Grade 5 History/Social Studies Yearlong Curriculum Plan Last modified: June 2014 SUMMARY This curriculum plan is divided into five units. In September and October, students... How to Use This Document PAGE 2 YLP Overview Map PAGE 3 Standards Overview PAGE 7 Block-by-Block Breakdown PAGE 8 Copyright 2014, The Five District Partnership For educational use only. Not for commercial use. Please visit www.5districts.com for our terms of use.
How to Use This Yearlong Plan 2 This yearlong plan (YLP) document, created by teachers and other curriculum leaders throughout the five districts, provides many of the pieces you need to begin planning your school year. This document includes: A yearlong map divided into five (5) unit blocks that shows when standards should be taught A standards overview from the state outlining the main categories of the content-area standards as well as general practice standards Block-by-block maps with additional details of the standards, assessment information when possible (e.g., PARCC) and suggested teaching resources FREQUENTLY ASKED QUESTIONS 1. Does this mean I no longer have freedom to decide how to plan my year? The 5DP s goal is to generally align curriculum for the sake of our highly mobile student population. The goal is to create a cohesive learning environment and provide teachers with more opportunities to collaborate, not dictate lesson plans. 2. Are there pacing guides? How long should I spend on each standard? Some districts have created pacing guides with suggested time frames. Many of these documents are available on the 5DP Server (www.5districts.com/5dp) under the districtspecific documents. If your pacing guides are not posted, please discuss with your curriculum director. 3. Will this plan align with my textbook and other content resources? It is unlikely that these will align perfectly with any textbook or resource. This YLP was created with no specific textbook in mind and with the understanding that it needed to work for all five districts, each of which has unique resources. Newer textbooks are better aligned to Common Core standards but may not follow the order of this YLP. Check the 5DP Server to see if your school has created supporting documents to help you match resources to standards. 4. The end of the year (May & June) has less guidance in some of these yearlong plans. How should I be using that time? This was done purposely to allow teachers to assess their students needs during this period. The 5DP has created a supporting document (see End-of-Year Planning: Ideas to Finish the Year Strongly found on the 5DP website s Resources page) to help teachers think through the best use of this time.
3 GRADE 5 HSS YEARLONG PLAN OVERVIEW CONCEPTS & SKILLS Students should be able to: Apply concepts and skills learned in previous grades. History and Geography (H) (G) Civics and Government (C) 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600s, colonial period). (H) 2. Interpret timelines of events studied. (H) 3. Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H, E, C) 4. Use maps and globes to identify absolute locations (latitude and longitude). (G) 5. Identify the location of the North and South Poles, the equator, the prime meridian, Northern, Southern, Eastern, and Western Hemispheres. (G) 6. Distinguish between political and topographical maps and identify specialized maps that show information such as population, income, or climate change. (G, H, E) 7. Compare maps of the modern world with historical maps of the world before the Age of Exploration, and describe the changes in 16 th and 17 th century maps of the world. (G, H, E) 8. Define and use correctly words related to government: citizen, suffrage, rights, representation, federal, state, county, and municipal. (C) 9. Give examples of the responsibilities and powers associated with major federal and state officials (the President, chief justice of the U.S. Supreme Court, governor, state senators, and state representatives). (C) COVERED IN UNIT(S) 10. Explain the structure of the student s city or town government. (C) Economics (E) 11. Give examples of the ways people save their money and explain the advantages and disadvantages of each. (E) 12. Define what an entrepreneur is (a person who has started a business seeking a profit) and give examples from colonial history of an entrepreneur (e.g., Peter Faneuil and Benjamin Franklin). (E) 13. Define profit and describe how profit is an incentive for entrepreneurs. (E) 14. Give examples of how changes in supply and demand affected prices in colonial history (e.g., fur, lumber, fish, and meat). (E, H) Learning Standards Building on knowledge from previous years, students should be able to: Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to 1700 5.1 5.2 5.3 5.4 Describe the earliest explorations of the New World by the Vikings, the period and locations of their explorations, and the evidence for them. (H, G) Identify the three major pre-columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, and use of slaves. (H, G, E) Explain why trade routes to Asia had been closed in the 15 th century and trace the voyages of at least four of the explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H, G, E) A. Vasco Nuñez de Balboa B. John and Sebastian Cabot C. Jacques Cartier D. Samuel de Champlain E. Christopher Columbus F. Henry Hudson G. Ferdinand Magellan H. Juan Ponce de Leon I. Amerigo Vespucci Explain why the Aztec and Inca civilizations declined in the 16 th century. (H) A. the encounters between Cortez and Montezuma B. the encounters between Pizarro and the Incas C. the goals of the Spanish conquistadors D. the effects of European diseases, particularly smallpox, throughout the Western hemisphere COVERED IN UNIT(S) 1 1 1
