Grade 5 Social Studies Curriculum

Grade 5 Social Studies Curriculum 5th Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. 5th Grade Geography Standard: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world. 5th Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world. 5th Grade Civics – Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. Indicator/Objective Essential Concepts/Skills Implementation Assessment American Indians Unit (AI) What students need to know and do: Additional resources, websites, and lesson Indicators marked with The student:  Locate the regions of various Native American groups plans can be accessed through the Olathe a “▲” are tested 5.SS.H.AI.1▲(K) explains how various American  Describe the physical features and natural resources for District Social Studies department website at indicators on the Indians adapted to their environment in relationship each region http://teachers.olatheschools.com/~mdonegan Kansas state objective to shelter and food (e.g., Plains, Woodland,  Analyze how the environment and natural resources irc assessment Northwest Coast, Southeast and Pueblo cultures in affected Native American lifestyles, shelter, and food. administered in the period from 1700-1820). In addition, students need to be able to use these skills Refer to National Council for History alternate years to 6th throughout their study of American history: Education Habits of the Mind available on the grade students. Flip 5.SS.G.AI.1▲(K) locates major physical and political  examine multiple primary sources to understand point of department website. charts providing more features of Earth from memory (e.g., ▲North view of an historical figure. information on the America, ▲Pacific Ocean, Bering Strait).  use information including primary sources to debate a Pacing Recommendation tested indicators can problem or an historical issue. @ 5 weeks be found at Vocabulary http://www.ksde.org or  plains  totem pole United States: Making a New Nation on the social studies Unit 1, Chapter 2 department website.  teepee  southeast  Ideas  eastern woodlands  pueblo (southwest)  Start a yearlong timeline to show the  longhouse  pueblo sequence of events and their cause  northwest coast  hogan and effect relationships pit house adobe    Sort characteristics among regions  dugout  mesas prior to flip book  Flip book for regions and their environments, shelter, food, and lifestyles. Connections to Literature  The Legend of Jimmy Spoon  The Indian in the Cupboard  Sign Down the Moon  Indian Captive: The Story of Mary Jemison

1  USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff. Grade 5 Social Studies Curriculum  Sign of the Beaver  Where The Buffaloes Begin Websites  Field Trip suggestions  Main Street USA American Indians

Consult with your counselor and library media specialist for additional opportunities to integrate curriculum.

European Exploration Unit (EE) What students need to know and do: Additional resources, websites, and lesson The student:  Explain what caused European Exploration using supply plans can be accessed through the Olathe 5.SS.H.EE.1▲(A) compares the motives and and demand concepts (Asian goods, acquiring and District Social Studies department website at technology that encouraged European exploration of claiming territories, acquiring gold, religion) http://teachers.olatheschools.com/~mdonegan the Americas (e.g., motives: trade, expansion,  Identify what technology explorers used irc wealth, discovery; technology: improved ship  Compare and contrast the motives and technology used building, sextant, cartography). by Explorers from England, France, Italy, Spain, and Refer to National Council for History Portugal Education Habits of the Mind available on the 5.SS.H.EE.2 (A) examines the interaction between  Locate the exploration country of origin, routes, and department website. European explorers and American Indians (e.g., destination trade, cultural exchange, disease).  Describe physical and human characteristics of French Pacing Recommendation st and Spanish territories @ 6 weeks (Complete Chapter 3 1 quarter) 5.SS.G.EE.1▲(K) locates major physical and  Evaluate the effects of the interaction between the political features of Earth from memory (e.g., European Explorers and Native Americans United States: Making a New Nation ▲England, ▲France, ▲Italy, ▲Spain, ▲North In addition, students need to be able to use these skills  Unit 2, Chapter 3 America, ▲Atlantic Ocean, ▲Pacific Ocean, throughout their study of American history:  Unit 2, Chapter 4 Hudson Bay, Mexico City, Montreal, Ohio River,  use historical timelines to trace the cause and effect Portugal, Quebec City, St. Lawrence River). relationships between events in different places during Ideas the same time period  T-chart illustrating motives of 5.SS.G.EE.2 (K) identifies the major physical  examine multiple primary sources to understand point of exploration according to various characteristics of French and Spanish territories view of an historical figure. countries (e.g., location, climate, and resources).  use information including primary sources to debate a  Continue timeline  American History Simulations – Odd 5.SS.G.EE.3 (K) identifies the human characteristics problem or an historical issue. Vocabulary Man Out; Brown Gold; Blind Passage; of the French and Spanish territories (e.g., national I Spy origins, religion, customs, government, agriculture,  latitude  navigational tools industry, and architecture).  longitude (compass,

2  USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff. Grade 5 Social Studies Curriculum  key/legend cartographer, Connections to Literature 5.SS.E.EE.1▲(K) identifies factors that change  scale astrolabe)  The Slave Dancers supply or demand for a product (e.g., supply:  cardinal/intermediate  supply  Explorers & Exploration The Travels technology changes; demand: invention of new and directions  demand of… substitute goods; supply or demand: climate and  conquistadors Websites weather). Field Trip suggestions

Consult with your counselor and library media specialist for additional opportunities to integrate curriculum.

Colonization Unit (C) What students need to know and do: Additional resources, websites, and lesson Indicators marked with The student:  Locate European settlements in North America plans can be accessed through the Olathe a “▲” are tested 5.SS.H.C.1 (K) explains why early settlements  Classify the political and economic structures, physical District Social Studies department website at indicators on the succeeded or failed (e.g., Pilgrims, Puritans, St. and human characteristics of early settlements http://teachers.olatheschools.com/~mdonegan Kansas state objective Augustine, Quebec).  Identifies the role of religion and how it impacted colonial irc assessment settlements administered in th 5.SS.H.C.2 (A) maps the patterns of colonial  Evaluate how the above characteristics led to the Pacing Recommendation alternate years to 6 nd settlement (e.g., British, French, Spain, and success or failure of the settlements @ 11 weeks (Complete Chapter 6 2 quarter) grade students. Flip Indigenous populations).  Explain the concepts of supply and demand in relation to charts providing more colonization United States: Making a New Nation information on the 5.SS.H.C.3▲(K) describes political and economic In addition, students need to be able to use these skills  Unit 2, Chapter 4 tested indicators can structures in the New England, Middle, and throughout their study of American history:  Unit 3, Chapter 5 be found at Southern Colonies (e.g., political: House of  use historical timelines to trace the cause and effect  Unit 3, Chapter 6 http://www.ksde.org or Burgesses, town meetings, colonial forms of relationships between events in different places during  Unit 3, Chapter 7 on the social studies representation; economics: agriculture, trade). the same time period Ideas department website.  examine multiple primary sources to understand point of  Continue timeline 5.SS.H.C.4 (K) explains the impact of religious view of an historical figure. freedom as colonies were settled by various  use information including primary sources to debate a Connections to Literature Christian groups (e.g., Catholics in Maryland, problem or an historical issue.  A Gathering Of Days Quakers in Pennsylvania, Puritans in Vocabulary Massachusetts).  colony  barter Social Studies Expository Books  Colonial Life 5.SS.H.C.5▲(A) uses historical timelines to trace  mission  imports Websites the cause and effect relationships between events in  royal colony  exports  charter  goods http://www.historyglobe.com/jamestown/ different places during the same time period (e.g., http://www.historicjamestowne.org/learn/intera Colonial America and England).  plantation  services ctive_exercises.php  cash crop  scarcity http://www.pbs.org/wnet/secrets/case_jamesto  indentured servant  Triangle Trade route wn/ 5.SS.G.C.1▲(K) locates major physical and political  House of  apprentice www.virtualjamestown.org

3  USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff. Grade 5 Social Studies Curriculum features of Earth from memory (e.g., ▲Boston, Burgesses  specialization www.colonialwilliamsburg.org ▲Philadelphia, ▲England, ▲France, ▲Spain,  town meetings  self-sufficient Field Trip suggestions ▲Atlantic Ocean, Chesapeake Bay).  supply  Catholics  Main Street USA Colonial Times  demand  Puritans Consult with your counselor and library media 5.SS.G.C.2 (K) identifies and compares the major  positive/negative  Quakers physical characteristics of New England Colonies, incentives specialist for additional opportunities to integrate curriculum. Middle Colonies, and Southern Colonies and French  debt and Spanish territories (e.g., location, climate, and resources).

5.SS.G.C.3 (K) identifies and compares the human characteristics of the New England Colonies, Middle Colonies, and Southern Colonies and French and Spanish territories (e.g., national origins, religion, customs, government, agriculture, industry, and architecture).

