North Adams Public Schools Curriculum Map GRADE 5: UNIT 1 (September October) Exploration and Early Settlement of America

Transcription

1 GRADE 5: UNIT 1 (September October) Exploration and Early Settlement of America Topic 1: AMERICA BEFORE EUROPEANS Notes Vocabulary Assessment 5.2 Identify the three major pre- Columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, and use of slaves. (H, G, E) *5.RI.3 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. *These ELA standards must be taught to the level of appropriate mastery during the social studies unit. Identify three indigenous civilizations existing in the New World On a map, mark the locations of the Maya, Aztec, and Inca civilizations Describe the political structure and religious practices of the Maya, Aztec, and Inca ELA STANDARDS Have students compare and contrast the Maya, Aztec, and Inca civilizations. Are there any similarities between the civilizations? What makes each civilization different? Maya Inca Aztec New World Civilization Political Structure Religious practices Sacrifices The January Social IN 1

2 Topic 2: EUROPEAN EXPLORERS Notes Vocabulary Cont. Assessments 5.3 Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H, G, E) 5.4 Explain why the Aztec and Inca civilizations declined in the 16th century. (H) *5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. *These ELA standards must be taught to the level of appropriate mastery during the social studies unit. Explain the encounters between Cortez and Montezuma Explain the encounters between Pizarro and the Incas Identify the goals of the Spanish conquistadors Explain the effects of European diseases, particularly smallpox, throughout the Western hemisphere Identify three major explorers ELA STANDARDS Read two different perspectives of Christopher Columbus and the discovery America. What are the similarities and differences in the stories? Vasco Nuñez de Balboa Cortez Pizarro Conquistador God Glory Gold Montezuma Quetzalcoatl Maya Inca Aztec John and Sebastian Cabot Jacques Cartier Samuel de Champlain Henry Hudson Ferdinand Magellan Juan Ponce de Leon Chistopher Columbus Amerigo Vespucci Smallpox The January Social IN 2

3 Topic 3: EARLY SETTLEMENTS Notes Vocabulary Cont. Assessments 5.6 Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North America, including the differing views on ownership or use of land and the conflicts between them (e.g., the Pequot and King Philip s Wars in New England). (H, G, E) 5.7 Identify some of the major leaders and groups responsible for the founding of the original colonies in North America. (H, C) 5.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Identify the major colonial founders of Maryland, Pennsylvania, Virginia, Rhode Island, Massachusetts and their motives for founding these colonies Identify and locate on a map the 13 original colonies and the Atlantic Ocean Identify one European-Indian conflict and explain why the conflict began ELA STANDARDS Have students identify one colonial leader who founded a colony. With support from an adult, student should research their colonial founder s life then write an essay explaining their reasons/motives for settling that colony using quotations and other examples from the text. Colony Founders Motive Lord Baltimore William Penn John Smith Roger Williams John Winthrop Indigenous people King Philip s War Pequot War The January Social IN 3

4 GRADE 5: UNIT 2 (November December) Growth of the Colonies Topic 1: THE ORIGINAL 13 COLONIES Notes Vocabulary Assessment 5.10 On a map of North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations, and sources of labor shaped their economies and societies through the 18th century. (H, G, E) 5.14 Explain the development of colonial governments and describe how these developments contributed to the Revolution. (H, G, E, C) *5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. *These ELA standards must be taught to the level of appropriate mastery during the social studies unit. Identify and locate on a map the 13 original colonies and the Atlantic Ocean Compare and contrast the New England, Middle, and Southern colonies Explain the development of colonial government Massachusetts Rhode Island New York Connecticut New Hampshire Pennsylvania Georgia New Jersey Virginia North Carolina South Carolina Delaware Maryland Atlantic Ocean Climate Population New England colonies Middle colonies Southern colonies Legislative bodies Town meetings Charter The January Social IN 4

