Grade 5 Social Studies Social Studies Grade(s) 5th Philosophy/Vision of TLT The Fond du Lac School District will provide a rigorous social studies curriculum that develops the core body of knowledge in all social studies classes that enable students to understand the connections within the articulated K-12 curriculum and effectively communicate their understanding of the relationship between the past, present and future. Educators of the social studies curriculum will teach students the content knowledge, intellectual skills and curriculum values necessary for fulfilling the duties of citizenship in a participating democracy and global society. Scope And Sequence Timeframe Unit Instructional Topics 4 Week(s) 4 Week(s) 4 Week(s) 4 Week(s) 4 Week(s) 4 Week(s) 2 Week(s) 4 Week(s) Ongoing Native Americans Exploration Colonization Revolutionary War Constitution U.S. Expansion Slavery Civil War States and Regions 1. Geography 2. History 3. Political Science/Citizenship 4. Economics 5. Behavioral Science 1. Geography 2. History 3. Political Science/Citizenship 4. Economics 5. Behavioral Science 1. Geography 2. History 3. Political Science/Citizenship 4. Economics 5. Behavioral Science 1. Geography 2. History 3. Political Science/Citizenship 4. Economics 5. Behavioral Science 1. Geography 2. History 3. Political Science/Citizenship 4. Economics 5. Behavioral Science 1. Geography 2. History 3. Political Science/Citizenship 4. Economics 5. Behavioral Science 1. Geography 2. History 3. Political Science/Citizenship 4. Economics 5. Behavioral Science 1. Geography 2. History 3. Political Science/Citizenship 4. Economics 5. Behavioral Science Guiding Principles for teaching Time frame indicators are estimates. The grid attached at the bottom of the course overviews how you can connect key concepts within a theme linked to activities to promote literacy and technology. Course Overview/Description The big ideas of how the United States became a country. Students should have experiences with primary and secondary sources to gain a foundation of the sequence and summary of the "story of the United States. Unit: Native Americans Course Details 1. United States Regions Duration: 4 Week(s) Page 1
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Grade 5 Social Studies Social Studies Grade(s) 5th Topic: Geography Can the student recognize the different groups of Native Americans? Topic: History Can the student recognize the different early civilizations in North America? Topic: Political Science/Citizenship Can the student identify patterns in Native American groups? how Native American groups organize societies commonalities among tribes in similar regions- ie: Sioux and Plains Topic: Economics Can the student recognize how Native American groups use natural resources to support living? Topic: Behavioral Science Can the student recognize customs and traditions of Native American groups? Unit: Exploration Duration: 4 Week(s) Topic: Geography Can the student identify routes of important explorations? Can the student identify the key countries and regions involved in early exploration? Duration: 2 Day(s) Topic: History Can the student demonstrate an understanding of the importance of European trade with Asia? Can the student develop a timeline of important explorations? Topic: Political Science/Citizenship Can the student understand the importance of early interactions with Native Americans? Can the student understand the reasons for exploration? Page 3
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Grade 5 Social Studies Social Studies Grade(s) 5th Topic: Economics Can the student identify the importance of the Asian spice trade on the economy of early exploring nations. Topic: Behavioral Science Can the student identify the purpose for exploring? Can the student understand the importance of interactions between explorers and the groups they encountered? Unit: Colonization Duration: 4 Week(s) Topic: Geography Can the student identify the effects of the colonies' geography on the early colonists? Can the student locate the important early North American colonies? Topic: History Can the student identify major events that shaped the early colonies? Topic: Political Science/Citizenship Can the student identify the early forms of government utilized in the colonies? Topic: Economics Can the student understand the economic importance of the Triangular Trade? Topic: Behavioral Science Can the student identify the purpose of colonization? Unit: Revolutionary War Duration: 4 Week(s) Topic: Geography Page 5
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Grade 5 Social Studies Social Studies Grade(s) 5th Can the student locate the original thirteen colonies? Topic: History Can the student create a timeline of events leading up to and during the Revolutionary War? Key areas to focus in the timeline French and Indian war Stamp Act, Townshend Acts, Taxation without Representation Boston Massacre, Boston Tea Party Lexington and Concord, Paul Revere Bunker Hill Ticonderoga( Cannons), Saratoga Help from France and Spain Yorktown Can the student identify strengths and weaknesses of the American and British army? Great opportunity for compare/contrast p. 172 in The United States book 1 Topic: Political Science/Citizenship Can the student explain the roles of patriots and loyalists in the Revolutionary War? Can the student explain the significance of the Declaration of Independence as it relates to the Revolutionary War? Can the student identify major leaders of the Revolutionary War? Topic: Economics Can the student review that taxation without representation led to disagreement in the colonies? Students can have experiences with Stamp Act, Townshend Acts, Quartering Act and how it affected the colonists' viewpoint of British rule. Topic: Behavioral Science Can the student recognize the names and roles of significant figures in the American Revolution? Examine the role, the leadership traits of: Washington Jefferson Adams Franklin Arnold Unit: Constitution Duration: 4 Week(s) Topic: Geography Can the student map the 13 original states? Map the states after the revolution Page 7
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Grade 5 Social Studies Social Studies Topic: History Can the student describe the process of writing the Constitution of the United States? Key points Articles of Confederation meeting- Constitutional congress in Philadelphia how much power should a government have Balance of power- Steps to Approval Bill of Rights Grade(s) 5th Topic: Political Science/Citizenship Can the student describe the rights granted by the Constitution? Bill of Rights p. 208 Topic: Economics Can students relate why settlers took risks to gain land or gold? Gold rush of 1849 Oregon Trail Railroad Steamboats Topic: Behavioral Science Can the student investigate how the Constitution works to set up the three branches of government? Constitution quilt of the three branches plus amendments is a possible project. Unit: U.S. Expansion Duration: 4 Week(s) Topic: Geography Can the student map the pattern of population growth? Northwest Territory, state development Topic: History Description Territory growth War of 1812- another time to tell the British we can be our own country Louisiana Purchase Can the student recognize the purpose of the Louisiana Purchase? Topic: Political Science/Citizenship Page 9
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Grade 5 Social Studies Social Studies Grade(s) 5th Can the student identify effects of settlement/westward Expansion on the Native American groups? Can the student recognize how government interactions with Native Americans- such as the Trail of Tears- affected relationships among settlers and Native Americans? Topic: Economics Can the student recognize how the growth of the United States led to new inventions and opportunities? Industrial revolution changes Major inventions-railroad, farm machinery, Topic: Behavioral Science Can the student relate how the changes in the United States led to changes in daily lives? invention research connection to how immigrant groups came to the United States recognition of leaders who pioneered new ideas, places Unit: Slavery Duration: 2 Week(s) Topic: Geography Can the student map the states by "free" or "slave" as of 1850-1865? Topic: History Can the student recognize the importance of the Emancipation Proclamation? Topic: Political Science/Citizenship Can the student describe the impact of the Underground Railroad? Can the students identify major leaders in the abolition/freedom movement? examples: John Brown Sojourner Truth Topic: Economics Can the student recognize the economic impact of slavery in the south? This dependence on free labor was why many large plantation owners favored slavery.. and eventually the confederacy Topic: Behavioral Science Can the student relate to struggle within slavery? Page 11
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Grade 5 Social Studies Social Studies Grade(s) 5th A chance to use African -American stories/folk tales and songs, or children's literature selections Netties Trip South Sweet Clara and the Freedom Quilt The People Could Fly Follow the Drinking Gourd Unit: Civil War Duration: 4 Week(s) Topic: Geography Can the student create a map that defines the Union States and Confederate States? Topic: History Can the student identify major battles in the Civil War? Leaders: Battles: Can the student recognize the strategies of the Anaconda Plan and Total War? Topic: Political Science/Citizenship Can the student understand the process of reconstruction after the Civil War? How to repair the damage and bring the country back together What plans helped to free the slaves, organize the economy Topic: Economics Can the student recognize the cost of the Civil War? loss of slave labor damage to property impact on institutions loss of life Topic: Behavioral Science Can the student understand the impact of the Civil War on citizens and groups? graphing numbers of casualites looking at Civil War photos-matthew Brady ( many internet sites) Use novels or stories to get the "human" side Unit: States and Regions Page 13
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Grade 5 Social Studies Social Studies Topic: United States Regions Can students map locations of the states? Can the student identify regions in the United States? Can the student recognize climate regions? location regions? Can the student generate a general sense of state locations?-placement Can the student use resources to find data about states and regions? Grade(s) 5th Page 15
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