5.SS.E.C.1 (A) defines supply as the quantity of resources, goods, or services that sellers offer at various prices at a particular time and demand as the number of consumers willing and able to purchase a good or service at a given price.

5.SS.E.C.2 (K) describes how changes in supply and demand affect prices of specific products.

5.SS.E.C.3 (A) - gives examples of how positive and negative incentives affect people’s behavior (e.g., laws: Stamp Act, Sugar Act; profit; product price; indentured servant).

5.SS.E.C.4▲(A) - determines the costs and benefits of a spending, saving, or borrowing decision.

5.SS.E.C.5 (K) - recognizes that supply of and demand for workers in various careers affect income. American Revolution Unit (AR) What students need to know and do: Additional resources, websites, and lesson Indicators marked with The student:  Identify the economic concepts of supply and demand plans can be accessed through the Olathe a “▲” are tested 5.SS.H.AR.1▲(K) describes the causes of the and positive and negative incentives in relation to imports District Social Studies department website at indicators on the

4  USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff. Grade 5 Social Studies Curriculum American Revolution (e.g., Proclamation of 1763, and exports that caused conflict between the colonists http://teachers.olatheschools.com/~mdonegan Kansas state objective Intolerable Acts, Stamp Act, taxation without and the British irc assessment representation).  Sequence the causes of the American Revolution administered in  Identify the important groups and individuals in the Refer to National Council for History alternate years to 6th 5.SS.H.AR.2 (K) explains the significance of American Revolution, defend their respective positions, Education Habits of the Mind available on the grade students. Flip important groups in the American Revolution (e.g., and explain their contributions department website. charts providing more Loyalists, Patriots, Sons of Liberty).  Describe the international support for the American information on the Revolution Pacing Recommendation tested indicators can rd 5.SS.H.AR.3(A) examines the significance of  Distinguish, sequence, and examine the significance of @ 10 weeks (Complete Chapter 8 3 quarter) be found at important turning points in the American Revolution important turning points in the war as well as their http://www.ksde.org or (e.g., Boston Massacre, Continental Congress, locations United States: Making a New Nation on the social studies Boston Tea Party, Lexington and Concord, In addition, students need to be able to use these skills  Unit 4, Chapter 8 department website. Saratoga, Valley Forge, Yorktown). throughout their study of American history:  Unit 4, Chapter 9  examine multiple primary sources to understand point of Ideas 5.SS.H.AR.4 (K) discusses the international support view of an historical figure.  Be explicit and find resources for for the American Revolution (e.g., French,  use information including primary sources to debate a founding fathers (I Spy) Lafayette). problem or an historical issue.  Timeline Cont. Vocabulary  Kings M&M’s 5.SS.H.AR.5▲(A) uses historical timelines to trace People/Groups:  Intolerable Acts  Liberty’s Kids / School House Rock the cause and effect relationships between events in  Parliament  1st Continental  Extend Kings M&M’s for whole unit different places during the same time period (e.g.,  Sons & Daughters taxing kids’ supplies with their money, Colonial America and England). Congress of Liberty  Battle of Bunker time, etc. Connections to Literature 5.SS.G.AR.1▲(K) locates major physical and  Loyalists Hill, Saratoga, political features of Earth from memory (e.g.,  Patriots Valley Forge,  Harcourt Name this American & Ben ▲Boston, ▲Philadelphia, ▲England, ▲France,  Committees of Yorktown, Franklin (T6) ▲Atlantic Ocean, Chesapeake Bay, Ohio River). Correspondence Lexington &  My Brother Sam is Dead  Minutemen Concord  War Come to Willy Freeman nd 5.SS.E.AR.1(K) describes how changes in supply  John Adams  2 Continental  Jean Fritz Books and demand affect prices of specific products.  George Congress  Kids Discover “American Revolutions Washington  Olive Branch 5.SS.E.AR.2 (A) gives examples of how positive and  Benjamin Franklin Petition Social Studies Expository Books negative incentives affect people’s behavior (e.g.,  Thomas Paine  Declaration of  Fight For Freedom laws: Stamp Act, Sugar Act; profit; product price;  Samuel Adams Independence indentured servant).  Thomas Jefferson  Treaty of Paris Websites  Continental Army Concepts: Field Trip suggestions 5.SS.E.AR.3 (K) recognizes barriers to trade among  mercenaries  repeal people across nations (e.g., quotas, tariffs, boycotts, Events/Locations:  tariff Consult with your counselor and library media geography).  Stamp Act  boycott specialist for additional opportunities to  Sugar Act  treason integrate curriculum.

5  USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff. Grade 5 Social Studies Curriculum 5.SS.E.AR.4 (A) defines supply as the quantity of  Boston Massacre  representation resources, goods, or services that sellers offer at  Boston Tea Party  liberty various prices at a particular time and demand as  quartering the number of consumers willing and able to  blockade purchase a good or service at a given price.  petitions  allegiance 5.SS.C.AR.1▲(K) identifies important founding fathers and their contributions (e.g. Thomas Jefferson, George Washington, Benjamin Franklin, Thomas Paine, Samuel Adams, John Adams). Constitutional Convention Unit (CC) What students need to know and do: Additional resources, websites, and lesson The student:  Analyze the strengths and weaknesses of the Articles of plans can be accessed through the Olathe 5.SS.H.CC.1▲(K) describes how the Constitutional Confederation and how this led to the development of the District Social Studies department website at Convention led to the creation of the United States Constitution http://teachers.olatheschools.com/~mdonegan Constitution (e.g., Great Compromise, Three-Fifths  Assess the contributions of the founding fathers at the irc Compromise). Constitutional Convention and explain how this led to the creation to the U.S. Constitution Refer to National Council for History 5.SS.G.CC.1▲(K) locates major physical and  Synthesize the principles represented in major historical Education Habits of the Mind available on the political features of Earth from memory (e.g., documents (Declaration of Independence, Constitution, department website. ▲Philadelphia). and the Bill of Rights)  Distinguish between the Three Branches of Government Pacing Recommendation and their respective functions @ 5 weeks (Complete Chapter 10 EOY) 5.SS.E.CC.1(K) - describes revenue sources for  Define a law and explain its realm of influence government (e.g., personal income taxes, property  List examples of sources of governmental income United States: Making a New Nation taxes, sales tax, interest).  Describe the rights and responsibilities of citizens as  Unit 5, Chapter 10 outlined and implied in the U.S. Constitution Ideas 5.SS.C.CC.1 (K) defines the rule of law as a legal In addition, students need to be able to use these skills  Pretend you are a founding father and principle that is easily understood, and can be throughout their study of American history: write a law applied to all, including those who are rule makers.  use historical timelines to trace the cause and effect  Create ABC book using physical and relationships between events in different places during political features. Each page has a 5.SS.C.CC.2 (K) describes the principles contained the same time period (e.g., Colonial America and different letter and feature used to in the Declaration of Independence and the England). explain definitions through pictures Constitution of the United States including the Bill of and words. Rights (e.g., right to question the government,  examine multiple primary sources to understand point of view of an historical figure. Connections to Literature having a voice in government through  If you were There When They Signed representation).  use information including primary sources to debate a problem or an historical issue. the Constitution Vocabulary 5.SS.C.CC.3 (K) compares how the Articles of Social Studies Expository Books  Articles of  Preamble Confederation and other similar documents  Spirit of a New Nation Confederation  amendment influenced the development of American 

6  USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff. Grade 5 Social Studies Curriculum constitutional government.  Shays’ Rebellion  inflation Websites  The Great  executive branch Field Trip suggestions 5.SS.C.CC.4▲(K) identifies important founding Compromise  impeach  Main Street USA Colonial Times fathers and their contributions (e.g., George Mason,  Three-fifths  judicial branch Thomas Jefferson, James Madison, George Compromise  Supreme Court Consult with your counselor and library media Washington, Benjamin Franklin, Samuel Adams,  New Jersey Plan  legislative branch specialist for additional opportunities to John Adams).  Virginia Plan  Congress integrate curriculum.

 Constitutional  House of 5.SS.C.CC.5▲(A) explains the functions of the three Convention branches of federal government (e.g., legislative- Representatives  Federalist makes laws, executive-enforces laws, judicial-  Senate  Anti-Federalists interprets laws).  separation of powers  delegates  checks and balances 5.SS.C.CC.6 (K) Recognizes that rights require  George Mason  veto responsibilities of citizenship (e.g., paying taxes, jury  Thomas Jefferson  bill duty, military service, voting, obeying the law, public  James Madison  ratify service).  George  federalism Washington  democracy  Benjamin Franklin  Samuel Adams  John Adams  Constitution

7  USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff.