FIFTH GRADE SOCIAL STUDIES COURSE DESCRIPTION

Transcription

1 FIFTH GRADE SOCIAL STUDIES COURSE DESCRIPTION Fifth Grade Social Studies curriculum is focused on United States history from the early exploration of the Americas to the Civil War. The course will also examine the relationships among geography, government, economic, and cultural concepts as they related to United States history. Fifth Grade Curriculum 301 BOE Approved

2 FIFTH GRADE I. CORE CONCEPTUAL OBJECTIVE: GOVERNMENT/CIVICS The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process. By the end of Fifth grade, all students should know: 1. citizens have the right to petition the government for changes in the law. (E) 2. the purpose, functions, and powers of the local, state and national government. (E) 3. in a democracy, individuals select leaders through a voting process. (E) 4. candidates for public office may campaign to solicit votes. (I) 5. Early American political groups include: Tories, Whigs, Federalists, Antifederalists, Loyalists, and Separatists. (I) 6. laws are made by Congress in a process outlined by the Constitution. (E) State and National Standards Correlations SS 1, SM 1.9, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS By the end of Fifth grade, all students should be able to: 2. investigate and connect past and current events in government utilizing: (D) websites (E) electronic encyclopedias, almanacs, atlases (E) newspapers (D) magazines (D) 3. utilize technology and other tools to construct charts, graphs, diagrams, ads, and/or posters. (A) State and National Standards Correlations SS 1, SS 7, SM 1.6, 1.4, 1.9, R, T, W SS 1, SS 7, SM 1.6, 1.4, 1.9, R, T, W 5. examine multiple points of view. (E) SS 7, SM 1.9, NCSS Fifth Grade Curriculum 302 BOE Approved

3 7. U.S. citizens have rights and responsibilities. (A) 8. power is distributed among individuals and institutions. (I) 9. the Constitution contains important provisions such as: *majority rule/ minority rights (E) *checks and balances (limits of powers) (I) *separation of powers (I) 10. the Bill of Rights protects the rights of U.S. citizens. (A) 11. federalism is the sharing of power between the U.S. Government and the states. (E) 12. the Declaration of Independence proclaimed inalienable human rights of life, liberty, and the pursuit of happiness. (E/A) 13. government is limited by laws (limited government). (E) 14. the rule of law means that no individual is above the law. (I) SS 1, W, NHS, CIV, MCG, NSCG, NCSS SS 1, 6, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS SS 1, W, NHS, CIV, MCG, NSCG, NCSS 9. interpret political cartoons. (E) SS 7, NCSS, NHS, MCH, MCG 10. identify the first ten amendments. (E) SS 1, W, NHS, CIV, MCG, NSCG, NCSS 12. use primary and secondary sources. (E/A) SS 1, 7, W, R, NHS, CIV, MCG, NSCG, NCSS Fifth Grade Curriculum 303 BOE Approved

4 A. FACILITATING ACTIVITIES: GOVERNMENT/CIVICS CCO I: The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process. Essential Question: How and why are governments created, structured, maintained, and changed? The student will: 1. create a chart/diagram explaining how a bill becomes a law. Propose a law and explain how it might go through the process. (I C6, I P2) 2. compare and contrast the three branches of the government looking specifically at what each branch is responsible for. Discuss the checks and balances and separation of powers that were created in the Constitution to make sure that no one branch has more power than the others. Create visuals to illustrate both separation of powers and checks and balances. (I C9, I P3) 3. summarize how the nation and states share power to explain Federalism. Discuss powers that belong to the Federal government and powers that belong to the states. (I C11) 4. in a class discussion examine how power is distributed among individuals and institutions. Think about how the classroom and school are run/organized and then think about later institutions. Discuss the importance of rule of law to individuals and institutions. Provide examples of the rule of law or absence of rule of law from past or current events. (I C8, I C14, I P2) 5. Participate in a class meeting and discuss why is government necessary?, What is the purpose of rules at school?, What is the purpose of laws? As a class, create a poster showing local, state, and national government powers. (I C2, I C6, I P3) 6. Act out a skit that shows one of the rights listed in the Bill of Rights. (The class will determine which amendment is being depicted and discuss how the amendment protects their rights. The student will then write a sentence giving an example of the right in their daily life. (I C10, I P10) 7. watch The Almost Painless Guide to the Constitution from United Streaming online video and examine a simplified Bill of Rights at ( then play the Bill of Rights game at ( (I C10, I P10, I P2, I P5) 8. propose a law for the country and construct a diagram showing the steps necessary for the bill to become a law. (I C6, I P3) Fifth Grade Curriculum 304 BOE Approved

5 9. examine a copy of the Declaration of Independence and then read The Declaration of Independence, by Patricia Quirri, and excerpts from Can t You Make Them Behave King George?, by Jean Fritz. Write a paragraph explaining the purpose of the Declaration of Independence and its importance. (I C12, I P5, I P12) Discuss how the British and colonists views about the Declaration may have been different. Essential Question: How do citizens (both individually and collectively) influence government policy? The student will: 1. participate in classroom meetings/elections. During the class meeting, discuss the concept of majority rule and the process of voting to select leaders. Vote on a suggestion made during a class meeting and/or student council elections in the fall. Run for student council or help campaign to solicit votes. Compare voting on classroom issues to US citizens voting in elections. (I C3, I C4) 2. construct a graphic organizer that highlights the key differences in each of the following political groups: Tories, Whigs, Federalists, Anti-Federalists, Loyalists, and Separatists, Write a summary of each group and their role in history. Then role play a conversation between two of the groups. (I C5, I P5) 3. collect newspaper articles showing the rights and responsibilities of citizens. Then construct a t-chart listing all the rights in one column and all the responsibilities in the other. Discuss in a class meeting the relationship between citizens rights and their responsibilities. (I C7, I P2, I P3) Fifth Grade Curriculum 305 BOE Approved

