Miami-Dade County Public Schools s5

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Fifth Grade United States History

COURSE DESCRIPTION: General Notes: Fifth Grade: United States History – The fifth grade social studies curriculum consists of the following content area strands: American History, Geography, Economics, and Civics. Fifth grade students will study the development of our nation with emphasis on the people, places, and events up to approximately 1850. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the initial inhabitation, exploration, colonization, and early national periods of American history. So that students can clearly see the relationship between cause and effect in history, students should also have the opportunity to explore how individuals and events of this period influenced later events in the development of our nation.

Please note the following important general information regarding the Pacing Guides:

 The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.  Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school levels.  The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.  The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.  The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.  NOTE: Content benchmarks that are highlighted in red are relevant to the Seventh Grade Civics End of Course Exam tested benchmarks.  NOTE: Associated with each red highlighted benchmark is a link to a lesson plan (highlighted in yellow) complete with all readings, handouts, a detailed lesson plan, and a pre- post quiz to be used during instruction in order to emphasize the importance of relevant Seventh Grade Civics End of Course Exam tested benchmarks.  NOTE: Click on the following link for a pre/post test assessing Fifth Grade Civics Integration lesson benchmarks and that are relevant to the Seventh Grade End of Course Exam tested benchmarks: http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/5th%20Grade%20Civics%20Integration%20Prepost%20test.pdf NOTE: Click on the following link for the answer key to the pre/post test attached above:  http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/5th%20Grade%20Civics%20Integration%20Prepost%20test%20answer%20key.pdf  NOTE: Essential benchmarks identified in this course are highlighted in BLUE.

Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:

 Grade Level or Course Title - The grade level and course title are listed in the heading of each page.  Course Code - The Florida Department of Education Course Code is listed for the course.  Topic - The general topic for instruction is listed; e.g., Westward Expansion.  Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.  Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.  Nine Week Grading Period - Grading periods (1-4) are identified.  Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.  NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.

Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Fifth Grade United States History

 Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).  Florida Literacy and Writing Standards for History/Social Studies K-5: When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx.

Elementary Language Arts/Reading, Mathematics, and Science Related Benchmarks Supported through this Social Studies Course:

LA.5.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA.5.1.6.5 The student will relate new vocabulary to familiar words. LA.5.1.6.9 The student will determine the correct meaning of words with multiple meanings in context; LA.5.1.7.1 The student will explain the purpose of text features (e.g., format, graphics, diagrams, illustrations, charts, maps), use prior knowledge to make and confirm predictions, and establish a purpose for reading. LA.5.1.7.3 The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details. LA.5.1.7.4 The student will identify cause-and-effect relationships in text. LA.5.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text. LA.5.2.1.8 The student will explain changes in the vocabulary and language patterns of literary texts written across historical periods. LA.5.2.1.9 The student will use interest and recommendations of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical fiction, mythology, poetry) to expand the core .foundation of knowledge necessary to function as a fully literate member of a shared culture. LA.5.2.2.1 The student will locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations). LA.5.2.2.3 The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing). LA.5.2.2.4 The student will identify the characteristics of a variety of types of text (e.g., reference, newspapers, practical/functional texts). LA.5.2.2.5 The student will use interest and recommendations of others to select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history) to continue building a core foundation of knowledge. LA.5.3.1.3 The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log). LA.5.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate. LA.5.4.2.3 The student will write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs. LA.5.4.3.1 The student will write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea and supporting arguments for the validity of the proposed idea with detailed evidence. LA.5.4.3.2 The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole). LA.5.6.2.2 The student will read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information. LA.5.6.2.3 The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement. LA.5.6.2.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism). LA.5.6.3.1 The student will examine how ideas are presented in a variety of print and nonprint media and recognize differences between logical reasoning and propaganda. LA.5.6.3.2 The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences. LA.5.6.4.1 The student will select and use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations).

LA.5.6.4.2 The student will determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic. MA.5.G.5.1 Identify and plot ordered pairs on the first quadrant of the coordinate plane. MA.5.S.7.1 Construct and analyze line graphs and double bar graphs. MA.5.S.7.2 Differentiate between continuous and discrete data, and determine ways to represent those using graphs and diagrams. SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains. SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zone; as they relate to latitude, elevation, and proximity to bodies of water. SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.

Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For United States History, the following themes are identified:

 American Diversity- The roles of race, class, ethnicity, and gender in United States History.  American Identity- Views of the American national character.  Culture- Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout United States History.  Demographic Changes- Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.  Economic Transformations-Changes in trade, commerce, and technology across time.  Environment- Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.  Westward Expansion- America's movement westward and its claim on occupied western territories. The formation of states.  Leadership- Presidents and key individuals with demonstrated leadership abilities: e.g. guide, direct, or influence people.  Globalization- Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.  Politics and Citizenship- American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.  Reform- Diverse movements focusing on a broad range of issues including antislavery, education, labor, temperance, women’s rights, civil rights, war, public health, and government.  Religion- The influence of religion on culture, politics, economics, and society.  Slavery- Systems of slave labor and other forms of free labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West.  War and Diplomacy-Armed conflict from the pre-colonial period to the mid nineteenth century. Impact of war on American foreign policy and on politics, economy, and society.

 Civics in a Snap Lessons: Developed in collaboration with The Florida Joint Center for Citizenship, provide teachers with a stand-alone lesson plan, designed to be implemented in approximately 15 minutes, in order to provide instruction that infuses Civic knowledge and dispositions encouraging both literacy and Civic

benchmarks/standards mastery. Please note: when the following icon appears in the pacing guide, simply click on the icon, which is located next to the benchmark pertaining to Civics, and you will be directed to a separate webpage where Civics in a Snap lessons are located.