4 GRADE 5 HSS YEARLONG PLAN OVERVIEW (CONTINUED) Learning Standards (Continued) Building on knowledge from previous years, students should be able to: COVERED IN UNIT(S) Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to 1700 (Continued) 5.5 5.6 5.7 5.8 Describe the goals and extent of the Dutch settlement in New York, the French settlements in Canada, and the Spanish settlements in Florida, the Southwest, and California. (H) Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North America, including the differing views on ownership or use of land and the conflicts between them (e.g., the Pequot and King Philip s Wars in New England). (H, G, E) Identify some of the major leaders and groups responsible for the founding of the original colonies in North America. (H, C) A. Lord Baltimore in Maryland B. William Penn in Pennsylvania C. John Smith in Virginia D. Roger Williams in Rhode Island E. John Winthrop in Massachusetts Identify the links between the political principles and practices developed in ancient Greece and such political institutions and practices as written constitutions and town meetings of the Puritans. (H, C) Explain the reasons that the language, political institutions, and political principles of what became 5.9 the United States of America were largely shaped by English colonists even though other major European nations also explored the New World. (H, C) The Political, Intellectual, and Economic Growth of the Colonies, 1700-1775 5.10 5.11 5.12 5.13 5.14 5.15 On a map of North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations, and sources of labor shaped their economies and societies through the 18 th century. (H, G, E) Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts, using the services of historical societies and museums as needed. (H, E) A. The fishing and shipbuilding industries B. Trans-Atlantic trade C. The port cities of New Bedford, Newburyport, Gloucester, Salem, and Boston Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies. (H, G, E, C) Identify the founders and the reasons for the establishment of educational institutions in the colonies (grammar schools and colleges such as Harvard and the College of William and Mary). (H) Explain the development of colonial governments and describe how these developments contributed to the Revolution. (H, G, E, C) A. Legislative bodies B. Town meetings C. Charters on individual freedom and rights Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the colonial response to these policies. (H, C, E) A. Sugar Act (1764) B. Stamp Act (1765) C. Townsend Duties (1767) D. Tea Act (1773) and the Intolerable Acts (1774) E. The slogan, no taxation without representation F. The roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea Party (1773) 2 2 2 2 3 3 2 3 3
GRADE 5 HSS YEARLONG PLAN OVERVIEW (CONTINUED) Learning Standards (Continued) Building on knowledge from previous years, students should be able to: The Revolution and the Formation of a Federal Government under the Constitution, 1775-1789 5.16 5.17 5.18 5.19 5.20 5.21 Explain the meaning of the key ideas on equality, natural rights, the rule of law, and the purpose of government contained in the Declaration of Independence. (H, C, E) Describe the major battles of the Revolution and explain the factors leading to American victory and British defeat. (H) A. Lexington and Concord (1775) B. Bunker Hill (1775) C. Saratoga (1777) D. Valley Forge (1777-1778) E. Yorktown (1781) Describe the life and achievements of important leaders during the Revolution and the early years of the United States. (H, C) A. John Adams B. Benjamin Franklin C. King George III D. Alexander Hamilton E. Thomas Jefferson F. James Madison G. George Washington Identify the Constitution of the Commonwealth of Massachusetts, including its date, its primary author (John Adams), and the basic rights it gives to citizens of the Commonwealth. (C) Explain the reasons for the adoption of the Articles of Confederation in 1781 and for its later failure. (H, C) Describe Shays s Rebellion of 1786-1787 and explain why it was one of the crucial events leading to the Constitutional Convention. (H, E, C) Identify the various leaders of the Constitutional Convention and describe the major issues they debated. (H, E, C) A. Distribution of political power 5.22 B. Rights of individuals C. Rights of states D. The Great Compromise E. Slavery The Principles and Institutions of American Constitutional