6 B. APPLICATION LEVEL ASSESSMENT: GOVERNMENT/CIVICS CCO I: The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process. STUDENT TASK: The student will: 1. understand government is limited by laws. (I C13) 2. understand U.S. citizens have rights and responsibilities. (I C7) 3. analyze the Bill of Rights protects the rights of U.S. citizens. (I C10) 4. examine multiple points of view. (I P5) 5. understand citizens have the right to petition the government for changes in the law. (I C1) TEACHER NOTES: Students should have studied the Constitution and the Bill of Rights prior to the ALA. Students can use a copy of the Bill of Rights to help answer the question. A graphic organizer may be used to differentiate based on student ability. SUGGESTED STUDENT PROMPT: We have studied government throughout the year. Now you will complete the following task to show what you have learned. To save tax dollars, the President has asked Congress to pass a law that would require soldiers to live in the homes of private citizens. This proposed law could go into effect at the beginning of the New Year. 1. Decide if the President s idea is constitutional or unconstitutional. Write down your choice and list reasons for your answer. 2. Write a letter to the editor of the local newspaper explaining your point of view about whether or not the law is a good idea (be sure to include the reasons from step one). In your letter also describe how citizens can become involved in the passage or defeat of this law. Fifth Grade Curriculum 306 BOE Approved

7 SCORING GUIDE CCO I: The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process. Bill of Rights Citizen s Rights and Responsibilities Limited Government Point of View Determines the law is Determines the law is unconstitutional and unconstitutional but does not mentions the Bill of Rights mention Bill of Rights as part of as part of reasoning. reasoning. Determines the law is unconstitutional and lists appropriate section of Bill of Rights as part of reasoning. Letter contains an accurate and detailed description of how citizens could become involved. Letter demonstrates an accurate and detailed understanding of the concept that our government is limited by laws. Letter clearly and concisely states a point of view and supports ideas with reasoning. Letter contains accurate description of how citizens can become involved. Letter demonstrates an accurate understanding of the concepts that our government is limited by laws. Letter clearly states a point of view and offers at least one reason. Letter generally mentions citizen involvement. Letter demonstrates a general understanding of the concept that our government is limited by laws. Letter states a point of view. Incorrectly determines the law is unconstitutional. Letter does not describe how citizens can be involved. Letter does not demonstrate an understanding of the concept that our government is limited by laws. Letter does not state or support a point of view. Fifth Grade Curriculum 307 BOE Approved

8 C. APPLICATION LEVEL ASSESSMENT: GOVERNMENT/CIVICS CCO I: The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process. STUDENT TASK: The student will: 1. understand the purpose, functions, and powers of the local, state and national government. (I C2) 2. utilize technology and other tools construct charts, graphs, diagrams, ads, and/or posters. (I P3) 3. understand laws are made by Congress in a process outlined by the Constitution. (I C6) 4. understand that in a democracy, individuals select leaders through a voting process. (I C3) 5. understand the Constitution contains important provisions. (I C9) TEACHER NOTES: The items in this government assessment module may be given as one assessment during the same session or items may be given separately as part of other classroom summative assessments. Websites such as ( or can be used to provide students with the How a Bill Becomes a Law flow chart. Fifth Grade Curriculum 308 BOE Approved

9 SUGGESTED STUDENT PROMPT: 1. Using the graphic organizer below, write in some of the functions and powers of the local, state, and national government. Local State National Looking at the graphic organizer you created, explain how the state and national government share powers. What is the system of shared powers called? Fifth Grade Curriculum 309 BOE Approved

10 3. In the United States, name two things citizens could do if they were unhappy about a law passed by Congress and wanted it changed. 4. Examine the How a Bill Becomes a Law flow chart. Who needs to approve a bill before it can become a law? 5. Your teacher is thinking about running for office within the school. The principal told her that her name would be placed on a ballot, then students will vote and the majority rules. Explain to your teacher what the principal means by majority rules and give an example. Fifth Grade Curriculum 310 BOE Approved

11 SCORING GUIDE CCO I: The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process = student completes chart for all three levels of government 3 = student completes most of the chart for all three levels of government 2 = student completes most of chart for two levels of government. 1 = student completes some of chart for two levels of government 0 = student is unable to complete chart or completes only some of chart for one level of government 2. 2 = student identifies and explains federalism 1 = student identifies or explains federalism 0 = student is unable to identify 3. 2 = student lists two acceptable ways to try and change laws 1 = student lists one acceptable way to try and change laws 0 = student is unable to list an acceptable way to try and change laws Possible acceptable answers: vote members out of Congress, petition, write letters, propose a constitutional amendment, protest 4. 3 = student identifies congressional committees, Houses of Congress, and the President 2 = student identifies two of the following: congressional committees, Houses of Congress, and the President 1 = student identifies one of the following: Congressional committees, Houses of Congress, and the President 0 = student is unable to identify groups who approve the bill 5. 2 = student explains majority rule and gives an example 1 = student explains majority rule or gives an example 0 = student is unable to explain rule or give an example Fifth Grade Curriculum 311 BOE Approved

