Grade 5 Social Studies Curriculum Map 2016 2017 Mrs. Ward # Course Outcomes Course Outcome Standards Standards 1 SWBAT construct timelines, tables, charts, maps and graph to represent and interpret historical data. 1.1 PO 1 and 2 Interpreting historical data timelines Interpreting graphs, tables 1.1(b) and 4.1, PO 6 4.1, PO 1b Construct in depth maps of countries being studied to display geographic information Interpret information from a variety of maps: population density, contour, natural resource, historical maps 2 SWBAT distinguish how different primary and secondary sources contribute to understanding of the past. 1.1 PO 3, Difference b/t primary and secondary sources Locate information for both p/s sources 1.1, PO 4 Locate significant geographical features 1.1 PO 5 Describe how archaeological research adds to our understanding of the past.
3 SWBAT identify the democratic workings of local, state and national government. 4 SWBAT compare/contrast how the natural resources of America affected the colonization and expansion of the European settlers. 4.1 PO 3 and 4 1.4 PO 4 (a c) 1.4 PO 5 1.3 PO 2, 1.3 PO 3, 1.3 PO 7 Describe how one nation evolved from 13 colonies per the Constitutional Convention, George Washington s presidency and creation of political parties. Compare the arguments for states rights versus the power of the federal government (e.g., the expansion of slavery, taxation) Explain reasons for the explorations of Samuel Champlain, Henry Hudson, John Cabot, Jacques Cartier, Ponce de Leon, and Herman desoto in the New World. Describe interactions b/t Native Americans and European settlers. Describe the following effects of European exploration, trade and colonization on other parts of the world: trade established b/t Europe, Africa and Americas. 5 SWBAT explain the contributions and roles of individuals important to the founding of the ed States. 1.1, PO 1, 1.1 PO 4 1.3 PO 6, 1.4 PO 3 1.4 PO 4b. 1.5: PO 1d Interpret how trade promoted economic growth throughout U.S. history. Identify the impact of individuals on the Revolutionary War: Franklin, Jefferson, Washington, Henry, Paine, King George III 6 SWBAT explain how economic factors affect individual and group behavior and choices in American history. 1.3, PO 4. Describe the contributions of geographic and economic conditions, religion, and colonial systems of government to the
5.1 PO1, 5.2 PO1 development of American democratic practices. Explain the decision for a personal spending choice. Explain how price incentives affect peoples behavior and choices, such as colonial decisions about what crops to grow and which products to produce. 7 SWBAT describe ways an individual can contribute to the united States based on Catholic Social teachings. 3.3 PO 1 Explain the significance of the Dred Scott decision.
Social Studies and Literature Curriculum Map 2015 2016 Mrs. Ward # Essential Question ( Rationale) Goal Skills (Objectives) Assessment Standards 1 How did the environment affect North American civilizations? 15 SWBAT. describe the effect of the environment on North American civilizations prior to colonization. Students will also be reading a student chosen book about friendships or overcoming hardships between cultures of that time period. SWBAT develop an understanding and appreciation for Native American cultures that will soon be changed and hurt by exploration and colonization. SW answer comprehension questions from their Kids Discover magazine and book. SW produce a mini magazine illustrating the early Native Americans achievements, geography of Bering Strait Land Bridge. (Note: High degree of engagement from students) Technology Tools: Ipads/Google Earth Outcome 1, 2, 6, 7 Outcome 1:1.1 PO 2; 4.1 PO 1,4.1 PO 6 Outcome 2:1.1 PO 3; 1.1 PO 4, 2.1 PO 3 Outcome 6:1.4 PO 2 Outcome 7:3.4 PO 1 2 What motivated the explorations of America? How did these explorations further affect Native American interactions with these explorers? (17 days) SWBAT explain the motivation and outcome of the different significant explorations of America Tech Tools: MS Publisher or Ipads SWBAT comprehend how explorers not only mapped and discovered areas within America, but also how they interacted with Native Americans. Additionally, SWBAT understand how land treaties were set up to promote further colonization. Students will be involved in the creation of a media presentation relating to three explorers. Teams of two, three explorers per student. Authentic dress will be worn. Storyboards and outlines will be constructed before filming. Outcomes 1,2 3 4 Outcome 4: 1.3 PO 3 Explain the reasons for colonization of America by European settlers Outcome 3: 4.1 PO 1 Interpret information from a variety of maps such as historical maps Outcome 2: 1.1 PO 3: Describe how archaeological research adds to our understanding of the past Outcome 1: 1.1 PO 1 a, b Timelines B.C.E/B.C./ C.E. and A.D. Construct timelines of the historical era being studied Outcome 4: 1:7 Describe interactions between Native Americans and European settlers.
