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GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

INTERMEDIATE SOCIAL STUDIES 12210213 (COMPREHENSIVE) 12210223 (ESL) 12210253 (ECE)

PREREQUISITES There are no prerequisites for Intermediate Social Studies.

OVERVIEW Social studies in the intermediate grades have a different level/grade context each year. For example, grade four focuses on Kentucky studies and regions of the United States. Grade five includes an integrated focus on United States history. Regardless of the level/grade context, students incorporate each of the five areas of social studies in an integrated fashion to explore the content.

The primary purpose of social studies is to help students develop the ability to make informed decisions as citizens of a culturally diverse, democratic society in an interdependent world. The skills and concepts found throughout this document reflect this purpose by promoting the belief that students must develop more than an understanding of social studies content. They must also be able to apply the content perspectives of several academic fields of the social studies to personal and public experiences. By stressing the importance of both content knowledge and its application, the social studies curriculum in Kentucky provides a framework that prepares students to become productive citizens.

The social studies content standards at the intermediate level directly align with Kentucky's Academic Expectations. Five “Big Ideas” organize the discipline of social studies and the Kentucky standards for social studies standards. The five Big Ideas in social studies are Government and Civics, Cultures and Societies, Economics, Geography and Historical Perspective. The Big Ideas are conceptual organizers that are the same at each grade level. This consistency ensures students have multiple opportunities throughout their school careers to develop skills and concepts linked to the Big Ideas.

The social studies program includes strong literacy connections, active hands-on work with concrete materials, and appropriate technologies. The social studies curriculum includes and depends on a number of different types of materials such as textbooks, non-fiction texts, biographies, autobiographies, journals, maps, newspapers, photographs and primary documents. Higher order thinking skills, such as compare, explain, analyze, predict, construct and interpret, are all heavily dependent on a variety of literacy skills and processes. For example, in social studies students must be able to understand specialized vocabulary, identify and comprehend key pieces of information within texts, determine what fact is and what opinion is, relate information across texts, connect new information to prior knowledge and synthesize the information to make meaning.

HOW TO USE THE CURRICULUM MAP Social Studies Curriculum Maps are guides to social studies instruction. The Social Studies Curriculum Maps assist teachers in planning and pacing instruction. Specific dates or weeks that may be included in this document are for reference. Each school and teacher must take into account the make-up of their students, focusing on the needs and strengths of each child when pacing and planning instruction.

1Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP We hope you find this map helpful as you focus your planning on student learning this year. The units of study divide the curriculum for the year into smaller, more manageable chunks to help pace instruction and effectively cover the topics included. This helps students to have consistent coverage of the social studies content.

The map format includes the unit duration (the suggested amount of instructional time to spend on each unit, based on 50-minute class periods), and topics (sub-regions that focus on a particular big idea, i.e., culture, economics, government, geography) to include while teaching the unit. The suggested topic duration (the suggested amount of time to spend on each topic) takes into account days for assessment, topic extensions and changes in the school calendar. Lessons and activities suggested on the map are to focus on student mastery, and align instruction to the state standards. The maps do not accommodate scheduling for special events (Junior Achievement, or K-Prep review).

The Essential Questions for each topic guide the inquiry that supports each topic. Each topic of study includes the following:  Content Standards are the Core Content for Assessment from the Kentucky Core Academic Standards 4.1 Combined Curriculum Document.  Learning Targets are the expected skills and concepts students are to know and be able to do by the end of each topic. Schools identify the necessary understandings, skills, and concepts that support these targets, based on an analysis of student data.  Suggested Resources included basal social studies texts and other resources that promote inquiry, student understanding, and mastery of skills.  Key Standards ( ) have been identified based upon their likelihood to appear on the KPREP assessment. You are still responsible by law for teaching all of the 4.1 Core Content Standards. The purpose of the Key Standards is to focus each topic on the most essential skills and concepts for students to master.

Be sure to read prior to instruction. This will help you choose the resources and activities that best help your students learn the content standards.

RECOMMENDED STATE-APPROVED TEXTBOOKS Per Kentucky State Statute, schools are responsible for adopting textbooks for use by students. The Kentucky Department of Education recommends textbooks from publishers that have assured the state of the accuracy of, availability of, support materials for, and durability of texts. In addition, the publishers have agreed to provide adaptable texts and other materials for English Language Learners (Spanish text). The Social Studies Department does not endorse any one particular program and/or textbook.

Please keep the following in mind as you use the Elementary Social Studies Curriculum Maps:  Content Standards, Learning Targets, and Suggested Resources are not listed in a specific teaching order under each topic. Teachers may sequence them to meet their own instructional needs.  In order to access the lessons listed on the maps as “JCPS Online Social Studies Lesson,” you will need to log into JCPS Online and have it open on your desktop. Then click on the lesson to open the link.

 JCPS Online Social Studies Lessons also can be found on JCPS Online under the Elementary Social

2Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP Studies Resources folder. Click the “Content” tab for “JCPS Online Social Studies Lessons.”

 You must have a user name and password to access the Discovery Education Web site. (Contact your library media specialist if you do not have a user name and password.)

To assist teachers in accessing the units, we have included hyperlinks to the first page of each unit. The following are units for the Grade Five Social Studies curriculum map are:

Unit One: Beginnings

Unit Two: Colonization

Unit Three: Government and Growth

Unit Four: The Nation Divides and Changes

Unit Five: America in the Twentieth Century and Beyond

UNIT 1: BEGINNINGS Unit Duration: Assessment: 6 Weeks  Ongoing teacher-created formative assessments

3Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP  Teacher-created summative assessments  Social Studies Proficiency One (Window 10/22-11/2) Topic 1: Topic Duration: Classroom Community and Diverse Cultures 1.5 Weeks ESSENTIAL QUESTION(S): How do we value diversity in our classroom and in the United States? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can identify elements of culture (e.g., beliefs,  JCPS Online Social Studies Lesson: SS-05-1.3.2 Students will describe specific rights and traditions, languages, skills, literature, the arts). “Culture Overview” responsibilities that individuals have as citizens of  I can express my own cultural identity using Toolkits Texts: Selected by Stephanie Harvey and the United States (e.g., voting in national elections) artifacts from my life. Anne Goudvis for Grades 4-5, Short Nonfiction for and explain why civic engagement is necessary to  I can describe forms of interactions in the Guided and Independent Practice – preserve a democratic society. classroom community (compromise, conflict, cooperation ).  You Have a Choice! Cultures and Societies  I can give examples of conflicts between  The Struggle for Equal Rights SS-05-2.1.1 Students will identify early cultures individuals or groups in my classroom. (e.g., English, Spanish, French, West African) in the  I can describe conflict-resolution strategies that  Words of Peace United States and analyze their similarities and help individuals and groups to solve problems  War: What Happens When Nations Don’t differences. peacefully (e.g., compromise, cooperation, Work It Out? communication). SS-05-2.3.1 Students will describe various forms of  I can give examples of how information and  JCPS Online Social Studies Lesson: interaction (compromise, cooperation, conflict) that experiences may be interpreted differently by “Government Overview” occurred between diverse groups (e.g., Native people from different cultural groups. Americans, European explorers, English colonists,  I can explain why it is important to understand British Parliament) in the history of the United and appreciate diverse cultures in the United States. States.  I can describe specific rights I have as a member SS-05-2.3.2 Students will give examples of conflicts of my school community. between individuals or groups and describe  I can describe specific responsibilities I have as a appropriate conflict resolution strategies (e.g., member of my school community. compromise, cooperation, communications).  I can explain why it is important to follow rules in my school and community.  I can explain why it is important to be engaged in my classroom community (e.g., participate in class meetings, work cooperatively in groups).

Topic 2: Topic Duration: Historical Tools, Geography, and Economics 1.5 Weeks ESSENTIAL QUESTION(S): How do we use historical and geographic tools to learn about the United States? What are basic economic problems that affect people’s daily lives? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Economics  I can define and give examples of primary  JCPS Online Social Studies Lesson: SS-05-3.1.1 Students will describe scarcity and sources. “Historical Perspective Overview” explain how scarcity required people in different  I can define and give examples of secondary periods in the U.S. (Colonization, Expansion, sources.  The Library of Congress: Using Primary Twentieth Century to Present” to make economic  I can explain why a variety of tools are Sources choices (e.g., use of productive resources-natural, necessary to understand a historical event.  The Library of Congress: Primary Sources and human, capital) and incur opportunity costs.  I can use geographic tools to locate regions of Personal Artifacts the U.S. and describe their physical Geography characteristics.  JCPS Online Social Studies Lesson: Geography SS-05-4.1.1 Students will use geographic tools  I can use geographic tools to identify natural Overview” (e.g., maps, charts, graphs) to identify natural resources in different regions of the U.S.  How the West Was One: A Layered-Look Book, resources and other physical characteristics (e.g.,  I can use geographic tools to identify major lesson about regions and the West major landforms, major bodies of water, weather, physical characteristics of the U.S. climate, roads, bridges) and analyze patterns of  I can use geographic tools to identify the  Eduplace Maps movement and settlement in the United States. absolute location of landforms, bodies of water, http://www.eduplace.com/ss/maps/ places, and objects in the United States. 4Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

 SS-05-4.1.2 Students will use geographic tools to I can use the five themes of geography to locate  Discovery Education: American locate and describe major landforms, bodies of and describe places in the U.S. Geography (20:00) water, places, and objects in the United States to find their absolute location.  I can describe how different factors impact  Regions of the United States: A where people and activities are located. Geographic Perspective SS-05-4.1.3 Students will describe how different  I can describe the differences between wants  U.S. Physical features map factors (e.g. rivers, mountains) influence where and needs. human activities were/are located in the United  It’s Happening Where? : Find the Absolute and States.  I can describe scarcity and explain how Relative Locations of News Articles people make economic decisions to solve the Historical Perspective problem of limited resources.  United States Map SS-05-5.1.1 Students will use a variety of primary  United States Map of Regions and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the  Five Themes of Geography history of the U.S. and interpret different perspectives.  Geography Toolbox for Teachers  JCPS Online Social Studies Lesson: “Economics Overview”

Topic 3: Topic Duration: Native Americans and Explorers 3 Weeks ESSENTIAL QUESTION(S): Why did diverse groups settle in America? What happens when cultures collide? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Cultures and Societies  I can use primary and secondary sources to SS-05-2.1.1 Students will identify early cultures investigate Native-American culture.  JCPS Online Social Studies Lesson: (e.g., English, Spanish, French, West African) in the “Investigating Native Americans” United States and analyze their similarities and  I can identify early Native-American cultures in differences. the United States.  Native American Culture: Little Dear and Mother Earth, video, 6m  I can identify the impact of Native-American SS-05-2.2.1 Students will describe social institutions cultures on the United States.  National Museum of the American Indian (government, economy, education, religion, family) in the United States and explain their role in the  I can explain and give examples of how Native  Native American Cultures, Scholastic growth and development of the nation. Americans adapted to the physical environment interactive map to meet their needs.  Native American Cultures, Scholastic SS-05-2.3.1 Students will describe various forms of  I can compare the way of life of Native interactive archeological dig interactions (compromise, cooperation, conflict) Americans in the past to their way of life today that occurred between diverse groups (e.g., Native (communication, technology, transportation, Americans, European Explorers, English colonists, and education). British Parliament) in the history of the United  JCPS Online Social Studies Lesson: States.  I can explain the perspective of Native- “Native American Culture” American cultures about the use of land.  Native American Culture: Truman Lowe: Economics  I can describe social institutions (e.g., Native American Artist, video, (6:00) SS-05-3.3.1 Students will give examples of markets government, economy, education, religion, in different periods of U.S. History (Colonization,  Healing Mother Earth for Future Generations, family) in Native-American cultures. Expansion, Industrialization, Twentieth Century to video, (2:28) Present) and explain similarities and differences.  I can explain how Native Americans exchanged  Twentieth Century Warriors, code talkers, goods and services. video SS-05-3.4.1 Students will describe production,  I can identify early cultures involved in the distribution and consumption of goods and services  The Library of Congress: Native Americans and exploration of the U.S. in the history of the U.S. (Colonization, the Vote Industrialization, Twentieth Century to Present).  I can describe how new technology promoted  JCPS Online Social Studies Lesson: exploration. SS-05-3.4.2 Students will describe how new “Native Americans and Their Environment”  I can use geographic tools to analyze patterns of knowledge, technology/tools and specialization  Teachers’ Domain: Living With the Land, video, settlement of early explorers. increase/increased productivity in the U.S. (2:11) (Colonization, Industrialization, Twentieth Century  I can describe conflicts that occurred between  Discovery Education: Native Americans: People to Present). Native Americans and explorers. of the Forest, (29:22)  I can describe the distribution of goods Geography  Discovery Education: Native Americans: People

5Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

SS-05-4.1.1 Students will use geographic tools (e.g., between Europe and the Americas during the of the Desert, (28:24) maps, charts, graphs) to identify natural resources early settlement of the U.S.  Discovery Education: Native Americans: People and other physical characteristics (e.g., major  I can describe how new knowledge affected of the Northwest Coast, (26:17) landforms, major bodies of water, weather, climate, both Europeans and Native Americans. roads, bridges) and analyze patterns of movement  Discovery Education: Native Americans: People and settlement in the United States.  I can explain a cause of the diversity of cultures of the Plains, (26:26) that exists in the U.S. today.  Discovery Education: Native American SS-05-4.4.1 Students will explain and give examples  I can explain the effects of European Heritage, (20:00) of how people adapted to/modified the physical exploration on Native-American groups. environment (e.g., natural resources, physical  Read Write Think: Native Americans Today geography, natural disasters) to meet their needs Rituals, Beliefs, and Customs of Native during the history of the U.S. (colonization, American Land expansion) and analyze the impact on their  Native American Heritage Council, teacher environment. resource, Teaching About American Indians, Stereotypes and Contributions SS-05-4.4.3 Students will describe how individuals/groups may have different perspectives  JCPS Online Social Studies Lesson: about the use of land (e.g., farming, industrial, “Native Americans Through the Lens of residential, recreation). Government and Civics”  JCPS Online Social Studies Lesson: “The Historical Perspective Economics of Native Americans” SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps,  Native Tech: Native American timelines) to describe significant events in the Technology and Art, beads used as currency history of the U.S. and interpret different  Native American Culture of Giving perspectives.  National Museum of the American Indian, map SS-05-5.2.3 Students will compare change over time of regions and searchable database by region (Colonization, Industrialization, Twentieth Century  Interactive: United States History Map to Present) in communication, technology, transportation and education.  The Fur Trade  JCPS Online Social Studies Lesson: SS-05-5.2.4 Students will describe significant “Exploration Through the Lens of Cultures and historical events in each of the broad historical Societies” periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation,  Explorers of North America, Enchanted Expansion and Conflict, Industrialization and Learning searchable database Immigration, Twentieth Century to Present) and  Hands-On History: Explorers, by Michael explain cause and effect relationships. Gravois  Mariners’ Museum: Explorers  Discovery Education: Age of Exploration (20:00)  Tools of Navigation  Their Ships  Exploration and Trade  Waldseemuller’s Map: World 1507  EDSITEment: What Was Columbus Thinking?, lesson plan  Mariners’ Museum, interactive map of routes of voyages  The Columbian Exchange, video dramatizations  National Geographic Kids: History: Native Americans, video (3:00)  Great Explorations: To the Ends of the Earth— and Beyond (Incorporate resources from this unit.)

6Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

UNIT 2: COLONIZATION Unit Duration: Assessment: 6 Weeks  Ongoing teacher-created formative assessments  Teacher-created summative assessments  Social Studies Proficiency One (Window 10/22-11/2)

Topic 1: Topic Duration: Establishing the Colonies 1 Week ESSENTIAL QUESTION(S): How were the first colonies in America formed?

CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can use geographic tools to locate and  JCPS Online Social Studies Lesson: “Examining SS-05-1.1.2 Students will explain and give examples describe major landforms and bodies of water Colonization Through the Lens of Geography” of ways that democratic governments function (by that attracted European settlers. making, enacting, and enforcing laws) to promote  Looking at Jamestown from a Geographic  the common good (e.g., public smoking ban, speed I can analyze patterns of movement and Perspective Lesson Plan: Jamestown limits, seat belt requirements). settlement in North America by early European Settlement and Yorktown Victory Center colonists.  JCPS Online Social Studies Lesson: “Examining Cultures and Societies  I can describe how different factors influenced Colonization Through the Lens of Culture” SS-05-2.1.1 Students will identify early cultures where human activities were located in the (English, Spanish, French, West African) in the early European settlements.  Colonial Cultures Clash United States and analyze their similarities and  I can identify early cultures (English, Spanish,  Cultures at Jamestown Lesson Ideas: differences. French, West African) in the United States and analyze their similarities and differences. Jamestown Settlement and Yorktown Victory Center SS-05-2.3.1 Students will describe various forms of  I can analyze the similarities and differences interactions (compromise, cooperation, conflict) between the Jamestown and Plimoth colonies.  Cultures at Jamestown: Comparing Cultures that occurred between diverse groups (e.g., Native  I can describe various forms of interactions  Powhatan Indian World Lesson Ideas: Americans, European explorers, English colonists, that occurred between diverse groups (Native Jamestown Settlement and Yorktown Victory British Parliament) Americans, enslaved Africans, European Center colonists). Economics  JCPS Online Social Studies Lesson: “Examining  I can use primary and secondary sources to SS-05-3.1.1 Students will describe scarcity and Colonization Through the Lens of Historical describe events related to the establishment of explain how scarcity required people in different Perspective” the first colonial settlements (Jamestown, periods in the U.S. (Colonization, Expansion, Plimoth, Massachusetts Bay) and explain  Toolkits Texts: Selected by Stephanie Harvey Twentieth Century to Present) to make economic cause- and-effect relationships. and Anne Goudvis for Grades 4-5, Short choices (e.g., use of productive resources – natural, Nonfiction for Guided and Independent human, capital) and incur opportunity costs.  I can use primary and secondary sources to Practice – We Were Here, Too describe events in early Colonial America and SS-05-3.4.1 Students will describe production, interpret different perspectives (enslaved West  Toolkits Texts: Selected by Stephanie Harvey distribution and consumption of goods and services Africans, Powhatans, Wampanoags, English and Anne Goudvis for Grades 6-7, Short in the history of the U.S. (Colonization, settlers). Nonfiction for Guided and Independent Industrialization, Twentieth Century to Present).  I can explain reasons why early colonists Practice – Fun and Games in Early America (immigrants such as the Jamestown colonists,  Toolkits Texts: Selected by Stephanie Harvey Geography pilgrims, Puritans) came to America and and Anne Goudvis for Grades 6-7, Short SS-05-4.1.1 Students will use geographic tools (e.g., compare with why immigrants come to Nonfiction for Guided and Independent maps, charts, graphs) to identify natural resources America today. Practice – Getting Well: Healing the Sick in and other physical characteristics (e.g., major Early America landforms, major bodies of water, weather, climate,  I can explain and give examples of how the roads, bridges) and analyze patterns of movement early colonists adapted to/modified the  Library of Congress Jamestown Primary Source and settlement in the United States. physical environment to meet their needs Set during the early settlement of Colonial  Evaluating the Impact of People and Events (at SS-05-4.1.3 Students will describe how different America. Jamestown) factors (e.g. rivers, mountains) influence where  I can analyze the impact of early colonial human activities were/are located in the United  Jamestown Starving Time Lesson Plan from settlement on the environment. States. Colonial Williamsburg  I can explain patterns of settlement of the 7Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

