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 Page 1 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. Academic Services Division/ Curriculum and Instruction /Curriculum Management Grade 5 Social Studies 2014-15 Page 2 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 Academic Services Division/ Curriculum and Instruction /Curriculum Management Grade 5 Social Studies 2014-15 Page 3 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. Academic Services Division/ Curriculum and Instruction /Curriculum Management Grade 5 Social Studies 2014-15 Page 4 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 Page 5 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
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 Grade 5 Social Studies 2014-15 Page 6 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 Academic Services Division/ Curriculum and Instruction /Curriculum Management Grade 5 Social Studies 2014-15 Page 7 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 Grade 5 Social Studies 2014-15 Page 8 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? Academic Services Division/ Curriculum and Instruction /Curriculum Management Grade 5 Social Studies 2014-15 Page 9 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 Page 10 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 Page 11 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 Page 13 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
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 Page 17 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 Page 18 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 Page 19 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
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 Page 22 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 Page 24 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 Grade 5 Social Studies 2014-15 Page 25 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
Academic Services Division/ Curriculum and Instruction /Curriculum Management Grade 5 Social Studies 2014-15 Page 26 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 Page 27 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 Page 28 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