5 Topic 2: SLAVERY IN THE COLONIES Notes Vocabulary Cont. Assessment 5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies. (H, G, E, C) *5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. *These ELA standards must be taught to the level of appropriate mastery during the social studies unit. Describe the transport of slaves from Africa to the Americas (triangle trade) Explain why slaves were brought over to the American colonies Describe the harsh conditions of the Middle Passage ELA STANDARDS Have students look at primary source documents about slavery or the slave trade and compare them to secondary accounts. Prompt students to find similarities and differences. Explain to them why primary source documents are more reliable than secondary source documents. Triangle Trade Middle Passage Slavery Slave auctions The January Social IN 5

6 Topic 3: THE FRENCH & INDIAN WAR Notes Vocabulary Cont. Assessment LEADS TO THE AMERICAN REVOLUTION 5.15 Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the colonial response to these policies. (H, C, E) *5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. *These ELA standards must be taught to the level of appropriate mastery during the social studies unit. Identify two causes of the French and Indian War Identify three British policies placed on the colonies following the French and Indian War Describe the Boston Massacre and the Boston Tea Party Identify two revolutionary figures ELA STANDARDS Have students read two articles about the Boston Tea Party and using information learned from both the sources, retell the story (orally or written) incorporating facts or details from both articles. French and Indian War King George III Sugar Act Stamp Act Townsend Act Tea Act Intolerable Act Stamp Act Congress Sons of Liberty Boston Tea Party Boston Massacre Samuel Adams James Otis Patrick Henry Ben Franklin The January Social IN 6

7 GRADE 5: UNIT 3 (January February) The American Revolution and the Constitution Topic 1: THE AMERICAN REVOLUTION Notes Vocabulary Assessment 5.17 Describe the major battles of the Revolution and explain the factors leading to American victory and British defeat. (H) 5.18 Describe the life and achievements of important leaders during the Revolution and the early years of the United States. (H, C) 5.W.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. Identify the author of the Declaration of Independence Identify which country the colonies declared independence from Describe two major battles fought during the American Revolution Identify the leader of the Continental Army ELA STANDARDS Provide students with primary sources from the American Revolution and have them answer questions about the documents. Then, have them write a short essay about the American Revolution, using the sources provided. Revolution Thomas Jefferson Declaration of Independence Paul Revere & William Dawes Lexington and Concord Bunker Hill Saratoga Valley Forge Yorktown George Washington Continental Army Minutemen Militia The January Social IN 7

8 Topic 2: THE FIRST AMERICAN Notes Vocabulary Cont. Assessment GOVERNMENT 5.21 Describe Shays s Rebellion of and explain why it was one of the crucial events leading to the Constitutional Convention. (H, E, C) 5.W.7 Conduct short research that use several sources to build knowledge through investigation of different aspects of a topic. Identify the Articles of Confederation as the first American Government Describe the cause of Shay s Rebellion ELA STANDARDS Have students look at local history by researching Daniel Shays and Berkshire County s role in changing America s government. Articles of Confederation Daniel Shays Shays s Rebellion IN 8

9 Topic 3: THE DRAFTING OF THE Notes Vocabulary Cont. Assessment CONSTITUTION 5.22 Identify the various leaders of the Constitutional Convention and describe the major issues they debated. (H, E, C) *5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. *These ELA standards must be taught to the level of appropriate mastery during the social studies unit. Identify the father of the Constitution Explain two topics debated at the Constitutional Convention Locate Philadelphia on a map ELA STANDARDS Have students read an annotated (specifically for kids) version of the United States Constitution. Philadelphia Alexander Hamilton Constitutional Convention Constitution Distribution of political power Rights of individuals Rights of states Federalism The Great Compromise IN 9

10 GRADE 5: UNIT 4 (March April) American Government Topic 1: AMERICAN DEMOCRACY Notes Vocabulary Assessment 5.24 Describe the basic political principles of American democracy and explain how the Constitution and the Bill of Rights reflect and preserve these principles. (C) 5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Define democracy Describe three basic principles of American democracy Republic Democracy Constitution Bill of Rights Individual rights and responsibilities Equality The rule of law Limited government Representative Voting Citizenship IN 10

