GESD Social Studies Pacing Guide Grade 5

Transcription

1 Unit Names/ Suggested Timeline AZ State Social Studies Standard- By Unit Essential Questions Suggested Objectives/ Common Core Alignment S1-C3: Exploration & Colonization Vocabulary/Terms (Content/) Content Native Americans & European Exploration PO 1. Recognize that Native American tribes resided throughout North America before the period of European exploration and colonization. S2-C5: Encounters and Exchange PO 1. Describe the following effects of European exploration, trade, and colonization on other parts of the world: a. sea routes to Asia b. colonies established and settled c. increased power of European countries d. trade established between Europe, Africa, and Americas e. introduction of disease and the resulting population decline of Indigenous people f. triangular trade PO 2. Describe ways in which Spain, France, and England competed for power. To what extent did European colonization and settlement impact world cultures? How did European colonization and exploration create a global exchange of goods and resources? Why did colonization become a competition amongst European powers Label and color code a map detailing the various expeditions from Europe to the New World, and where those explorers discovered, claimed, and colonized Create a graphic organizer showing the Columbian Exchange Design a comic strip detailing why European nations desired colonies in the New World (summarize the events using specific details) W.4.3a Native American Jacques Cartier Henry Hudson Hernando de Soto Samuel Champlain John Cabot Ponce de Leon Triangle trade Columbian Exchange plantation Exploration Colonization European Spain Dutch France Great Britain New World Navigation Empire Treaty Missionary slavery 1

2 S5-C1: Foundations of Economics PO 1. Identify the opportunity costs (i.e., separation from family, indentured service) associated with expeditions to the New World. S1-C3: Exploration & Colonization PO 2. Explain the reasons for the explorations of Samuel Champlain, Henry Hudson, John Cabot, Jacques Cartier, Ponce de Leon, and Hernan de Soto in the New World. PO 3. Explain the reasons (e.g., religious freedom, desire for land, economic opportunity, a new life) for colonization of America. PO 7. Describe interactions (e.g., agricultural and cultural exchanges, alliances, conflicts) between Native Americans and European settlers. What trade-offs did colonists have to consider when traveling to the New World? What reasons did Europeans have for exploring North America? How did the arrival of Europeans affect Native American culture? Write a letter as a colonist writing home, explaining your reasoning for traveling to the New World W.5.4 Assign various explorers. Have students research assigned explorer, and write a short paragraph detailing their motivations for exploration W.5.7 Create a before and after chart using secondary sources on a certain Native American culture (choice of tribe/region) PO 8. Describe the causes and effects of triangular trade. GESD Suggestion: slave trade What items were traded in the triangle trade and what impact did they have? Draw a map of triangular trade, with items being traded labeled on direction arrows Explain the causes and effects of the system using the typical sequences of interactions W.5.2c 2

3 Unit Names/ Suggested Timeline AZ State Social Studies Standard- By Unit Essential Questions Suggested Objectives/ Common Core Alignment Vocabulary/Terms (Content/) 13 Colonies & the American Revolution American Revolution & New Nation Standards are taught in detail in 8 th Grade S1-C3: Exploration and Colonization PO 5. Describe the geography, cultures, and economics of the Southern, Middle Atlantic, and New England Colonies. PO 2. Describe how specialization (e.g., division of labor) improved standards of living in the three colonial regions. S5-C2: Microeconomics PO 1. Explain how price incentives affect peoples behavior and choices, such as colonial decisions about what crops to grow and which products to produce. S1-C4: Revolution and New Nation PO 1. Describe the significance of the following events leading to the American Revolution: a. French and Indian War b. Proclamation of 1763 c. Tea Act d. Stamp Act e. Boston Massacre f. Intolerable Acts What are the characteristics attributed to each distinct colonial region? How did specialization improve colonial life? Why did colonists grow different crops in different regions? How did British actions affect colonial opinions on British rule? How did specific Label a map of the 13 colonies, with 3 distinct colors for the 3 regions. In margin, detail the identifying characteristics of each (geography, religion, agriculture) Jigsaw: Assign various specialized jobs (ship builder, plantation farmer). Students are to become experts on job, then teach group on how job improved colonial settlement/region RI.5.9 Covered in 13 colonies regional map (above) Create a Path to Revolution timeline, with labels on each new event. RI.5.3 Write a journal entry as a Son of Liberty referencing specific reasons why you believe you have the right to rebel. W.5.1 Content 13 colonies New England Middle Colonies Southern Colonies Frontier Charter Common Puritan Triangular trade Tidewater Cash crops Militia Patriot Loyalist House of Burgesses Saratoga Lexington & Concord Yorktown Valley Forge George Washington Thomas Jefferson Tea Act Stamp Act French and Indian War Parliament Sons of Liberty Boston Tea Party Boston Massacre Intolerable Acts Declaration of Independence 3