SS-05-4.3.1  From Exploration to Colonization lesson Students will explain patterns of human settlement plan(Michigan Citizenship Collaborative in the early development of the United States and Curriculum) explain how these patterns were influenced by physical characteristics (e.g., climate, landforms,  Early English Settlement lesson plan (Michigan bodies of water). Citizenship Collaborative Curriculum)  Life at Jamestown Lesson ideas: Jamestown GS-05-4.4.1 Students will explain and give examples Settlement and Yorktown Victory Center of how people adapted to/modified the physical environment (e.g., natural resources, physical  Jamestown Economy video: Jamestown geography, natural disasters) to meet their needs Settlement and Yorktown Victory Center during the history of the U.S. (colonization,  Thanksgiving Interactive: You are the Historian expansion) and analyze the impact on their environment. (Plimoth Plantation)  Scholastic: The First Thanksgiving SS-05-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers or  National Geographic: On the Trail of Captain protection, rivers as barriers or transportation) both John Smith promoted and restricted human activities during the  Jamestown Online Adventure early settlement of the U.S. (Colonization, Expansion).  Jamestown Reader’s Theater Script  JCPS Online Social Studies Lesson: “ Why did Historical Perspective the Puritans Settle in America?” SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps,  Religious Freedom and Early New England timelines) to describe significant events in the Settlements lesson plan history of the U.S. and interpret different  Living With the Land Lesson ideas: Jamestown perspectives. Settlement and Yorktown Victory Center

SS-05-5.2.1 Students will identify historical  The Development of the Southern Colonies documents, selected readings and speeches (e.g., lesson plan Mayflower Compact, Emancipation Proclamation,  The Development of the New England Colonies Dr. Martin Luther King’s speech: I Have a Dream) lesson plan and explain their historical significance. early European colonists and explain how these patterns were influenced by physical  Settlements in the Middle: New Amsterdam SS-05-5.2.2 Students will explain reasons (e.g., characteristics. and Quaker Settlements lesson plan freedoms, opportunities, fleeing negative situations)  I can describe how the physical environment  The Development of the Middle Colonies immigrants came to America long ago (Colonization both promoted and restricted human activities lesson plan and Settlement, Industrialization and Immigration, during the early settlement of the colonies. Twentieth Century to Present) and compare why  Comparing Regional Settlement Patterns immigrants come to America today.  I can explain and give examples of ways the lesson plan early colonies governed themselves (i.e.,  JCPS Online Social Studies Lesson: Mayflower Compact, House of Burgesses). SS-05-5.2.4 Students will describe significant “Colonization Through the Lens of Government historical events in each of the broad historical  I can identify historical documents such as the and Civics” periods and eras in U.S. history (Colonization and Mayflower Compact and explain their historical  Laws at Jamestown: Decision Making lesson Settlement, Revolution and a New Nation, Expansion significance. and Conflict, Industrialization and Immigration, plan and resources  I can describe situations in which scarcity Twentieth Century to Present) and explain cause and  JCPS Online Social Studies Lesson: “Examining (food, laborers, resources, etc.) existed in early effect relationships. Colonization Through the Lens of Economics” Colonial America.  Discovery Education: Dutch Traders Experience  I can explain how scarcity required people a Scarcity of Beaver Fur (2:53) during the early Colonization period to make economic choices (e.g., use of slave labor) and  The Economics of Tobacco lesson plan and incur opportunity costs. resources

Topic 2: Topic Duration: Colonial Life 2 Weeks ESSENTIAL QUESTION(S): How did English colonists change the environment and how did the environment influence their activities?

CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can use geographic tools to identify natural  Colonial America Map -1776 (labeled SS-05-1.1.2 Students will explain and give examples resources and other physical characteristics in map)

8Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

of ways that democratic governments function (by the colonial regions (New England, Middle and  Colonial America Map-1776 (not labeled) making, enacting, and enforcing laws) to promote Southern colonies). the common good (e.g., public smoking ban, speed  American Colonial Life in the 1700s:  I can use geographic tools to analyze patterns limits, seat belt requirements). Distant Cousins of movement and settlement in Colonial America.  Discovery Education: The Thirteen United Cultures and Societies States (2:35) SS-05-2.3.1 Students will describe various forms of  I can describe how different factors (e.g., interactions (compromise, cooperation, conflict) that rivers, mountains) in the colonial regions  An Overview of the Thirteen Colonies – occurred between diverse groups (e.g., Native influenced where human activities were good overall site Americans, European Explorers, English colonists, located.  Thirteen Original Colonies Reader’s British Parliament) in the history of the United  I can explain and give examples of how Theater Script States. colonists adapted to/modified the physical  Life in the New England Colonies lesson plan environment to meet their needs during the Economics development of the 13 colonies.  Life in the Middle Colonies lesson plan SS-05-3.1.1 Students will describe scarcity and explain how scarcity required people in different  I can describe how the physical environment  Life in the Southern Colonies lesson plan periods in the U.S. (Colonization, Expansion, both promoted and restricted human activity  Comparing the Colonial region lesson plan Twentieth Century to Present) to make economic during the colonization period. choices (e.g., use of productive resources – natural,  Discovery Education: The Diversity of Colonial  I can explain how the various colonial regions human, capital) and incur opportunity costs. Communities: 1700-1750 (24:01) (New England, Middle, and Southern) are defined by their human and physical  Comparing the Colonies SS-05-3.3.1 Students will give examples of markets characteristics. in different periods of U.S. History (Colonization,  Discovery Education: Making the Thirteen Expansion, Industrialization, Twentieth Century to  I can compare and contrast the colonial regions Colonies: New England Colonies (30:00) Present) and explain similarities and differences. based on their physical and human characteristics.  Discovery Education: Making the Thirteen Geography Colonies: The Middle Colonies (30:00)  I can describe how colonists and Native SS-05-4.1.1 Students will use geographic tools (e.g., Americans may have different perspectives maps, charts, graphs) to identify natural resources  Discovery Education: Making the Thirteen about the use of the land. and other physical characteristics (e.g., major Colonies: The Southern Colonies (30:00) landforms, major bodies of water, weather, climate,  I can identify the cause of conflicts over land  European Settlement and Native Americans roads, bridges) and analyze patterns of movement among the British, French, and Native lesson plan and settlement in the United States. Americans (e.g., French and Indian War).  JCPS Online Social Studies Lesson: “French and  I can describe situations in which scarcity(food, SS-05-4.1.3 Students will describe how different Indian War” laborers, resources, etc.) existed in Colonial factors (e.g. rivers, mountains) influence where America.  Toolkit Texts: Selected by Stephanie Harvey human activities were/are located in the United and Anne Goudvis for Grades 4-5, Short States  I can explain how scarcity required people Nonfiction for Guided and Independent during the early Colonization period to make Practice – Queen Alliquippa, Seneca Leader SS-05-4.4.1 Students will explain and give examples economic choices (e.g., use of slave labor) and of how people adapted to/modified the physical incur opportunity costs.  The French and Indian War lesson plan environment (e.g., natural resources, physical  I can describe the Triangular Trade route and  British Control of North American lesson plan geography, natural disasters) to meet their needs explain its impact on the colonial economy. during the history of the U.S. (colonization,  Discovery Education: The Economy of the New expansion) and analyze the impact on their  I can describe production, distribution, and England Colonies (2:41) environment. consumption of goods and services during the  The Colonial Economy lesson plan early colonial period (e.g., slave trade, SS-05-4.4.2 Students will describe how the cultivation of tobacco and other goods).  Triangular Trade physical environment (e.g., mountains as barriers or  I can compare the goods/services (jobs)  Discovery Education: The Colonial Shipping protection, rivers as barriers or transportation) both provided in each of the colonial regions (New Trade: The Triangular Trade Routes (2:24) promoted and restricted human activities during the England, Middle, Southern) based on the early settlement of the U.S. (Colonization,  Triangular Trade and the Middle Passage physical characteristics of each region. Expansion). lesson plan  I can give examples of markets during colonial  Eduplace Interactive Maps: Triangular Trade SS-05-4.4.3 Students will describe how times. Routes individuals/groups may have different perspectives  I can explain and give examples of ways the about the use of land (e.g., farming, industrial,  Colonial Williamsburg Trades colonial governments functioned to promote residential, recreation). the common good.  JCPS Online Social Studies Lesson: “Establishing Democratic Principles in the Early Colonies” Historical Perspective  I can use primary and secondary sources to SS-05-5.1.1 Students will use a variety of primary describe what life was like in the colonies for  Colonial Government: Foundations of Self- and secondary sources (e.g., artifacts, diaries, maps, different groups of people (enslaved people, Government lesson plan timelines) to describe significant events in the slave owners, indentured servants, women,  What was life like for enslaved people on an history of the U.S. and interpret different children, property owners, etc.). 18 th century Virginia farm? (reading from the perspectives.  I can describe some of Benjamin Franklin’s Jamestown Settlement and Yorktown Victory important contributions to the colonies. Center) SS-05-5.2.2 Students will explain reasons (e.g.,

9Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

freedoms, opportunities, fleeing negative situations)  I can use primary and secondary sources to  What was a man’s role on an 18 th century immigrants came to America long ago (Colonization describe what life was like in the 13 colonies. Virginia farm? and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with  I can explain reasons why the 13 colonies were  What was a woman’s role on an 18 th century why immigrants come to America today.(DOK 2) established. Virginia farm?  I can compare life in Colonial America to life  What was the role of children on a 19 th century SS-05-5.2.3 Students will compare change over time today (e.g., communication, technology, Virginia farm? (Colonization, Industrialization, Twentieth Century transportation, and education). to Present) in communication, technology,  What was everyday life like in colonial Virginia? transportation and education. (graphic organizer)  Colonial Life from Different Perspectives lesson plan  Slavery in the Colonies lesson plan  Discovery Education – Pennsylvania: Founded on the Principles of Religious Freedom and Self Government (stop video after 2 minutes and 25 seconds)  (Edsitement Lesson Idea: Then and Now: Life in Early America, 1740-1840  Colonial Williamsburg: Travel in the 18 th Century Lesson Plan (free registration to access Colonial Williamsburg; teacher resources required)

Topic 3: Topic Duration: Growing Tensions Between Britain and the Colonists 2 Weeks ESSENTIAL QUESTION(S): Why did the American colonists declare their independence? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can explain and give examples of ways the  JCPS Online Social Studies Lesson: “First SS-05-1.1.2 Students will explain and give examples colonists governed themselves to promote the Continental Congress” of ways that democratic governments function (by common good (e.g., the First and Second making, enacting, and enforcing laws) to promote  Liberty’s Kids: The Second Continental Continental Congress). the common good (e.g., public smoking ban, speed Congress Episode (part 1) (part 2) limits, seat belt requirements).  I can explain the basic principles of democracy  Closer to War lesson plan found in the Declaration of Independence.  From King to Constitution – Get Off Our Backs! SS-05-1.3.1 Students will explain the basic  I can analyze why the Declaration of principles of democracy (e.g., justice, equality, Independence is significant (important to  History.com: Declaration of Independence responsibility, freedom) found in significant U.S. citizens) today. (3:49) historical documents (Declaration of Independence, U.S. Constitution, Bill of Rights) and analyze why  I can paraphrase, in simple language, key  Liberty’s Kids: The First Fourth of July Episode they are important to citizens today. passages from the Declaration of (part 1) (part 2) Independence.  Toolkits Text: Selected by Stephanie Harvey Culture and Societies  I can describe various forms of interactions and Anne Goudvis for Grades 4-5, Short SS-05-2.3.1 Students will describe various forms of that occurred between English colonists and Nonfiction for Guided and Independent interactions (compromise, cooperation, conflict) that British Parliament. Practice – A Magical Pen occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists,  I can give examples of conflicts between the  Document Based Activity : “A Decent Respect British Parliament) in the history of the United British colonists and Great Britain. to the Opinions of Mankind”: Interpreting the States. Declaration of Independence (to be used after  I can use primary and secondary sources to playing Mission US: For Crown or Colony) interpret different perspectives about Historical Perspective events/actions leading to the Revolutionary  Historical Scene Investigation: The Boston SS-05-5.1.1 Students will use a variety of primary War (e.g., Loyalist and Patriot). Massacre (looks at the event from multiple and secondary sources (e.g., artifacts, diaries, maps, points of view) timelines) to describe significant events in the  I can identify the contributions of significant history of the U.S. and interpret different individuals during the Revolutionary War  People and Perspectives lesson plan perspectives. period.  Discovery Education: The Revolutionary  I can describe events/actions that led to the War Series: The Events Leading Up to War SS-05-5.2.4 Students will describe significant Revolutionary War (e.g., The Proclamation of (22:00) historical events in each of the broad historical 1763, Sugar Act, Stamp Act, Boston Massacre, periods and eras in U.S. history (Colonization and  Discovery Education: The American Boston Tea Party, Intolerable Acts, the 10Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