Government 5.23 5.24 5.25 5.26 5.27 Describe the responsibilities of government at the federal, state, and local levels (e.g., protection of individual rights and the provision of services such as law enforcement and the building and funding of schools). (C) Describe the basic political principles of American democracy and explain how the Constitution and the Bill of Rights reflect and preserve these principles. (C) A. Individual rights and responsibilities B. Equality C. The rule of law D. Limited government E. Representative democracy Identify the three branches of the United States government as outlined by the Constitution, describe their functions and relationships, and identify what features of the Constitution were unique at the time (e.g., the presidency and the independent judiciary). (H, C) Identify the rights in the Bill of Rights and explain the reasons for its inclusion in the Constitution in 1791. (H, C) Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do so today. (H, C) 5 COVERED IN UNIT(S) 4 4 4 4 5 5 5 5
6 GRADE 5 HSS YEARLONG PLAN OVERVIEW (CONTINUED) Learning Standards (Continued) Building on knowledge from previous years, students should be able to: The Growth of the Republic 5.28 5.29 Identify the changes in voting qualifications between 1787 and 1820 (e.g., the abolition of property requirements), and compare who could vote in local, state, and national elections in the U.S. with who could vote in England, France, and Russia. (H, C) Explain the events leading up to, and the significance of, the Louisiana Purchase of 1803. (H, C, E, G) COVERED IN UNIT(S) 5.30 Describe the expedition of Lewis and Clark from 1803 to 1806. (H, E, G) 5 5.31 5.32 5.33 5.34 5.35 Non-HSS Standards RI.5.2 RI.5.5 RI.5.6 Describe the significance and consequences of the abolition of slavery in the northern states after the Revolution and of the 1808 law that banned the importation of slaves into the United States. (H) Describe the causes of the war of 1812 and how events during the war contributed to a sense of American nationalism. (H) A. British restrictions on trade and impressment B. Major battles and events of the war, including the role of the USS Constitution, the burning of the Capitol and the White House, and the Battle of New Orleans Explain the importance of the China trade and the whaling industry to 19 th century New England, and give examples of imports from China. (H) Explain the reasons that pioneer moved west from the beginning to the middle of the 19 th century, and describe their lives on the frontier. (H, G, C, E) A. Wagon train journeys on the Oregon and Santa Fe Trails B. Their settlements in the western territories Identify the key issues that contributed to the onset of the Civil War. (H, E) A. The debate over slavery and westward expansion B. Diverging economic interests Determine 2 or more main ideas of a text and explain how they are supported by key details; summarize a text. Compare and contrast the overall structure of events, ideas, concepts or information in 2 or more texts. Analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view they represent. COVERED IN UNIT(S) W.5.1 Write opinion pieces on topics of texts supporting a point of view with reasons and information. 2-3 W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 5 W.5.7 Conduct short research projects that use several sources to build knowledge through investigation or different aspects of topics. W.5.9 Draw evidence from literacy or informational texts to support analysis, reflections and research. 4 1 3 1, 3 1
History/Social Studies Standards Overview: 7 GRADE 5 Students study the major pre-columbian civilizations in the New World; the 15 th and 16 th century European explorations around the world, in the western hemisphere, and in North America in particular; the earliest settlements in North America; and the political, economic, and social development of the English colonies in the 17 th and 18 th centuries. They also study the early development of democratic institutions and ideas, including the ideas and events that led to the independence of the original 13 colonies and the formation of a national government under the U.S. Constitution. The purpose of the grade 5 curriculum is to give students their first concentrated study of the formative years of U.S. history. THEMES FOR MASSACHUSETTS HISTORY AND SOCIAL SCIENCE CURRICULUM FRAMEWORK The evolution of the concepts of personal freedom, individual responsibility, and respect for human dignity. The growth and impact of centralized state power. The influence of economic, political, religious, and cultural ideas as human societies move beyond regional, national, or geographic boundaries. The effects of geography on the history of civilizations and nations. The growth and spread of free markets and industrial economies. The development of scientific reasoning, technology, and formal education over time and their effects on people s health, standards of living, economic growth, government, religious beliefs, communal life, and the environment. The birth, growth, and decline of civilizations.
8 GRADE 5 HSS UNIT 1 Timeframe: Core Concept(s): Essential Questions Common Core Standards MA Content Standards: Knowledge and Skills: Key Vocabulary: September-October Geography, Map Skills, European Explorations (motives and routes) What can geography teach us about the United States? How did exploration of the Americas lead to settlements? What did explorers take to and from the New World? RI.5.2: Determine 2 or more main ideas of a text and explain how they are supported by key details; summarize a text. RI.5.6: Analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view they represent. W.5.7: Conduct short research projects that use several sources to build knowledge through investigation or different aspects of topics. Learning Standards 5.1 Describe the earliest explorations of the New World by the Vikings, the period and locations of their explorations and evidence of them 5.2 Identify the 3 major pre-columbian civilizations that existed in Central & South America (Maya, Inca, Aztec) and their locations. Describe their political structures, religious practices and use of slaves. 5.3 Explain why trade routes to Asia had been closed in the 15 th century and trace voyages of at least 4 of the explorers (from the list provided). Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world especially the maps used by explorers. Social Studies: Map Skill and Geography- Latitude, Longitude, Absolute Location Compare maps of the modern world with historical maps of the world Interpret timelines of events Content-Specific Vocabulary: Migration, environment, latitude, longitude, landform, climate, Equator, Prime Meridian, hemisphere, geography, climate, physical feature, social pyramid, Maya, Aztec, Inca, Northwest Passage Literacy/Reading: Prior knowledge of features of the United States Visualize life in ancient civilizations Sequence in a timeline Literacy Connections: Prior knowledge Sequence Main Idea Compare and Contrast Summarize Product/ Assessment: Students will choose an explorer to report on. Project can be based on teacher preference. The Interactive Student History Notebook should be maintained throughout the year as the key artifact of student learning and a formative assessment tool. Materials, Resources, and Primary Documents Social Studies Alive!: Chapters 1, 2, 4, 5 Viking museum exhibit: http://www.mnh.si.edu/vikings/start.html Library of Congress, Spanish Exploration: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/hispanic-exploration/
9 GRADE 5 HSS UNIT 2 Timeframe: Core Concept(s): Essential Questions Common Core Standards MA Content Standards: Knowledge and Skills: Key Vocabulary: Product/ Assessment: November-December Early European Settlements: What were the challenges and early forms of government for each settled area. Relationships of settlers to the indigenous people of the area. Comparisons of each Colonial area, major leaders for each area, life in Colonial America. Locate and label the 13 colonies on a map. What challenges faced the first English colonies? How were the original 13 Colonies alike/different? W.5.1: Write opinion pieces on topics of texts supporting a point of view with reasons and information. Learning Standards 5.6 Explain the early relationship of the English settlers to the indigenous people, or Indians, in North America, including the differing views on ownership or use of land and the conflicts between them (e.g. the Pequot and King Phillip s Wars in New England) 5.7 Identify some of the major leaders & groups responsible for the founding of the original colonies in North America. 5.9 Explain the reasons that the language, political institutions and political principles of what became the USA were largely shaped by English colonists even though other major European nations also explored the New World. 5.10 On a map on North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations & sources of labor shaped their economies & societies through the 18 th century. 5.13 Identify the founders & reasons for the establishment of educational institutions in the colonies (Harvard, College of William & Mary) Social Studies: Compare and contrast the three English settlements. Locate American Indian and English settlements on a historical map. Use a graphic organizer to identify key historic, geographic, political, and economic features of English colonies. Compare and contrast the New England, Middle, and Southern colonies. Content-Specific Vocabulary: Roanoke, Jamestown, Plymouth, plantation, indentured servant, West Indies, colonist, colony, settlement, marsh, democratic, ally, economy, grant, assembly, government, industry, Mayflower Compact, House of Burgesses, Williamsburg, craftsman, trade, politics, royal colony Literacy/Reading: Compare and contrast Use a graphic organizer to organize information Oral presentation Literacy Connections: Compare and Contrast Summarize Main Idea Persuasion Graphic Organizer Choose one of the colonies or regions to create an ad persuading people to move to that are. The ad will include the type of government, economy, geography, and climate. Students will create a product and then present to the class. Interactive activity-williamsburg. The Interactive Student History Notebook should be maintained throughout the year as the key artifact of student learning and a formative assessment tool.
10 GRADE 5 HSS UNIT 2 (CONTINUED) Materials, Resources, and Primary Documents Social Studies Alive!: Chapters 6-7 and 9 Mayflower Compact John Smith Map: http://www.teachinghistory.org/best-practices/examples-of-historical-thinking/25096 Jamestown Lesson Plan: http://www.teachinghistory.org/teaching-materials/lesson-plan-reviews/24214 Why did Roanoke fail? http://teachinghistory.org/history-content/ask-a-historian/25510 www.plimoth.org
11 GRADE 5 HSS UNIT 3 Timeframe: Core Concept(s): Essential Questions Common Core Standards MA Content Standards: Knowledge and Skills: Key Vocabulary: Product/ Assessment: January-February Maritime commerce, slavery, Triangular Trade Route; Reaction to taxes; Events that lead to Revolutionary War. What was the impact of slavery on African Americans? What effect did maritime commerce have on the economic development of Massachusetts? What British actions angered the Colonists in the 1700s? How do people adapt to difficult situations? RI.5.5: Compare and contrast the overall structure of events, ideas, concepts or information in 2 or more texts. RI.5.6: Analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view they represent W.5.1: Write opinion pieces on topics of texts, supporting a point of view with reason & information Learning Standards 5.11 Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts. 5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies. 5.14 Explain the development of colonial governments and describe how these developments contributed to the Revolution 5.15 Explain the reasons for the French & Indian War, how it led to an overhaul of British imperial policy and the colonial response to these policies. Social Studies: Consider the dilemmas of the slave trade Summarize lives of enslaved Africans Summarize the main events that lead to the American Revolution Content-Specific Vocabulary: Slave trade, Middle Passage, triangular trade, slave auction, overseer, royal colony, dilemma, taxation without representation, protest, bill, proclamation, Parliament, delegate, repeal, import, massacre, boycott, First Continental Congress, Intolerable Acts Literacy/Reading: Summarize Infer why events happened Literacy Connections: Drawing conclusions Critical Thinking Metaphor Main Idea Summary Visualize Prior Knowledge Create a persuasive picture booklet, persuading colonists to join in the American Revolution. Acted out events leading to the Revolution Diagram the conditions of the Middle Passage and write about the experience from the perspective of a slave. The Interactive Student History Notebook should be maintained throughout the year as the key artifact of student learning and a formative assessment tool. Materials, Resources, and Primary Documents Social Studies Alive: Chapter 8 and 10
12 GRADE 5 HSS UNIT 4 Timeframe: Core Concept(s): Essential Questions Common Core Standards MA Content Standards: March-April Examine primary source documents; strategies, battles and resolutions; protests; equality; boycotting What were the arguments for and against Colonial independence from Great Britain? What are the main ideas of the Declaration of Independence? What was the turning point of the Revolutionary War? W.5.9: Draw evidence from literacy or informational texts to support analysis, reflections and research. Learning Standards 5.16 Explain the meaning of the key ideas on equality, natural rights, the rule of law, and the purpose of government contained in the Declaration of Independence. 5.17 Describe the major battles of the Revolution & explain the factors leading to American victory and British defeat. 5.18 Describe the life & achievements of important leaders during the revolution and the early years of the United States. 5.22 Identify the various leaders of the Constitutional Convention & describe the major issues they debated. Knowledge and Skills: Key Vocabulary: Social Studies: Prepare and present key Patriot or Loyalist arguments Summarize the major events that led to the Declaration of Independence Identify important leaders Paraphrase key passages from the Declaration of Independence Content-Specific Vocabulary: Parliament, independence, Patriots, Loyalists, tyrant, treason, neutral, traitor, resolution, Declaration of Independence, Second Continental Congress, Minuteman, militia, Common Sense, equality, revolution, strategy, volunteer, mercenary, tactic, turning point, treaty Literacy/Reading: Summarize Main Idea Sequence Analyze metaphor Literacy Connections: Summarize Main Idea Sequence Analyze Metaphor Product/ Assessment: From the perspective of a colonist, you will present an argument to the class which side would you be on: Patriots or Loyalists. Analyze Thomas Jefferson s struggles with the Declaration of Independence. Do you think anything should have been added or taken out? The Interactive Student History Notebook should be maintained throughout the year as the key artifact of student learning and a formative assessment tool. Materials, Resources, and Primary Documents Social Studies Alive: Chapter 10-12 The Declaration of Independence Paul Revere s House: http://www.paulreverehouse.org/
13 GRADE 5 HSS UNIT 5 Timeframe: Core Concept(s): Essential Questions Common Core Standards MA Content Standards: May-June Political systems & institutions; Rights of citizens; National & State governments; Expansion to the West including the Louisiana Purchase and Lewis & Clark What are the basic rights & freedoms of the American people? What are the key features of the U.S. Constitution? What drew new settlers to the Western part of the United States? W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly Learning Standards 5.23 Describe the responsibilities of government at the federal, state & local levels (eg protection of individual rights & the provision of services such as law enforcement and the building/funding of schools). 5.24 Describe the basic political principles of American democracy and explain how the Constitution and the Bill of Rights reflect and preserve these principles 5.25 Identify the 3 branches of the US government as outlined by the Constitution, describe their functions & relationships, & identify what features of the Constitution were unique at the time. 5.26 Identify the rights in the Bill of Rights and explain the reasons for its inclusion in the Constitution in 1791. 5.29 Explain the events leading up to and the significance of, the Louisiana Purchase of 1803. (optional based on time) 5.30 Describe the expedition of Lewis & Clark from 1803-1806. (optional based on time). Knowledge and Skills: Key Vocabulary: Social Studies: Identify and summarize the powers of the three branches of government Identify key rights protected under the Bill of Rights. Content-Specific Vocabulary: Articles of Confederation, Constitutional Convention, Constitution, checks and balances, legislative branch, judicial branch, executive branch, compromise, cabinet, impeach, veto, Bill of Rights, jury, amendments, ratify, due process, prejudice, civil, appeal Literacy/Reading: Cause and effect Summarize Generalize Literacy Connections: Cause and effect Summarize Generalize Product/ Assessment: Find a newspaper article that describes an action carried out by one branch of the federal government. Write a summary of the article including which branch of government was at work and how their power was used. The Interactive Student History Notebook should be maintained throughout the year as the key artifact of student learning and a formative assessment tool. Materials, Resources, and Primary Documents Social Studies Alive! Chapter 14-15 Current newspapers Bill of Rights Constitution