MONROE COUNTY SCHOOL DISTRICT Pacing Guide 1 st Nine Weeks 5 th Grade Social Studies

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Lisa Clarke
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1 MONROE COUNTY SCHOOL DISTRICT Pacing Guide 1 st Nine Weeks 5 th Grade Social Studies Students will: SS use geographic tools to identify natural resources and other physical characteristics (and analyze patterns of movement and settlement). SS describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States. SS explain how factors in one location can impact other locations (e.g., natural disasters, building dams). SS describe how advances in technology allow people to settle in places previously inaccessible. SS use a variety of primary and secondary sources to describe significant events in the history of the U.S. and interpret different perspectives. SS identify early in the United States and analyze their similarities and differences. SS describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. SS give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). SS describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. SS give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences. SS describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted

2 and restricted human activities during the early settlement of the U.S. (Colonization, Expansion). SS describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

3 MONROE COUNTY SCHOOL DISTRICT Pacing Guide 2 nd Nine Weeks 5 th Grade Social Studies Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week Week 17 Week Colonialism (including but not limited to effect of geography on movement and settlement Revolutionary War (including but not limited to effect of geography on conflict causes and effects) Economics Tie in: explain the causes of conflicts between and among diverse groups and the outcomes of these conflicts, primary and secondary resources, scarcity, economic choices/decisions, markets, buyers/sellers, production/distribution of goods and services, use of resources Students will: SS explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial). SS identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences. SS describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation. SS describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. SS give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). SS describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present). SS explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography,

4 natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment. SS describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion). SS identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King s speech: I Have a Dream) and explain their historical significance. SS describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resourcesnatural, human, capital) and incur opportunity costs. SS give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences. SS describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). SS explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world. SS describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present).

MONROE COUNTY SCHOOL DISTRICT Pacing Guide 3 rd Nine Weeks 5 th Grade Social Studies Week 19 Week 20 Week Week 21 22 Constitution and the Government (including but not limited to: basic functions,

5 MONROE COUNTY SCHOOL DISTRICT Pacing Guide 3 rd Nine Weeks 5 th Grade Social Studies Week 19 Week 20 Week Week Constitution and the Government (including but not limited to: basic functions, basic services, and structure of national, state and local government; comparisons between government structure of the past and the present) Week 23 Young Republic (including but not limited to effect of geography on movement and settlement) Week Week Week 26 Week 27 The American Civil War (including but not limited to: the causes of conflicts between and among diverse groups and the outcomes of these conflicts; impact of geography, culture, and economics on historical events) Tie in: explain the causes of conflicts between and among diverse groups and the outcomes of these conflicts, primary and secondary resources, scarcity, economic choices/decisions, markets, buyers/sellers, production/distribution of goods and services, use of resources Students will: SS describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today. SS explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the common good (e.g., public smoking ban, speed limits, seat belt requirements). SS identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch. SS explain why the framers of the Constitution felt it was important to establish a government where powers are shared across

6 judicial). different levels (local, state, national/federal) and branches (executive, legislative, SS explain the basic principles of democracy (e.g., justice, equality, responsibility, and freedom) found in significant U.S. historical documents (Declaration of Independence, U. S. Constitution, Bill of Rights) and analyze why they are important to citizens today. SS describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society. SS describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. SS give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). SS use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, and timelines) to describe significant events in the history of the U.S. and interpret different perspectives. SS identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King s speech: I Have a Dream) and explain their historical significance.

7 MONROE COUNTY SCHOOL DISTRICT Pacing Guide 4 th Nine Weeks 5 th Grade Social Studies Week 28 Week 29 Week 30 Week Week 32 Week 33 Week 34 Week 35 Week Industrialization: including but not limited to: impact of geography, culture, and economics on historical events (REVIEW) and The 20th Century (including but not limited to: impact of geography, culture, and economics on historical events) Tie in: contributions of diverse groups to the culture (e.g. Beliefs, traditions, literature, the arts) of the United States today Students will: SS identify early cultures (e.g., English, Spanish, French, and West African) in the United States and analyze their similarities and differences. SS describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. SS give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). SS describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, and Twentieth Century to present). SS describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present). SS identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King s speech: I Have a Dream) and explain their historical significance. SS explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago

8 (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today. SS compare change over time (Colonization, Industrialization, and Twentieth Century to Present) in communication, technology, transportation and education. SS describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships. REVIEW: All past major content.

CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Social Studies Grade: 5 th Grade

School: Cumberland County Elementary CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Social Studies Grade: 5 th Grade Benchmark Assessment 1 Instructional Timeline: