Fifth Grade Social Studies 2012-13 Curriculum Guide Iredell-Statesville Schools
Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. The At-a-Glance provides a snapshot of the recommended pacing of instruction across a semester or year. Learning targets ( I can statements) and Criteria for Success ( I will statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard. The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject area that should be taught to mastery. The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides. 2
College and Career Readiness Anchor Standards for Reading The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see Research to Build and Present Knowledge in writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. 3
College and Career Readiness Anchor Standards for Writing The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. 4
College and Career Readiness Anchor Standards for Language The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference material, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression 5
College and Career Readiness Anchor Standards for Speaking and Listening The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Taken from Common Core Standards (www.corestandards.org) 6
5 th Grade Cross Curricular Resource Guide Social Studies Essential Strand ELA Clarifying Objective Reading Selections for Scotts Foresman and other reads (5.H.1.1) Evaluate the relationships between European explorers (French, Spanish and English) and American Indian groups, based on accuracy of historical information (beliefs, fears and leadership). (5.H.2) Understand the role of prominent figures in shaping the United States. Theme/Setting Visualization Plot Characterization Sequencing Island of the Blue Dolphins by: Scott O Dell pg. 72-89-Lexile (1000) Johnny Termain by: Easter Forbes- Lexile (840) My Brother Sam is Dead by: James Lincoln Collier and Christopher Collier- Lexile (770) Sounder by: William Armstrong- Lexile (900) Extra Reading Resources internet4classrooms.com smartboardgoodies.com pps.k12.or.us/departments/curricullm/2030.htm ReadingA-Z.com Research: Colonial Life and Times Webquest Writing: What are some of the challenges you might face if trying something new? Students will write step by step instructions. Action: Classroom simulation-historical Document or Person (5.G.1.1)Physical environment can determine the way that people meet basic needs such as food and shelter. (5. G.1.2) Human activity can modify the physical environment. Context Clues Summarizing Cause & Effect Caddie Woodlawn by: Carol Ryrie Brink- Lexile (890) Shutting out the Sky: by: Deborah Hopkinson pg. 116-127-Lexile (990) Dear America: So Far From Home the Diary of Mary Driscoll, an Irish mill girl: Lowell, Massachusetts 1847(nonfiction) Create (Science): A habitat to explore the basic needs of living underwater Research: Human Migration -nationalgeographic.com online expedition Hatchet by: Gary Paulsen-Lexile (1020) I am the Ice Worm by: MaryAnn Easley 7
(5.E.1) Understand how a market economy impacts life in the United States. (5.E.2) Understand that personal choices result in benefits or consequences. Cause and Effect Drawing Conclusions Compare and Contrast Prediction Westlandia by: Paul Fleischman pg. 392-411 The Chi lin Purse by: Linda Fang pg. 186-207 Peak by: Roland Smith Writing & Art: Plan your own backyard country the way that Wesley did in Weslandia. Create & Research: Students should be grouped and discuss possible business ideas. Students will research the cost and process behind the proper functions of running a business. Making Money by: Terry Pratchett Lexile (770) (5.C&G.1) Understand the development, structure and function of government in the United States. (5.C&G.2) Analyze life in a democratic republic through rights and responsibilities of citizens. Inside Out by: Fransico Jaminez pg. 142-161 Citizenship by: Skog, Jason, Brown, Kelly (Illustrator), Bailey, Michael (Consultant Editor)-(Non-Fiction) Lexile (750) Ongoing Research in Action: Students will research a random act of kindness of activity. Art & Science: Make a list of instructions for how to care for a pet. If necessary, use the Internet and other resources to gather more information and create an instruction guide. 8
A Year at a Glance 1 st Quarter Conceptual Strand: History Concepts: Conflict, Historical Understanding Clarifying Objectives: 5. H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and American Indian groups, based on accuracy of historical information (beliefs, fears and leadership). 5. H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies. 5. H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction. *5.H.2.1 Summarize the contributions of the Founding Fathers to the development of our country. *5.H.2.2 Explain how key historical figures have exemplified values and principles of American democracy. *5.H.2.3 Compare the changing roles of women and minorities on American society from Pre-Colonial through Reconstruction. *5.H.2.1-5.H.2.3 (Disclaimer: Due to lack of unpacking information from NC DPI, there is no unpacking currently for these clarifying objectives, When information is updated from NCDPI, this Curriculum Guide will be updated.) 2 nd Quarter Conceptual Strand: Civics and Governance Concepts: Government, Power. Rights and Responsibilities, Citizenship, Civic Participation, Common Good Clarifying Objectives: 5. C&G.1.1 Explain how ideas of various governments influenced the development of the United States government (Roman, Greek, Iroquois, and British). 5. C&G.1.2 Summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government). 5. C&G.1.3 Analyze historical documents that shaped the foundation of the United States government. 5. C&G.2.1 Understand the values and principles of a democratic republic. 5. C&G.2.2 Analyze the rights and responsibilities of United States citizens in relation to the concept of "common good" according to the United States Constitution (Bill of Rights). 5. C&G.2.3 Exemplify ways in which the rights, responsibilities and privileges of citizens are protected under the United States Constitution. 5. C&G.2.4 Explain why civic participation is important in the United States. 3 rd Quarter Conceptual Strand: Culture Concepts: Change, Patterns, Leadership, Cultural Diffusion Clarifying Objectives: 5. C.1.1 Analyze the change in leadership, cultures and everyday life of American Indian groups before and after European exploration. 5. C.1.2 Exemplify how the interactions of various groups have resulted in borrowing and sharing of traditions and technology. 5. C.1.3 Explain how the movement of goods, ideas and various cultural groups influenced the development of regions in the United States. 5. C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms) reflect the lifestyles, beliefs and struggles of diverse ethnic groups. Conceptual Strand: Economics and Financial Literacy Concepts: Trade, Technology, Government, Choice, Budgeting, Borrowing, Spending 9
Clarifying Objectives: 5.E.1.1 Summarize the role of international trade between the United States and other countries through Reconstruction 5. E.1.2 Explain the impact of production, specialization, technology and division of labor on the economic growth of the United States. 5. E.2.1 Explain the importance of developing a basic budget for spending and saving. 5. E.2.2 Evaluate the costs and benefits of spending, borrowing and saving. 4 th Quarter Conceptual Strand(s): Geography and Environmental Literacy Concepts: Physical Environment, Human Activity, Technology, Immigration, Innovation and Technology 5. G.1.1 Explain the impact of the physical environment on early settlements in the New World. 5. G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present. 5. G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations. 5. G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors (why people left/why people came). 10
Q1 Q2 Q3 Q4 History Essential Standard: 5.H.1 Analyze the chronology of key events in the United States. 5.H.2 Understand the role of prominent figures in shaping the United States. Clarifying Objectives: 5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and American Indian groups, based on accuracy of historical information (beliefs, fears and leadership). 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies. 5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction. *5.H.2.1 Summarize the contributions of the Founding Fathers to the development of our country. *5.H.2.2 Explain how key historical figures have exemplified values and principles of American democracy. *5.H.2.3 Compare the changing roles of women and minorities on American society from Pre-Colonial through Reconstruction. Unpacking: What does this standard mean that a student will know and be able to do? 5.H.1.1 The student will understand: Relationships between different cultural groups can have both positive and negative effects based upon their interactions with one another. Interactions between different cultural groups are often influenced by perception. Criteria can be used to critique the accuracy of historical sources. How European explorers and American Indian groups interacted with each other. How European explorers and American Indian groups perceived each other. The student will be able to: Assess the validity of an historical source using specific criteria. For example: For an accurate understanding of the relationship between Europeans and American Indians, one might utilize multiple sources from varying points of view. Note: This Clarifying Objective combines historical content and skill development. First, students will need to evaluate the relationship between Europeans and American Indians within the context of leadership, beliefs and fears. Next, students will need to assess the accuracy of available historical information about both groups. 11
