indicator, ObjectiveIdentifying the impact President George Washington had on setting precedents for the office of the President.Evaluating the evolution and impact of the Federalist and Democratic-Republican parties on domestic and foreign policy.Evaluate the credibility of the sources by considering the authority, the origin, type, context, and corroborative value of each sourceIdentify credible, relevant information contained in the sourcesIdentify evidence that draws information from multiple sources to support claims, noting evidentiary limitations