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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

INTERMEDIATE SOCIAL STUDIES- 12210213



PREREQUISITES
There are no prerequisite courses for Intermediate Social Studies.

OVERVIEW
Social studies in the intermediate grades have a different level/grade context each year. For example, grade
four focuses on Kentucky studies and regions of the United States. Grade five includes an integrated focus on
United States history. Regardless of the level/grade context, students incorporate each of the five areas of
social studies in an integrated fashion to explore the content.

The primary purpose of social studies is to help students develop the ability to make informed decisions as
citizens of a culturally diverse, democratic society in an interdependent world. The skills and concepts found
throughout this document reflect this purpose by promoting the belief that students must develop more than
an understanding of social studies content. They must also be able to apply the content perspectives of
several academic fields of the social studies to personal and public experiences. By stressing the importance of
both content knowledge and its application, the social studies curriculum in Kentucky provides a framework
that prepares students to become productive citizens.

The social studies content standards at the intermediate level directly align with Kentucky's Academic
Expectations. Five Big Ideas organize the discipline of social studies and the Kentucky standards for social
studies standards. The five Big Ideas in social studies are Government and Civics, Cultures and Societies,
Economics, Geography and Historical Perspective. The Big Ideas are conceptual organizers that are the same
at each grade level. This consistency ensures students have multiple opportunities throughout their school
careers to develop skills and concepts linked to the Big Ideas.

The social studies program includes strong literacy connections, active hands-on work with concrete materials,
and appropriate technologies. The social studies curriculum includes and depends on a number of different
types of materials such as textbooks, non-fiction texts, biographies, autobiographies, journals, maps,
newspapers, photographs and primary documents. Higher order thinking skills, such as compare, explain,
analyze, predict, construct and interpret, are all heavily dependent on a variety of literacy skills and processes.
For example, in social studies students must be able to understand specialized vocabulary, identify and
comprehend key pieces of information within texts, determine what fact is and what opinion is, relate
information across texts, connect new information to prior knowledge and synthesize the information to make
meaning.

HOW TO USE THE CURRICULUM MAP
Social Studies Curriculum Maps are guides to social studies instruction. The Social Studies Curriculum Maps
assist teachers in planning and pacing instruction. Specific dates or weeks that may be included in this
document are for reference. Each school and teacher must take into account the make-up of their students,
focusing on the needs and strengths of each child when pacing and planning instruction.

Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
We hope you find this map helpful as you focus your planning on student learning this year. The curriculum for
the year has been divided into units of study to help pace instruction and effectively cover the topics included.
This helps students to have consistent coverage of the social studies content.

The map format includes the unit duration (the suggested amount of instructional time to spend on each unit,
based on 50-minute class periods), and topics (sub-regions that focus on a particular big idea, i.e., culture,
economics, government, geography) to include while teaching the unit. The suggested Suggested Duration
(the suggested amount of time to spend on each topic) takes into account days for assessment, topic
extensions and changes in the school calendar. Lessons and activities suggested on the map are to focus on
student mastery, and align instruction to the state standards. The maps do not accommodate scheduling for
special events (Junior Achievement, or K-Prep review).

The Essential Questions for each topic guide the inquiry that supports each topic. Each topic of study includes
the following:
Content Standards are the Core Content for Assessment from the Kentucky Core Academic Standards
4.1 Combined Curriculum Document.
Learning Targets are the skills and concepts students are expected to know and be able to do by the
end of each topic. Identification of the necessary understandings, skills, and concepts that support
these targets should be developed at the school level, based on an analysis of student data.
Instructional Resources include basal social studies texts and other resources that promote inquiry,
student understanding, and mastery of skills.
Be sure to read the unit prior to instruction. This will help you choose the resources and activities that
best help your students learn the content standards.

Please keep the following in mind as you use the Elementary Social Studies Curriculum Maps:
Content Standards, Learning Targets, and Instructional Resources are not listed in a specific teaching
order under each topic. Teachers may sequence them to meet their own instructional needs.
In order to access the lessons listed on the maps as JCPS Online Social Studies Lesson, you will need
to log into JCPS Online and have it open on your desktop. Then click on the lesson to open the link.
JCPS Online Social Studies Lessons also can be found on JCPS Online under the Elementary Social
Studies Resources folder. Click the Content tab for JCPS Online Social Studies Lessons.
You must have a user name and password to access the Discovery Education Web site. (Contact your
library media specialist if you do not have a user name and password.)
RECOMMENDED STATE-APPROVED TEXTBOOKS
Per Kentucky State Statute, schools are responsible for adopting textbooks for use by students. The Kentucky
Department of Education recommends textbooks from publishers that have assured the state of the accuracy
of, availability of, support materials for, and durability of texts. In addition, the publishers have agreed to
provide adaptable texts and other materials for English Language Learners (Spanish text). The Social Studies
Department does not endorse any one particular program and/or textbook.
CONNECTIONS TO THE FRAMEWORK FOR TEACHING
The Grade Five Social Studies Curriculum Map supports teachers in planning and preparation for instruction. The
various components of the maps provide support for teachers in the following areas in the Framework for Teaching.
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Domain 1 - Planning and Preparation:
Components A, C, D, E, F
Domain 3 - Instruction:
Components A i; C i, iii, iv, and D i, ii

2014-2015 GRADE FIVE SOCIAL STUDIES ASSESSMENT CALENDAR
G
R
A
D
E

5

ASSESSMENT ASSESSMENT OPENS ASSESSMENT BLUEPRINT KEY FOCUS TOPICS
Diagnostic 1 9/8/14
Unit One
12 MC

Regions
Human Environmental Interactions
Movement
Economic Decision Making
Proficiency 1 10/8/14
15 MC
1 CR
Diagnostic 2 11/10/14
Unit Two
12 MC

Social Interactions
Economic Decision Making
History of the United States
Historical Tools
Proficiency 2 12/8/14
15 MC
1 CR
Diagnostic 3 2/9/15
Unit Three
12 MC

Formation of Government
Rights and Responsibilities
Constitutional Principals
Movement
Proficiency 3 3/23/15
15 MC
1 CR
Diagnostic 4 4/20/15
Unit Four
12 MC

Human Environmental Interaction
Social Interactions
Production, Distribution, Consumption
History of the United States
Primary and Secondary Sources
Proficiency 4 5/11/15
15 MC
1 CR

EXTENSIONS/ACCOMMODATIONS FOR ECE AND OTHER DIVERSE LEARNERS
Students with disabilities may require additional accommodations. Refer to IEP (Individual Education Plan) for
specific accommodations each individual students requires.
Organize and Structure
Establish routines to insure that students have consistent opportunities to process information and to maintain an effective
learning climate.
Activate prior knowledge with a written or verbal review of key concepts at the beginning of class.
Establish well-defined classroom rules. Have students model and rehearse behavioral expectations.
Set clear time limits. Use a timer to complete tasks.
Utilize verbal/nonverbal cues and frequent breaks to keep students focused.

Plan and organize classroom arrangement to minimize disruptions and enhance efficiency.
Allow adequate space for effective traffic patterns, furniture and equipment.
Arrange classroom to limit visual and auditory distractions.
Provide preferential seating (near teacher, good view of board, special chair or desk) to increase attention and reduce
distractions.
Keep students work area free of unnecessary materials.

Display and use visuals, posters, objects, models, and manipulatives to increase memory, comprehension and establish
connections to the core content. Examples include
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Mnemonic devices such as COPS (Capitalization, Organization, Punctuation, Spelling).
A model of the final product before beginning an experiment, project, lab, etc.
Posters of steps for specific learning strategies (open response, writing process, formulas).

Use varied student groupings to maximize opportunities for direct instruction and participation.
Use of one-on-one and small group instruction for students who require additional support.
Carefully consider student abilities, learning styles, role models, type of assignment, etc., when grouping students for
cooperation learning and with peer partners.
Collaborate, co-teach, or consult with ECE, Comprehensive Teachers, etc.

Prior to instruction, design and organize content to strengthen storage and retrieval of information.
Design instruction that incorporates a multi-sensory approach (visual, auditory, tactile/kinesthetic) to insure that all
learning styles are accommodated. Include demonstrations, simulations, hands-on activities, learning strategies, and
mnemonic devices.
Identify and focus on information critical for mastery. Determine the content students need to know (vs. what is nice to
know). Organize instruction around the big ideas.
Design on agenda showing exactly what the students will learn.
Sequence presentation of content from easier to more difficult.
Prepare study guides, a copy of class notes, or graphic organizers ahead of time. Allow same students to use partially
completed copies during the lesson.
Provide simplified versions of books and materials with similar content.
Design specific management procedures to insure acquisition of content and task completion using
o Planners, agendas, assignment sheets, homework/personal checklists, folders, notebooks, and/or parent notes.
o Written as well as verbal cues/prompt, color-coding, symbols, picture clues.

Instruct Explicitly
Present and pace explicit instruction to reinforce clear understanding of new concepts and make connections to prior learning.
Teach, model and rehearse learning strategies pertaining to the content of the lesson including organizational guide,
cooperative learning skills, and memory/mnemonic devices. (KWL, Venn Diagrams, SQRW=Survey Question, Read,
Write, etc.)
Introduce new concepts by clearly connecting them to prior knowledge using key vocabulary, chapter review
questions, agendas, syllabus, etc. Present in both written and verbal form.
Present assignments/directions in small steps/segments.
Use short phrases, cue words, and signals to direct attention (my turn, your turn, eyes on me).
Adjust the volume, tone, and speed of oral instruction.

Frequently monitor students to enhance memory, comprehension, and attention to the content.
Use frequent and varied questioning strategies. Target higher order thinking skills.
Call on students by name. Restate student responses. Provide positive and corrective feedback.
Use and model think aloud, self-questioning, problem solving, and goal setting techniques.
Reduce
Condense main ideas and key concepts to avoid overload and allow for developmental mastery.
Modify requirements of assignments based on information critical for mastery.
Provide clear, visually uncluttered handouts/worksheets.
Adapt assignment and test formats. Use alternate modes such as short answer, matching, drawing, true/false, and
word banks.
Break tasks into manageable segments. Adjust duration of instruction and independent work.
Reduce redundancy and unnecessary practice.
Use activities that require minimal writing. Avoid asking students to recopy work.
Adjust amount/type of homework and coordinate assignments with other teachers.
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Provide credit for incremental learning.

Emphasize and Repeat
Use repeated practice/targeted cues to increase retention of essential concepts and to develop ability to monitor own learning.
Provide frequent, but short, extra practice activities in small groups.
Have student read/drill aloud to self or peer partner.
Highlight text or use coding methods for key concepts.
Use bound notebooks and/or learning logs to store vocabulary, facts, references, and formulas.
Allow students guided practice and test taking strategies before assessments.
Frequently restate concepts/directions using short phrases.
Use computer activities, games, and precision teaching drills for practice activities instead of worksheets.

Motivate and Enable
Enhance opportunities for academic success to remediate faulty learning/thinking cycles and to reduce failure.
Create unique learning activities including skits, posters, clay models, panoramas, dramatizations, etc. (see textbook
manuals for alternative activities).
Offer students choices of topics/projects and alternative methods to demonstrate knowledge (oral
tests/presentations, illustrations, cooperative groups, etc).
Allow flexible timelines for assignment completion, homework, and testing with retakes.
Consider students learning styles when designing extent of involvement in a learning activity.
Extend time for students to process ideas/concepts, which are presented in lectures/discussions.
Use technology such as taped text, word processors, scanners, and audio feedback software.
Provide spare materials and supplies.
Provide personal word lists/spelling aids for written assignments.
Adjust grading procedures to reflect individual goals, only correct answers, and percent of completed work. Allow
extra credit projects to bring up grades.

Enhance opportunities for behavioral success to reduce frustration and confusion.
Increase positive comments and student interactions (make 3 positive statements for every one negative statement).
Use positive and specific verbal/nonverbal praise. Provide immediate feedback.
Review rules regularly. Provide varied rewards and consequences.
Maintain close physical proximity to students especially during independent work sessions.
Alert students several minutes before transitions occur.
Use personal contracts and goal setting which match the students needs, interests, and abilities.
Teach self-monitoring skills using progress charts/reports. Gradually wean students from artificial incentives.
Maintain regular communication with parents.