5.H.1.2 The student will understand: Colonies develop distinct identities based upon physical location, cultural make up of the population and economic circumstances. Daily life in the colonies varied based upon the cultural background of the inhabitants. How and why the political and economic structure among the colonies varied. For example: Six of the original colonies (New York, North Carolina, South Carolina, Virginia, and New Jersey) were started as proprietary colonies. The purpose of these colonies was to make profit for stockholders back in England. 5.H.1.3 The student will understand: Conflict and/or war may influence a nation s political, social, and economic development. Conflict may result in compromise. Battles influence the direction and outcome of wars. War can transform society. Social issues that were a source of conflict and how those issues impacted the development of the United States through Reconstruction. Economics issues that were a source of conflict and how those issues impacted the development of the United States through Reconstruction. For example: Colonists resented being taxed without the opportunity to represent themselves politically. As a result, colonists protested and fought for independence from Great Britain and eventually formed their own nation. Political issues that were a source of conflict and how those issues impacted the development of the United States through Reconstruction. For example: The institution and expansion of slavery sparked much political debate. As the nation grew, the political balance between free and slave states was tested. Several compromises resulted from this conflict (e.g., the Missouri Compromise, the Compromise of 1850, and the Kansas Nebraska Act). Battles that started wars, ended wars, and were turning points in wars through Reconstruction (e.g., the Battle of Gettysburg was a turning point in the Civil War, the Battle of Yorktown ended the American Revolution). Significance of major wars (e.g., French and Indian War, American Revolution, War of 1812, Mexican War, Civil War) on the economic, social and political development of the United States. *5.H.2.1-5.H.2.3 (Disclaimer: Due to lack of unpacking information from NC DPI, there is no unpacking currently for these clarifying objectives, When information is updated from NCDPI, this Curriculum Guide will be updated.) 12
Essential Vocabulary: explorer, American Indian, culture, European, inhabitants, Colonial life, reconstruction, compromise Learning Targets: I Can Criteria For Success: I Will I can identify different cultural groups and their positive and negative effects. I can identify interactions between cultural groups. I can critique the accuracy of historical sources. I can understand how conflict and war may influence a nation s political, social, and economic development. I will validate historical resources using specific criteria. I will understand why the political and economic structures among the colonies vary. I will understand social and economic issues that impact the reconstruction of the U.S. after conflict. 13
Q1 Q2 Q3 Q4 Geography and Environmental Literacy Essential Standard: 5.G.1 Understand how human activity has and continues to shape the United States. Clarifying Objectives: 5.G.1.1 Explain the impact of the physical environment on early settlements in the New World. 5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present. 5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations. 5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors (why people left/why people came). Unpacking: What does this standard mean that a student will know and be able to do? 5. G.1.1 The student will understand: Physical environment affects settlement patterns. Physical environment can determine the way that people meet basic needs such as food and shelter. Physical environment includes climate, landforms, soils, hydrology, vegetation, and animal life. How the physical environment impacted settlement patterns and daily life in the New World. For example: Jamestown was founded on a river. Initially, this seemed like a good spot because the harbor provided natural protection and a supply of food. However, the colonists did not dig deep wells to secure a safe water supply. The area was infested with disease-carrying mosquitoes and the men got sick. The physical environment was a contributing factor to Jamestown s initial failure. Later; however, the colonists learned to use the physical environment more successfully for the settlement. Colonists secured a safe water supply, planted crops for food, and began growing profitable tobacco. 5. G.1.2 The student will understand: Human activity can modify the physical environment. Humans are capable of improving and/or exploiting their physical environment. Historical examples of positive and negative effects of human activity on the United States. For example: In 2010, a BP oil rig in the Gulf of 14
Mexico exploded. Millions of gallons of oil gushed into the water for months. Animal habitats were destroyed, water quality was affected, and fishing grounds were devastated. As a result of human error and excessive risk, the physical environment was negatively impacted. Note: In this objective, it is acceptable to use modern day examples along with those that fit within the time frame of the course. 5. G.1.3 The student will understand: Environmental challenges are often resolved through technological innovation. Types of geographic limitations posed in various regions of the United States. Examples of technological advances in America through Reconstruction (e.g., cotton gin, Erie Canal, steam engine, telegraph and other forms of communication) and how they allowed people to overcome geographic limitations. 5.G.1.4 The student will understand: Geographic, political and economic factors can influence settlement patterns. Societal issues often influence individual or group decisions to leave or settle in a place. Political factors, like government stability or instability, can influence settlement patterns. Economic factors, like the availability of jobs or natural resources, can influence settlement patterns. Migration can be forced or voluntary. For example: Millions of Africans were forced to come to the Americas as slaves. They were captured and sold to slave traders. If they survived the grueling Middle Passage, they faced harsh working and living conditions in the New World. Most never saw their homeland again. Various examples of migration and immigration. People move for various reasons. Sometimes they are moving to get away from something (push factors) and other times, they are moving toward something (pull factors). Push factors related to migration and immigration to the United States. For example: Many Europeans immigrated to the American colonies because they experienced religious persecution in their home country and sought a more tolerant society. Pull factors related to migration and immigration to the United States. For example: In the 19th century, many Americans moved west for better economic prospects. They were willing to make a long, and sometimes dangerous, journey west for the possibility of making a better life for themselves and/or their family. Essential Vocabulary: physical environment, technological innovation, migration, immigration 15
Learning Targets: I Can Criteria For Success: I Will 1. I can understand how the physical environment affects and I will understand the physical environment includes climate, landforms, determines the settlement and basic needs of a population. soils, hydrology, vegetation, animal life and is used to meet the basic needs of the population. 2. I can understand how human activity affects the environment. I will know historical examples of positive and negative effects of human activity on the U.S. 3. I can understand how technology and innovations overcomes I will learn examples of forms of communication that allowed people to environmental challenges 4. I can understand how and why migration and immigration can be influenced by societal, political, and economic factors. overcome geographic limitations. I will identify reasons why people left and came to the U.S. 16
Q1 Q2 Q3 Q4 Economics and Financial Literacy Essential Standard: 5.E.1 Understand how a market economy impacts life in the United States. 5.E.2 Understand that personal choices result in benefits or consequences. Clarifying Objectives: 5.E.1.1 Summarize the role of international trade between the United States and other countries through Reconstruction 5.E.1.2 Explain the impact of production, specialization, technology and division of labor on the economic growth of the United States. 5.E.2.1 Explain the importance of developing a basic budget for spending and saving. 5.E.2.2 Evaluate the costs and benefits of spending, borrowing and saving. Unpacking: What does this standard mean that a student will know and be able to do? 5.E.1.1 The student will understand: Nations trade with one another based upon their need for resources. Governments may create policies that encourage economic growth and development. National economies are often interdependent. National economies have international impacts. The role of supply and demand in a market economy. How and why the United States developed trading partners. Major imports and exports in the United States through Reconstruction. The role of mercantilism in America through Reconstruction. 5.E.1.2 The student will understand: A nation s economic system has many interconnected parts. Key terms such as o Production o Specialization o Division of labor o Economic growth 17
5.E.2.1 The student will understand: Financial decisions involve systematically considering alternatives and consequences. A basic budget is a plan for how future income will be used. A basic budget includes plans for both spending and saving. Note: With this Clarifying Objective, it is appropriate to pair modern day examples of budgeting with those that fit within the time frame of the course. For example: Students might use an historical example such outfitting a wagon train for the Oregon Trail and/or their own personal budget to exemplify the need for a spending and savings plan. 5.E.2.2 The student will understand: Financial decisions involve systematically considering alternatives and consequences. Every spending decision has an opportunity cost. Note: With this Clarifying Objective, it is appropriate to pair modern day examples of spending, borrowing, and saving with those that fit within the time frame of the course. Essential Vocabulary: production, specialization, Division of Labor, economic growth, budget Learning Targets: I Can Criteria For Success: I Will 1. I can understand the role of international trade between the U.S. and other countries through growth and development. 2. I can understand that a nation s economic system has many interconnected parts. 3. I can understand the development of a basic budget for spending and saving considering alternatives and consequences. 4. I can evaluate the cost and benefits of spending, borrowing, and saving. I will understand importing, exporting, supply, and demand. I will explain the impact of production, specialization, technology, and division of labor on the economic growth of the U.S. I will understand the importance of creating a balanced budget. I will understand that my budget decisions will have a positive or negative consequence. 18
Q1 Q2 Q3 Q4 Civics and Governance Essential Standard: 5.C&G.1 Understand the development, structure and function of government in the United States. 5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens. Clarifying Objectives: 5.C&G.1.1 Explain how ideas of various governments influenced the development of the United States government (Roman, Greek, Iroquois, and British). 5.C&G.1.2 Summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government). 5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government. 5.C&G.2.1 Understand the values and principles of a democratic republic. 5.C&G.2.2 Analyze the rights and responsibilities of United States citizens in relation to the concept of "common good" according to the United States Constitution (Bill of Rights). 5.C&G.2.3 Exemplify ways in which the rights, responsibilities and privileges of citizens are protected under the United States Constitution. 5.C&G.2.4 Explain why civic participation is important in the United States. Unpacking: What does this standard mean that a student will know and be able to do? 5.C&G.1.1 The student will understand: Ideas about self-government can be borrowed and adapted from others over time. Conflicting ideas can lead to debates and consensus about the nature of government. Where ideas about self-government originated. How ideas about self-government in other parts of the world influenced the development of the United States. For example: Framers of the Constitution drew upon elements of the Iroquois Constitution (freedom of religion and expression and the concept of a two house legislature) when crafting their document. 5.C&G.1.2 The student will understand: Governments are structured to address the basic needs of the people. The branches of government are a complex system of checks and balances. 19
Organizational structures of the branches of the United States government. Powers of the United States government. 5.C&G.1.2 The student will understand: A nation s founding documents reflect its basic principles. A nation s political documents are often influenced by philosophical theories. Key founding documents (e.g., Declaration of Independence, Articles of Confederation, Federalist and Anti-Federalist Papers, the United States Constitution and various state Constitutions) and their influence on the United States government. How the Articles of Confederation provided a working transition of government to the United States Constitution. How The Federalist Papers argued for ratification of the United States Constitution. How The Anti-Federalist Papers argued for a national Bill of Rights. 5.C&G.2.1 The student will understand: The type of government a nation selects reflects its values and principles. In a democratic government, ultimate power lies with the people. Certain groups are sometimes excluded from membership in a democratic society. Democratic values and principles are evident the founding documents of the United States. Values and principles from other democracies (for example ancient Greece and Rome) influenced the formation of the United States government. 5.C&G.2.2 The student will understand: Governments balance the rights of individuals with the common good Where and why the concept of the common good is reflected in the United States Constitution. Rights of citizens granted by the United States Constitution as they relate to the concept of the common good. Responsibilities of citizens under the United States Constitution as they relate to the concept of the common good. 5.C&G.2.3 The student will understand: Democratic governments protect the rights and privileges of citizens. Democratic governments exist to serve the people. 20
