Unit Titles

1. Aunt Flossie’s Hats

(and Crab Cakes Later)

2. Five True Dog Stories

“Dox” “Grip”

3. Junie B, Jones is Captain Field Day

2^nd Half of Quarter 1

4. Samuel Eaton’s Day: “A Day in the Life of a Pilgrim Boy”

5. Molly’s Pilgrim

6. The Stories Julian Tells “The Pudding Like a Night on the Sea”

7. The Stories Julian Tells “Gloria Who Might Be My Best Friend”

Unit Titles

1. Helen Keller

2. At 1600 Pennsylvania Avenue

3. Follow the Drinking Gourd

4. Escape North!

The Story of

Harriet Tubman

Unit Titles

1. California or Bust

2. Five True Dog Stories (revisited)

“Barry, The Dog Who Saved People”

“Balto, the Dog Who Saved Nome”

Unit Titles

1. My Rotten Red Headed Older Brother

2. We’ll Never Forget You, Roberto Clemente

(and Crab Cakes Later) 

   1a. Identify the rights of citizens in a

democratic society. 

   1b. Explain why certain responsibilities are important.

   1c. Identify historical events

   1d. Discuss and compose a timeline which sequences events and people.

   1e. Locate places and regions on a map.

   1f. Identify similarities and differences.

   1g. Use homework and practice.

   1h. Use cooperative learning.

   1i. Use cues, questions, and advance organizers. 

2. Five True Dog Stories

“Dox” “Grip”

   2a. Identify the rights of citizens in a

democratic society. 

   2b. Explain why certain responsibilities are important.

   2c. Locate places and regions on a map.

   2d. Identify similarities and differences

   2e. Use summarizing. 

3. Junie B, Jones is Captain Field Day

   3a. Identify the rights of citizens in a

democratic society. 

   3b. Explain why certain responsibilities are important.

   3c. Explain the interactions and consequences of humans and their environment.

   3d. Identify similarities and differences.

   3e. Use summarizing

   3f. Generate and test a hypotheses. 

4. Samuel Eaton’s Day: “A Day in the Life of a Pilgrim Boy”

   4a. Identify the rights of citizens in a

democratic society. 

   4b. Explain why certain responsibilities are important.

   4c. Recognize and understand causation of change over time.

   4d. Explain the interactions and consequences of humans and their environment.

   4e. Recognize the importance of historical thinking and

knowledge in our lives.

   4f. Identify similarities and differences.

   4g. Use summarizing.

   4h. Use cues, questions, and advance organizers. 

5. Molly’s Pilgrim

   4a. Identify the rights of citizens in a

democratic society. 

   4b. Explain why certain responsibilities are important.

   4c. Identify historical events.

   4d. Locate places and regions on a map.

   4e. Observe and verbally share how places and regions are identified.

   4f. Recognize the importance of historical thinking and knowledge in our lives.

   4g. Seek historical background when confronted with problems and issues of the past.

   4h. Display empathy for people who have lived in the past.

   4i. Identify similarities and differences.

   4j. Use summarizing.

   4k. Use cues, questions, and advance organizers. 

6. The Stories Julian Tells “The Pudding Like a Night on the Sea”

   6a. Identify the rights of citizens in a

democratic society. 

   6b. Explain why certain responsibilities are important.

   6c. Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and conflicts.

   6d. Explain the interactions and consequences of humans and their environment.

   6e. Identify similarities and differences.

   6f. Use summarizing. 

7. The Stories Julian Tells “Gloria Who Might Be My Best Friend”

   7a. Same as 6a-f

   1a. Identify the rights of citizens in a

democratic society. 

   1b. Explain why certain responsibilities are important.

   1c. Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and conflicts.

   1d. Recognize and understand causation of change over time.

   1e. Locate places and regions on a map.

   1f. Explain the interactions and consequences of humans and their environment.

   1g. Recognize the importance of historical thinking and

knowledge in our lives.

   4g. Seek historical background when confronted with problems and issues of the past.

   4h. Display empathy for people who have lived in the past.

   4i. Use summarizing.

   4j. Use cues and questions. 

2. At 1600 Pennsylvania Avenue

   2a. Recognize and understand causation of change over time.

   2b. Identify historical data from multiple sources.

   2c. Discuss and compose a timeline which sequences events and people.

   2d. Evaluate multiple sources and create a visual or narrative presentation which demonstrates understanding of historical thinking.

   2e. Locate regions on a map.

   2f. Recognize the importance of historical thinking and knowledge           in our lives.

   2g. Use summarizing and note taking.

   2h. Use nonlinguistic representations

   2i. Use cooperative learning.

  2j. Use cues, questions, and organizers. 

3. Follow the Drinking Gourd

    3a. Same as 2a-j. 

4. Escape North!

The Story of

Harriet Tubman

    4a. Same as 2a-j. 

   1a. Recognize and understand causation of change over time

   1b. Discuss and compose a timeline which sequences events and people.