References
Rief, Sandra and Heimburge, Julie, How to Reach and Teach all Students in the Inclusive Classroom (1996).
Hawthorne Educational Services, Inc., The Pre-Referral Intervention Manual (1993).
Choate, Joyce, Successful Inclusive Teaching (1997).
Winebrenner, Susan, Teaching Kids with Learning Difficulties in the Regular Classroom (1996).
Inspiration Software, Inc., (1999), www.inspiration.com
Phillips, Vickie and McCullough, Laura, SST Student/Staff Support Teams (1993).
Moll, Anne, Collaborative Strategies, (2001).





Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Grade Five Social Studies Cycle 1
Founding America
Duration:
9 Weeks

Key Focus Topics:
Regions
Human Environmental Interactions
Movement
Economic Decision Making

Assessments:
Ongoing teacher-created formative assessments
Teacher-created summative assessments
District-designed formative diagnostic assessments
District-designed formative proficiency assessments

Topic 1:
Classroom Community and Diverse Cultures
Suggested Duration:
1 Weeks
ESSENTIAL QUESTION(S):
How do we value diversity in our classroom and in the United States?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.3.2 Students will describe specific rights
and responsibilities that individuals have as citizens
of the United States (e.g., voting in national
elections) and explain why civic engagement is
necessary to preserve a democratic society.

Cultures and Societies
SS-05-2.1.1 Students will identify early cultures
(e.g., English, Spanish, French, West African) in the
United States and analyze their similarities and
differences.

SS-05-2.3.1 Students will describe various forms of
interaction (compromise, cooperation, conflict) that
occurred between diverse groups (e.g., Native
Americans, European explorers, English colonists,
British Parliament) in the history of the United
States.

SS-05-2.3.2 Students will give examples of conflicts
between individuals or groups and describe
appropriate conflict resolution strategies (e.g.,
compromise, cooperation, communications).
I can identify elements of culture (e.g.,
beliefs, traditions, languages, skills, literature,
the arts).
I can express my own cultural identity using
artifacts from my life.
I can describe forms of interactions in the
classroom community (compromise, conflict,
cooperation ).
I can give examples of conflicts between
individuals or groups in my classroom.
I can describe conflict-resolution strategies
that help individuals and groups to solve
problems peacefully (e.g., compromise,
cooperation, communication).
I can give examples of how information and
experiences may be interpreted differently by
people from different cultural groups.
I can explain why it is important to
understand and appreciate diverse cultures in
the United States.
I can describe specific rights I have as a
member of my school community.
I can describe specific responsibilities I have
as a member of my school community.
I can explain why it is important to follow
rules in my school and community.
I can explain why it is important to be
engaged in my classroom community (e.g.,
participate in class meetings, work
cooperatively in groups).

JCPS Online Social Studies Lesson: Culture
Overview
You Have a Choice!
The Struggle for Equal Rights
Words of Peace
War: What Happens When Nations Dont Work
It Out?
JCPS Online Social Studies Lesson: Government
Overview

Topic 2:
Historical Tools, Geography, and Economics
Suggested Duration:
1 Weeks
ESSENTIAL QUESTION(S):
How do we use historical and geographic tools to learn about the United States?
What are basic economic problems that affect peoples daily lives?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Academic Services Division/ Curriculum and Instruction /Curriculum Management
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Economics
SS-05-3.1.1 Students will describe scarcity and
explain how scarcity required people in different
periods in the U.S. (Colonization, Expansion,
Twentieth Century to Present to make economic
choices (e.g., use of productive resources-natural,
human, capital) and incur opportunity costs.

Geography
SS-05-4.1.1 Students will use geographic tools (e.g.,
maps, charts, graphs) to identify natural resources
and other physical characteristics (e.g., major
landforms, major bodies of water, weather,
climate, roads, bridges) and analyze patterns of
movement and settlement in the United States.

SS-05-4.1.2 Students will use geographic tools to
locate and describe major landforms, bodies of
water, places, and objects in the United States to
find their absolute location.

SS-05-4.1.3 Students will describe how different
factors (e.g. rivers, mountains) influence where
human activities were/are located in the United
States.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries,
maps, timelines) to describe significant events in
the history of the U.S. and interpret different
I can define and give examples of primary
sources.
I can define and give examples of secondary
sources.
I can explain why a variety of tools are
necessary to understand a historical event.
I can use geographic tools to locate regions of
the U.S. and describe their physical
characteristics.
I can use geographic tools to identify natural
resources in different regions of the U.S.
I can use geographic tools to identify major
physical characteristics of the U.S.
I can use geographic tools to identify the
absolute location of landforms, bodies of
water, places, and objects in the United
States.
I can use the five themes of geography to
locate and describe places in the U.S.

I can describe how different factors impact
where people and activities are located.
I can describe the differences between wants
and needs.
I can describe scarcity and explain how people
make economic decisions to solve the
problem of limited resources.

JCPS Online Social Studies Lesson: Historical
Perspective Overview
The Library of Congress: Using Primary Sources
JCPS Online Social Studies Lesson: Geography
Overview
How the West Was One: A Layered-Look Book,
lesson about regions and the West
Eduplace Maps
http://www.eduplace.com/ss/maps/
Geography Toolbox for Teachers
JCPS Online Social Studies Lesson: Economics
Overview





Topic 3:
Native Americans and Explorers
Suggested Duration:
2 Weeks
ESSENTIAL QUESTION(S):
Why did diverse groups settle in America?
What happens when cultures collide?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Cultures and Societies
SS-05-2.1.1 Students will identify early cultures
(e.g., English, Spanish, French, West-African) in the
United States and analyze their similarities and
differences.

SS-05-2.2.1 Students will describe social institutions
(government, economy, education, religion, family)
in the United States and explain their role in the
growth and development of the nation.

SS-05-2.3.1 Students will describe various forms of
interactions (compromise, cooperation, conflict)
that occurred between diverse groups (e.g., Native
Americans, European Explorers, English colonists,
British Parliament) in the history of the United
States.

Economics
SS-05-3.3.1 Students will give examples of markets
in different periods of U.S. History (Colonization,
Expansion, Industrialization, Twentieth Century to
Present) and explain similarities and differences.

I can use primary and secondary sources to
investigate Native-American culture.
I can identify early Native-American cultures in
the United States.
I can identify the impact of Native-American
cultures on the United States.
I can explain and give examples of how Native
Americans adapted to the physical
environment to meet their needs.
I can compare the way of life of Native
Americans in the past to their way of life today
(communication, technology, transportation,
and education).
I can explain the perspective of Native-
American cultures about the use of land.
I can describe social institutions (e.g.,
government, economy, education, religion,
family) in Native-American cultures.
I can explain how Native Americans exchanged
goods and services.
I can identify early cultures involved in the
exploration of the U.S.
I can describe how new technology promoted
exploration.

JCPS Online Social Studies Lesson: Investigating
Native Americans
Native American Culture: Little Dear and
Mother Earth, video, 6m
National Museum of the American Indian
Native American Cultures, Scholastic interactive
map
Native American Cultures, Scholastic interactive
archeological dig
JCPS Online Social Studies Lesson: Native
American Culture
Native American Culture: Truman Lowe: Native
American Artist, video, (6:00)
Healing Mother Earth for Future Generations,
video, (2:28)
Twentieth Century Warriors, code talkers, video
The Library of Congress: Native Americans and
the Vote
JCPS Online Social Studies Lesson: Native
Americans and Their Environment
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
SS-05-3.4.1 Students will describe production,
distribution and consumption of goods and services
in the history of the U.S. (Colonization,
Industrialization, Twentieth Century to Present).

SS-05-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increase/increased productivity in the U.S.
(Colonization, Industrialization, Twentieth Century
to Present).

Geography
SS-05-4.1.1 Students will use geographic tools (e.g.,
maps, charts, graphs) to identify natural resources
and other physical characteristics (e.g., major
landforms, major bodies of water, weather, climate,
roads, bridges) and analyze patterns of movement
and settlement in the United States.

SS-05-4.4.1 Students will explain and give examples
of how people adapted to/modified the physical
environment (e.g., natural resources, physical
geography, natural disasters) to meet their needs
during the history of the U.S. (colonization,
expansion) and analyze the impact on their
environment.

SS-05-4.4.3 Students will describe how
individuals/groups may have different perspectives
about the use of land (e.g., farming, industrial,
residential, recreation).

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

SS-05-5.2.3 Students will compare change over
time (Colonization, Industrialization, Twentieth
Century to Present) in communication, technology,
transportation and education.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation,
Expansion and Conflict, Industrialization and
Immigration, Twentieth Century to Present) and
explain cause and effect relationships.


I can use geographic tools to analyze patterns
of settlement of early explorers.
I can describe conflicts that occurred between
Native Americans and explorers.
I can describe the distribution of goods
between Europe and the Americas during the
early settlement of the U.S.
I can describe how new knowledge affected
both Europeans and Native Americans.
I can explain a cause of the diversity of cultures
that exists in the U.S. today.
I can explain the effects of European
exploration on Native-American groups.

Teachers Domain: Living With the Land, video,
(2:11)
Discovery Education: Native Americans: People
of the Forest, (29:22)
Discovery Education: Native Americans: People
of the Desert, (28:24)
Discovery Education: Native Americans: People
of the Northwest Coast, (26:17)
Discovery Education: Native Americans: People
of the Plains, (26:26)
Discovery Education: Native American Heritage,
(20:00)
Read Write Think: Native Americans Today
Rituals, Beliefs, and Customs of Native American
Land
Native American Heritage Council, teacher
resource, Teaching About American Indians,
Stereotypes and Contributions
JCPS Online Social Studies Lesson: Native
Americans Through the Lens of Government
and Civics
JCPS Online Social Studies Lesson: The
Economics of Native Americans
Native Tech: Native American Technology and
Art, beads used as currency
Native American Culture of Giving
National Museum of the American Indian, map
of regions and searchable database by region
Interactive: United States History Map
The Fur Trade
JCPS Online Social Studies Lesson: Exploration
Through the Lens of Cultures and Societies
Explorers of North America, Enchanted Learning
searchable database
Hands-On History: Explorers, by Michael Gravois
Mariners Museum: Explorers
Discovery Education: Age of Exploration (20:00)
Tools of Navigation
Their Ships
Exploration and Trade
Waldseemullers Map: World 1507
EDSITEment: What Was Columbus Thinking?,
lesson plan
Mariners Museum, interactive map of routes of
voyages
The Columbian Exchange, video dramatizations
National Geographic Kids: History: Native
Americans, video (3:00)
Great Explorations: To the Ends of the Earth
and Beyond (Incorporate resources from this
unit.)


Topic 4:
Establishing the Colonies
Suggested Duration:
2 Weeks
ESSENTIAL QUESTION(S):
Academic Services Division/ Curriculum and Instruction /Curriculum Management
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
How were the first colonies in America formed?

CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.2 Students will explain and give examples
of ways that democratic governments function (by
making, enacting, and enforcing laws) to promote
the common good (e.g., public smoking ban, speed
limits, seat belt requirements).

Cultures and Societies
SS-05-2.1.1 Students will identify early cultures
(English, Spanish, French, West African) in the
United States and analyze their similarities and
differences.

SS-05-2.3.1 Students will describe various forms of
interactions (compromise, cooperation, conflict)
that occurred between diverse groups (e.g., Native
Americans, European explorers, English colonists,
British Parliament)

Economics
SS-05-3.1.1 Students will describe scarcity and
explain how scarcity required people in different
periods in the U.S. (Colonization, Expansion,
Twentieth Century to Present) to make economic
choices (e.g., use of productive resources natural,
human, capital) and incur opportunity costs.

SS-05-3.4.1 Students will describe production,
distribution and consumption of goods and services
in the history of the U.S. (Colonization,
Industrialization, Twentieth Century to Present).

Geography
SS-05-4.1.1 Students will use geographic tools (e.g.,
maps, charts, graphs) to identify natural resources
and other physical characteristics (e.g., major
landforms, major bodies of water, weather, climate,
roads, bridges) and analyze patterns of movement
and settlement in the United States.