Responsibilities of United States citizens include, but are not limited to: participating in the democratic process, serving on a jury, obeying the laws, supporting and defending the Constitution, and when required, serving the country. Rights and privileges of United States citizens include, but are not limited to: voting and running for office. 5.C&G.2.4 The student will understand: Active citizen participation is integral to democracy. Civic participation allows individuals the opportunity to be directly involved in the political process by staying informed about political issues, communicating with elected officials, and voting. Key examples of citizen participation in the United States through Reconstruction. Essential Vocabulary: economy, political, Legislative, Judicial, and Executive branches of government; Declaration of Dependence, Articles of Confederation, Federalist and Anti-Federalist Papers, United States Constitution, Bill of Rights, common good Learning Targets: I Can Criteria For Success: I Will 1. I can understand how other governments influenced the development of the U.S. and can lead to debates. 2. I can understand the organization and powers of the U.S. government. 3. I can analyze historical documents that shaped the foundation of the U.S. government and the origin of these documents. I will learn where and how ideas about self government originated. I will understand the branches of the U.S. government and roles in governing the people. I will explore key founding documents of the U.S. and their influence. 21
Q1 Q2 Q3 Q4 Culture Essential Standard: 5.C.1 Understand how increased diversity resulted from migration, settlement patterns and economic development in the United States. Clarifying Objectives: 5.C.1.1 Analyze the change in leadership, cultures and everyday life of American Indian groups before and after European exploration. 5.C.1.2 Exemplify how the interactions of various groups have resulted in borrowing and sharing of traditions and technology. 5.C.1.3 Explain how the movement of goods, ideas and various cultural groups influenced the development of regions in the United States. 5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms) reflect the lifestyles, beliefs and struggles of diverse ethnic groups. Unpacking: What does this standard mean that a student will know and be able to do? 5.C.1.1 The student will understand: Diverse groups contribute to the cultural, social, economic and political development of a nation. Change takes place because of internal and external factors. Key American Indian groups before and after European exploration. Aspects of culture and everyday life among American Indian groups. How culture and everyday life for American Indian groups was altered after Europeans came to America. For example: The Indian Removal Act of 1830 forced the relocation of thousands of American Indians to lands west of the Mississippi. During the arduous journey, often referred to as the Trail of Tears, thousands of people died. Those who survived were forced to live on reservations. 5.C.1.2 The student will understand: Interactions between cultural groups may lead to the borrowing and sharing of traditions and technology. Examples of borrowing and sharing of traditions and culture. 5.C1.3 The student will understand: The movement of goods, ideas and people can affect a region o culturally. o politically. o economically. Movement of people, goods, and ideas can be influenced by factors such as a desire for wealth or scarcity of resources. 22
Regions may experience differences in economic growth, political systems, and social structures due to geographic and cultural diversity. For example: In the 18th century, over 200,000 Scotch-Irish immigrated to the American colonies. Most settled in Pennsylvania. This group s culture influenced the colony s political, religious, and economic development. Regions are the basic unit of study in geography. Regions can be formal or informal. A region is defined by unifying characteristics (e.g., physical, human, economic). For example: The United States was divided into four distinct regions prior to the Civil War. The Northeast was characterized by its industrial and commercial economy. The Northeast was a rapidly expanding region of free farmers. The Southwest was a booming frontier-like region with an expanding cotton economy. Finally, the South was characterized by the agricultural plantation system. 5.C.1.4 The student will understand: Elements of a group s culture can be expressed in various ways. Cultural expressions can reveal the values, lifestyles, beliefs, and struggles of diverse ethnic groups. The historical background of cultural narratives in order to understand their context. Essential Vocabulary: cultural narratives (legends, songs, ballads, games, folktales, art forms) Learning Targets: I Can Criteria For Success: I Will 1. I can understand how other governments influenced the development of the U.S. and can lead to debates. 2. I can understand the organization and powers of the U.S. government. 3. I can analyze historical documents that shaped the foundation of the U.S. government and the origin of these documents. I will learn where and how ideas about self government originated. I will understand the branches of the U.S. government and roles in governing the people. I will explore key founding documents of the U.S. and their influence. The ISS Curriculum Guide is adapted from NC DPI http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/socialstudies/4th.pdf. 23