Leveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the

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1 5.A A A.2.2 NGSSS 5.A A.1.1 Use primary and secondary sources to understand history. Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River). Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment. Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers. 1 (800) i17036 Updated 01/12/2017 Utilize timelines to identify and discuss American History time periods. Exploring Social Studies: Florida Grade 5 United States and Civics Analyzing and Writing with Leveled Readers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding Source Readers: Early Explorers Source Readers: Benjamin Franklin Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Self Made Man Correlation to the Next Generation Sunshine State Standards for Social Studies Page 1 of 5

2 Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Source Readers: Benjamin Franklin Source Readers: Early Explorers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding United States and Civics 5.A.3.3 NGSSS Analyzing and Writing with Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. 5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement. 5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies. 5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies. 5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. 5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies. 5.A.5.1 Identify and explain significant events leading up to the American Revolution. 5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. 5.A.5.3 Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence. 5.A.5.4 Examine and explain the changing roles and impact of significant women during the American Revolution. 5.A.5.5 Examine and compare major battles and military campaigns of the American Revolution. 1 (800) i17036 Updated 01/12/2017 Exploring Social Studies: Florida Grade 5 Page 2 of 5

3 Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Source Readers: Benjamin Franklin Source Readers: Early Explorers 5.A.5.6 NGSSS Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding 5.A.5.7 United States and Civics 5.A.5.8 Analyzing and Writing with Identify the contributions of foreign alliances and individuals to the outcome of the Revolution. Explain economic, military, and political factors which led to the end of the Revolutionary War. Evaluate the personal and political hardships resulting from the American Revolution. 5.A.5.10 Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy. 5.A A A A A.6.1 Describe the causes and effects of the Louisiana Purchase. Identify roles and contributions of significant people during the period of westward expansion. Examine 19th century advancements (canals, roads, steamboats, flat boats, overland wagons, Pony Express, railroads) in transportation and communication. Explain the importance of the explorations west of the Mississippi River. Identify the causes and effects of the War of A.6.6 Explain how westward expansion affected Native Americans. 5.A.6.7 Discuss the concept of Manifest Destiny. 1 (800) i17036 Updated 01/12/2017 Exploring Social Studies: Florida Grade 5 Page 3 of 5

4 Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Source Readers: Benjamin Franklin Source Readers: Early Explorers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding 5.A.6.9 NGSSS United States and Civics Analyzing and Writing with Describe the hardships of settlers along the overland trails to the west. 5.E.1.2 Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics. 5.E.1.3 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States. 5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists. 5.C C.1.1 Explain how and why the United States government was created. Define a constitution, and discuss its purposes. 5.C.1.4 Identify the Declaration of Independence s grievances and Articles of Confederation s weaknesses. 5.C.1.5 Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution. 5.C.2.4 Evaluate the importance of civic responsibilities in American democracy. 5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society. 1 (800) i17036 Updated 01/12/2017 Exploring Social Studies: Florida Grade 5 Page 4 of 5

5 Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Source Readers: Benjamin Franklin Source Readers: Early Explorers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding 5.C.3.4 NGSSS United States and Civics Analyzing and Writing with Describe the amendment process as defined in Article V of the Constitution and give examples. 5.C C.3.5 Identify the fundamental rights of all citizens as enumerated in the Bill of Rights. Examine the foundations of the United States legal system by recognizing the role of the courts in interpreting law and settling conflicts. 1 (800) i17036 Updated 01/12/2017 Exploring Social Studies: Florida Grade 5 Page 5 of 5

6 5.RI RI RI RL.1.1 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.RI.2.4 LAFS Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic or subject area. 1 (800) i17041 Updated 01/12/2017 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Exploring Social Studies: Florida Grade 5 United States and Civics Analyzing and Writing with Leveled Readers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding Source Readers: Early Explorers Source Readers: Benjamin Franklin Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Self Made Man Correlation to the Language Arts Florida Standards (LAFS) Page 1 of 7

7 Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Source Readers: Benjamin Franklin Source Readers: Early Explorers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding 5.RI.2.5 LAFS United States and Civics Analyzing and Writing with Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 5.RI.2.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 5.RI.3.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4 5 text complexity band independently and proficiently. 5.SL.2.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. 5.W.1.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer s purpose. 5.W.1.1.b Provide logically ordered reasons that are supported by facts and details. 1 (800) i17041 Updated 01/12/2017 Exploring Social Studies: Florida Grade 5 Page 2 of 7

8 Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Source Readers: Benjamin Franklin Source Readers: Early Explorers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding 5.W.1.1.c LAFS United States and Civics Analyzing and Writing with Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). 5.W.1.2.a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 5.W.1.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 5.W.1.3.a 5.W.1.2.e Provide a concluding statement or section related to the information or explanation presented. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 5.W.1.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. 5.W.1.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 5.W.1.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. 1 (800) i17041 Updated 01/12/2017 Exploring Social Studies: Florida Grade 5 Page 3 of 7

9 Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Source Readers: Benjamin Franklin Source Readers: Early Explorers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding 5.W.1.3.e LAFS United States and Civics Analyzing and Writing with Provide a conclusion that follows from the narrated experiences or events. 5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) 5.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 5.W.3.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact] ). Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s] ). 5.W.3.9.a 5.W.3.9.b 1 (800) i17041 Updated 01/12/2017 Exploring Social Studies: Florida Grade 5 Page 4 of 7

10 Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Source Readers: Benjamin Franklin Source Readers: Early Explorers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding 5.W.4.10 LAFS United States and Civics Analyzing and Writing with Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Acquire and use accurately general academic and domainspecific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 5.L.3.6 K12.R.1.1 K12.R.1.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. K12.R.2.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. K12.R.2.5 K12.R.3.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 1 (800) i17041 Updated 01/12/2017 Exploring Social Studies: Florida Grade 5 Page 5 of 7

11 Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Source Readers: Benjamin Franklin Source Readers: Early Explorers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding K12.R.3.9 LAFS United States and Civics Analyzing and Writing with Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. K12.SL.2.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. K12.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. K12.W.1.3 K12.W.1.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. K12.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. K12.W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. K12.W.3.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 1 (800) i17041 Updated 01/12/2017 Exploring Social Studies: Florida Grade 5 Page 6 of 7

12 Source Readers: 19th Century Innovations: Source Readers: Abigail Adams and the Source Readers: American Indians in the : Battling the Elements Source Readers: Benjamin Franklin Source Readers: Early Explorers Source Readers: The Legacy and of Source Readers: The Middle Colonies: Breadbasket of the New Source Readers: The New England Colonies: Source Readers: The Southern Colonies: First Source Readers: The War of 1812: By the Source Readers: Thomas Jefferson and the Source Readers: We the People: Founding United States and Civics LAFS K12.W.4.10 K12.L.3.6 Analyzing and Writing with Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 1 (800) i17041 Updated 01/12/2017 Exploring Social Studies: Florida Grade 5 Page 7 of 7

13 Exploring Social Studies: Florida Edition Curriculum Map Grade 5 Unit Content Focus Readers Unit 1 Early American Indians Unit 2 Age of Discovery 5.A.2.2 Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River). 5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment. 5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. 5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists. 5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers. 5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement. 5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies. 5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies. American Indians of the : Battling the Elements American Indians of the American Indians of the Pocahontas: Her Life and Early Explorers Racing to Colonize the New

14 Exploring Social Studies: Florida Edition Curriculum Map Grade 5 Unit 3 Thirteen Colonies Unit Content Focus Readers Unit 4 American Revolution 5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies. 5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies. 5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies. 5.E.1.2 Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics. 5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists. 5.A.5.1 Identify and explain significant events leading up to the American Revolution. 5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. 5.A.5.5 Examine and compare major battles and military campaigns of the American Revolution. 5.A.5.6 Identify the contributions of foreign alliances and individuals to the outcome of the Revolution. 5.A.5.7 Explain the economic, military, and political factors which led to the end of the Revolutionary War. 5.A.5.8 Evaluate the personal and political hardships resulting from the American Revolution. 5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. 5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. 5.A.5.4 Examine and explain the changing roles and impact of significant women during the American Revolution. The New England Colonies: The Middle Colonies: Breadbasket of the New The Southern Colonies: First Phillis Wheatley Jamestown Colony Reasons for a Revolution The American Revolution: Abigail Adams and the George Washington and Benjamin Banneker: Self-Made Man

15 Exploring Social Studies: Florida Edition Curriculum Map Grade 5 Unit 5 New Unit Content Focus Readers 5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. 5.C.1.1 Explain how and why the United States government was created. 5.A.5.3 Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence. 5.A.5.10 Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy. 5.C.1.2 Define a constitution, and discuss its purposes. 5.C.1.4 Identify the Declaration of Independence s grievances and Articles of Confederation s weaknesses. 5.C.1.5 Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution. 5.C.3.4 Describe the amendment process as defined in Article V of the Constitution and give examples. 5.C.3.5 Identify the fundamental rights of all citizens as enumerated in the Bill of Rights. 5.C.2.4 Evaluate the importance of civic responsibilities in American democracy. 5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society. 5.C.3.1 Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution. 5.C.3.2 Explain how popular sovereignty, rule of law, separation of powers, checks and balances, federalism, and individual rights limit the powers of the federal government as expressed in the Constitution and Bill of Rights. 5.C.3.3 Give examples of powers granted to the federal government and those reserved for the states. Forming a New Benjamin Franklin We the People: Founding Trial by Jury Lesson The Amendment Process Lesson Civic Responsibility Lesson The Petition Process Lesson Federal Health Agencies Lesson Executive Departments Lesson State and Federal Partnerships Lesson President as Leader Lesson The Election Process Lesson Our Nation s Capitol Lesson Presidential Powers Lesson A Bill Becomes a Law Lesson Supreme Court Powers Lesson

16 Exploring Social Studies: Florida Edition Curriculum Map Grade 5 Unit Content Focus Readers Unit 6 Expanding the Nation 5.A.6.1 Describe the causes and effects of the Louisiana Purchase. 5.A.6.2 Identify roles and contributions of significant people during the period of westward expansion. 5.A.6.4 Explain the importance of the explorations west of the Mississippi River. 5.A.6.6 Explain how westward expansion affected Native Americans. 5.A.6.7 Discuss the concept of Manifest Destiny. 5.C.1.1 Explain how and why the United States government was created. 5.A.6.5 Identify the causes and effects of the War of C.1.1 Explain how and why the United States government was created. 5.A.6.3 Examine 19 th century advancements (canals, roads, steamboats, flat boats, overland wagons, Pony Express, railroads) in transportation and communication. 5.E.1.3 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States. The Great Leap ward Thomas Jefferson and the Lewis & Clark The Legacy and of The War of 1812: By the James Madison and the 19 th Century Innovations:

17 Exploring Social Studies: Florida Edition Curriculum Map Grade 5 Unit 7 Into the Unit Content Focus Readers 5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. 5.A.6.2 Identify roles and contributions of significant people during the period of westward expansion. 5.A.6.4 Explain the importance of the explorations west of the Mississippi River. 5.A.6.6 Explain how westward expansion affected Native Americans. 5.A.6.7 Discuss the concept of Manifest Destiny. 5.A.6.9 Describe the hardships of settlers along the overland trails to the west. 5.A.6.6 Explain how westward expansion affected Native Americans. Settling and Unsettling the American Indians in the Sitting Bull: Eagles Cannot Be Crows