SS-05-4.1.3 Students will describe how different
factors (e.g. rivers, mountains) influence where
human activities were/are located in the United
States.

SS-05-4.3.1
Students will explain patterns of human settlement
in the early development of the United States and
explain how these patterns were influenced by
physical characteristics (e.g., climate, landforms,
bodies of water).

GS-05-4.4.1 Students will explain and give
examples of how people adapted to/modified the
physical environment (e.g., natural resources,
physical geography, natural disasters) to meet their
needs during the history of the U.S. (colonization,
expansion) and analyze the impact on their
environment.

I can use geographic tools to locate and
describe major landforms and bodies of water
that attracted European settlers.
I can analyze patterns of movement and
settlement in North America by early
European colonists.
I can describe how different factors
influenced where human activities were
located in the early European settlements.
I can identify early cultures (English, Spanish,
French, West African) in the United States
and analyze their similarities and differences.
I can analyze the similarities and differences
between the Jamestown and Plymouth
colonies.
I can describe various forms of interactions
that occurred between diverse groups (Native
Americans, enslaved Africans, European
colonists).
I can use primary and secondary sources to
describe events related to the establishment
of the first colonial settlements (Jamestown,
Plymouth, Massachusetts Bay) and explain
cause- and-effect relationships.
I can use primary and secondary sources to
describe events in early Colonial America and
interpret different perspectives (enslaved
West Africans, Powhatans, Wampanoags,
English settlers).
I can explain reasons why early colonists
(immigrants such as the Jamestown colonists,
pilgrims, Puritans) came to America and
compare with why immigrants come to
America today.
I can explain and give examples of how the
early colonists adapted to/modified the
physical environment to meet their needs
during the early settlement of Colonial
America.
I can explain and give examples of ways the
early colonies governed themselves (i.e.,
Mayflower Compact, House of Burgesses).
I can identify historical documents such as the
Mayflower Compact and explain their
historical significance.
I can explain how scarcity required people
during the early Colonization period to make
economic choices (e.g., use of slave labor)
and incur opportunity costs.

JCPS Online Social Studies Lesson: Examining
Colonization Through the Lens of Geography
Looking at Jamestown from a Geographic
Perspective Lesson Plan: Jamestown Settlement
and Yorktown Victory Center
JCPS Online Social Studies Lesson: Examining
Colonization Through the Lens of Culture
Colonial Cultures Clash
Cultures at Jamestown Lesson Ideas: Jamestown
Settlement and Yorktown Victory Center
Cultures at Jamestown: Comparing Cultures
Powhatan Indian World Lesson Ideas:
Jamestown Settlement and Yorktown Victory
Center
JCPS Online Social Studies Lesson: Examining
Colonization Through the Lens of Historical
Perspective
Toolkits Texts: Selected by Stephanie Harvey
and Anne Goudvis for Grades 4-5, Short
Nonfiction for Guided and Independent Practice
We Were Here, Too
Toolkits Texts: Selected by Stephanie Harvey
and Anne Goudvis for Grades 6-7, Short
Nonfiction for Guided and Independent Practice
Fun and Games in Early America
Toolkits Texts: Selected by Stephanie Harvey
and Anne Goudvis for Grades 6-7, Short
Nonfiction for Guided and Independent Practice
Getting Well: Healing the Sick in Early America
Library of Congress Jamestown Primary Source
Set
Evaluating the Impact of People and Events (at
Jamestown)
Jamestown Starving Time Lesson Plan from
Colonial Williamsburg
From Exploration to Colonization lesson
plan(Michigan Citizenship Collaborative
Curriculum)
Early English Settlement lesson plan (Michigan
Citizenship Collaborative Curriculum)
Life at Jamestown Lesson ideas: Jamestown
Settlement and Yorktown Victory Center
Jamestown Economy video: Jamestown
Settlement and Yorktown Victory Center
Thanksgiving Interactive: You are the Historian
(Plimoth Plantation)
Scholastic: The First Thanksgiving
National Geographic: On the Trail of Captain
John Smith
Jamestown Online Adventure
Jamestown Readers Theater Script
JCPS Online Social Studies Lesson: Why did the
Puritans Settle in America?
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Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
SS-05-4.4.2 Students will describe how the physical
environment (e.g., mountains as barriers or
protection, rivers as barriers or transportation) both
promoted and restricted human activities during
the early settlement of the U.S. (Colonization,
Expansion).

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

SS-05-5.2.1 Students will identify historical
documents, selected readings and speeches (e.g.,
Mayflower Compact, Emancipation Proclamation,
Dr. Martin Luther Kings speech: I Have a Dream)
and explain their historical significance.

SS-05-5.2.2 Students will explain reasons (e.g.,
freedoms, opportunities, fleeing negative
situations) immigrants came to America long ago
(Colonization and Settlement, Industrialization and
Immigration, Twentieth Century to Present) and
compare why immigrants come to America today.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation,
Expansion and Conflict, Industrialization and
Immigration, Twentieth Century to Present) and
explain cause and effect relationships.

Religious Freedom and Early New England
Settlements lesson plan
Living With the Land Lesson ideas: Jamestown
Settlement and Yorktown Victory Center
The Development of the Southern Colonies
lesson plan
The Development of the New England Colonies
lesson plan
Settlements in the Middle: New Amsterdam and
Quaker Settlements lesson plan
The Development of the Middle Colonies lesson
plan
Comparing Regional Settlement Patterns lesson
plan
JCPS Online Social Studies Lesson: Colonization
Through the Lens of Government and Civics
Laws at Jamestown: Decision Making lesson plan
and resources
JCPS Online Social Studies Lesson: Examining
Colonization Through the Lens of Economics
Discovery Education: Dutch Traders Experience
a Scarcity of Beaver Fur (2:53)
The Economics of Tobacco lesson plan and
resources

Topic 5:
Colonial Life
Suggested Duration:
2 Weeks
ESSENTIAL QUESTION(S):
How did English colonists change the environment and how did the environment influence their activities?

CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.2 Students will explain and give examples
of ways that democratic governments function (by
making, enacting, and enforcing laws) to promote
the common good (e.g., public smoking ban, speed
limits, seat belt requirements).

Cultures and Societies
SS-05-2.3.1 Students will describe various forms of
interactions (compromise, cooperation, conflict)
that occurred between diverse groups (e.g., Native
Americans, European Explorers, English colonists,
British Parliament) in the history of the United
States.



Economics
SS-05-3.1.1 Students will describe scarcity and
explain how scarcity required people in different
periods in the U.S. (Colonization, Expansion,
I can use geographic tools to identify natural
resources and other physical characteristics in
the colonial regions (New England, Middle
and Southern colonies).
I can use geographic tools to analyze patterns
of movement and settlement in Colonial
America.
I can explain and give examples of how
colonists adapted to/modified the physical
environment to meet their needs during the
development of the 13 colonies.
I can describe how the physical environment
both promoted and restricted human activity
during the colonization period.
I can explain how the various colonial regions
(New England, Middle, and Southern) are
defined by their human and physical
characteristics.
I can describe how colonists and Native
Americans may have.
Colonial America Map -1776 (labeled map)
Colonial America Map-1776 (not labeled)
American Colonial Life in the 1700s: Distant
Cousins
Discovery Education: The Thirteen United States
(2:35)
An Overview of the Thirteen Colonies good
overall site
Thirteen Original Colonies Readers Theater
Script
Life in the New England Colonies lesson plan
Life in the Middle Colonies lesson plan
Life in the Southern Colonies lesson plan
Comparing the Colonial region lesson plan
Discovery Education: The Diversity of Colonial
Communities: 1700-1750 (24:01)
Comparing the Colonies
Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Twentieth Century to Present) to make economic
choices (e.g., use of productive resources natural,
human, capital) and incur opportunity costs.

SS-05-3.3.1 Students will give examples of markets
in different periods of U.S. History (Colonization,
Expansion, Industrialization, Twentieth Century to
Present) and explain similarities and differences.

Geography
SS-05-4.1.1 Students will use geographic tools (e.g.,
maps, charts, graphs) to identify natural resources
and other physical characteristics (e.g., major
landforms, major bodies of water, weather, climate,
roads, bridges) and analyze patterns of movement
and settlement in the United States.

SS-05-4.1.3 Students will describe how different
factors (e.g. rivers, mountains) influence where
human activities were/are located in the United
States

SS-05-4.4.1 Students will explain and give examples
of how people adapted to/modified the physical
environment (e.g., natural resources, physical
geography, natural disasters) to meet their needs
during the history of the U.S. (colonization,
expansion) and analyze the impact on their
environment.

SS-05-4.4.2 Students will describe how the physical
environment (e.g., mountains as barriers or
protection, rivers as barriers or transportation)
both promoted and restricted human activities
during the early settlement of the U.S.
(Colonization, Expansion).

SS-05-4.4.3 Students will describe how
individuals/groups may have different perspectives
about the use of land (e.g., farming, industrial,
residential, recreation).

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

SS-05-5.2.2 Students will explain reasons (e.g.,
freedoms, opportunities, fleeing negative
situations) immigrants came to America long ago
(Colonization and Settlement, Industrialization and
Immigration, Twentieth Century to Present) and
compare with why immigrants come to America
today.(DOK 2)

SS-05-5.2.3 Students will compare change over
time (Colonization, Industrialization, Twentieth
Century to Present) in communication, technology,
transportation and education.
I can explain how different perspectives
about the use of the land caused conflicts
between the British, French, and Native
Americans (e.g., French and Indian War).
I can explain how scarcity required people
during the early Colonization period to make
economic choices (e.g., use of slave labor)
and incur opportunity costs.
I can describe the Triangular Trade route and
explain its impact on the colonial economy.
I can describe production, distribution, and
consumption of goods and services during the
early colonial period (e.g., slave trade,
cultivation of tobacco and other goods).
I can give examples of markets during colonial
times.
I can explain and give examples of ways the
colonial governments functioned to promote
the common good.
I can use primary and secondary sources to
describe what life was like in the colonies for
different groups of people (enslaved people,
slave owners, indentured servants, women,
children, property owners, etc.).
I can use primary and secondary sources to
describe what life was like in the 13 colonies.
I can explain reasons why the 13 colonies
were established.
I can compare life in Colonial America to life
today (e.g., communication, technology,
transportation, and education).
Discovery Education: Making the Thirteen
Colonies: New England Colonies (30:00)
Discovery Education: Making the Thirteen
Colonies: The Middle Colonies (30:00)
Discovery Education: Making the Thirteen
Colonies: The Southern Colonies (30:00)
European Settlement and Native Americans
lesson plan
JCPS Online Social Studies Lesson: French and
Indian War
Toolkit Texts: Selected by Stephanie Harvey and
Anne Goudvis for Grades 4-5, Short Nonfiction
for Guided and Independent Practice Queen
Alliquippa, Seneca Leader
The French and Indian War lesson plan
British Control of North American lesson plan
Discovery Education: The Economy of the New
England Colonies (2:41)
The Colonial Economy lesson plan
Triangular Trade
Discovery Education: The Colonial Shipping
Trade: The Triangular Trade Routes (2:24)
Triangular Trade and the Middle Passage lesson
plan
Eduplace Interactive Maps: Triangular Trade
Routes
Colonial Williamsburg Trades
JCPS Online Social Studies Lesson: Establishing
Democratic Principles in the Early Colonies
Colonial Government: Foundations of Self-
Government lesson plan
What was life like for enslaved people on an 18
th

century Virginia farm? (reading from the
Jamestown Settlement and Yorktown Victory
Center)
What was a mans role on an 18
th
century
Virginia farm?
What was a womans role on an 18
th
century
Virginia farm?
What was the role of children on a 19
th
century
Virginia farm?
What was everyday life like in colonial Virginia?
(graphic organizer)
Colonial Life from Different Perspectives lesson
plan
Slavery in the Colonies lesson plan
Discovery Education Pennsylvania: Founded on
the Principles of Religious Freedom and Self
Government (stop video after 2 minutes and 25
seconds)
(Edsitement Lesson Idea: Then and Now: Life in
Early America, 1740-1840
Colonial Williamsburg: Travel in the 18
th
Century
Lesson Plan (free registration to access Colonial
Williamsburg; teacher resources required)

Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Grade Five Social Studies Proficiency One Download from CASCADE




























Grade Five Social Studies Cycle 2
Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
Page 12
GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Declaring Independence/Growing America
Duration:
6 Weeks

Key Focus Topics:
Social Interactions
Economic Decision Making
History of the United States
Historical Tools
Assessments:
Ongoing teacher-created formative assessments
Teacher-created summative assessments
District-designed formative diagnostic assessments
District-designed formative proficiency assessments

Topic 1:
Growing Tensions Between Britain and the Colonists
Suggested Duration:
4 Weeks
ESSENTIAL QUESTION(S):
Why did the American colonists declare their independence?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.2 Students will explain and give
examples of ways that democratic governments
function (by making, enacting, and enforcing laws)
to promote the common good (e.g., public
smoking ban, speed limits, seat belt
requirements).

SS-05-1.3.1 Students will explain the basic
principles of democracy (e.g., justice, equality,
responsibility, freedom) found in significant U.S.
historical documents (Declaration of
Independence, U.S. Constitution, Bill of Rights) and
analyze why they are important to citizens today.

Culture and Societies
SS-05-2.3.1 Students will describe various forms of
interactions (compromise, cooperation, conflict)
that occurred between diverse groups (e.g., Native
Americans, European Explorers, English colonists,
British Parliament) in the history of the United
States.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries,
maps, timelines) to describe significant events in
the history of the U.S. and interpret different
perspectives.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation,
Expansion and Conflict, Industrialization and
Immigration, Twentieth Century to Present) and
explain cause and effect relationships.
I can explain and give examples of ways the colonists
governed themselves to promote the common good
(e.g., the First and Second Continental Congress).
I can explain the basic principles of democracy found
in the Declaration of Independence.
I can analyze why the Declaration of Independence is
significant (important to citizens) today.
I can paraphrase, in simple language, key passages
from the Declaration of Independence.
I can describe various forms of interactions that
occurred between English colonists and British
Parliament.
I can give examples of conflicts between the British
colonists and Great Britain.
I can use primary and secondary sources to interpret
different perspectives about events/actions leading
to the Revolutionary War (e.g., Loyalist and Patriot).
I can identify the contributions of significant
individuals during the Revolutionary War period.
I can describe events/actions that led to the
Revolutionary War (e.g., The Proclamation of 1763,
Sugar Act, Stamp Act, Boston Massacre, Boston Tea
Party, Intolerable Acts, the publication of Common
Sense).
I can explain cause-and-effect relationships of
events/actions leading to the Revolutionary War.

JCPS Online Social Studies Lesson: First
Continental Congress
Libertys Kids: The Second Continental
Congress Episode (part 1) (part 2)
Closer to War lesson plan
From King to Constitution Get Off Our
Backs!
History.com: Declaration of Independence
(3:49)
Libertys Kids: The First Fourth of July
Episode (part 1) (part 2)
Toolkits Text: Selected by Stephanie
Harvey and Anne Goudvis for Grades 4-5,
Short Nonfiction for Guided and
Independent Practice A Magical Pen
Document Based Activity: A Decent
Respect to the Opinions of Mankind:
Interpreting the Declaration of
Independence (to be used after playing
Mission US: For Crown or Colony)
Historical Scene Investigation: The Boston
Massacre (looks at the event from
multiple points of view)
People and Perspectives lesson plan
Discovery Education: The Revolutionary
War Series: The Events Leading Up to War
(22:00)
Discovery Education: The American
Revolution: From Colonies to Constitution:
The Road to Revolution (15:00)
Causes of the American Revolution
Readers Theater
Libertys Kids Intolerable Acts Episode
(Part 1) (Part 2) you can find the whole
series on YouTube
JCPS Online Social Studies Lesson: The
Quartering Act
JCPS Online Social Studies Lesson: Taxes-
Sugar, Stamp, and Townshend Acts
Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Sugar and Stamps: Governing Without
Consent lesson plan
Actions and Reactions lesson plan
Things Heat Up in Boston lesson plan
JCPS Online Social Studies Lesson: The
Boston Massacre
JCPS Online Social Studies Lesson: The
Boston Tea Party
Mission US: For Crown or Colony?
Mission US Supporting Lesson Materials
for each section of the game
History.com: Boston Massacre (3:00)
Creating a Timeline to Show Cause and
Effect lesson plan

Topic 2:
War for Independence
Suggested Duration:
2 Week
ESSENTIAL QUESTION(S):
What were the effects of the War for Independence and how do they impact your life today?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Cultures and Societies
SS-05-2.3.1 Students will describe various forms of
interaction (compromise, cooperation, conflict) that
occurred between diverse groups (e.g., Native
Americans, European explorers, English colonists,
British Parliament) in the history of the United
States.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

S-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation,
Expansion and Conflict, Industrialization and
Immigration, Twentieth Century to Present) and
explain cause and effect relationships.

I can describe various forms of interactions
that occurred between English colonists and
British Parliament.
I can use primary and secondary sources to
interpret different perspectives about the
Revolutionary War (e.g., Loyalist and Patriot).
I can describe how the Revolutionary War was
impacted by significant individuals and groups
(e.g., Sons of Liberty, Paul Revere, George
Washington, John Adams).
I can describe events/actions that occurred
during the Revolutionary War.
I can explain cause-and-effect relationships of
events/actions that occurred during the
Revolutionary War.

JCPS Online Social Studies Lesson: Defending
Ourselves
Discovery Education: Field Trips to Yesterday:
The Road to Revolution: Historical Boston
(24:00)
The War in the North lesson plan
The War in the South lesson plan
The Treaty of Paris lesson plan
Teaching With Documents: Images of the
American Revolution (National Archives)
Comparing Armies lesson plan
Perspectives on the Revolution lesson plan
History.com: American Revolution (3:20)
Discovery Education Dear America: The Winter
of Red Snow: The Revolutionary War Story of
Abigail Jane Stewart: Valley Forge,
Pennsylvania, 1777
KET Liberty: The American Revolution
American Revolution Readers Theater
Links to multiple sites on American Revolution
Toolkits Text: Selected by Stephanie Harvey
and Anne Goudvis for Grades 4-5, Short
Nonfiction for Guided and Independent
Practice Riding for Freedom

Grade Five Social Studies Proficiency Two Download from CASCADE






Grade Five Social Studies Cycle 3
Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
Page 14
GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Forming a New America
Unit Duration:
12 Weeks

Key Focus Topics:
Formation of Government
Rights and Responsibilities
Constitutional Principals
Movement

Assessments:
Ongoing teacher-created formative assessments
Teacher-created summative assessments
District-designed formative diagnostic assessments
District-designed formative proficiency assessments

Topic 1:
Building a New Government
Suggested Duration:
4 Weeks
ESSENTIAL QUESTION(S):
How and why did the founders establish a new democratic government?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.1 Students will describe the basic
purposes of the U.S. Government as defined in the
Preamble to the U.S. Constitution (to establish
justice, to ensure domestic tranquility, to provide
for the common defense, to promote the general
welfare, to secure the blessings of liberty); give
examples of services the U.S. Government provides
(e.g., armed forces, interstate highways, national
parks) and analyze the importance of these services
to citizens today.

SS-05-1.3.1 Students will explain the basic
principles of democracy (e.g., justice, equality,
responsibility, freedom) found in significant U.S.
historical documents (Declaration of Independence,
U. S. Constitution, Bill of Rights) and analyze why
they are important to citizens today.

SS-05-1.2.2 Students will explain why the framers
of the Constitution felt it was important to establish
a government where powers are shared across
different levels (local, state, national/federal) and
branches (executive, legislative, judicial).

SS-05-1.3.2 Students will describe specific rights
and responsibilities individuals have as citizens of
the United States (e.g., voting in national elections)
and explain why civic engagement is necessary to
preserve a democratic society.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries,
maps, timelines) to describe significant events in
the history of the U.S. and interpret different
perspectives.

SS-05-5.2.1 Students will identify historical
documents, selected readings and speeches (e.g.,
Mayflower Compact, Emancipation Proclamation,
I can describe the basic purposes of the U.S.
government as defined in the Preamble to the
U.S. Constitution.
I can explain the basic principles of democracy
(justice, equality, responsibility, freedom)
found in significant U.S. historical documents
(Declaration of Independence, U.S.
Constitution, Bill of Rights).
I can explain why the framers of the U.S.
Constitution felt it was important to establish
a government where powers are shared
across different levels and branches.
I can explain why it was necessary to add a Bill
of Rights to the U.S. Constitution.
I can use the U.S. Constitution and Bill of
Rights as primary sources to learn about the
establishment and structure of the U.S.
government.
I can identify the historical significance of the
Constitution of the United States and the Bill
of Rights.
What Basic Ideas About Government Are
Included in the Preamble to the Constitution
Center for Civic Education
The Preamble to the Constitution: How Do
You Make a More Perfect Union?
EdSITEment National Endowment for the
Humanities
School House Rock: The Preamble (3 minutes)
JCPS Online Social Studies Lesson: The
Dream of Democracy PPT for lesson
JCPS Online Social Studies Lesson:
Democratic Principles in the Early Colonies
JCPS Online Social Studies Lesson: A New
Form of Government
JCPS Online Social Studies Lesson: Governing
the States (The Articles of Confederation)
JCPS Online Social Studies Lesson:
Separation of Powers
JCPS Online Social Studies Lesson:
Negotiation and Compromise at the
Constitutional Convention
JCPS Online Social Studies Lesson:
Negotiation and Compromise at the
Constitutional Convention: How Should
Slaves Be Counted?
JCPS Online Social Studies Lesson: To Sign or
Not to Sign
JCPS Online Social Studies Lesson: How did
the Founders deny rights to enslaved
persons?
Who Rules
Roots of Democracy
Wanted: A Just Right Government
Discovery Education: TLC Elementary - We
the People: A History (23:17)
Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
Page 15
GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Dr. Martin Luther Kings speech: I Have a Dream)
and explain their historical significance.

You Mean I've Got Rights? - iCivics

Constitution Day megasite regarding the
Constitution and surrounding events
Big Ideas in the Constitution: The Mini Page
Historical Documents Bens Guide to
Government
The Constitution for Kids
Constitution as a Primary Source

Topic 2:
Government Today
Suggested Duration:
1 Weeks
ESSENTIAL QUESTION(S):
Why is the democratic government the founders established still important today?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.1 Students will describe the basic
purposes of the U.S. Government as defined in the
Preamble to the U.S. Constitution (to establish
justice, to ensure domestic tranquility, to provide
for the common defense, to promote the general
welfare, to secure the blessings of liberty); give
examples of services the U.S. Government provides
(e.g., armed forces, interstate highways, national
parks) and analyze the importance of these services
to citizens today.

SS-05-1.1.2 Students will explain and give examples
of how democratic governments function (by
making, enacting and enforcing laws) to promote
the common good (e.g., public smoking ban,
speed limits, seat belt requirements).

SS-05-1.3.1 Students will explain the basic
principles of democracy (e.g., justice, equality,
responsibility, freedom) found in significant U.S.
historical documents (Declaration of Independence,
U. S. Constitution, Bill of Rights) and analyze why
they are important to citizens today.

SS-05-1.2.1 Students will identify the three
branches of the U.S. Government explain the basic
duties of each branch (executive-enforce the laws,
legislative-make the laws, judicial- interpret the
laws) and identify important national/federal
offices/leaders, (President, Vice-President,
Congress, House, Senate, U.S. Senators, U.S.
Representatives, U.S. Supreme Court, judges)
associated with each branch.

SS-05-1.3.2 Students will describe specific rights
and responsibilities individuals have as citizens of
the United States (e.g., voting in national elections)
and explain why civic engagement is necessary to
preserve a democratic society.

I can give examples of services the U.S.
government provides and analyze the
importance of these services to citizens today.
I can explain and give examples of how
democratic governments function to promote
the common good.
I can analyze why the basic principles of
democracy (justice, equality, responsibility,
freedom) are important to citizens today.
I can identify the three branches of
government.
I can explain the basic duties of each branch
of government.
I can identify important national/federal
offices/leaders associated with each branch.
I can describe specific rights and
responsibilities that individuals have as
citizens of the United States.
I can explain why civic engagement is
necessary to preserve a democratic society.

JCPS Online Social Studies Lesson:
Democracy
The Democracy Project PBS Kids
Why Pay Taxes? IRS lesson plan
JCPS Online Social Studies Lesson: The Need
for Government to Promote the Common
Good
Three Branches of Government Bens Guide
to Government
Branches of Power interactive game from
iCivics
Branches of Power lesson plan from iCivics
The Fourth Branch - You! lesson plan from
iCivics
JCPS Online Social Studies Lesson: Individual
Responsibility
Rights of Citizens Bens Guide to
Government
Responsibilities of Citizens Bens Guide to
Government

Topic 3:
Exploration and Acquisition of the Western Frontier
Suggested Duration:
1 Weeks
Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
Page 16
GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
ESSENTIAL QUESTION(S):
How was land in the current United States acquired?
What difficulties did individuals face when exploring the Western United States?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.2 Students will explain and give examples
of how democratic governments function (by
making, enacting and enforcing laws) to promote
the common good (e.g., public smoking ban,
speed limits, seat belt requirements).

Cultures and Societies
SS-05-2.3.1 Students will describe various forms of
interactions (compromise, cooperation, conflict)
that occurred between diverse groups (e.g., Native
Americans, European Explorers, English colonists,
British Parliament) in the history of the United
States.

Economics
SS-05-3.1.1 Students will describe scarcity and
explain how scarcity required people in different
periods in the U.S. (Colonization, Expansion,
Twentieth Century to Present) to make economic
choices (e.g., use of productive resources- natural,
human, capital) and incur opportunity costs.

SS-05-3.2.1 Students will explain how profits
motivated individuals/businesses in the U.S.
(Expansion, Industrialization) to take risks in
producing goods and services.

SS-05-3.3.1 Students will give examples of markets
in different periods of U.S. History (Colonization,
Expansion, Industrialization, Twentieth Century to
Present) and explain similarities and differences.

Geography
SS-05-4.1.1 Students will use geographic tools (e.g.,
maps, charts, graphs) to identify natural resources
and other physical characteristics (e.g., major
landforms, major bodies of water, weather, climate,
roads, bridges) and analyze patterns of movement
and settlement in the United States.

SS-05-4.4.1 Students will explain and give examples
of how people adapted to/modified the physical
environment (e.g., natural resources, physical
geography, natural disasters) to meet their needs
during the history of the U.S. (Colonization,
Expansion) and analyze the impact on their
environment.

SS-05-4.4.2 Students will describe how the physical
environment (e.g., mountains as barriers or
protection, rivers as barriers or transportation) both
promoted and restricted human activities during the
early settlement of the U.S. (Colonization,
Expansion).
Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
I can describe scarcity and explain how
scarcity required people to make economic
choices during the Expansion era of U.S.
history (e.g. , scarcity of land in the East).
I can explain how profits motivated people in
the Expansion era of U.S. history to take risks
in producing goods and services (e.g. ,
building of the Erie Canal, Gold Rush).
I can give examples of markets during the
Expansion era of U.S. history.
I can explain and give examples of how the
government attempted to promote the
common good for American settlers by
making, enacting, and enforcing laws (Indian
Removal Act).
I can describe interactions between diverse
groups (e.g., Native Americans and American
settlers, Native Americans and U.S.
government) during the Expansion era of U.S.
history.
I can use geographic tools to analyze patterns
of human movement during the Expansion
era in U.S. history (Santa Fe Trail, Trail of
Tears, Oregon Trail).
I can describe how the physical environment
both promoted and restricted human
activities during the Expansion era of U.S.
history.
I can explain and give examples of how
people adapted to and modified the physical
environment to meet their needs during the
Expansion era of U.S. history.
I can use primary and secondary sources to
describe significant events in the Expansion
era of U.S. history.
I can describe the significant historical events
in the Expansion period of U.S. history
through cause-and-effect relationships.
I can describe how land was acquired during
the Expansion era of the United States
(Louisiana Purchase, Florida Acquisition,
Texas Annexation, Oregon Country, Mexican
Cession, Gasden Purchase).
I can describe the effects of the War of 1812
on the new United States nation.
I can explain why different groups of people
traveled west (Lewis and Clark Expedition,
Forty-Niners, Mormans, Oregon Pioneers,
Native Americans, former enslaved persons).

JCPS Online Social Studies Lesson: An
Expanding Nation: The Louisiana Purchase
JCPS Online Social Studies Lesson: Lewis and
Clark Explore the Louisiana Purchase
PBS KIDS: Gold Rush
History.com: Gold Rush (2:37)
YouTube: Erie Canal Song (1:08)
History.com: Building the Erie Canal (2:29)
Readers Theater: Sarahs Gold (Gold Rush)
Mining Towns
JCPS Online Social Studies Lesson: Indian
Removal Act
This Land Is Your Land? This Land Is My Land!
New York Times Lesson Plan
Lewis and Clark Trail Map
Let's Head West lesson plans incorporating
geography
Discovery Education: Cherokee Trail of Tears
(5:25)
Discovery Education: Pioneers: The American
Frontier (18:00)
JCPS Online Social Studies Lesson: Westward
Expansion
Westward Expansion Unit from Core
Knowledge
Jump Back in Time: A New Nation
interactive timeline
Discovery Education: The Louisiana Purchase
(3:33)
PBS: Lewis and Clark
Go West Across America with Lewis and Clark
National Geographic Kids
Establishing Borders Smithsonian lesson
plan
History.com: The Alamo
Lessons from Zinn Education Project

Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
history of the U.S. and interpret different
perspectives.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation,
Expansion and Conflict, Industrialization and
Immigration, Twentieth Century to Present) and
explain cause and effect relationships.

Topic 4:
Settling the West
Suggested Duration:
2 Week
ESSENTIAL QUESTION(S):
What were the causes and effects of settlers moving west?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.2 Students will explain and give examples
of how democratic governments function (by making,
enacting and enforcing laws) to promote the
common good (e.g., public smoking ban, speed
limits, seat belt requirements).

Cultures and Societies
SS-05-2.3.1 Students will describe various forms of
interactions (compromise, cooperation, conflict) that
occurred between diverse groups (e.g., Native
Americans, European Explorers, English colonists,
British Parliament) in the history of the United States.

Economics
SS-05-3.2.1 Students will explain how profits
motivated individuals/businesses in the U.S.
(Expansion, Industrialization) to take risks in
producing goods and services.

Geography
SS-05-4.3.1 Students will explain patterns of human
settlement in the early development of the United
States and explain how these patterns were
influenced by physical characteristics (e.g., climate,
landforms, bodies of water)

SS-05-4.4.2 Students will describe how the physical
environment (e.g., mountains as barriers or
protection, rivers as barriers or transportation) both
promoted and restricted human activities during the
early settlement of the U.S. (Colonization,
Expansion).

SS-05-4.4.3 Students will describe how
individuals/groups may have different perspectives
about the use of land (e.g., farming, industrial,
residential, recreational).

SS-05-4.3.2 Students will describe how advances in
technology (e.g., dams, reservoirs, roads, irrigation)
allow people to settle in places previously
inaccessible in the United States.

I can explain and give examples of how the
government attempted to promote the
common good for American settlers by
making, enacting, and enforcing laws (The
Homestead Act).
I can describe interactions between diverse
groups (e.g., Native-American and American
settlers, Native Americans and U.S.
government; cattle ranchers and farmers)
during the period of Westward movement
(e.g., the Indian Wars, Battle of Little Big
Horn).
I can explain how profits motivated
individuals/businesses during continued
Westward expansion to take risks in
producing goods and services (e.g., cattle
drives, Transcontinental Railroad, Pony
Express).
I can explain how the patterns of settlement
in the western United States were
influenced by physical characteristics.
I can describe how the physical environment
both promoted and restricted human
activities during continued westward
expansion.
I can describe how individuals/groups have
different perspectives about the use of land
(ranchers vs. farmers, Native Americans vs.
American settlers).
I can describe how advances in technology
(e.g., transcontinental railroad, barbed wire,
wagon train) allowed people to settle in the
West more easily.
I can explain and give examples of how
American settlers in the West adapted
to/modified the physical environment to
meet their needs.
I can use primary and secondary sources to
describe significant events and interpret
different perspectives during the period of
continued westward expansion (e.g.,
Chinese immigrants, cowboys, exodusters,
farmers, religious groups, Mexican
Americans, Native Americans).
The Mini Page: The Homestead Act
Teaching With Documents: The Homestead
Act of 1862
Frontier House: Free Land
JCPS Online Social Studies Lesson:
Communication and Conflict on the Plains
History.com: The Last of the Sioux (3:48)
Core Knowledge Wild Wild West Unit:
Railroads Link East to West Lesson
Race to the Finish Lesson
Cowboys and Cattle Drives Lesson
JCPS Online Social Studies Lesson:
Transcontinental Railroad
History.com: Transcontinental Railroad (3:27)
John Henry: Disney video in YouTube
Core Knowledge Wild Wild West Unit:
Building the Homestead Lesson
Who Were the Homesteaders? Lesson
The End of the Frontier Lesson
Westward Expansion: Collection of Lessons
Discovery Education: 70 Years on the Great
Plains, 1862-1932 (18:12)
Discovery Education: The American Frontier
(18:00)


Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
SS-05-4.4.1 Students will explain and give examples
of how people adapted to/modified the physical
environment (e.g., natural resources, physical
geography, natural disasters) to meet their needs
during the history of the U.S. (Colonization,
Expansion) and analyze the impact on their
environment.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary and
secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the history
of the U.S. and interpret different perspectives.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.

I can describe significant events during the
period of continued westward expansion
and explain their cause-and- effect
relationships (e.g., the Homestead Act,
completion of the Transcontinental Railroad,
Indian Wars, Native-Americans forces on
reservations).



Topic 5:
Regional Differences
Suggested Duration:
2 Weeks
ESSENTIAL QUESTION(S):
How did regional differences lead to the Civil War?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Cultures and Societies
SS-05-2.2.1 Students will describe social institutions
(government, economy, education, religion, family)
in the United States and explain their role in the
growth and development of the nation.

SS-05-2.3.2 Students will give examples of conflicts
between individuals or groups and describe
appropriate conflict resolution strategies (e.g.,
compromise, cooperation, communication).

Economics
SS SS-05-3.4.1 Students will describe production,
distribution and consumption of goods and services
in the history of the U.S. (Colonization,
Industrialization, Twentieth Century to Present).

SS-05-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increase/increased productivity in the U.S.
(Colonization, Industrialization, Twentieth Century to
Present).

Geography
SS-05-4.1.2 Students will use geographic tools to
locate and describe major landforms, bodies of
water, places and objects in the United States by
their absolute location.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary and
secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the history
of the U.S. and interpret different perspectives.

I can describe economic differences
between the North and South before the
Civil War.
I can explain the role of regional differences
(beliefs about slavery, economics, states
rights) in the growth and development of
the United States in the mid 1800s.
I can give examples of conflicts between the
northern and southern regions of the United
States before the Civil War.
I can describe attempts to resolve conflict
between the northern and southern regions
before the Civil War (e.g., Compromise of
1850, the Missouri Compromise).
I can describe the production, distribution,
and consumption of goods and services in
the North (e.g., railroads, textile mills,
inventions).
I can describe the production, distribution,
and consumption of goods and services in
the South (slave labor on plantations).
I can describe the effects of the invention of
the cotton gin (e.g., social and economic).
I can use geographic tools to locate and
describe routes along the Underground
Railroad, using absolute and relative
location.
I can explain how the North and South were
defined by their human (beliefs about
slavery, jobs) and physical characteristics
(farmland, access to rivers).
I can use primary and secondary sources to
interpret the different perspectives during
the Civil War period (e.g., supporters of
JCPS Online Social Studies Lesson: A Nation
Divided: Industrial North
JCPS Online Social Studies Lesson: A Nation
Divided: Agricultural South
North and South: Different Cultures, Same
Country student-friendly article
JCPS Online Social Studies Lesson: A Nation
Divided: Fight for the West
JCPS Online Social Studies Lesson: The Issue
of Slavery: Conflict and Compromise
History.com: America Divided (3:54)
The Impact of the Cotton Gin - lesson
Readers Theater: Harriett Tubman
Readers Theater: Sojourner Truth
Underground Railroad: Escape from Slavery
from Scholastic
Underground Railroad Journey from
National Geographic
JCPS Online Social Studies Lesson:
Abolitionism and Dissent: Promoting
Democratic Principles
JCPS Online Social Studies Lesson: Election of
1860
JCPS Online Social Studies Lesson: The Union
is Dissolved
Discovery Education: Causes of Civil War
(14:00)
Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.
slavery vs. abolitionists, enslaved persons,
supporters of individual states rights).
I can describe significant historical events
during the pre-Civil War period (e.g.,
Bleeding Kansas, Dred Scott, Fugitive Slave
Law, U.S. Court decisions).
I can explain cause-and-effect relationships
of the events leading to the Civil War (e.g.,
John Browns raid on Harpers Ferry, Lincoln
elected President, secession of South
Carolina).

Topic 6:
Civil War and Reconstruction
Suggested Duration:
2 Weeks
ESSENTIAL QUESTION(S):
How did Americans strive to solve regional differences?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.2 Students will explain and give examples
of how democratic governments function (by making,
enacting and enforcing laws) to promote the
common good (e.g., public smoking ban, speed
limits, seat belt requirements).

SS-05-1.3.1 Students will explain the basic principles
of democracy (e.g., justice, equality, responsibility,
freedom) found in significant U.S. historical
documents (Declaration of Independence, U. S.
Constitution, Bill of Rights) and analyze why they are
important to citizens today.

Cultures and Societies
SS-05-2.3.2 Students will give examples of conflicts
between individuals or groups and describe
appropriate conflict resolution strategies (e.g.,
compromise, cooperation, communication).

Geography
SS-05-4.1.2 Students will use geographic tools to
locate and describe major landforms, bodies of
water, places and objects in the United States by
their absolute location.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary and
secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the history
of the U.S. and interpret different perspectives.

SS-05-5.2.1 Students will identify historical
documents, selected readings and speeches (e.g.,
Mayflower Compact, Emancipation Proclamation, Dr.
Martin Luther Kings speech: I Have a Dream) and
explain their historical significance.

SS-05-5.2.3 Students will compare change over time
(Colonization, Industrialization, Twentieth Century to
Present) in communication, technology,
transportation and education.

I can explain and give examples of how the
U.S. government attempted to preserve the
Union in order to promote the common
good.
I can explain the basic principles of
democracy found in Reconstruction
(Amendments 13, 14, 15).
I can analyze why the Reconstruction
Amendments are important to citizens
today.
I can give examples of conflicts between the
Union and the Confederacy.
I can describe how the surrender at
Appomattox Courthouse resolved the Civil
War conflict.
I can use geographic tools to locate and
describe absolute and relative location of
major Civil War battles.
I can use primary and secondary sources to
describe/interpret the different perspectives
during the Civil War (e.g., women, children,
Union soldiers, Confederate soldiers,
enslaved persons, leaders).
I can explain the historical significance of the
Emancipation Proclamation.
I can explain the historical significance of the
Gettysburg Address.
I can compare change over time in
communication, technology, transportation,
and education during the Civil War era to
the Colonization/Revolutionary war period
(Morse code, telegraph, railroads, artillery,
medical care, Freedmens Bureau schools).
I can describe significant events during the
Civil War period (attack on Fort Sumter,
Lincolns re-election and assassination,
Shermans March to Sea, Battle of
Gettysburg, surrender at Appomattox
Courthouse, Reconstruction).
I can explain cause-and-effect relationships
of events during the Civil War and
Reconstruction periods.
JCPS Online Social Studies Lesson: The Civil
War
KET: A State Divided: Exploring the Civil War
in Kentucky Through Images
JCPS Online Social Studies Lesson:
Reconstruction
PBS Civil War: Links to Resources
The Kennedy Center: Civil War Music Lessons
Econ Ed Lesson : The Civil War: A War of
Resources
Mission US: Mission 2: Flight to Freedom
Discovery Education: Civil War (15:00)
History.com: Lincolns War Machine (3:01)
Civil War Trust: collection of lessons and
resources
Battlefields, Civil War.org
Scholastic.com: Maps of Civil War
Animation of A Civil War Map With Timeline
Map of Division: Civil War from Scholastic
Primary Sources on Slavery from Scholastic
Primary Sources Databank
Civil War Interactive Maps
Civil War Primary Sources
Civil War Photos.net
Gettysburg Address Narration
The Emancipation Proclamation Through
Different Eyes lesson from Gilder Lehrman
Antietam and Emancipation Civil War Trust
lesson

Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
Page 20
GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.
Grade Five Social Studies Proficiency Three Download from CASCADE





















Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
Page 21
GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Grade Five Social Studies Cycle 4
Transforming America
Duration:
7 Weeks

Key Focus Topics:
Human Environmental Interaction
Social Interactions
Production, Distribution, Consumption
History of the United States
Primary and Secondary Sources

Assessments:
Ongoing teacher-created formative assessments
Teacher-created summative assessments
District-designed formative diagnostic assessments
District-designed formative proficiency assessments

Topic 1:
Industrialization
Suggested Duration:
3 days
ESSENTIAL QUESTION(S):
How did advances in technology change the way of life for Americans?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.2 Students will explain and give examples
of how democratic governments function (by making,
enacting and enforcing laws) to promote the
common good (e.g., public smoking ban, speed
limits, seat belt requirements).

Cultures and Societies
SS-05-2.3.2 Students will give examples of conflicts
between individuals or groups and describe
appropriate conflict resolution strategies (e.g.,
compromise, cooperation, communication).

Economics
SS-05-3.2.1 Students will explain how profits
motivated individuals/businesses in the U.S.
(Expansion, Industrialization) to take risks in
producing goods and services.

SS-05-3.3.2 Students will explain how competition
among buyers and sellers influences the price of
goods and services in our state, nation and world.

SS-05-3.3.1 Students will give examples of markets in
different periods of U.S. History (Colonization,
Expansion, Industrialization, Twentieth Century to
Present) and explain similarities and differences.

SS SS-05-3.4.1 Students will describe production,
distribution and consumption of goods and services
in the history of the U.S. (Colonization,
Industrialization, Twentieth Century to Present).

SS-05-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increase/increased productivity in the U.S.
I can explain how profits motivated
individuals/businesses during the
Industrialization period to take risks in
producing goods and services (e.g., rise of
steel and oil industries, child labor).
I can explain how competition among buyers
and sellers influenced the price of goods and
services during the Industrialization period
(e.g., growth of factories, cheap laborers).
I can explain how goods and services were
exchanged during the Industrial period (e.g.,
use of uniform currency, people could sell
their goods in other parts of the country via
the railroads, steamboats).
I can explain similarities and differences
between Colonial and Industrial markets.
I can describe how inventions affected the
production, distribution, and consumption of
goods during the Industrial period (e.g., light
bulb, telephone, radio, mills).
I can compare communication, technology,
transportation, and education during the
Industrialization period to today.
I can describe significant events during the
Industrialization period and explain their
cause-and-effect relationships (e.g., transfer
of labor from farm to factories, increase in
population in major cities, growth of
immigrant labor force).
I can give examples of conflict between
industry leaders and workers and describe
appropriate conflict-resolution strategies
(e.g., unions, labor contracts, strikes, and
collective bargaining).
JCPS Online Social Studies Lesson: Why
were harsh working conditions supported
by factory owners and how did individuals
and groups challenge factory life?
JCPS Online Social Studies Lesson: How
were the rights of children violated by their
having to work?
JCPS Online Social Studies Lesson: How did
people use writing and photography to
highlight social problems in America?
Discovery Education: Workers Rights: The
Triangle Shirtwaist Fire (5:38)
Collection of Lewis Hine Photographs
History.com: Thomas Edison (2:51)

Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
(Colonization, Industrialization, Twentieth Century to
Present).

Historical Perspective
SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.

I can explain and give examples of how the
government attempted to promote the
common good during the Industrialization
period by making, enacting, and enforcing
laws (e.g., child labor laws, FDA regulations,
anti-trust laws).



Topic 2:
Immigration
Suggested Duration:
3 days
ESSENTIAL QUESTION(S):
How did push/pull factors influence immigration in the late 1800s?
How do push/pull factors influence immigration today?

CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.2 Students will explain and give examples
of how democratic governments function (by
making, enacting and enforcing laws) to promote the
common good (e.g., public smoking ban, speed
limits, seat belt requirements).

Cultures and Societies
SS-05-2.2.1 Students will describe social institutions
(government, economy, education, religion, family)
in the United States and explain their role in the
growth and development of the nation.

Geography
SS-05-4.1.1 Students will use geographic tools (e.g.,
maps, charts, graphs) to identify natural resources
and other physical characteristics (e.g., major
landforms, major bodies of water, weather, climate,
roads, bridges) and analyze patterns of movement
and settlement in the United States.

SS-05-4.3.1 Students will explain patterns of human
settlement in the early development of the United
States and explain how these patterns were
influenced by physical characteristics (e.g., climate,
landforms, bodies of water).

Historical Perspective
SS-05-5.2.2 Students will explain reasons (e.g.,
freedoms, opportunities, fleeing negative situations)
immigrants came to America long ago (Colonization
and Settlement, Industrialization and Immigration,
Twentieth Century to Present) and compare with
why immigrants come to America today.

SS-05-5.2.3 Students will compare change over time
(Colonization, Industrialization, Twentieth Century to
Present) in communication, technology,
transportation and education.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
I can explain and give examples of how the
government attempted to promote the
common good for the American workforce by
making, enacting, and enforcing laws (Chinese
Exclusion Act).
I can describe how social institutions
developed in the immigrant neighborhoods
and influenced the culture and growth of the
nation.
I can use geographic tools to analyze the
patterns of immigrant movement to the
United States from Europe and Asia.
I can explain the patterns of immigrant
settlement in the United States (arrival at Ellis
Island/Angel Island, settling immigrant
neighborhoods).
I can explain the reasons (push factors
conditions that drive people to leave their
homes, and pull factors conditions that
attract people to a new area) that immigrants
came to America during the Immigration
period.
I can explain why immigrants come to America
today.
I can explain the historical events that led to
the Immigration period (e.g., Irish potato
famine, war throughout Europe, America as
the golden land).



Ellis Island Virtual Fieldtrip from Scholastic
JCPS Online Social Studies Lesson: Why did
immigrants come to the United States in the
1800s?
JCPS Online Social Studies Lesson: How did
individuals and the government respond to
immigrants from 1880 to 1925?
History.com: The Statue of Liberty (3:12)
Discovery Education: American Heritage:
Immigration to the United States (20:00)
Eduplace Interactive Map: Immigration to
the United States
New York Times Interactive Map:
Immigration Data Since 1880
JCPS Online Social Studies Lesson: Growth
of Cities

Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
Page 23
GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.

Topic 3:
Becoming a World Power
Suggested Duration:
3 days
ESSENTIAL QUESTION(S):
How did the United States grow to become a world power?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.1 Students will describe the basic purposes
of the U.S. Government as defined in the Preamble
to the U.S. Constitution (to establish justice, to
ensure domestic tranquility, to provide for the
common defense, to promote the general welfare,
to secure the blessings of liberty); give examples of
services the U.S. Government provides (e.g., armed
forces, interstate highways, national parks) and
analyze the importance of these services to citizens
today.

SS-05-1.2.1 Students will identify the three branches
of the U.S. Government, explain the basic duties of
each branch (executive-enforce the laws, legislative-
make the laws, judicial- interpret the laws) and
identify important national/federal offices/leaders,
(President, Vice-President, Congress, House, Senate,
U.S. Senators, U.S. Representatives, U.S. Supreme
Court, judges) associated with each branch.

Cultures and Societies
SS-05-2.2.1
Students will describe social institutions
(government, economy, education, religion, family)
in the United States and explain their role in the
growth and development of the nation.

SS-05-2.3.2 Students will give examples of conflicts
between individuals or groups and describe
appropriate conflict resolution strategies (e.g.,
compromise, cooperation, communication).

Geography
SS-05-4.1.2 Students will use geographic tools to
locate and describe major landforms, bodies of
water, places and objects in the United States by
their absolute location.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
I can describe the basic purposes of the U.S.
government as defined in the preamble to the
Constitution.
I can give examples of services the U.S.
government provided during the Spanish-
American War (protection from the military)
and analyze the importance of these services to
citizens today.
I can give examples of services the U.S.
government provided during World War I
(protection from the military) and analyze the
importance of these services to citizens today.
I can identify the branch(es) of government
responsible for the United States entering
World War I and explain the basic duties of
each.
I can identify the important national
offices/leaders associated with each branch
during World War I (e.g., executive Woodrow
Wilson; legislative congress).
I can describe governments role (i.e.,
President Woodrow Wilson asking congress to
declare war on the Central Powers) in the
United States leading to World War I.
I can explain the U.S. governments role in the
United States becoming a world power.
I can give examples of conflicts between the
Allies (e.g., Great Britain, France, and Russia)
and Central Powers (e.g., Austria-Hungary and
Germany) and describe appropriate conflict-
resolution strategies (e.g., Treaty of Versailles).
I can use geographic tools to locate and
describe the relative and absolute location of
countries involved in the Spanish-American
War.
I can use geographic tools to locate and
describe European countries involved in WW I
by their relative and absolute location.
I can use primary and secondary sources to
describe events from World War I and
interpret different perspectives (soldiers,
women on the home front, African Americans).
I can describe events/actions that led to the
United States becoming a world power
(Spanish-American War, WWI,
Industrialization) and explain their cause- and-
effect relationships.

Discovery Education: World War I (1916-
1918) (2:25)
JCPS Online Social Studies Lesson:
Progressivism
Primary Documents: U.S. Declares War with
Germany
Interactive Constitution
PBS The Great War - Maps
JCPS Online Social Studies Lesson:
The Great War

Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Twentieth Century to Present) and explain cause and
effect relationships.

Topic 4:
Great Migration
Suggested Duration:
1 day
ESSENTIAL QUESTION(S):
How did push/pull factors encourage the Great Migration of African Americans?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Geography
SS-05-4.1.1 Students will use geographic tools (e.g.,
maps, charts, graphs) to identify natural resources
and other physical characteristics (e.g., major
landforms, major bodies of water, weather, climate,
roads, bridges) and analyze patterns of movement
and settlement in the United States.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

I can use geographic tools to analyze patterns
of movement (of African-Americans) in the
United States during the Great Migration.
I can use primary and secondary sources to
describe the period known as the Great
Migration and interpret different perspectives
(e.g., African-American men, women, and
children).
I can identify push factors (conditions that
drive people to leave their home) and pull
factors (conditions that attract people to a new
area) that led African-Americans north and
west during the early 1900s.
The Schomburg Center for Research in
Bl ack Cul ture I n Moti on: The
African-American Migration
Experi ence
JCPS Online Social Studies Lesson The
Great Migration
Great Migration Maps
The Great Migration Lesson Plan


Topic 5:
Continued Industrialization and Roaring 20s
Suggested Duration:
3 days
ESSENTIAL QUESTION(S):
How have changes in technology lead to a different way of life in the 1920s?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Economics
SS-05-3.2.1 Students will explain how profits
motivated individuals/businesses in the U.S.
(Expansion, Industrialization) to take risks in
producing goods and services.

SS-05-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increase/increased productivity in the U.S.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

SS-05-5.2.3 Students will compare change over time
(Colonization, Industrialization, Twentieth Century to
Present) in communication, technology,
transportation and education.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.

I can explain how profits motivated
individuals/business (e.g., Henry Ford and the
Model-T Ford) in the United States during the
Roaring 20s (period of continued
industrialization) to take risks in producing
goods and services.
I can describe how the assembly line increased
productivity in the United States.
Students will use primary and secondary
sources to describe events during the Roaring
20s (i.e., Jazz Age, Harlem Renaissance) and
interpret different perspectives (i.e. African
Americans, women, men).
I can compare change over time during the 20s
in communication, technology, transportation,
and education (i.e., radios, electric
refrigerators, Model-T Ford).
I can describe significant events during the
Roaring 20s (Jazz Age) and explain cause-and-
effect relationships.
History.com: Henry Ford (3:18)
Video of Automobile Assembly Line
PBS American Experience, The Crash of 29:
Roaring 20s Photo Gallery
Academic Services Division/ Curriculum and Instruction /Curriculum Management
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Topic 6:
Suffrage
Suggested Duration:
1 day
ESSENTIAL QUESTION(S):
How did the fight for suffrage impact women in the United States and change our nation?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.3.1 Students will explain the basic principles
of democracy (e.g., justice, equality, responsibility,
freedom) found in significant U.S. historical
documents (Declaration of Independence, U. S.
Constitution, Bill of Rights) and analyze why they are
important to citizens today.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.

I can explain the basic principle of democracy
found in the 19
th
Amendment to the
Constitution and analyze why it is important to
citizens today.
I can use primary and secondary sources to
describe events leading to the ratification of
the 19
th
Amendment (i.e., Seneca Falls
Convention, the role of women in World
War I).
I can identify significant individuals that
impacted the fight for womens suffrage.
Digital Docs in Box: Womens Suffrage
(documents, photos, and audio/video)
Scholastic: Womens Suffrage
Teaching With Documents: Womens
Suffrage and the 19
th
Amendment
Toolkits Texts: Selected by Stephanie Harvey
and Anne Goudvis for Grades 6-7, Short
Nonfiction for Guided and Independent
Practice The Petticoat Vote

Topic 7:
Great Depression
Suggested Duration:
3 days
ESSENTIAL QUESTION(S):
How did the Great Depression impact the lives of people of the United States and change our nation?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.1 Students will describe the basic purposes
of the U.S. Government as defined in the Preamble
to the U.S. Constitution (to establish justice, to
ensure domestic tranquility, to provide for the
common defense, to promote the general welfare,
to secure the blessings of liberty); give examples of
services the U.S. Government provides (e.g., armed
forces, interstate highways, national parks) and
analyze the importance of these services to citizens
today.

Economics
SS-05-3.1.1 Students will describe scarcity and
explain how scarcity required people in different
periods in the U.S. (Colonization, Expansion,
Twentieth Century to Present) to make economic
choices (e.g., use of productive resources- natural,
human, capital) and incur opportunity costs.

Geography
SS-05-4.3.1 Students will explain patterns of human
settlement in the early development of the United
States and explain how these patterns were
I can give examples of services the U.S.
government provided to promote the general
welfare of U.S. citizens during the Great
Depression (e.g., creation of New Deal
programs to improve social and economic
conditions).
I can describe how scarcity of resources during
the Great Depression required people to make
economic choices and created opportunity
costs.
I can locate and describe patterns of human
settlement during the Great Depression and
explain how these patterns were influenced by
the physical characteristics (e.g., little rain, dry
soil, dust storms) in the Great Plains.
I can explain how factors (drought, farming
practices, climate, dust storms) in the Great
Plains affected economic conditions
throughout the country during the early 30s.
I can use primary and secondary sources to
describe events during the Great Depression
and interpret different perspectives.
I can describe events leading to the period
known as the Great Depression (e.g., stock
EdSITEment: What did the Government do
about the Dust Bowl? (Activity 6 of Dust
Bowl Days lesson plan)
American Experience: Surviving the Dust
Bowl
Edsitement: Dust Bowl Days lesson plan
ECON EdLink: Where Did All the Money Go?
The Great Depression Mystery
History.com: Dust Storms Strike America
(2:48)
Grolier Online Feature Showcase: The
Great Depression
Digital Docs in a Box: The Great Depression
Scholastic Lesson: Journalism and
Newspapers During the Great Depression
JCPS Online Social Studies Lesson Great
Depression
History.com: The Great Depression (3:37)
The New Deal Network: How the
Depression Affected Children and
supporting lesson plans

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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
influenced by physical characteristics (e.g., climate,
landforms, bodies of water).

SS-05-4.1.4 Students explain how factors in one
location can impact other locations (e.g., natural
disasters, building dams).

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.

market crash, dust bowl storm) and explain
their cause-and-effect relationships.
Topic 8:
World War II
Suggested Duration:
3 days
ESSENTIAL QUESTION(S):
How did World War II impact the lives of people of the United States and change our nation?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.1 Students will describe the basic purposes
of the U.S. Government as defined in the Preamble
to the U.S. Constitution (to establish justice, to
ensure domestic tranquility, to provide for the
common defense, to promote the general welfare,
to secure the blessings of liberty); give examples of
services the U.S. Government provides (e.g., armed
forces, interstate highways, national parks) and
analyze the importance of these services to citizens
today.

SS-05-1.2.1 Students will identify the three branches
of the U.S. Government, explain the basic duties of
each branch (executive-enforce the laws, legislative-
make the laws, judicial- interpret the laws) and
identify important national/federal offices/leaders,
(President, Vice-President, Congress, House, Senate,
U.S. Senators, U.S. Representatives, U.S. Supreme
Court, judges) associated with each branch.

SS-05-1.3.2 Students will describe specific rights and
responsibilities individuals have as citizens of the
United States (e.g., voting in national elections) and
explain why civic engagement is necessary to
preserve a democratic society.

Cultures and Societies
SS-05-2.3.2 Students will give examples of conflicts
between individuals or groups and describe
appropriate conflict resolution strategies (e.g.,
compromise, cooperation, communication).

Economics
SS-05-3.1.1 Students will describe scarcity and
I can give examples of services the U.S.
government provided (protection from the
military, rationing, war bonds) during World
War II and analyze the importance of these
services to citizens today.
I can identify the branch(es) of government
responsible for the United States entering
World War II and explain the basic duties of
each branch.
I can identify the important national
offices/leaders associated with each branch
(e.g., executive FDR, legislative congress).
I can describe how citizens responded to World
War II through civic engagement (e.g., victory
gardens, scrapping).
I can give examples of conflicts between the
Allies and Axis powers during World War II and
describe appropriate conflict-resolution
strategies.
I can explain how scarcity of resources during
World War II required people to make
economic choices and incur opportunity costs.
I can describe how the effort to support and
supply the troops in World War II increased
productivity.
I can use geographic tools to locate and
describe European countries involved in World
War II by their relative and absolute location.
I can use primary and secondary sources to
describe events during World War II and
interpret different perspectives (Japanese-
Americans, women supporting the war effort,
African-Americans in the military, soldiers).
I can use timelines to describe events that led
to U.S. involvement in World War II (rise of
The National World War II Museum New
Orleans: War Bonds Fact Sheet
The National World War II Museum New
Orleans: Victory Mail Fact Sheet
The National World War II Museum New
Orleans: Radios
Teaching with Documents Lesson Plan - A
Date Which Will Live in Infamy: The First
Typed Draft of Franklin D. Roosevelt's War
Address
The National World War II Museum New
Orleans: Victory Garden Facts
The National World War II Museum New
Orleans: World War II Homefront
The National World War II Museum New
Orleans: Civil Defense Fact Sheet
The National World War II Museum New
Orleans: Rationing Fact Sheet
The National World War II Museum New
Orleans: Scrapping Fact Sheet
The National World War II Museum New
Orleans: Assembly Line Lesson
The National World War II Museum New
Orleans: Technology Lesson Plan
Women Factory Workers of WWII Photo
Gallery
World War II Interactive Map Year by Year
Progression
JCPS Online Social Studies Lesson World
War II
Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
explain how scarcity required people in different
periods in the U.S. (Colonization, Expansion,
Twentieth Century to Present) to make economic
choices (e.g., use of productive resources- natural,
human, capital) and incur opportunity costs.

SS-05-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increase/increased productivity in the U.S.
(Colonization, Industrialization, Twentieth Century to
Present).

Geography
SS-05-4.1.2 Students will use geographic tools to
locate and describe major landforms, bodies of
water, places and objects in the United States by
their absolute location.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.

Hitler, Holocaust, attack on Pearl Harbor) and
explain cause-and-effect relationships.

The National WWII Museum New Orleans: A
Long Way From Home A Hands On
Geography Lesson About WWII
The National WWII Museum New Orleans:
WWII Primary Sources
Scholastic: Home Life on the American Front
Scholastic: Attack on Pearl Harbor A
Moment by Moment Account
Childrens Museum of Indianapolis: The
Power of Children Making a Difference
Anne Frank, Facing Hatred, Daring to Dream
Unit of Study
Toolkits Texts: Selected by Stephanie
Harvey and Anne Goudvis for Grades 4-5,
Short Nonfiction for Guided and
Independent Practice War: What Happens
When Nations Dont Work It Out?
Toolkits Texts: Selected by Stephanie
Harvey and Anne Goudvis for Grades 6-7,
Short Nonfiction for Guided and
Independent Practice Navajo Code Talkers
The National WWII Museum New Orleans:
WWII Timeline for Kids
Topic 9:
Civil Rights
Suggested Duration:
5 days
ESSENTIAL QUESTION(S):
How did the civil-rights movement of the 60s expand democracy for all?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.2 Students will explain and give examples
of how democratic governments function (by
making, enacting and enforcing laws) to promote the
common good (e.g., public smoking ban, speed
limits, seat belt requirements).

SS-05-1.2.1 Students will identify the three branches
of the U.S. Government, explain the basic duties of
each branch (executive-enforce the laws, legislative-
make the laws, judicial- interpret the laws) and
identify important national/federal offices/leaders,
(President, Vice-President, Congress, House, Senate,
U.S. Senators, U.S. Representatives, U.S. Supreme
Court, judges) associated with each branch.


SS-05-1.3.2 Students will describe specific rights and
responsibilities individuals have as citizens of the
United States (e.g., voting in national elections) and
explain why civic engagement is necessary to
preserve a democratic society.

I can explain and give examples of how the U.S.
government made, enacted, and enforced laws
during the 50s and 60s to promote the
common good for African-Americans (Brown
vs. Board of Education, Civil Rights Act of 1964,
Voting Rights Act of 1965).
I can identify the branch of government
responsible for the Brown vs. Board of
Education decision and explain the basic duties
of that branch.
I can describe rights and responsibilities U.S.
citizens demonstrated during the civil-rights
movement and explain why civic engagement
is necessary to preserve a democratic society.
I can give examples of conflicts between
African-Americans and Whites during the civil-
rights movement and describe appropriate
conflict-resolution strategies (e.g., nonviolent
protests, sit-ins).
I can use geographic tools to identify the
location of major events of the civil-rights
movement (e.g., routes of Freedom Rides) by
their absolute and/or relative location.
JCPS Online Social Studies Lesson: Civil
Rights and Legislation of the 1960s and
1970s
Pri mary Sources rel ated to si t-i ns and
protests of the 1960s
JCPS Online Social Studies Lesson: Dissent
Against Jim Crow Laws
Digital Docs in a Box: Map of Freedom Rides
PBS American Experience: Freedom Riders
Retracing the Maps: An Interactive Map of
the Freedom Rides
Teaching with Documents: Teaching With
Documents: An Act of Courage, The Arrest
Records of Rosa Parks
Digital Docs in a Box: Civil Rights
Childrens Museum of Indianapolis Unit of
Study: Children in the Civil Rights
Movement
Toolkits Texts: Selected by Stephanie
Harvey and Anne Goudvis for Grades 4-5,
Short Nonfiction for Guided and
Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Cultures and Societies SS-
05-2.3.2 Students will give examples of conflicts
between individuals or groups and describe
appropriate conflict resolution strategies (e.g.,
compromise, cooperation, communication).

Geography SS-
05-4.1.2 Students will use geographic tools to locate
and describe major landforms, bodies of water,
places and objects in the United States by their
absolute location.

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.
SS-05-5.2.1 Students will identify historical
documents, selected readings and speeches (e.g.,
Mayflower Compact, Emancipation Proclamation,
Dr. Martin Luther Kings speech: I Have a Dream and
explain their historical significance.

SS-05-5.2.3 Students will compare change over time
(Colonization, Industrialization, Twentieth Century to
Present) in communication, technology,
transportation and education.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.

I can use primary and secondary sources to
describe events during the civil-rights period
and interpret different perspectives (e.g.,
African-American women, men, and children,
white southerners against/for segregation).
I can identify Dr. Martin Luther Kings speech,
I Have A Dream, and explain its historical
significance.
I can compare change over time in education
during the civil-rights movement (e.g., Brown
vs. Board of Education, Little Rock Nine, Ruby
Bridges).
I can describe significant events (e.g. Brown vs.
Board of Education, Montgomery bus boycott,
March on Washington, Freedom Rides) during
the civil-rights movement and explain their
cause-and-effect relationships.
Independent Practice The Negro Baseball
Leagues
Toolkits Texts: Selected by Stephanie
Harvey and Anne Goudvis for Grades 4-5,
Short Nonfiction for Guided and
Independent Practice Women of the
Negro Leagues
Toolkits Texts: Selected by Stephanie
Harvey and Anne Goudvis for Grades 4-5,
Short Nonfiction for Guided and
Independent Practice Jack Roosevelt
Robinson: Baseballs First Black Superstar
Toolkits Texts: Selected by Stephanie
Harvey and Anne Goudvis for Grades 4-5,
Short Nonfiction for Guided and
Independent Practice Struggle for Equal
Rights
Toolkits Texts: Selected by Stephanie
Harvey and Anne Goudvis for Grades 6-7,
Short Nonfiction for Guided and
Independent Practice A Long Hard March
JCPS Online Social Studies Lesson: Civil
Rights in Louisville and Kentucky
JCPS Online Social Studies Lesson: The
March on Washington, D.C. and Dr. Martin
Luther King, Jr.
Primary Sources related to the Little Rock
Nine
Primary Sources related to the Brown vs.
Board of Education Supreme Court Case
JCPS Online Social Studies Lesson: The Civil
Rights Movement
Topic 10:
Cold War
Suggested Duration:
2 days
ESSENTIAL QUESTION(S):
How did the actions of world powers after World War II lead to the Cold War?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.1.1 Students will describe the basic purposes
of the U.S. Government as defined in the Preamble
to the U.S. Constitution (to establish justice, to
ensure domestic tranquility, to provide for the
common defense, to promote the general welfare,
to secure the blessings of liberty); give examples of
services the U.S. Government provides (e.g., armed
forces, interstate highways, national parks) and
analyze the importance of these services to citizens
today.

Cultures and Societies
SS-05-2.3.2 Students will give examples of conflicts
between individuals or groups and describe
appropriate conflict resolution strategies (e.g.,
compromise, cooperation, communication).

Historical Perspective
SS-05-5.1.1 Students will use a variety of primary
I can give examples of services the U.S.
government provided during the Cold War
(protection from the military, NASA space
program) and analyze the importance of these
services to citizens today.
I can give examples of conflicts between
individuals or groups during the Cold War
(Cuban Missile Crisis, expansion of
communism, Vietnam War, Arms Race, Space
Race) and describe appropriate conflict-
resolution strategies.
I can use timelines and/or maps to describe
events during the Cold War period.
I can describe events during the Cold War and
explain their cause- and- effect relationships.

JCPS Online Social Studies Lesson The Cold
War and Vietnam
Discovery Education: Selling the Dream:
Television Comes to America (4:48)
Discovery Education: Birth of the Cold War
(2:23)
YouTube: The Cold War-Part 1: From World
War to Cold War (9:55)
YouTube: The Cold War: Containment (5:04)
Cold War for Kids, Mr. Donn's
http://www.wartgames.com/themes/world
/coldwar.html

Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
Page 29
GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
and secondary sources (e.g., artifacts, diaries, maps,
timelines) to describe significant events in the
history of the U.S. and interpret different
perspectives.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.
DOK 3
Topic 11:
Twenty-First Century
Suggested Duration:
3 days
ESSENTIAL QUESTION(S):
What are the effects of increasing global connections?
CONTENT STANDARDS LEARNING TARGETS INSTRUCTIONAL RESOURCES
Government and Civics
SS-05-1.3.2 Students will describe specific rights and
responsibilities individuals have as citizens of the
United States (e.g., voting in national elections) and
explain why civic engagement is necessary to
preserve a democratic society.

Cultures and Societies
SS-05-2.3.2 Students will give examples of conflicts
between individuals or groups and describe
appropriate conflict resolution strategies (e.g.,
compromise, cooperation, communication).

Economics
SS-05-3.3.1 Students will give examples of markets
in different periods of U.S. History (Colonization,
Expansion, Industrialization, Twentieth Century to
Present) and explain similarities and differences.

SS-05-3.4.3 Students will define interdependence
and give examples of how people in our
communities, states, nation and world depend on
each other for goods and services.

SS-05-3.4.1 Students will describe production,
distribution and consumption of goods and services
in the history of the U.S. (Colonization,
Industrialization, Twentieth Century to Present).

SS-05-3.4.2 Students will describe how new
knowledge, technology/tools and specialization
increase/increased productivity in the U.S.
(Colonization, Industrialization, Twentieth Century to
Present).

Geography
SS-05-4.4.3 Students will describe how
individuals/groups may have different perspectives
about the use of land (e.g., farming, industrial,
residential, recreational).

Historical Perspective
SS-05-5.2.3 Students will compare change over time
(Colonization, Industrialization, Twentieth Century to
I can describe rights and responsibilities
individuals have as global citizens and explain
why civic engagement is necessary in the
twenty-first century.
I can give examples of conflicts between
individuals or groups in the twenty-first
century (e.g., Middle East Wars).
I can explain and give examples of markets in
the twenty-first century.
I can explain how markets in the twenty-first
century are similar to/different from markets
of the past.
I can define interdependence and give
examples of how people around the world
depend on each other for goods and services.
I can describe production, distribution, and
consumption of goods and services during the
twenty-first century (e.g., online commerce,
outsourcing labor).
I can describe how changes in technology and
new knowledge influenced productivity in the
United States (e.g., satellites, computers).
I can describe how individuals/groups may
have different perspectives about the use of
land (e.g., drilling for oil, mining, use of water
resources).
I can explain how communication, technology,
transportation, and education have changed
from the nineteenth century to today.
I can describe significant events in the twenty-
first century (e.g., September 11 attacks) and
explain cause-and-effect relationships (e.g.,
war on terrorism).

JCPS Online Social Studies Lesson Emerging
Democracies Around the World
JCPS Online Social Studies Lesson United
Nations and the Universal Declaration of
Human Rights
JCPS Online Social Studies Lesson What
Does It Mean To Be a Global Citizen? How
is Our World Connected?
JCPS Online Social Studies Lesson
Assessment: We Are Global Citizens
Toolkits Texts: Selected by Stephanie
Harvey and Anne Goudvis for Grades 6-7,
Short Nonfiction for Guided and
Independent Practice The Changing Face
of American Voters
Econedlink: Transportation: They Say We
Had a Revolution, scroll down to A Global
Marketplace
Econedlink: Competition Works in Our Favor
Econedl i nk: Where Di d You Come
From?
Economics Lessons with Literature
Connections: Mining
Xpeditions: On the Road Again: Moving
People, Products, and Ideas, lesson
adaptable for 5
th
grade, resources
Econedlink: Transportation: They Say We
Had a Revolution, scroll down to Step Back
in Time, a virtual field trip of 20
th
century
inventions and Web links for video clips
Future Car Technologies, Wikipedia
The History of Communication
Introduction to Green Technology
Transportation and Navigation Inventors and
Inventions
Greatest Engineering Achievements of the
20
th
Century
Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
Page 30
GRADE FIVE SOCIAL STUDIES CURRICULUM MAP
Present) in communication, technology,
transportation and education.

SS-05-5.2.4 Students will describe significant
historical events in each of the broad historical
periods and eras in U.S. history (Colonization and
Settlement, Revolution and a New Nation, Expansion
and Conflict, Industrialization and Immigration,
Twentieth Century to Present) and explain cause and
effect relationships.

911 Memorial.Org lesson plans
9/11/2001: The Day that Changed America
Grade Five Social Studies Proficiency Four Download from CASCADE

Academic Services Division/ Curriculum and Instruction /Curriculum Management
Grade 5 Social Studies 2014-15
Page 31

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