Local History Lessons: Miami-Dade County’s history and its diverse cultures, municipalities, and vibrant communities offer a multitude of fascinating topics and learning opportunities for students. Stand-alone and rigorous lessons designed around the analysis of primary and secondary local sources of information have been developed to highlight our rich history. Whenever you see the Local History icon below embedded in the pacing guide, simply click on the icon and you will be directed to instructional resources where these lessons plans can be downloaded and used accordingly.

. TCI, Teachers’ Curriculum institute, Social Studies Alive, is the adopted textbook for Social Sciences grades 3-5. TCI provides a wealth of print and online instructional resources to ensure engaging and rigorous instruction. Teachers may access the online resources through M-DCPS’ teacher (employee) and student portals. In the following pacing guide, wherever the TCI icon is seen, as shown above, a link to the M-DCPS Employee portal is available where teachers can log in, access their e-book, and find a DETAILED Lesson Guide for each major topic. Each Lesson Guide contains the following: Teacher Support Video, Overview Materials, Preparation, Preview, Activity, Reading Further, Vocabulary, and Processing (assessment).

Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Fifth Grade United States History History/Social Science Labs

History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.

Steps to Conduct History/Social Science Labs

1. Identify the NGSSS-SS Benchmark(s) to be addressed. 2. Develop an essential question or use an essential question already found in the pacing guide. 3. Build background knowledge with students about the topic. 4. FACILITATE students conduct on document/source analysis. 5. Have students report back about their analysis of the source(s). 6. Take the lab to an end and have students Independently answer, in writing, the essential question

*History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.

 The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located.  To see a video that provides an overview of the History/Social Science lab process and benefits, please see:  http://www.umbc.edu/che/historylabs/

Name ______Period _____ Date ______[Put benchmark here – numbers and write it out] Essential Question: [put essential guiding question here]

Source Main Idea / Message / Important Details How does this document answer the essential question? Source 1 [include source information as applicable] Source 2

Source 3

Source 4

Thesis: ______

______

Department of Social Sciences Lesson 8: Slavery in America

PACING Dates MIAMI-DADE COUNTY PUBLIC SCHOOLS Traditional 9 Days 10-30-17 to 11-09-17District Pacing Guide- Social Studies

ESSENTIALGRADE LEVEL QUESTION OR COURSE for Lesson TITLE: 8: Fifth Grade United States History What was the impact of slavery on Africans?

STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 3: Explorations and Settlement in North America) (Standard 4: Colonization of North America) GEOGRAPHY (Standard 1: The World in Spatial Terms) ECONOMICS (Standard 1: Market Economy) (Standard 2: The International Economy) Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity:  Life in West Africa in the 1500s Have students use a variety of print and digital text resources to research the LAFS.5.W.3.9 Draw evidence from literary or informational  Europe and the Slave Trade Virginia Slave Code of 1705. Then have students prepare a speech to present texts to support analysis, reflection, and research.  West Africans and the Slave to the Colony of Virginia’s House of Burgesses protesting the law. Students Trade Content Benchmarks: should include facts and details to support their position.  Triangular Trade SS.5.A.1.1 Use primary and secondary sources to  Surviving the Middle Passage understand history  Slavery and the Colonies SS.5.A.3.1 Describe technological developments that  Life as a Slave shaped European exploration. For a detailed lesson guide for this topic: See the Social Studies Alive! Topic Content: SS.5.A.3.2 Investigate (nationality, sponsoring country, Lesson Guide (available through the M-DCPS teacher portal, click on the  Explore how capturing and motives, dates and routes of travel, accomplishments) the TCI link above) for planning and implementing the lesson, activities and trading slaves changed the lives European explorers. assessments. of West Africans. . Lesson Guide contains the following: Teacher Support Video, SS.5.A.3.3 Describe interactions among Native  Learn about why enslaved Overview Materials, Preparation, Preview, Activity, Reading Americans, Africans, English, French, Dutch, and Spanish Africans were traded and how Further, Vocabulary, and Processing (assessment). for control of North America. they traveled across the Atlantic and into a life of bondage in SS.5.A.4.1 Identify the economic, political and socio- Core Text: TCi: Social Studies Alive! America’s Past America cultural motivation for colonial settlement. Lesson 8-Slavery in the Americas: Student Text pages 106-115; SS.5.A.4.2 Compare characteristics of New England, Reading Further: How Slaves Kept Hope Alive pages 116-119; Middle, and Southern colonies. Interactive Student Workbook pages: 49-54 SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the Vocabulary/Identification: thirteen colonies. Middle Passage, overseer, slave auction, slave trade, triangular trade SS.5.A.4.5 Explain the importance of Triangular Trade Slavery linking Africa, the West Indies, the British Colonies, and Other Suggested Activities: Europe. Department of Social Sciences History Lab: Geography and Native Americans. Have students explore primary and secondary sources to discover how and why SS.5.A.4.6 Describe the introduction, impact, and role of enslaved Africans brought were brought to the colonies. See Essential Content slavery in the colonies. for link to this resource. SS.5.G.1.1 Interpret current and historical information

Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools using a variety of geographic tools. Have the students produce a Venn Diagram comparing and contrasting the life SS.5.E.1.1 Identify how trade promoted economic growth of a slave to the life of an indentured servant. in North America from pre-Columbian times to 1850. Have students complete a graphic organizer listing the three stops on the SS.5.E.1.2 Describe a market economy, and give Triangular Trade route and the exports and imports. examples of how the colonial and early American economy Nelson Mandela Visits Miami exhibited these characteristics. Have students develop a triple Venn Diagram comparing and contrasting the life and role of slaves in the New England Colonies, The Middle Colonies and the SS.5.E.1.3 Trace the development of technology and the Southern Colonies. Mandate(s): impact of major inventions on business productivity during Character Education – Pursuit of the early development of the United States. Excellence Other Suggested Writing Activities: SS.5.E.2.1 Recognize the positive and negative effects of Have students use a variety of print and digital text resources to research the voluntary trade among Native Americans, European Native American History Month Virginia Slave Code of 1705. Then have students prepare a speech to present explorers, and colonists. to the Colony of Virginia’s House of Burgesses protesting the law. Students should include facts and details to support their position. Skill Benchmarks: Have students write a journal entry from the perspective of an African slave SS.5.A.1.1 Use primary and secondary sources to describing their experience on the journey across the Atlantic (Middle Passage). understand history.

Florida Standards: Assessment: LAFS.5.RI.1.2 Determine two or more main ideas of a text  Use the assessment items and suggestions associated with this grade level and explain how they are supported by key details; that are included in the publisher provided resources. summarize the text.  Develop rubrics and share with students for each of the above mentioned LAFS.5.RI.1.3 Explain the relationships or interactions projects to increase opportunities for mastery of content and historical between two or more individuals, events, ideas, or thinking skills. Each project or assignment should be assessed for content concepts in a historical, scientific, or technical text based accuracy and skill development in terms of writing and reading on specific information in the text. comprehension. LAFS.5.RI.3.8 Explain how an author uses reasons and ELL: evidence to support particular points in a text, identifying Use visual depictions of historical events in order to increase ELL students’ which reasons and evidence support which point(s). mastery of related content. LAFS.5.W.1.2 Write informative/explanatory texts to Related Programs: examine a topic and convey ideas and information clearly. See the Department of Social Sciences website, www.socialsciences.dadeschools.net for related activities. LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, State and District Instructional Requirements: purpose, and audience. Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-

Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools LAFS.5.W.2.5 With guidance and support from peers and American History, Character Education, Hispanic Contributions to the United adults, develop and strengthen writing as needed by States, Holocaust Education, and Women’s Contributions to the U.S. Detailed planning, revising, editing, rewriting, or trying a new lesson plans can be downloaded from the Department of Social Sciences approach. website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction LAFS.5.W.3.8 Recall relevant information from experiences regarding the aforementioned requirements should take place throughout the or gather relevant information from print and digital entire scope of a given social studies course, not only during the particular sources; summarize or paraphrase information in notes month or day when a particular cultural group is celebrated or recognized. and finished work, and provide a list of sources. LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SPED: LAFS.5.L.1.1 Demonstrate command of the conventions of Go the Department of Social Sciences website, standard English grammar and usage when writing or http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” speaking. Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular LAFS.5.L.1.2 Demonstrate command of the conventions of grade level. standard English capitalization, punctuation, and spelling when writing. LAFS.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Lesson 9: Life in Colonial Williamsburg PACING Dates Traditional 7 Days 11-13-17 to 11-21-17

ESSENTIAL QUESTION for Lesson 9: What were key parts of life for Southern colonists in the 1700s? STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 3: Exploration and Settlement of North America) (Standard 4: Colonization of North America) GEOGRAPHY (Standard 1: The World in Spatial Terms) CIVICS (Standard 2: Civic and Political Participation) Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity:  Colonial Williamsburg LAFS.5.RI.2.6 Analyze multiple accounts of the same event Have students research colonial life, using both primary and secondary sources  Education or topic, noting important similarities and differences in the then lead a discussion about the differences found in each type of source.  Trades point of view they represent.  Social Life Content Benchmarks:  Government SS.5.A.1.1 Use primary and secondary sources to  Slavery understand history  Religion SS.5.A.3.3 Describe interactions among Native Americans, For a detailed lesson guide for this topic: See the Social Studies Alive! Topic Content: Africans, English, French, Dutch, and Spanish for control of Lesson Guide (available through the M-DCPS teacher portal, click on the North America. TCI link above) for planning and implementing the lesson, activities and  Take a walking tour of the assessments. colonial town of SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies. . Lesson Guide contains the following: Teacher Support Video, Williamsburg, capital of Overview Materials, Preparation, Preview, Activity, Reading the colony of Virginia SS.5.A.4.4 Demonstrate an understanding of political, Further, Vocabulary, and Processing (assessment).  Surround yourself with economic, and social aspects of daily colonial life in the colonial sights, from the thirteen colonies. Core Text: grand home of the royal TCi: Social Studies Alive! America’s Past SS.5.A.4.6 Describe the introduction, impact, and role of governor to the dismal Lesson 9-Life In Colonial Williamsburg: Student Text pages: 120-135; slavery in the colonies. quarters of enslaved Reading Further: A Religious Revival in the Colonies pages: 136-139; Africans. SS.5.G.1.1 Interpret current and historical information using a variety of geographic tools. Interactive Student Workbook pages: 55-59 SS.5.G.1.4 Construct maps, charts, and graphs to display Mandate(s): Vocabulary/Identification: geographic information. Character Education – Pursuit of bill, capitol, craftsman, politics, royal colony, trade, Williamsburg Excellence, Responsibility SS.5.G.1.5 Identify and locate the original thirteen colonies on a map of North America. Other Suggested Activities:

Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools Miami-Dade County Public Schools’ Department of Social Sciences has created SS.5.C.2.2 Compare forms of political participation in the comprehensive lesson plans to support this topic as part of its Civics Integration colonial period to today. Relevant to Seventh Grade End of program. Each lesson plan includes: objectives; benchmarks; technology links; Course ExamTested Benchmark. Also considered an activities; readings; graphic organizers; all supplemental materials; and a post essential benchmark quiz. Lesson title and link for this topic: Political Participation-Colonial ---> Today- SS.5.C.2.2 http://socialsciences.dadeschools.net/files/elementary_lessons- civic_integration/SS.5.C.2.2%20lesson.pdf

Click on the following link for a detailed lesson plan, reading, Have students research an important person in the development of the colonies. instructional materials and pre-post quiz questions to assist Students will create a stamp with an illustration and an inscription. On the back, in the instruction of the relevant tested benchmark above: have students summarize the person’s accomplishments. http://socialsciences.dadeschools.net/files/elementary_lesso Have students research the reasons people left their home countries in the ns-civic_integration/SS.5.C.2.2%20lesson.pdf 1600’s to settle in North America. Identify in writing how these reasons affected new settlements, using facts and details to support the reasons. Skill Benchmarks: SS.5.A.1.1 Use primary and secondary sources to Have students evaluate a picture/illustration of a New England Town and identify understand history. people, places and businesses located in the towns. Then, write about the role each played in keeping the towns self-sufficient. Florida Standards: Have students end this unit with a culminating activity for the Colonial America LAFS.5.RI.1.2 Determine two or more main ideas of a text Unit of Study. In the school library, have 5th grade classes showcase (via and explain how they are supported by key details; posters, Power Point presentations, and/or dioramas, etc.): The New England, summarize the text. Middle and Southern Colonies, depicting way of life, significant individuals, LAFS.5.RI.1.3 Explain the relationships or interactions events, natural resources, products and maps. between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based Other Suggested Writing Activities: on specific information in the text. Have students investigate the cash crops of the Southern colonies (e.g. indigo, LAFS.5.RI.2.4 Determine the meaning of general academic tobacco, rice, cotton) and write an informational text to explain how they led to and domain-specific words and phrases in a text relevant to the development of plantations. a grade 5 topic or subject area. Have students imagine that they are settlers that have moved to the frontier in LAFS.5.RI.3.8 Explain how an author uses reasons and the early 1700’s. Then, write a journal entry in which they describe their journey evidence to support particular points in a text, identifying and the building of their new home including an accurate description of the which reasons and evidence support which point(s). geographic features and challenges they faced. Have students write a letter to a friend or family member describing life in a LAFS.5.W.2.4 Produce clear and coherent writing in which selected colony. The letter must include facts and details from the time period. the development and organization are appropriate to task, Have students share their letters orally with the class. Provide time for questions,

Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools purpose, and audience. answers and discussion.

LAFS.5.W.2.5 With guidance and support from peers and Assessment: adults, develop and strengthen writing as needed by  Use the assessment items and suggestions associated with this grade level planning, revising, editing, rewriting, or trying a new that are included in the publisher provided resources. approach.  Develop rubrics and share with students for each of the above mentioned LAFS.5.W.3.9 Draw evidence from literary or informational projects to increase opportunities for mastery of content and historical texts to support analysis, reflection, and research. thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading Ongoing comprehension. LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social ELL: studies, science, and technical texts, at the high end of the Use visual depictions of historical events in order to increase ELL students’ grades 4–5 text complexity band independently and mastery of related content. proficiently. Related Programs: See the Department of Social Sciences website, www.socialsciences.dadeschools.net for related activities. State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African- American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences website, http://socialsciences.dadeschools.net/ and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level.

Lesson 10: Tensions Grow Between the Colonies and Great Britain

PACING Dates Traditional 7 Days 11-27-17 to 12-5-17

ESSENTIAL QUESTION for Lesson 10: What British actions angered the colonists in the 1700s? STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 3: Exploration and Settlement of North America) (Standard 4: Colonization of North America) (Standard 5: American Revolution and the Birth of a New Nation) CIVICS AND GOVERNMENT (Standard 2: Civic and Political Participation) GEOGRAPHY (Standard 1: The World in Spatial Terms) Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: -French and Indian War LAFS.5.W.1.1 Write opinion pieces on topics or texts, Have students imagine that they are colonist s living in Boston in the 1770’s. -Proclamation of 1763 supporting a point of view with reasons and information. Provide the following scenario: “You have been forced to give up many things -The Quartering Act o LAFS.5.W.1.1a Introduce a topic or text clearly, state an (including your beloved tea) because of British taxes. A good friend of yours -The Stamp Act opinion, and create an organizational structure in which was killed in the Boston massacre. Now the King’s soldiers a marching near your -The Boston Massacre ideas are logically grouped to support the writer’s home. You have had enough!” Now have students write a letter to King George -The Boston Tea Party purpose. III informing him of their problems and their opinions of British rule in the -The Intolerable Acts colonies. Remind students to support their opinion with facts and reasons. Content Benchmarks: Topic Content: SS.5.A.1.1 Use primary and secondary sources to  Read about the understand history relationship American Colonist had with Great SS.5.A.3.3 Describe interactions among Native Americans, Britain during the 1700s. Africans, English, French, Dutch, and Spanish for control of  Discover what actions North America. For a detailed lesson guide for this topic: See the Social Studies Alive! Great Britain took that Lesson Guide (available through the M-DCPS teacher portal, click on the SS.5.A.4.1 Identify the economic, political and socio- TCI link above) for planning and implementing the lesson, activities and angered American cultural motivation for colonial settlement colonists. assessments. . Lesson Guide contains the following: Teacher Support Video, SS.5.A.4.4 Demonstrate an understanding of political, Overview Materials, Preparation, Preview, Activity, Reading economic, and social aspects of daily colonial life in the Further, Vocabulary, and Processing (assessment). thirteen colonies. SS.5.A.5.1 Identify and explain significant events leading up Core Text: to the American Revolution. TCi: Social Studies Alive! America’s Past Lesson 10 Tensions Grow Between the Colonies and Great Britain: SS.5.A.5.7 Explain economic, military, and political factors Student Text pages: 140-149; Colonists Revolt which led to the end of the Revolutionary War. Reading Further: King George 111 and His Colonies pages: 150-153;

Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools

SS.5.G.1.1 Interpret current and historical information using Interactive Student Workbook pages: 61-66 a variety of geographic tools. Vocabulary/Identification: SS.5.G.1.4 Construct maps, charts, and graphs to display Mandates: act, boycott, delegate, First Continental Congress, import, massacre, geographic information. parliament, proclamation, protest, repeal, taxation without representation Character Education – Pursuit of SS.5.C.2.2 Compare forms of political participation in the Other Suggested Activities: Excellence, Responsibility, colonial period to today. Relevant to Seventh Grade End of Department of Social Sciences History Lab: Colonists Revolt. Have students Citizenship Course ExamTested Benchmark. Also considered an explore primary and secondary sources to determine if colonists should have essential benchmark Women’s Contributions to the U.S . revolted against Great Britain. See Essential Content for a link to this resource.

Native American History Month Have students develop a graphic organizer to keep track of the events, places and people that relate to the time period leading up to the American Revolution. Click on the following link for a detailed lesson plan, reading, instructional materials and pre-post quiz questions to assist Suggested Writing Activities Menu: in the instruction of the relevant tested benchmark above: Have students imagine that they are colonist s living in Boston in the 1770’s. http://socialsciences.dadeschools.net/files/elementary_lesso Provide the following scenario: “You have been forced to give up many things ns-civic_integration/SS.5.C.2.2%20lesson.pdf (including your beloved tea) because of British taxes. A good friend of yours was killed in the Boston massacre. Now the King’s soldiers a marching near your home. You have had enough!” Now have students write a letter to King George Skill Benchmarks: III informing him of their problems and their opinions of British rule in the SS.5.A.1.1 Use primary and secondary sources to colonies. Remind students to support their opinion with facts and reasons. understand history. Assessment Florida Standards:  Use the assessment items and suggestions associated with this grade level LAFS.5.RI.1.2 Determine two or more main ideas of a text that are included in the publisher provided resources. and explain how they are supported by key details;  Develop rubrics and share with students for each of the above mentioned summarize the text. projects to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading LAFS.5.RI.1.3 Explain the relationships or interactions comprehension. between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based ELL: on specific information in the text. Use visual depictions of historical events in order to increase ELL students’ mastery of related content. LAFS.5.RI.3.8 Explain how an author uses reasons and Related Programs: evidence to support particular points in a text, identifying See the Department of Social Sciences website, which reasons and evidence support which point(s). www.socialsciences.dadeschools.net for related activities.

Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools LAFS.5.W.1.2 Write informative/explanatory texts to State and District Instructional Requirements: Teachers should be aware examine a topic and convey ideas and information clearly. that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character LAFS.5.W.1.3 Write narratives to develop real or imagined Education, Hispanic Contributions to the United States, Holocaust Education, experiences or events using effective technique, descriptive and Women’s Contributions to the U.S. Detailed lesson plans can be details, and clear event sequences. downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character LAFS.5.W.2.4 Produce clear and coherent writing in which Education” and “Multicultural Support Documents.” Please note that instruction the development and organization are appropriate to task, regarding the aforementioned requirements should take place throughout the purpose, and audience. entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.

LAFS.5.W.2.5 With guidance and support from peers and SPED: adults, develop and strengthen writing as needed by Go the Department of Social Sciences website, planning, revising, editing, rewriting, or trying a new http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” approach. Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular LAFS.5.W.3.8 Recall relevant information from experiences grade level. or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.5.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.5.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools LAFS.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Ongoing LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Lesson 11: To Declare Independence or Not

PACING Dates Traditional 13 Days 12-6-17 to 12-22-17 ESSENTIAL QUESTION for Lesson 11 What were the arguments for and against colonial independence from Great Britain?

STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 4: Colonization of North America) (Standard 5: American Revolution and Birth of a New Nation) CIVICS AND GOVERNMENT (Standard 2: Civic and Political Participation) Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: -Who were the Loyalists and the LAFS.5.W.1.1 Write opinion pieces on topics or texts, Have students choose the side of the Patriot or Loyalist. They compare and Patriots? supporting a point of view with reasons and information. contrast the positions of both the loyalists and the patriots using a graphic -Thomas Hutchinson organizer. Using the information they have gathered, students write a persuasive -Jonathan Boucher Content Benchmarks: essay to convince others to support their position. -Lord Dunmore SS.5.A.1.1 Use primary and secondary sources to -Benjamin Franklin understand history -Mercy Otis Warren SS.5.A.4.2 Compare characteristics of New England, -Samuel Adams Middle, and Southern colonies. Topic Content: SS.5.A.4.4 Demonstrate an understanding of political, For a detailed lesson guide for this topic: See the Social Studies Alive! economic, and social aspects of daily colonial life in the Lesson Guide (available through the M-DCPS teacher portal, click on the  Discover how Loyalist thirteen colonies. TCI link above) for planning and implementing the lesson, activities and and Patriots viewed the assessments. movement to separate SS.5.A.5.1 Identify and explain significant events leading up . Lesson Guide contains the following: Teacher Support Video, from Great Britain. to the American Revolution. Overview Materials, Preparation, Preview, Activity, Reading  Feel the passions of the SS.5.A.5.2 Identify significant individuals and groups who Further, Vocabulary, and Processing (assessment). day by learning about played a role in the American Revolution. arguments for and Core Text: against independence. SS.5.A.5.7 Explain economic, military, and political factors TCi: Social Studies Alive! America’s Past which led to the end of the Revolutionary War. Lesson 11: To Declare Independence or Not: Student Text pages: 154-163; Reading Further: Patrick Henry, Radical Revolutionary pages: 164-167; Mandate(s): SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists, and "undecideds" during the American Revolution. Character Education – Fairness, Interactive Student Workbook Pages: 67-72 Respect, Responsibility SS.5.C.1.4 Identify the Declaration of Independence’s Vocabulary/Identification: grievances and the Articles of Confederation’s weaknesses. independence, Loyalists, neutral, Patriots, traitor Relevant to Seventh Grade End of Course ExamTested Benchmark. Also considered an essential benchmark Other Suggested Activities: Miami-Dade County Public Schools’ Department of Social Sciences has created comprehensive lesson plans to support this topic as part of its Civics Integration Click on the following link for a detailed lesson plan, reading, program. Each lesson plan includes: objectives; benchmarks; technology links; instructional materials and pre-post quiz questions to assist activities; readings; graphic organizers; all supplemental materials; and a post in the instruction of the relevant tested benchmark above: quiz. Lesson title and link for this topic

Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools http://socialsciences.dadeschools.net/civics%20in%20a %20snap.asp Patriots, Loyalists, and “Undecideds” – SS.5.C.2.1 http://socialsciences.dadeschools.net/files/elementary_lessons- civic_integration/SS.5.C.2.1..pdf Skill Benchmarks: SS.5.A.1.1 Use primary and secondary sources to Have students develop a timeline that include the key events that led to the understand history American Revolution. Florida Standards: Have students create a visual summary by illustrating on a large sheet of paper LAFS.5.RI.1.2 Determine two or more main ideas of a text each of the events that led to the American Revolution. Include a caption for and explain how they are supported by key details; each drawing summarize the text. LAFS.5.RI.1.3 Explain the relationships or interactions Other Suggested Writing Activities: between two or more individuals, events, ideas, or concepts Have students choose the side of the Patriot or Loyalist. They compare and in a historical, scientific, or technical text based contrast the positions of both the loyalists and the patriots using a graphic on specific information in the text. organizer. Using the information they have gathered, students write a persuasive essay to convince others to support their position. LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to Assessment: a grade 5 topic or subject area.  Use the assessment items and suggestions associated with this grade level that are included in the publisher provided resources. LAFS.5.RI.3.8 Explain how an author uses reasons and  Develop rubrics and share with students for each of the above mentioned evidence to support particular points in a text, identifying projects to increase opportunities for mastery of content and historical which reasons and evidence support which point(s). thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading LAFS.5.W.2.4 Produce clear and coherent writing in which comprehension. the development and organization are appropriate to task, ELL: purpose, and audience. Use visual depictions of historical events in order to increase ELL students’ mastery of related content. LAFS.5.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new Related Programs: approach. See the Department of Social Sciences website, www.socialsciences.dadeschools.net for related activities. LAFS.5.W.3.7 Conduct short research projects that use several sources to build knowledge through investigation of State and District Instructional Requirements: Teachers should be aware different aspects of a topic that State and District policy requires that all teachers K-12 provide instruction to LAFS.5.W.3.8 Recall relevant information from experiences students in the following content areas: African-American History, Character

Second Nine Weeks Essential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools or gather relevant information from print and digital sources; Education, Hispanic Contributions to the United States, Holocaust Education, summarize or paraphrase information in notes and finished and Women’s Contributions to the U.S. Detailed lesson plans can be work, and provide a list of sources. downloaded from the Department of Social Sciences website, LAFS.5.W.4.10 Write routinely over extended time frames http://socialsciences.dadeschools.net/, under the headings “Character (time for research, reflection, and revision) and shorter time Education” and “Multicultural Support Documents.” Please note that instruction frames (a single sitting or a day or two) for a range of regarding the aforementioned requirements should take place throughout the discipline-specific tasks, purposes, and audiences. entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. LAFS.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, SPED: including visually, quantitatively, and orally. Go the Department of Social Sciences website, Ongoing: http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” LAFS.5.RI.4.10 By the end of the year, read and Next Generation Sunshine State Standards” in order to download the PDF of comprehend informational texts, including history/social Access Points for Students with Cognitive Disabilities related to this particular studies, science, and technical texts, at the high end of the grade level. grades 4–5 text complexity band independently and proficiently. LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Lesson 12: The Declaration of Independence

PACING Dates Traditional 9 Days 1-8-18 to 1-18-18

ESSENTIAL QUESTION for Lesson 12: What are the main ideas in the Declaration of Independence?

STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 3: Exploration and Settlement of North America) (Standard 4: Colonization of North America) (Standard 5: American Revolution and Birth of a New Nation) GEOGRAPHY (Standard 1: The World in Spatial Terms) CIVICS AND GOVERNMENT (Standard 1: Foundations of Government, Law, and the American Political System) (Standard 2: Civic and Political Participation) Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: -Second Continental Congress LAFS.5.W.1.1 Write opinion pieces on topics or texts, Have students research Thomas Paine and the pamphlet Common Sense. -Thomas Paine and Common supporting a point of view with reasons and information. Then have them develop a brochure that would encourage people to join a Sense colonial militia. -Writing the Declaration of Content Benchmarks: Independence SS.5.A.1.1 Use primary and secondary sources to -Approving the Declaration of understand history Independence SS.5.A.1.2 Utilize timelines to identify and discuss American -The Declaration of Independence For a detailed lesson guide for this topic: See the Social Studies Alive! History time periods. Lesson Guide (available through the M-DCPS teacher portal, click on the Topic Content: SS.5.A.3.2 Investigate (nationality, sponsoring country, TCI link above) for planning and implementing the lesson, activities and motives, dates and routes of travel, accomplishments) the assessments.  Learn about American European explorers. . Lesson Guide contains the following: Teacher Support Video, Independence from the Overview Materials, Preparation, Preview, Activity, Reading point of view of Patriot SS.5.A.4.1 Identify the economic, political and socio-cultural Further, Vocabulary, and Processing (assessment). leaders such as Thomas motivation for colonial settlement. Jefferson. SS.5.A.5.1 Identify and explain significant events leading up Core Text:  Discover the events and to the American Revolution. TCi: Social Studies Alive! America’s Past ideas that inspired Lesson 12: The Declaration of Independence: Student Text pages: 168-175; Jefferson to write the SS.5.A.5.2 Identify significant individuals and groups who Reading Further: Jefferson’s Conflict: Ideas vs. Reality pages: 176-179); Declaration of played a role in the American Revolution. Interactive Student Workbook Pages: 73-77 Independence, one of the SS.5.A.5.3 Explain the significance of historical documents most important documents including key political concepts, origins of these concepts, in American History and their role in American independence. Vocabulary/Identification: Declaration of Independence, Founding Fathers, militia, Minuteman, SS.5.G.1.1 Interpret current and historical information using Second Continental Congress a variety of geographic tools.

SS.5.C.1.4 Identify the Declaration of Independence's Other Suggested Activities: grievances and Articles of Confederation's weaknesses. Department of Social Sciences History Lab: Geography and Native Americans. SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists, Have students explore primary and secondary sources to understand to what and "undecideds" during the American Revolution. extent the Declaration of Independence established the foundation of American government. See Essential Content for link to this resource. Declaration of independence Skill Benchmarks: SS.5.A.1.1 Use primary and secondary sources to Have students study the different sections of the Declaration of Independence understand history Mandate(s): and prepare a summary outlining the main points of each section. Character Education – Fairness, Florida Standards: Respect, Responsibility LAFS.5.RI.1.2 Determine two or more main ideas of a text The first two paragraphs of the Declaration of Independence are followed by a and explain how they are supported by key details; list of complaints. In your own words, write at least five complaints listed in the African American History summarize the text. Declaration that help to explain why the colonists wanted independence from England. LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts Other Suggested Writing Activities: in a historical, scientific, or technical text based The closing sentence of the Declaration of Independence states, “…we mutually on specific information in the text. pledge to each other our Lives, our Fortunes, and our sacred Honour.” What do LAFS.5.RL.2.6 Describe how a narrator’s or speaker’s point you think this meant to these representatives? What were they promising to each of view influences how events are described. other? LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying Assessment: which reasons and evidence support which point(s).  Use the assessment items and suggestions associated with this grade level LAFS.5.W.1.1 Write opinion pieces on topics or texts, that are included in the publisher provided resources. supporting a point of view with reasons and information.  Develop rubrics and share with students for each of the above mentioned Write informative/explanatory texts to examine a topic and projects to increase opportunities for mastery of content and historical convey ideas and information clearly. thinking skills. Each project or assignment should be assessed for content LAFS.5.W.1.2 Write informative/explanatory texts to accuracy and skill development in terms of writing and reading examine a topic and convey ideas and information clearly. comprehension. LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, ELL: purpose, and audience. Use visual depictions of historical events in order to increase ELL students’ LAFS.5.W.2.5 With guidance and support from peers and mastery of related content. adults, develop and strengthen writing as needed by Related Programs: planning, revising, editing, rewriting, or trying a new See the Department of Social Sciences website, approach. www.socialsciences.dadeschools.net for related activities. LAFS.5.W.3.7 Conduct short research projects that use State and District Instructional Requirements: Teachers should be aware several sources to build knowledge through investigation of that State and District policy requires that all teachers K-12 provide instruction to different aspects of a topic students in the following content areas: African-American History, Character LAFS.5.W.3.8 Recall relevant information from experiences Education, Hispanic Contributions to the United States, Holocaust Education,

or gather relevant information from print and digital sources; and Women’s Contributions to the U.S. Detailed lesson plans can be summarize or paraphrase information in notes and finished downloaded from the Department of Social Sciences website, work, and provide a list of sources. http://socialsciences.dadeschools.net/, under the headings “Character LAFS.5.W.3.9 Draw evidence from literary or informational Education” and “Multicultural Support Documents.” Please note that instruction texts to support analysis, reflection, and research. regarding the aforementioned requirements should take place throughout the LAFS.5.L.1.1 Demonstrate command of the conventions of entire scope of a given social studies course, not only during the particular standard English grammar and usage when writing or month or day when a particular cultural group is celebrated or recognized. speaking. SPED: LAFS.5.L.1.2 Demonstrate command of the conventions of Go the Department of Social Sciences website, standard English capitalization, punctuation, and spelling http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” when writing. Next Generation Sunshine State Standards” in order to download the PDF of LAFS.5.SL.1.1 Engage effectively in a range of collaborative Access Points for Students with Cognitive Disabilities related to this particular discussions (one-on-one, in groups, and teacher-led) with grade level. diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. LAFS.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.5.SL.1.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Ongoing: LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Discovery Education Resources