4 PO 2. Describe the significance of the following events in the Revolutionary War: a. Declaration of Independence b. The battles of Lexington and Concord, Saratoga c. Aid from France d. Surrender at Yorktown PO 3. Identify the impact of the following individuals on the Revolutionary War: a. Benjamin Franklin b. Thomas Jefferson c. George Washington d. Patrick Henry e. Thomas Paine f. King George III S2-C6: Age of Revolution PO 1. Explain the rationale and characteristics of rebellion. PO 2. Explain the impact that revolution has on a society. events change the course of the American Revolution? What impact did certain individuals have the American Revolution and newly created United States? Why do people rebel against existing authority/ government? How does revolution change societies? Make a foldable detailing the major battles of the American Revolution W.5.2a Gallery Walk: Give students secondary source reading on individual (6 groups). Have students create a profile poster detailing the desired information (accomplishments/personal info). Gallery Walk with graphic organizer. Write a short paragraph arguing who had the greatest contribution. RI.5.2 RI.5.3 W.5.1c Create a list of reasons why a group of people may rebel against government Covered in Venn Diagram (below) Preamble Pilgrim Religious freedom Naval Lumber Immigrant Tolerance Revolution Rebellion Alliance Boycotts Representation Taxation Protest Liberty Grievance Veteran mercenary PO 3. Compare the causes of the American What are some similarities/difference Create a Venn Diagram comparing a 4

5 Revolution to other revolutions around the world (e.g., France, Haiti, Mexico, South America, Russia). s between revolutions throughout history? chosen revolution to American Revolution, summarize findings RI.5.9 RI.5.5 W.5.2b W.5.2e PO 4. Compare the outcomes of the American Revolution to those of other revolutions around the world (e.g., France, Haiti, Mexico, South America, Russia). Unit Names/ Suggested Timeline AZ State Social Studies Standard- By Unit Essential Questions Suggested Objectives/ Common Core Alignment Vocabulary/Terms (Content/) 5

6 Emerging American Government S3, Concept 2: Structure of Government PO 1. Describe the role of town meetings and representative assemblies in colonial government. S1-C3: Exploration and Colonization PO 4. Describe the contributions of geographic and economic conditions, religion, and colonial systems of government to the development of American democratic practices Concept 5: Government Systems of the World PO 1. Describe the characteristics of a monarchy and a republic. S3-C1: Foundations of Government PO 1. Identify the democratic principles and ideals associated with the following documents: a. Mayflower Compact b. Declaration of Independence c. Articles of Confederation d. United States Constitution e. Bill of Rights S3-C3: Functions of Government PO 1. Explain ways in which the powers of How did American colonists govern themselves? What factors contributed to the development of American democracy? What are the key differences between monarchies and republics? How have important documents influenced the development of democracy? How did the Constitution rectify Hold an example town assembly meeting, with assigned roles. Once finished, hold discussion on proceedings. Exit Ticket on how it went, opinion on representative government SL..5.1a Create a web chart with democracy centered and the factors linked. Create a T-Chart. Have students assign various characteristics to either side Provide excerpts from primary sources (Magna Carta, Mayflower Compact). Have students identify where in America the ideas are present today. RI.5.5 Give list of problems created by Content Impeach Judicial Legislative Executive President Congress Supreme Court Constitution Articles of Confederation Veto Federalist Anti-Federalist Cabinet Political party House of Representatives Senate Bills of Rights Natural rights Ambassador George Washington Benjamin Franklin John Madison Great Compromise 3/5ths Compromise Mayflower Compact Justice Suffrage 6