12 FIFTH GRADE II. CORE CONCEPTUAL OBJECTIVE: HISTORY The student will analyze and interpret significant historical events in early American History. By the end of Fifth grade, all students should know: 1. the importance and connections among the following historical events and figures: a. Native American cultures prior to exploration. (E) b. discovery, exploration, and cultural interaction with Native Americans (Columbian exchange). (E) c. early settlement of the Americas and colonization. (E) d. American Revolution. (E) e. drafting/passage of the Constitution. (E) f. Westward expansion. (A) State and National Standards Correlations SS 2, RE, GE, NCSS, NGS, MCH, NHS, CIV SS 2, RE, GE, NCSS, NGS, MCH, NHS SS 2, RE, GE, NCSS, NGS, MCH, NHS SS 2, RE, GE, NCSS, NGS, MCH, NHS SS 2, RE, GE, NCSS, NGS, MCH, NHS SS 2, RE, GE, NCSS, NGS, MCH, NHS By the end of Fifth grade, all students should be able to: 1. a. organize historical events into effective notes, outlines, or timelines. (E) b. use technology and graphic organizers to organize or present information about historical events or figures. (A) c. analyze the cause and effect relationships among early American historical events. (A) d. analyze a political cartoon. (E) e. distinguish between fact and opinion when evaluating social studies sources. (E) State and National Standards Correlations SS 2, SS 7, R, SM 1.1, 1.2, NHS, MCH SS 2, SS 7, R, SM 1.1, 1.2, 1.4, 1.6, 1.7, 1.8, NHS, MCH, T, RE, GE SS 2, SS 7, R, SM 1.6, NHS, MCH SS 2, SS 7, R, SM 1.7, NHS, MCG SS 2, SS 7, R, SM 1.6, NHS, MCH Fifth Grade Curriculum 312 BOE Approved

13 g. Women s suffrage movement. (I) h. causes and effects of the Civil War. (E) i. movement from agrarian to industrial society. (I) 2. historical perspectives may have different interpretations and may even conflict. (E) SS 2, RE, GE, NCSS, NGS, MCH, NHS SS 2, RE, GE, NCSS, NGS, MCH, NHS SS 2, RE, GE, NCSS, NGS, MCH, NHS SS 2, NHS, MCH, NCSS, R, W f. develop questions to initiate research. Respond to 5 Ws (who, what, where, when, why). (A) g. conduct research to answer questions. (A) h. use rules for evidence collection and evaluation of sources. (I) sourcing cross checking contextualization i. write narrative and expository social studies documents. (I/E) 2. a. interpret conflicting evidence. (E) b. identify bias and point of view. (E) c. differentiate between propaganda and other persuasive appeals. (I) d. differentiate between historical fiction and historical accounts. (E) SS 2, SS 7, R, SM 1.1, 1.2, 1.4, 1.6, 1.7, 1.8, NHS, MCH, T, RE, GE SS 7, SM 1.7, 1.7, NHS, NCSS SS 2, SS 7, R, SM 1.1, 1.2, 1.4, 1.6, 1.7, 1.8, NHS, MCH, T, RE, GE SS 2, SS 7, R, SM 1.1, 1.2, 1.4, 1.6, 1.7, 1.8, NHS, MCH, T, RE, GE SS 2, PS 1.5, 1.6, 1.7, R, W SS 2, PS 1.5, 1.6, 1.7, R, W SS 2, PS 1.5, 1.6, 1.7, R, W SS 2, PS 1.5, 1.6, 1.7, R, W Fifth Grade Curriculum 313 BOE Approved

14 e. examine multiple perspectives and views. (D) SS 2, PS 1.5, 1.6, 1.7, R, W Fifth Grade Curriculum 314 BOE Approved

15 A. FACILITATING ACTIVITIES: HISTORY CCO II: The student will analyze and interpret significant historical events in early American History. Essential Question: How have historical events contributed to the development of our country? The student will: 1. brainstorm questions about the life Native American tribes before European exploration. Conduct research using the library and technology. Discuss similarities and differences among Native American tribes of the period. (II C1a, II P1g) 2. write an expository paragraph to explain the relationship between the Powhatan Indians and the English settlers at Jamestown. Focus on the cultural interactions between the natives already living in the region and newly arriving colonists. II C1b, II P1) 3. compare and contrast the English colonies of Jamestown and Plymouth using a t-chart or venn diagram. Brainstorm points of comparison as a class and complete the venn diagram individually. (II C1c, II P1c) 4. create a t-chart to illustrate the Columbian Exchange. Label one side of the chart From the New World to the Old World and the other side From the Old World to the New World. Write the names of the foods, plants, animals, germs, innovations, and technology in the appropriate column. Write a summary of how the Columbian Exchange changed lives of people around the world. (II C1b, II P1b) 5. create an outline of the events leading up to the Revolutionary War. Discuss in small groups how each event on the outline relates to each other in terms of cause and effect. (II C1d, II P1a, II P1c) 6. compare and contrast the causes and effects of the American Revolution and Civil War using a venn diagram or t-chart. As a class have a discussion about similarities and differences. Discuss history, geography, economic, cultural, and government issues/changes because of these conflicts. (II C1d, II C1h, II P1c) 7. create a skit that depicts the drafting and passage of the Constitution. Discuss the opinions of members of the Constitutional Convention and defend the point of view of a participant. (II C1e, II P2b) 8. make up a trading card for a suffragist of choice. The card should include information about the impact of this woman on the times, basic biographical information, and an illustration of the person (possible suffragists: Elizabeth Cady Stanton, Susan B. Anthony, Sojourner Truth, Lucretia Mott). (II C1g) 9. design a poster to highlight an invention that helped America move from an agrarian to an industrial society. (Possible inventions: cotton gin, freight train, steam engine, Erie Canal.) The poster should include an explanation of the 5 W s (who, what, when, where, why) related to the invention. (II C1i, II P1f) Fifth Grade Curriculum 315 BOE Approved

16 Essential Question: What should we do when primary sources disagree? Whom do we believe and why? The student will: 1. interpret illustrations of Columbus first encounters with the Taino Indians. Discuss the illustration from the point of view/perspective of both the Taino and European explorers. Individually or in small groups brainstorm a list of at least five questions about the illustrations, then discuss the questions as a class. Generate a list of possible answers. (II C1b, I P5, I P12, II P2e, II P2b) Extension Activity: Create a living illustration by acting out the scene in the picture. Have students comment from the point of view of the people in the illustration. 2. examine an advertisement from the Virginia Company seeking colonists. Which pieces of the advertisements are true and which are propaganda? Discuss why the Virginia Company might have used propaganda techniques. (II C1b, II P2c) 3. discuss the Boston Tea Party from the point of view of the colonists. How might the perspectives of the British differ? Discuss how point of view might determine how the events were written about in each country. (II C1d, II P2a, II C2) 4. read Shh! We re Writing the Constitution, by Jean Fritz, and compare to textbook accounts of the Constitution and excerpts from James Madison s or John Adams accounts of the event. Discuss similarities and differences between the sources. (II C1e, II P2d) 5. read a diary account from early American history. Use the rules for evidence collection to determine if the diary is a credible source Discuss which statements are facts and which are opinions. (II C2, II P1e, II P1h) [See posters for sourcing, cross-checking, contextualization on appendix pages ] 6. examine a political cartoon from early American history. Discuss the message of the cartoon. Then draw a new cartoon to symbolize the same concept in a different way. (II C1d, II P1d) Fifth Grade Curriculum 316 BOE Approved

17 B. APPLICATION LEVEL ASSESSMENT: HISTORY CCO II: The student will analyze and interpret significant historical events in early American History. STUDENT TASK: The student will: 1. organize historical events into effective notes, outlines, or timelines. (II P1a) 2. use technology and graphic organizers to organize or present information about historical events or figures. (II P1b) 3. distinguish between fact and opinion when evaluating social studies sources. (II P1e) 4. develop questions to initiate research. Respond to 5 Ws (who, what, where, when, why). (II P1f) 5. conduct research to answer questions. (II P1g) 6. write narrative and expository social studies documents. (II P1i) TEACHER NOTES: This ALA works in conjunction with the Language Arts ALA for study and research. Ideally the students will produce an end product that consists of well-constructed, narrative or expository paragraphs that cite sources used. Students should be instructed on how to use the rules of evidence collection prior to the ALA. Students will need to keep a log of all resources used during their research. * In order for this ALA to be completed early in the school year it is recommended that the historical time period of focus be Discovery, Exploration, and Cultural Interaction with Native Americans. SUGGESTED STUDENT PROMPT: 1. Choose an explorer that you would like to know more about. Develop questions to start your research using the 5 W s (who, what, when, where, and why). Conduct research to answer your questions, organizing the information into effective notes and/or outlines based on the 5 W s. 2. Keep a list of resources that you use. You will need to consider whether each source is accurate. Cross-check to make sure sources agree. 3. Use Inspiration or templates at to create a graphic organizer showing the most important ideas about the explorer. 4. Using your notes and the graphic organizer, write a report addressing the 5 W s related to your explorer. Fifth Grade Curriculum 317 BOE Approved

18 Development of Research Questions Research/ Evaluating Resources SCORING GUIDE CCO II: The student will analyze and interpret significant historical events in early American History Questions are appropriate Questions focus on and focus on all 5 W s. some of the 5 W s. Questions are appropriate, focus on all 5 W s, and are answerable in the time frame of the assignment. Research is conducted using multiple, appropriate sources. Research log reflects accurate and thorough evaluation of sources. Notes/Outline Research is very organized into effective notes and/or outlines based on the 5 W s. Graphic Organizer Social studies writing Graphic organizer accurately presents important information about historical events or figures. Paragraphs clearly and accurately describe an explorer using all of the 5 W s. TEACHER COMMENTS: Research is conducted using multiple sources. Research log reflects accurate evaluation of most sources. Research is organized into notes and/or outline based on the 5 W s. Graphic organizer accurately presents information about historical events or figures that may include general or trivial information. Paragraphs accurately describe an explorer using most of the 5 W s. Research is conducted using a single source. Research log is incomplete but evaluates some sources. Research is organized but notes and/or outlines are difficult to follow. Graphic organizer presents information that may be overly general or contain inaccurate information. Paragraphs accurately describe an explorer using some of the 5 W s. Questions are inappropriate and or not focused on the 5 W s. Research is not conducted. The student relies on their own knowledge. Research log is incomplete and does not evaluate sources. Research appears to be disorganized. Graphic organizer is not completed or presents only inaccurate information. Paragraphs do not address the 5 W s related to an explorer. Fifth Grade Curriculum 318 BOE Approved

19 Name: Date: RESEARCH LOG Date Source Title Page # s Rules for evaluating sources Used Sourcing Cross-checking Contextualization Was Source Accurate? Fifth Grade Curriculum 319 BOE Approved

20 C. APPLICATION LEVEL ASSESSMENT: HISTORY CCO I: The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process. CCO II: The student will analyze and interpret significant historical events in early American History. STUDENT TASK: The student will: 1. differentiate between historical fiction and historical accounts. (II P2d) 2. interpret conflicting evidence. (II P2a) 3. use technology and graphic organizers to organize or present information about historical events or figures. (II P1b) 4. study the American Revolution. (II C1d) 5. use primary and secondary sources. (I P12) 6. examine multiple points of view. (I P5) 7. write narrative and expository social studies documents. (II P1i) TEACHER NOTES: Four primary sources related to the Boston Massacre are included for this ALA. Depending on the student s ability, chose at least two appropriate source documents to use for this activity. Students will need multiple copies of the Primary Source Evaluation sheet. Students will need one copy of the Primary Source Documents Comparison sheet to use to compare two of the sources they read. They will also need one copy of the Primary Source/Historical Fiction t-chart. Score the student s written work on a constructed response 0-2 scoring guide. This lesson will require two class sessions to complete. It can be done on back-to-back days if you do this only during social studies time. However, you can use the piece of historical fiction as your reading lesson on the same day if you want to complete the ALA in a single day. SUGGESTED STUDENT PROMPT: Today you will be evaluating primary sources. 1. Read the primary source documents that have been given to you. 2. Fill out an evaluation sheet for each of the sources you read. 3. Next compare two sources using the t-chart. 4. Listen to or read a historical fiction selection (The Fifth of March, by Ann Rinald, pages ) about the same event. 5. Compare the information in The Fifth of March to the information from the primary sources, using the t-chart. 6. Write a reflection paragraph that compares both sources of information to each other. 7. Discuss your findings in small groups and as a class. Fifth Grade Curriculum 320 BOE Approved

21 Name: Primary Source Evaluation Title: Author: Type of Source: What do I already know about this time period? Who is the intended audience of this piece? What is the purpose of this piece? What is the main idea of this piece? Why did you look at this piece? What did you learn from looking at this piece? Fifth Grade Curriculum 321 BOE Approved

22 *Used with permission from Colonial Williamsburg Education Division Fifth Grade Curriculum 322 BOE Approved

23 *Used with permission from Colonial Williamsburg Education Division Fifth Grade Curriculum 323 BOE Approved

24 *Used with permission from Colonial Williamsburg Education Division Fifth Grade Curriculum 324 BOE Approved

25 *Used with permission from Colonial Williamsburg Education Division Fifth Grade Curriculum 325 BOE Approved

26 Name: Primary Source Documents Comparison Document 1: Document 2: Conflicting Evidence Bias Points - of - View Fifth Grade Curriculum 326 BOE Approved

27 Name: Comparison of Primary Sources and Historical Fiction Primary Source Document Historical Fiction Document Fifth Grade Curriculum 327 BOE Approved

28 SCORING GUIDE CCO II: The student will analyze and interpret significant historical events in early American History. Primary Source Evaluation Primary Source Document Comparison Comparison of Primary Sources and Historical Fiction Reflection writing TEACHER COMMENTS: The student was able to, The student was able to, with minimal assistance, with minimal assistance, complete their source complete their source evaluation to demonstrate evaluation to demonstrate their understanding of their understanding of one three of the following: or two of the following: time period, audience, time period, audience, purpose, and main idea purpose, and main idea The student was able to successfully and independently complete their source evaluation to demonstrate their understanding of time period, audience, purpose, and main idea. The student independently, thoroughly, and accurately identified the conflicting evidence, bias, and points of view for two documents. The student independently, thoroughly, and accurately identified logical points of comparison The student clearly and accurately reflects on similarities and differences among source documents and historical fiction. The student, with minimal assistance, accurately identified the conflicting evidence, bias, and points of view in both documents. The student, with minimal assistance, accurately identified points of view. The student accurately reflects on similarities and differences among source documents and historical fiction. The student, with minimal assistance, identified a few examples of points of view in a document. The student, with moderate assistance, identified points of comparison. The student reflects on the source documents and historical fiction. The student was unable to use their source evaluation to demonstrate their understanding of time period, audience, purpose, and main idea The student is unable even with assistance to identify conflicting evidence bias or points of view. The student is unable even with minimal assistance to identify points of comparison. The student does not complete a reflection or does not write about the documents and historical fiction. Fifth Grade Curriculum 328 BOE Approved

