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SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.

a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.

b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.

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Provides students with and overview of Creek and Cherokee

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The students and teacher will be able to see more in deptha bout the history

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Information on the Native American tribes of Georgia, with a tribal map, reservation addresses, classroom activities and recommended history books.

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Venn Diagram Compare and contrast cherokee and creek Indians from then to now. Vocabulary and content will be more rigorous to fit age group

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I had my formal observation on Friday and I am so glad to be done with it!! Hopefully it went well enough that I won't need another :) ...

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Students will play matching game. They will match each description to their respective groups.  They will do this by using compare and contrast glasses.

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Hi all! I've been completely slacking on blogging so I'm glad to be back! A while ago, I posted a picture on my Instagram of some "Magic Compare and Contrast Glasses" that I had used with my first graders. I got so many questions about them that I decided to blog about how I use them and how to put them together!

How to use the glasses:

Well, there are a couple of different ways. One way would be to have students make the glasses when you introduce Venn Diagrams. Before introducing Venn Diagrams, I discussed with students the definitions and comparing and contrasting. We also practiced comparing and contrasting some topics that students are familiar with. Some ideas of familiar topics are: two different students in the classroom, a student and the teacher, cats, and dogs, summer and winter, hotdogs and hamburgers. Then, I show students a Venn Diagram and show where the things that we compared and contrasted would be located.

Another way would be to make one set and use them during a whole class activity. The student who is comparing or contrasting can put on the magic glasses while they do so. I know it sounds kind of silly, but it has been a HUGE motivator. Seriously, before that my students cringed at the sight of a Venn Diagram. Now, they can't wait to have a chance to compare and contrast with a Venn Diagram!

How to assemble the glasses:

Want to give them a try? There is a free printable at my TPT shop! Get them by clicking here or clicking the picture below!

How do you teach comparing and contrasting in your classroom? How will you use these glasses? I would love to hear about it in the comments!

Happy teaching,

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Hi all! I've been completely slacking on blogging so I'm glad to be back! A while ago, I posted a picture on my Instagram of some "Magic Compare and Contrast Glasses" that I had used with my first graders.

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SS3H2 Describe European exploration in North America.a. Describe the reasons for and obstacles to the exploration of North America.b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain),Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (TheNetherlands), and Jacques Cartier (France).c. Describe exa

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SS3H2 Describe European exploration in North America.a. Describe the reasons for and obstacles to the exploration of North America.b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain),Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (TheNetherlands), and Jacques Cartier (France).c. Describe exa

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Age of Exploration and Colonization | Kids Discover Online

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Gain instant access to this beautifully designed Unit on the Age of Exploration, where kids will learn all about Spain and Portugal Explore the World, Cultural Change and Exchange, Colonization Expands, and more. Access 3 different reading levels perfect for Grades 3-8. Written by subject experts, aligns with standards.

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The teacher and students will work though learning about early exploration. Teacher will primarily have most of the timeline made. Students will be allowed to add additional components throughout lesson.

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Social studies is one of my favorite subjects to teach. Now wait, that's a bold statement! Science is equally spectacular and I love seeing students creativity come to life through their writing.... Okay, I retract my previous statement: I love it all.

Last year, I blogged about the Explorer Trading Cards my students created. In 5th grade, we have very few standards addressing early exploration and the explorers of the new world(s). In my opinion, in order for students to understand the Revolutionary War, Westward Expansion, and the Civil War there has to be some background knowledge there. So - we still cover it, even if it is brief!

This year I decided to tweak our project and focus on map making AND exploration. In small groups, students researched one early explorer and focused on recreating a map of their journey. Some groups struggled to identify where on a map these explorers visited. It brought up great discussions of resources and geography of our Earth.

Next week, we will briefly discuss the 13 colonies and then hop right on into the Revolutionary War. Fellow 5th grade teachers, what are YOU studying in Social Studies?

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Social studies is one of my favorite subjects to teach. Now wait, that's a bold statement! Science is equally spectacular and I love seeing students creativity come to life through their writing.... Okay, I retract my previous statement: I love it all. Last year, I blogged about the Explorer Trading Cards my students created.

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Students will make the project sin small groups and/ or individually