7 the federal government differed from the Articles of Confederation to the Constitution. previous issues experienced under the Articles of Confederation? Articles of Confederation. Have students match the Constitutional equivalent/solution. Democracy Republic Freedoms Monarchy Article Section Strand 3, Concept 2: Structure of Government PO 2. Describe how the Constitution is designed to limit central government, as in freedom from a controlling monarchy. What aspects of the Constitution are designed to limit the powers of government? Why must the government s powers be limited? Give Constitutional power. Have students match the correct limitation or check and balance to it Give fictional story on government abusing powers. Have students write piece on why government must be limited W.5.3a S3-C1: Foundations of Government PO 2. Recognize the contributions and roles of the following individuals in creating the American government: a. John Adams b. Benjamin Franklin c. Alexander Hamilton d. Thomas Jefferson e. James Madison f. John Marshall g. George Washington PO 3. Describe the struggle between the Federalists and the Antifederalists over the What roles did certain individuals (Founding Fathers) have in the creation of a constitutional government? What arguments did the Federalists/Anti- Federalist have for/against the See Gallery Walk above (Individual roles and contribution to American Revolution) Prepare an argument on which historic figure made the greatest impact (summarize findings) W.5.1c Create a comparison graphic organizer (3 rows Issue/ Federalist answer/antifederalist answer 7

8 ratification of the Constitution and the creation of the Bill of Rights. Constitution? Why was a Bill of Rights amended to the Constitution? Role play classroom with personal freedoms/rights of accused. Short piece on why personal freedoms are important SL.5.4 S3-C3: Functions of Government PO 2. Identify the process by which a bill becomes a law. PO 3. Describe how the checks and balance system which established the three branches of the federal government works, as in Andrew Johnson s impeachment. PO 5. Compare the arguments for states rights versus the power of the federal government (e.g., taxation). How does a proposed bill become United States law? How does the Constitution ensure that all 3 branches are equally balanced in terms of power? Why is it important that some powers are reserved for the federal government and others for the states? Create a law using U.S. legislation process. Assign roles to class (Congress, President, etc.) RI.5.1 Create 3 column graphic organizer. Match correct power with correct branch Debate the issue of state s powers vs. federal powers. SL.5.4 Debate Question: Who should have what power? SL.5.4 PO 4. Describe how one nation evolved from thirteen colonies through the following How did the various compromises and issues at the Constitutional Convention impact Venn Diagram (2x) on major arguments over the two major compromises of the Constitutional 8

9 events: a. Constitutional Convention b. George Washington s Presidency c. Creation of political parties (covered in detail in 8 th grade) the Constitution? Convention. RI.5.5 Unit Names/ Suggested Timeline AZ State Social Studies Standard- By Unit Essential Questions Suggested Objectives Vocabulary/Terms (Content/) S3-C5: Westward Expansion How did America expand/acquire new territories in the As you progress through Western Expansion, fill in various territorial acquisitions and how they were added. Thomas Jefferson Louisiana Purchase 9

10 Westward Expansion PO 1. Describe the following events of 19th century presidencies of: a. Thomas Jefferson Louisiana Purchase; explorations of Lewis and Clark b. James Madison War of 1812 c. James Monroe The Monroe Doctrine d. Andrew Jackson Nationalism and Sectionalism; Trail of Tears e. James Polk Mexican-American War; discovery of gold in California. West? To what extent did Lewis and Clark s expedition influence Western Expansion? Why did America and Britain go to war again in 1812?What were the outcomes of the war? What impact did Andrew Jackson have on America? Examine Lewis and Clark s journals and categorize each entry into the goals given to them by Jefferson RI.5.6 Jigsaw (see above) Short secondary sources on contributions of Jackson. Students will determine if he is a hero or villain SL.5.1a SL.5.1c Lewis and Clark Sacajawea War of 1812 Impressment Embargo USS Constitution Star Spangled Banner Andrew Jackson Indian Removal Act Trail of Tears Direct democracy Spoils system Gold Rush 49er Lone Star Republic Alamo Sam Houston What effect did the Indian Removal Act/Trail of Tears have on Native Americans in the Southeast U.S? Have students read primary source on Trail of Tears. Take them outside and walk Trail of Tears, with some dying from various causes. Write a journal entry detailing their journey W.5.2d Annexation Migration Settler Naval Expedition What impact did the discovery of gold have on the settlement of California? Have students examine population charts from , mining methods and boomtown videos/pictures. Have students write argumentative piece on settling in the West SL.5.1a 10

11 Why did the U.S. come into conflict with Mexico in the Southwest? Create a timeline of Texas independence and annexation using multiple sources. RI.5.3 What obstacles did America face in realizing Manifest Destiny? Have students create list of issues America faced in expanding Westward. For each problem, explain how Americans overcame it RI.5.1 PO2. Describe the different perspectives (e.g., Native Americans, settlers, Spanish, the U.S. government, prospectors) of Manifest Destiny. Connect with PO3 What are the different methods settlers used to move West? Create a map of the trails into the west. Label major geographic obstacles and other problems faced PO 3. Identify major westward migration routes of the 19th Century. Unit Names/ Suggested Timeline AZ State Social Studies Standard- By Unit Essential Questions Suggested Objectives/ Common Core Alignment Vocabulary/Terms (Content/) S5-C1: Foundations of Economics PO 2. Describe how specialization (e.g., division of labor) improved standards of living in Pre-Civil War North and South. How did specialization improve the standard of living in America? Create a graphic organizer to compare industrialization in the North vs. plantation farming in the Southsummarize finding include illustrations W.5.2c Content Lowell mills Dred Scott Kansas-Nebraska Act Bleeding Kansas Uncle Tom s Cabin 11

12 Civil War Civil War is covered in detail in 7 th Grade S4-C2: Places and Regions PO 1. Describe how the following regions exemplify the concept of region as an area with unifying human or natural factors: North and South during the Civil War. S1-C6: Civil War and Reconstruction PO 1. Describe factors leading to the Civil War: a. role of abolitionists and Underground Railroad b. sectionalism between North and South c. westward expansion PO 2. Identify the reasons why the following were important events of the Civil War: a. firing on Ft. Sumter b. major battles c. delivery of the Emancipation Proclamation What major differences separated the North and the South into distinct regions? What are the major issues that led to the outbreak of the Civil War? What impact did (insert major event) have on the outcome of the Civil War? Create a graphic organizer comparing the North and South cultures, economies, and political beliefssummarizing finding, include illustrations W.5.2c Create a foldable outlining the various issues involved in the slavery issue: Dred Scott, Kansas-Nebraska, Missouri Compromise, Uncle Tom s Cabin, Lincoln s Election, Secession RI.5.3 Read/Examine primary sources from various events. Have students explain the impact each had on the overall Civil Warn RI.5.9 Covered in foldable (above) Missouri Compromise Confederate States of America Underground Railroad Harriet Tubman Abraham Lincoln Jefferson Davis Robert E. Lee Ulysses S. Grant Gettysburg Ft. Sumter Emancipation Proclamation Specialization North South Plantation Civil war Mass production Union Confederacy Slavery Surrender Precedent Secede Federal 12

13 d. surrender at Appomattox S3-C3: Functions of Government PO 4. Explain the significance of the Dred Scott Decision. PO 5. Compare the arguments for states rights versus the power of the federal government (e.g., the expansion of slavery). What precedent did the Dred Scott case set? Should the federal government have the power to regulate labor/slavery in the states? As a class, create a pros chart for both state and federal control of slavery laws, have students write an opinion piece on whether or not slavery and labor in general should be controlled by the states or the federal government. W.5.1a-c (Using Dred Scott case as an example) Unit Names/ Suggested Timeline AZ State Social Studies Standard- By Unit Essential Questions Suggested Objectives/ Common Core Alignment Vocabulary/Terms (Content/) S3-C4: Rights, Responsibilities, and Roles of Citizenship PO 1. Describe ways an individual can contribute to a school or community. How can a student improve the world around themselves? Have students create a possible community service project list. Content Citizen Democracy Representative Congress President As a class, build a list of important 13

14 Citizenship PO 2. Describe the character traits (i.e., respect, responsibility, fairness, involvement) that are important to the preservation and improvement of constitutional democracy in the United States. S3-C4: Rights, Responsibilities, and Roles of Citizenship PO 3. Describe the importance of citizens being actively involved in the democratic process (e.g., voting, student government, involvement in political decision making, analyzing issues, petitioning public officials). What are the important aspects to being a citizen in a democratic nation? Why is it important to be involved in a democratic government? traits to being an American citizen. Have students act out each trait in a tableau (moving art piece) SL.5.4/5 Have students create and implement a petition for a possible change in the school (check with administration for approved ideas) W.5.4 W.5.1c Have students elect a class president and Congress (campaign throughout the unit). President will be allowed to choose from list of possible enrichment time activities that is to be created by class Congress Republic Petition Volunteer Election Policy Examine various policy decisions facing current President. Have students argue for or against certain decisions RI.5.1 W.5.1c SL.5.1c Unit Names/ Suggested Timeline AZ State Social Studies Standard- By Unit Essential Questions Suggested Objectives/ Common Core Alignment Vocabulary/Terms (Content/) S4-C1: The World in Spatial Terms (Within Maps of U.S.) Two Maps of America Content PO 1. Interpret information from a variety of maps: 14 contour population density natural resource How do you read a map? Additional E.Q. How did certain geographic features Map 1 will be all 50 states labeled, with regions color coded, and regional characteristics listed in margins. Map 2 will be important geographic features and major U.S. cities. See POs for specific geographic vocabulary ALSO: Any major city, waterway, or other

15 Geography historical maps PO 2. Locate features in the world (e.g., continents, waterways, mountain ranges, cities) on a map using latitude and longitude. PO 3. Identify the location of significant geographic features from content studied on a physical or political map. influence (insert unit/topic here)? Where are major geographical features on the globe? What are the important geographic features of (insert unit/topic)? NOTE: Be sure to include any important features & cities you will discuss in later units Give world map with latitude and longitude. Give students latitude and longitude coordinates. Have them use them to locate important world geographic features, nations, etc. Completed in 2 Map activity (above) feature you may encounter (can be taught within unit in which it is studied) Same as above PO 4. Locate physical and human features (e.g., gulf, delta, isthmus, strait, bay, canyon, swamp, peninsula, province, cape, tree line) in the United States and world on an appropriate map type. What are some of the major geographic features in the United States? Completed in 2 Map activity (above) PO 5. Identify each state on a U.S. map. Unit Names/ Suggested Timeline AZ State Social Studies Standard- By Unit Essential Questions Suggested Objectives/ Common Core Alignment Vocabulary/Terms (Content/) S5-C2: Microeconomics PO 1. Explain how price incentives affect peoples behavior and choices, such as colonial decisions about what crops to grow and which products to How are people s decision influenced by their wants and needs? Have students outline what they must do achieve a certain want Content Price Supply Demand Need Want Competition 15

16 Economics produce. PO 2. Describe how competition, markets, and prices influence peoples behavior. What effect does economic competition have on prices? Economic simulation. Have various students attempt to sell candy for money. Students are allowed to set prices. Most money wins prize Entrepreneur Goods Services Bank interest PO 3. Identify how people earn income by selling their labor to businesses or governments. Why do individuals provide services to others? Examine various famous entrepreneurs throughout topics covered. Have students present their assigned individual, focusing on his important contributions to America W.5.7 W.5.9b Government Business Labor Produce PO 4. Describe ways in which entrepreneurs take risks to develop new goods and services. How do entrepreneurs influence the development of new goods and services? Have students explain how private business drive production by having them create something (teacher choice) PO 5. Describe the function of private business in producing goods and services. PO 6. Discuss the function of banks in providing checking accounts, savings How do private businesses effect the production of goods and services? What are the essential functions of banks? Examine the various functions of banks. Have students rank the jobs performed by banks As a class, create a list of possible tax expenditures. Have students write a persuasive piece on what tax money should be spent on W

17 accounts, and loans. PO 7. Explain the function of government in providing certain goods and services through taxation. What does the government do with taxes? 17