29 D. APPLICATION LEVEL ASSESSMENT: HISTORY CCO I: The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process. CCO II: The student will analyze and interpret significant historical events in early American History. STUDENT TASK: The student will: 1. interpret political cartoons. (I P9) 2. analyze a political cartoon. (II P1d) TEACHER NOTES: Students should receive instruction and practice related to political cartoons prior to the ALA. The Benjamin Franklin cartoon for this ALA can be accessed at 0MFMTE2MTcwOTYwMS4yMjkxNDA6MToxMjoyMDQuMTg0LjI5LjI. Fifth Grade Curriculum 329 BOE Approved

30 SUGGESTED STUDENT PROMPT: Look at this cartoon drawn by Benjamin Franklin. Think about what was happening in the colonies at the time the cartoon was created. Describe the meaning of the cartoon. Fifth Grade Curriculum 330 BOE Approved

31 SCORING GUIDE CCO I: The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process. CCO II: The student will analyze and interpret significant historical events in early American History The student describes the The student describes the meaning of the cartoon objects in the cartoon but and mentions the does not discuss the symbolism. symbolism. The student describes the meaning of the cartoon with clear and accurate explanation of the symbolism. The student is unable to describe aspects of the cartoon. Fifth Grade Curriculum 331 BOE Approved

32 FIFTH GRADE III. CORE CONCEPTUAL OBJECTIVE: GEOGRAPHY The student will utilize geographical tools to interpret the past and understand the present. By the end of Fifth grade, all students should know: 1. a. the migration of early Americans was affected by geographic barriers. (E) b. factors (push/pull) influence groups to settle in a given place. (A) 2. United States history is shaped by the five themes of geography. (A) location (absolute and relative) movement place regions human/environmental interaction State and National Standards Correlations SS 5, SS 6, R, MCGE, NGS, NHS SS 5, SS 6, R, MCGE, NGS, NHS SS 5, SS 6, R, MCGE, NGS, NHS By the end of Fifth grade, all students should be able to: 1. use a map, database, or atlas to trace migration patterns. (E) 2. a. use, create, and interpret historical maps, charts, tables, graphs, and geographical dictionaries. (E) b. locate important U.S. cities such as: Jamestown, Boston, New York City, Philadelphia, Plymouth, New Orleans, Washington, D.C. (E) c. locate countries such as: Canada, China, England, France, Italy, Mexico, Portugal, Spain. (E) d. locate all continents and oceans. (A) State and National Standards Correlations SM 1.4, 1.6, SS 5, SS 6, SS 7, R, T, RE, MCGE, NGS, NHS, NCSS SM 1.4, 1.6, SS 5, SS 6, SS 7, R, T, MCGE, NGS, NHS, NCSS SS 5, SS 6, SS 7, R, MCGE, NGS, NHS, NCSS SS 5, SS 6, SS 7, R, MCGE, NGS, NHS, NCSS SS 5, SS 6, SS 7, R, MCGE, NGS, NHS Fifth Grade Curriculum 332 BOE Approved

33 3. places in time are unique and differ in human characteristics/demographics. (D) 4. similarities and differences between and among United States regions. (A) SS 5, 6, GE, D, RE, MCGE, NGS, NHS, NCSS SS 5, MCGE, NGS, NCSS e. create a mental map (d) 4. compare and contrast regions in United States history. (A) SS 5, SS 7, MCGE, NGS S 5, SM 1.6, MCGE, NGS, NCSS Fifth Grade Curriculum 333 BOE Approved

34 A. FACILITATING ACTIVITIES: GEOGRAPHY CCO III: The student will utilize geographical tools to interpret the past and understand the present. Essential Question: Why is where important? The student will: 1. create a t-chart comparing human characteristics/demographics (education, religion, economics, ethnicity of a place) for two different time periods during American history [such as Boston during the Revolution and Boston during the Civil War]. Discuss how the time periods are similar and unique. Then create a chart comparing human characteristics of place for two cities during the same time period. [Boston during the Revolution and Williamsburg during the Revolution.] Discuss findings. (III C3, III P4) 2. discuss the geographic barriers that affected the migration of early Americans and the influence these barriers had on why people settled where they did. Keep a journal tracking the influence of geography throughout the major time periods of American history, including pre-historic movement of individuals to North America, early exploration, early colonies (Jamestown and Plymouth), 13 original colonies, Revolutionary War, westward expansion, industrial revolution, and the Civil War. Map migration patterns for selected periods of history. (III C1a, III P1) 3. discuss how the Five Themes of Geography (location, movement, place, regions, and human/environmental interaction) shaped United States history. Work within a small group to identify how the five themes influenced a specific period such as early settlement/colonization. [see five themes questions in appendix page 607.] (III C2) 4. create a geographic dictionary and add pictures and notes as geographic concepts surface in the study of United States history. Identify landforms, geographic terms, etc. (III P2a) 5. find two colonies from two different regions on a historical map. Analyze the similarities and differences of the regions using the five themes of geography to frame the discussion. (III C4, III P4) 6. color-code a United States map depicting the slave states, free states, and territories open to slavery during the Civil War. Create a map key or legend. (III P2a) 7. draw a map depicting the Battle of Yorktown. (Include on the map the movement of the American, French, and British forces and evaluate why the British were at a disadvantage in this battle.) (III P2a) 8. make a series of maps that demonstrate the growth of the Untied States and write an explanation for the addition of territory on each map. (III P2a) 9. locate early settlements of Native Americans and colonists. Discuss location of the settlement in relation to bodies of water and physical features. Then compare to modern location of cities. Write a reflection on the relationship between settlement patterns and physical features. (III C1a, III C2, III P2a) Fifth Grade Curriculum 334 BOE Approved