# Essential Question ( Rationale) Goal Skills (Objectives) Assessment Standards 3 Why were the 13 colonies established and expanded? (23 days) SWBAT describe how the 13 original colonies were established and expanded. Tech Tool: Google Earth, IPad movies MS Word This unit is a cumulative tool building from the other units. It will discuss the colonists with a major emphasis on the English, who followed after the explorers, where they settled and why they left their respective countries (Partial economic discussion) SW learn about early colonial environment. SW answer comprehension questions from their magazine. They will research memorable people as well as pretend that they are new colonists. They will also write about their experiences as settlers and apprentices. Designing a major spatial map project of the 13 colonies. Key, legend, topographical features, major colonial cities included. l tech tool: Ipads (trailer or movie) Map Quiz Outcomes 1, 4, 5, 6 Outcome 1: 1.1 PO 2 Construct timelines of a historical era being studied. O utcome 4: 1.3 PO 3 Explain reasons for colonization of America. 1.3 PO 5 Describe the culture, economics of the Southern, Middle and New England colonies. Outcome 5: 1.3 PO 6 O utcome 6: 1.3 PO 3 3 Foundations of Economics (Second Mini Economics ) Explain decision of a personal spending choice SWBAT give examples of how bartering can be mutually beneficial Virtual Economics Lesson: Students learn that specialization of labor and specialization of production lead to increased productivity (Labor pre American revolution Outcome 5 S5, C1, PO 1 and 3 4 What is a cause and effect? What were the causes and effects of the American Revolution? (22 days) SWBAT explain the causes and effects of the American Revolution from the perspective of the colonists. This unit will focus heavily on the relationship between the colonists and England and how representation and taxation prompted a strong call for revolution. Students will also be reading a student chosen book about friendships or overcoming hardships Students will become patriots and loyalists in a simulation where they must debate whether to go to war. Students will be given opportunities to research and write about important people and events of the time. They will be participating in a Reader s Workshop utilizing their student chosen books. Outcomes 1,2,3,5,6 Outcome 1: 2.1, PO 1b Outcome 2: 1.1, PO 4 Outcome 3: 1.4 ( a e) 1.4, PO 2 (a), 1.4 PO 4 (a) Outcome 5: 1.1 PO, 4 Outcome 6: 3.3, PO 2 3.3 PO 3.
# Essential Question ( Rationale) Goal Skills (Objectives) Assessment Standards 5 Why do we have the U.S. Constitution? (15) SWBAT analyze (and comprehend) the reasons for and purpose of our founding documents. This unit will emphasize post independence challenges after the U.S. gained independence. The Declaration and Articles of Confederation had to be negotiated and written. The Great Compromise, Bill of Rights, slavery and the three branches of government will be emphasized to build understanding of our current government and to build a cumulative understanding for the next unit. Students will also be reading a student chosen book about friendships or overcoming hardships between cultures of that time period. SW answer comprehension questions from their notes, film, magazine and books. Students will be writing a additional component of the U.S. Constitution Project: SWB writing their own bill to be proposed to the House of representatives. Committees will accept or reject the bills, and SW need to modify the bills. Bills will then be voted upon. Note: High degree of engagement in this project. Outcomes: 2,3,5 Outcome 2: 1.10 PO 2 1.09 PO 2 Outcome 3: 1.4 PO 3 1.4 PO 5 Outcome 5: 1.4 PO 3 1.4 PO 4b. 5 Foundations of Economics (Third Economic Mini ) SWBAT illustrate how trade promoted economic growth in the US history via engaging in a Virtual Economics lesson. These lessons will define how trade during the pre Revolution period promoted economic growth during this critical time in history. Flagging Profits The students will: 1. Define total revenue, total cost and profit. 2. Determine the total revenue and total cost of producing and selling a specific quantity of a product Outcome 5: C1: PO4. Interpret how trade promoted economic growth throughout US history
6 How did the Westward Expansion affect the ed States? SWBAT comprehend the concept of Manifest Destiny as it affected Westward Expansion As a consistent theme throughout this course, SW not only understand that the USA gains much land and develops technology, but that the thirst for expansion and gold further affected land, homes and culture or Native Americans. Moreover, the unit will set up how new lands create further conflict within the Union. SW use interactive maps, Google Earth and Kids Discover magazines to answer comprehension questions. Tech Tool: Ipad Movie Project: SW select from a choice of ten activities, a project related to Westward Expansion. Examples are commercials for the Oregon Trail, building a model of the Conestoga wagon, etc. (Note: High degree of engagement) Outcomes: 1, 2, 4, 5, 6, 7 Outcome 1: 1.3 PO 3 1.2 PO 1(b) Outcome 2: 1.10 PO 2 Outcome 4: 5.1 PO 4 Outcome 5: 1.5: PO 1 1.5 PO 5 Outcome 6: 1.1 PO 3 1.5 PO 2 1.5 PO 3 1.5 PO 4 Outcome 7: 3.3 PO 1 7 How did slavery affect states right and secession? Estimated time: (one month) SWBAT develop an understanding of the Civil War, learning about the role of slavery in affecting states secessions. SWBAT develop an understanding the governmental and political causes for the Civil War with the emphasis placed on the role of slavery in affecting states rights and secession. Students will be involved in a Civil War simulation where they become soldiers of the Confederate and Union armies and write about their experiences. They will also write a compare and contrast essay on the two sides, as well as answer comprehension questions from the Kids Discov er magazine. Outcomes: 1, 2, 4,5,6,7 Outcome 1: 1.1 PO 2 Outcome 2: 1.1 PO 3 1.1 PO 4 2.1 PO 3 Outcome 4: 4.2 PO 1, 2 5.1 PO 4: Outcome 5: 1.5: PO 5 Outcome 6: 5.2 PO 2 5.2 PO 3 Outcome 7: 3.3 PO 3