DISCOVERY EDUCATION RESOURCES STANDARD: Utilize timelines to identify and discuss American History time periods. SS.5.A.1.2 Time Lines, Maps, and Pictures Chronological Thinking: Using Graphic Organizers to Record Events Making Personal Timelines Composing the Constitution Video George Washington and Continental Army 2nd Amendment: The Right to Bear Arms Benjamin Franklin Program Introduction

STANDARD: Describe technological developments that shaped European exploration. SS.5.A.3.1 Food and Human History Video The Age of Explorations: Europeans and Native Populations The Great Age of Exploration

STANDARD: Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers. SS.5.A.3.2 California Close- Up: Native Americans and European Explorers Video The European Explorers European Explorers and Settlers

STANDARD: Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. SS.5.A.3.3

Early Settlers: The Era of Colonization Geography of the World: North America: The People Just the Facts: American History: America's Explorers and Pioneers The Fledgling American Navy Video America's Early Years: An American Nation Begins Moments in Time: Jamestown: Against All Odds America's Early Years: American Slavery: The Southern Plantation Way of Life The Early Americans and the English Influence on Trade, Government, and Other Aspects of Colonial Life Slavery

STANDARD: Describe the impact that past natural events have had on human and physical environments in the United States through 1850. SS.5.G.3.1 TEAMS: Natural Events: Then and Now: Foods: Necessity and Deluge TEAMS: Natural Events: Then and Now: Fire: Helpful and Destructive Video TEAMS: Natural Events: Then and Now: Earthquakes: Historical Significance TEAMS: Natural Events: Then and Now: Wind: Ordinary and Extraordinary

STANDARD: Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists. SS.5.E.2.1 Native American Trade Living History: Living in Spanish Colonial America Video The Fur Trade and Ownership: Contrasting European and Native American Cultural Beliefs Dutch Traders Experience a Scarcity of Beaver Fur

STANDARD: Identify the economic, political and socio-cultural motivation for colonial settlement. SS.5.A.4.1 Massachusetts: Colonial Settlement Video Plymouth Plantation European Colonial Settlement

STANDARD: Compare forms of political participation in the colonial period today. SS.C.2.2 Relevant to Seventh Grade End of Course Exam Tested Benchmark

Spanish Influence in the Colonial Period of American History Video Colonial Times American Heroes: George Washington

STANDARD: Compare characteristics of New England, Middle, and Southern colonies. SS.5.A.4.2 New York An Introduction to the Middle Colonies Video Quiz: The Middle Colonies Introduction to the New England Colonies Video Quiz: The New England Colonies Video Making the Thirteen Colonies: The New England Colonies New England Colonies Massachusetts: Colonial Settlement Introduction to the Southern Colonies The Southern Colonies Video Quiz: The Southern Colonies

STANDARD: Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies SS.5.A.4.3 Making the Thirteen Colonies: The Southern Colonies Making the Thirteen Colonies: The Middle Colonies Video The Middle Colonies: New York and New Jersey Plymouth Plantation The Early Colonies

Making of the Thirteen Colonies: The Middle Colonies Quiz Making of the Thirteen Colonies: The Southern Colonies

STANDARD: Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. SS.5.A.4.4

Exploring & Colonizing North America: Colonial Life Early Settlers: The Era of Colonization Video The Diversity of Colonial Communities: 1700-1750 United States History: 1760-1800: Forming a New Nation

STANDARD: Describe the introduction, impact, and role of slavery in the colonies. SS.5.A.4.6

Slavery Begins in America Early 1800's Growth of Slavery Slavery in the West America's Journey Through Slavery: Abraham Lincoln: the Great Emancipator Video America's Journey Through Slavery: The Abolitionists Movement in America Speaking Out Against Slavery Fight to End Slavery Slavery Begins in America Abolition Movement: Ending Slavery

STANDARD: Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics. SS.5.E.1.2 The Market Economy Transition to a Market Economy Free Market Economies Video Free Market vs. Command Economies Flows in a Market Economy Free Market Economy

STANDARD: Identify and locate the original thirteen colonies on a map of North America. SS.5.G.1.5

Slavery Divides the Nation The Middle Colonies: New York, New Jersey, Delaware, and Pennsylvania Video The Thirteen Colonies The New Flag of the United States United States Expansionism

STANDARD: Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and Europe. SS.5.A.4.5 The Colonial Shipping Trade: The Triangular Trade Routes The Navigation Acts: Trade in the Colonies The Beginnings of European Exploration Video A Triangle of Trade: Slavery Becomes Industry Triangular Trade The Slave Trade: Triangular Trade Routes Slave Ship

Colonial trade routes. Image Map: Colonial Atlantic Trade Routes

Skill Builder Mid 18th Century Colonial Trade

Department of Social Sciences