35 10. use a blank piece of paper and draw a route to get from the classroom to another location in the school. Indicate Cardinal directions. After drawing the route, orally explain the route to someone using relative location and have them recreate the route on a map of the school. (III P2e, III C1a) Extension Activity: Debrief the activity and discuss how/if early explorers knew which route to take. 11. use an atlas to locate early American cities such as Jamestown, Plymouth, and New York. Create a chart that lists push factors (factors that cause people to leave a particular place) and pull factors (factors that cause people to come to a particular place) for settlers in each city. Discuss factors that are common to all three locations. (III C1b, III P2b) 12. locate countries on a world map that had colonies in the Americas. Color each country a different color. On a map of North America, color the land claimed in the Americas with the same color as it s parent country. Make observations about the regions where settlements of each country were located (e.g. Why did the French explore Canada? Why would Spain be interested in Florida and the Southwest?) (III P2b, III C2) 13. create from memory a map or pictogram of the world s continents and oceans. Compare your mental map to a world map. Discuss the differences between shapes and locations on your mental map and the actual world map. (III P2d, III P2c) Fifth Grade Curriculum 335 BOE Approved

36 B. APPLICATION LEVEL ASSESSMENT: GEOGRAPHY CCO III: The student will utilize geographical tools to interpret the past and understand the present. STUDENT TASK: The student will: 1. use, create, and interpret historical maps, charts, tables, graphs, and geographical dictionaries. (III P2a) 2. locate important U.S. cities such as: Jamestown, Boston, New York City, Philadelphia, Plymouth, New Orleans, Washington, D.C. (III P2b) 3. locate countries such as: Canada, China, England, France, Italy, Mexico, Portugal, Spain. (III P3c) 4. locate all continents and oceans. (III P2d) TEACHER NOTES: The items in this geography assessment module may be given as one assessment during the same session or items may be given separately as part of other classroom assessments. Websites such as ( and can be used as a source of maps for practice and assessment. Fifth Grade Curriculum 336 BOE Approved

37 SUGGESTED STUDENT PROMPT: 1. On the world map label the seven continents and four oceans. 2. On the world map label the countries that are listed. 3. Label the United States map with early American cities: Jamestown New York Plymouth Boston Philadelphia New York City Washington D.C. 4. Using the Trails to the West map. Answer the following questions: a. What city was the starting place for two trails west? b. What city was the ending point for the Oregon Trail? c. Name one reason why there were forts posted along the Oregon Trail? Fifth Grade Curriculum 337 BOE Approved

38 SCORING GUIDE CCO III: The student will utilize geographical tools to interpret the past and understand the present. 1. See attached scoring guide. 2. See attached answer key. 3. See attached answer key. 4. a = Independence, Missouri b = Portland, Oregon c = potential answers could include: to protect settlers from Native American tribes, to provide shelter from harsh weather conditions, to provide a place to re-supply the wagon trains TEACHER COMMENTS: Fifth Grade Curriculum 338 BOE Approved

39 Name: Date: Directions: Name the seven continents and the four major oceans Name the Continents: Name the Oceans: Fifth Grade Curriculum 339 BOE Approved

40 Name: Date: Directions: On the map of the world locate the following countries: Canada, China, England, France, Italy, Mexico, Portugal, and Spain. Fifth Grade Curriculum 340 BOE Approved

41 Name: Date: Fifth Grade Curriculum 341 BOE Approved

42 Name: KEY Date: Directions: Name the seven continents and the four major oceans Name the Continents: Name the Oceans: 1. Africa 2. Antarctica 3. Asia 8. Arctic Ocean 9. Atlantic Ocean 4. Australia 5. Europe 6. North America 10. Indian Ocean 11. Pacific Ocean 7. South America Fifth Grade Curriculum 342 BOE Approved

43 Name: KEY Date: Directions: On the map of the world locate the following countries: Canada, China, England, France, Italy, Mexico, Portugal, and Spain. France Spain England Canada Portugal China Mexico Italy Fifth Grade Curriculum 343 BOE Approved

44 Name: KEY Date: Boston Plymouth New York City Philadelphia Washington D.C. Jamestown New Orleans Fifth Grade Curriculum 344 BOE Approved

45 Fifth Grade Curriculum 345 BOE Approved

46 C. APPLICATION LEVEL ASSESSMENT: GEOGRAPHY CCO III: The student will utilize geographical tools to interpret the past and understand the present. STUDENT TASK: The student will: 1. understand that the migration of early Americans was affected by geographical barriers. (III C1a) 2. use a map, database, or atlas to trace migration patterns. (III P1) 3. interpret historical maps, charts, tables, graphs, and geographical dictionary. (III P2a) TEACHER NOTES: This ALA should be completed after the students have been taught theories about the migration of the earliest Americans. This item can be added to a chapter or unit test or used as a stand alone assessment. Fifth Grade Curriculum 346 BOE Approved