11 Topic 2: BASIC GOVERNMENT Notes Vocabulary Cont. Assessment STRUCTURE 5.25 Identify the three branches of the United States government as outlined by the Constitution, describe their functions and relationships, and identify what features of the Constitution were unique at the time (e.g., the presidency and the independent judiciary). (H, C) 5.RI.5 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. Identify the three branches of government Describe the functions of each government branch Judicial Branch Executive Branch Legislative Branch Checks and Balances Veto Supreme Court Justice Term Congress Senate House of Representatives IN 11

12 Topic 3: THE BILL OF RIGHTS Notes Vocabulary Cont. Assessments 5.26 Identify the rights in the Bill of Rights and explain the reasons for its inclusion in the Constitution in (H, C) *5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. *These ELA standards must be taught to the level of appropriate mastery during the social studies unit. Explain the purpose of the Bill of Rights Identify all the amendments stated in the Bill of Rights ELA STANDARDS Have student analyze the different points of view about adding the Bill of Rights to the Constitution. Bill of Rights Amendment Freedom of speech Freedom of press Right to petition Freedom to assemble Bear arms Quartering of troops Search and seizure Due process, double jeopardy Trial Counsel Accused Civil trial Excessive bail cruel and unusual punishment IN 12

13 GRADE 5: UNIT 5 (May June) The Growth of the Republic Topic 1: THE LOUISIANA PURCHASE Notes Vocabulary Assessment 5.29 Explain the events leading up to, and the significance of, the Louisiana Purchase of (H, C, E, G) 5.30 Describe the expedition of Lewis and Clark from 1803 to (H, E, G) 5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. Identify the nation that sold the United States the Louisiana Purchase Identify Lewis and Clark Explain the significance of the Louisiana Purchase and the Lewis and Clark expedition ELA STANDARDS Students pretend to be the assistant to Lewis and Clark on their expedition. Think about what you would bring on the journey and explain why you would bring those items. Have students write this essay as an opinion piece following the common core standards. Louisiana Purchase Thomas Jefferson Napoleon Bonaparte France Meriwether Lewis William Clark Sacagawea Expedition St. Louis Missouri River IN 13

14 Topic 2: WESTWARD EXPANSION Notes Vocabulary Cont. Assessments 5.34 Explain the reasons that pioneer moved west from the beginning to the middle of the 19th century, and describe their lives on the frontier. (H, G, C, E) 5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. e. 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. f. Provide logically ordered reasons that are supported by facts and details. g. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). h. Provide a concluding statement or section related to the opinion presented. Explain two reasons for westward expansion Describe life on the frontier for a pioneer ELA STANDARDS Ask students to write an opinion piece on what it would be like to live as a pioneer in the American West. Westward Expansion Pioneer Oregon Trail Frontier Prairie Conestoga wagon prairie schooner Covered wagon Oxen Wagon trains Buffalo Santa Fe Trail Trail guides IN 14

15 Topic 3: THE WAR OF 1812 Notes Vocabulary Cont. Assessments 5.32 Describe the causes of the war of 1812 and how events during the war contributed to a sense of American nationalism. (H) 5.RI.5 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. Identify two causes of the War of 1812 Explain two event from the War of 1812 ELA STANDARDS James Madison War Hawks War of 1812 USS Constitution Burning of the White House Battle of New Orleans Andrew Jackson Impressment Embargo Britain IN 15

16 Topic 4: THE CIVIL WAR Notes Vocabulary Cont. Assessments 5.35 Identify the key issues that contributed to the onset of the Civil War. (H, E) *5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. *These ELA standards must be taught to the level of appropriate mastery during the social studies unit. Explain two causes of the Civil War Identify Abraham Lincoln ELA STANDARDS Have students read articles or primary source documents about the causes of the civil war, one from the perspective of the Union and the other from the perspective of the Confederates. Are there any similarities between their points of view? What are the differences in their points of view? Civil War Abolition Plantation States Rights Abraham Lincoln Secession Confederate States of America Union Army Confederate Army Jefferson Davis General Robert E. Lee General Ulysses S. Grant Reconstruction IN 16