Lesson: Social Studies Projects: Statehood History

Unit: Southeast Region

Date: Oct. 17, 18, & 19, 2016
Objectives:
SWBAT draw their state bird, flag, flower, tree, and seal
SWBAT identify key components to their states history.
SWBAT articulate the year their state was granted statehood.
SWBAT begin creating their presentation for the whole class.
Standards:
K-4 Benchmark I-B 1. Describe local events and their connections
to state history.
CCSS.ELA-LITERACY.L.4.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Materials: computers, packets, colored pencils, state books
Assessment: Student progress on their projects and progress on their
presentation; teacher observation
Lesson:
1. Hand out student packets for them to continue to work on their
flower, tree, flag, bird, and seal. Display books on the front table
for students to access if needed.
2. Go over how to write the statehood history. Remind students
that what they are writing occurred a long time ago, and they
need to write it in the past. Review that the ed ending
represents something happening in the past.
3. Demonstrate for students how to search for their political
features. Write counties and countries on the board for students
to go over the difference. Use examples of USA as our country,
but Gallup-McKinley is our county.
4. Once students have finished their flower, tree, flag, bird, and seal
have them move onto writing their statehood history.
5. Have students work on political factors of their state.
6. Show students who want to create a google slides presentation,
how to do so
Show students who want to create a powtoon.
https://www.youtube.com/watch?v=AFdAQp2KJds

Lesson Reflection: It is really important to go over the difference

between county and country. In my first class I forgot to review that
with my students and I had many students come over to me and ask
how many countries were in their state. Using the example of the
county that we lived in was a very important connection that the
students were able to make. The worksheet in the students packet also
differentiates between largest county by size and largest county by
population, so if I were to teach this again, I think that I would go over
this as a whole class to understand the difference between the two.