   1c. Define and identify natural and human characteristics of places.

   1d. Observe and verbally share how places and regions are identified.

   1e. Locate places on a map.

   1f. Explain the interactions and consequences of humans and their environment.

   1g. Recognize the importance of historical thinking and

knowledge in our lives.

   1h. Display empathy for people who lived in the past.

    1i. Identify similarities and differences.

  1j. Use summarizing.

   1k. Use nonlinguistic representation.

   1l. Use cooperative learning.

   1m. Use cues, questions, and advance organizers. 

2. Five True Dog Stories (revisited)

“Barry, The Dog Who Saved People”

“Balto, the Dog Who Saved Nome”

   2a. Identify the rights of citizens in a

democratic society. 

   2b. Explain why certain responsibilities are important.

   2c. Recognize and understand causation of change over time.

   2d. Explain the interactions and consequences of humans and their environment.

   2e. Recognize the importance of historical

thinking and

knowledge in our lives.

   2f. Identify similarities and differences.

   2g. Use summarizing.

   2h. Use cues, questions, and advance organizers. 
 
 
 
 
 
 
 

   1a. Locate places on a map.

   1b. Display empathy for people who have lived in the past.

   1c. Identify similarities and differences

   1d. Use nonlinguistic representation

   1e. Use cues, questions 

2. We’ll Never Forget You, Roberto Clemente

   2a. Identify the rights of citizens in a

democratic society. 

   2b. Explain why certain responsibilities are important.

   2c. Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and conflicts.

   2d. Recognize and understand causation of change over time.

   2e. Locate places and regions on a map.

   2f. Explain the interactions and consequences of humans and their environment.

   2g. Recognize the importance of historical thinking and

knowledge in our lives.

   2h. Seek historical background when confronted with problems and issues of the past.

   2i. Display empathy for people who lived in the past.

    2j. Identify similarities and differences.

   2k. Use cues, questions and advance organizers. 

(and Crab Cakes Later)

   1a. Complete the anticipation guide and discuss it with a partner.

   1b. Compare and discuss their responses before and after reading the book.

   1c. Discuss what object or food has a special story from their family’s history, and write a description of the story. 

2. Five True Dog Stories

“Dox” “Grip”

   2a. Describe how Dox’ master showed responsibility to his community and Grip’s master did not. 

3. Junie B, Jones is Captain Field Day

   3a. Write about a time when someone’s confidence in you made you feel better and do better.

   3b. Write about a time when someone’s bullying or teasing made you feel badly about yourself. 

4. Samuel Eaton’s Day: “A Day in the Life of a Pilgrim Boy”

   4a. List the tasks that Samuel Eaton had to do to fulfill his needs.

   4b. Draw a picture and write a description of a task that Samuel had to do in the 1620’s.

   4c. Draw a picture and write a description of how you fulfill the same need today. 

5. Molly’s Pilgrim

    5a. Use details from the text and/or your experience to explain people coming to this country are pilgrims. 

6. The Stories Julian

Tells “The Pudding Like a Night on the Sea”

   6a. Describe a time when you were caught doing something wrong and the consequences.

7. The Stories Julian Tells “Gloria Who Might Be My Best Friend”

    7a. Make a wish of your own that is not a material object, and tell why it is important to you.

   1a. Write a paragraph describing at least 4 of the major changes, how she accomplished them, and how they affected her life and the lives of the people around her. 

2. At 1600 Pennsylvania Avenue

   2a. Create a timeline using events from the book and/or additional resources. 

3. Follow the Drinking Gourd

   3a. Create a map of the path (route) that the runaway slaves might have taken to freedom as they followed the clues in Peg Leg Joe’s song. 

4. Escape North!

The Story of

Harriet Tubman

   4a. Fill in the advanced organizer showing how Peg Leg Joe and Harriet Tubman were similar. 

   4b. Write a paragraph describing how they are similar.

   1a. Color in the states that they would cross if they were to travel from CT to CA.

   1b. Compare their map with a classmate’s and discuss similarities and differences. 

2. Five True Dog Stories (revisited)

“Barry, The Dog Who Saved People”

“Balto, the Dog Who Saved Nome”

   2a. Write a paragraph comparing Balto and Barry

   1a. Write about a tradition that you and your family have. Be sure to include how this tradition began and why it is important to you and your family. 

2. We’ll Never Forget You, Roberto Clemente

   2a. Draw a line from where Roberto  Clemente began his baseball career (Puerto Rico), to Montreal, Canada and then to where he ended his baseball career (Pittsburg). 

   2b. Indicate the dates that he was in each location.

   2c. Write about what life was like for him in each location.

Supporting Materials

• Text:
• Nystrom:
• US/World Map and Globe

• Text:
• Nystrom:
• US/World Map and Globe

• Text:
• Nystrom:
• US/World Map and Globe

• Text:
• Nystrom:
• US/World Map and Globe