47 SUGGESTED STUDENT PROMPT: Name: Date: According to this map, explain how individuals could possibly have gotten to North America from Asia. Be sure to discuss any geographic barriers and how they were overcome. Fifth Grade Curriculum 347 BOE Approved

48 SCORING GUIDE CCO III: The student will utilize geographical tools to interpret the past and understand the present. 2 = explains the land bridge theory using detail and accurate reasoning. 1 = names the land bridge theory but offers no explanation. 0 = does not identify the land bridge theory after an accurate explanation. Fifth Grade Curriculum 348 BOE Approved

49 FIFTH GRADE IV. CORE CONCEPTUAL OBJECTIVE: ECONOMICS The student will identify and interpret the effects of economic needs on historical America. By the end of Fifth grade, all students should know: 1. economic decisions are based on needs and have consequences. (E) 2. the importance of the following economic factors in U.S. history: scarcity (A) supply and demand (A) trade (A) opportunity cost (A) trade-offs (A) tariffs (E) sales tax (A) income (I) productivity (I) wealth (I) source of wealth (I) profit/profit motive (E) technology (A) mercantilism (I) State and National Standards Correlations SS 4, W, CIV, MCE, JCEE, NCSS SS 4, W, CIV, MCE, JCEE, NCSS, NHS By the end of Fifth grade, all students should be able to: 1. explain and predict the consequences of public and private economic decisions. (E) 2. organize economic information into effective notes and outlines. (E) State and National Standards Correlations SS 4, SM 3.5, 3.7, 3.8, W, CIV, MCE, JCEE SS 4, SM 3.5, R, W, CIV, MCE, JCEE Fifth Grade Curriculum 349 BOE Approved

50 A. FACILITATING ACTIVITIES: ECONOMICS CCO IV: The student will identify and interpret the effects of economic needs on historical America. Essential Question: What economic opportunities and problems have occurred throughout early American history? The student will: 1. examine the economic factors listed in the data set (see appendix page 606) and decide how they are important and related to the different periods of American history. Instructions: Cut apart the words on the data set and sort words into groups based on relationships among the concepts. Share their reasoning with a partner. Keep the words in an envelope to use as flash cards. (IV C2) 2. explain the economic reasoning behind tariffs placed on colonists by England. Discuss the consequences of the tariff in the short term and the long term. (IV C1, IV P1) 3. draw a diagram representing colonial trade. Include labels or pictures of goods shipped on each leg of the triangle. Write a paragraph explaining triangular trade. Explain how profit motive influenced the triangular trade system. (IV C2) 4. create a presentation to explain how advances in technology have influenced American history. Include concepts of productivity, scarcity, and supply and demand in the explanation. (IV C2) 5. create an outline to explain how the policy of mercantilism influenced trade between the colonies and England. (IV C2, IV P2) Extension Activity: Specify the advantages and disadvantages of mercantilism for the colonies. 6. create a chart showing products that would come from colonial New England and products that would have come from southern colonies. Describe how products would have been exchanged in inter-colonial trade. (IV C2) 7. write a paragraph explaining the economic reasons for moving west. Include an explanation of the opportunity costs of the settlers. (IV C2, IV C1, IV P1) Fifth Grade Curriculum 350 BOE Approved

51 B. APPLICATION LEVEL ASSESSMENT: ECONOMICS CCO IV: The student will identify and interpret the effects of economic needs on historical America. STUDENT TASK: The student will: 1. explain and predict the consequences of public and private economic decision. (IV C1) 2. organize economic information into effective notes and outlines. (IV P1) 3. understand the importance of tariff, tax, profit, and profit motive in the economic history of the United States. (IV C2) TEACHER NOTES: Items needed: one large bag of skittles (or other small candy pieces), one plastic spoon, a class set of small cups, tax signage (see pages ). Conduct the following simulation activity prior to the writing prompt. Simulation Activity: Give each student 20 Skittles. Tell them not to eat any of the candy. Appoint roles to 4-5 students. One will be King George III of England, 2-3 students will represent Parliament, and 1 student will be appointed the tax collector. Students must pay the tax collector a designated amount of candy for possessing/using the following items (use all or some of these): *jeans, jewelry, tennis shoes, pencil, backpack, glasses, math book, blonde hair, eating hot lunch today, having braces, ruler, library book, snack, water bottle, socks One by one, post pre-made signs on the board stating that King George the III and parliament are imposing a new tax/tariff. Example signs are provided on pages After the tax collector collects the candy, he receives 10%. The tax collector gives 50% of the taxes to Parliament and the King receives 40% of the taxes. After all of the taxes have been collected, assign the writing prompt. Suggestions: 1) have a brief class meeting at the beginning to explain the activity 2) activity can last throughout a school day 3) plan time for the division of taxes, organization of notes, writing, and sharing 4) hold activity on Pizza Day (a tariff can be charged on those eating pizza because it is an imported good ) 5) Have discussion with students prior to the activity about the difference between the use of tax dollars for public vs. private goods. 6) Pass out Skittles in small cups, have the tax collector use a spoon to collect Skittles Fifth Grade Curriculum 351 BOE Approved