Settlement, Revolution and a New Nation, Expansion publication of Common Sense). Revolution: From Colonies to Constitution: The and Conflict, Industrialization and Immigration, Road to Revolution (15:00)  I can explain cause-and-effect relationships of Twentieth Century to Present) and explain cause and events/actions leading to the Revolutionary  Causes of the American Revolution effect relationships. War. Reader’s Theater  Liberty’s Kids Intolerable Acts Episode (Part 1) (Part 2) – you can find the whole series on YouTube  JCPS Online Social Studies Lesson: “The Quartering Act”  JCPS Online Social Studies Lesson: “Taxes-- Sugar, Stamp, and Townshend Acts”  Sugar and Stamps: Governing Without Consent lesson plan  Actions and Reactions lesson plan  Things Heat Up in Boston lesson plan  JCPS Online Social Studies Lesson: “The Boston Massacre”  JCPS Online Social Studies Lesson: “The Boston Tea Party”  Mission US : For Crown or Colony?  Mission US Supporting Lesson Materials for each section of the game  History.com: Boston Massacre (3:00)  Creating a Timeline to Show Cause and Effect lesson plan

Topic 4: Topic Duration: War for Independence 1 Week ESSENTIAL QUESTION(S): What were the effects of the War for Independence and how do they impact your life today? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Cultures and Societies  I can describe various forms of interactions  JCPS Online Social Studies Lesson: SS-05-2.3.1 Students will describe various forms of that occurred between English colonists and “Defending Ourselves” interaction (compromise, cooperation, conflict) that British Parliament. occurred between diverse groups (e.g., Native  Discovery Education: Field Trips to Americans, European explorers, English colonists,  I can use primary and secondary sources to Yesterday: The Road to Revolution: Historical British Parliament) in the history of the United interpret different perspectives about the Boston (24:00) States. Revolutionary War (e.g., Loyalist and Patriot).  The War in the North lesson plan  I can describe how the Revolutionary War was Historical Perspective  The War in the South lesson plan impacted by significant individuals and groups SS-05-5.1.1 Students will use a variety of primary (e.g., Sons of Liberty, Paul Revere, George  The Treat of Paris lesson plan and secondary sources (e.g., artifacts, diaries, maps, Washington, John Adams). timelines) to describe significant events in the  Teaching With Documents: Images of the history of the U.S. and interpret different  I can describe events/actions that occurred American Revolution (National Archives) perspectives. during the Revolutionary War.  Comparing Armies lesson plan  I can explain cause-and-effect relationships of S-05-5.2.4 Students will describe significant  Perspectives on the Revolution lesson events/actions that occurred during the historical events in each of the broad historical plan Revolutionary War. periods and eras in U.S. history (Colonization and  History.com: American Revolution (3:20) Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration,  Discovery Education Dear America: The Winter Twentieth Century to Present) and explain cause and of Red Snow: The Revolutionary War Story of effect relationships. Abigail Jane Stewart: Valley Forge, Pennsylvania, 1777  KET Liberty: The American Revolution  American Revolution Reader’s Theater

11Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

 Links to multiple sites on American Revolution  Toolkits Text: Selected by Stephanie Harvey and Anne Goudvis for Grades 4-5, Short Nonfiction for Guided and Independent Practice – Riding for Freedom

12Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

UNIT 3: GOVERNMENT AND GROWTH Unit Duration: Assessment: 6 Weeks  Ongoing teacher-created formative assessments  Teacher-created summative assessments  Social Studies Proficiency Two (Window 2/11-2/22) Topic 1: Topic Duration: Building a New Government 2 Weeks ESSENTIAL QUESTION(S): How and why did the founders establish a new democratic government? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can describe the basic purposes of the U.S.  What Basic Ideas About Government Are SS-05-1.1.1 Students will describe the basic Included in the Preamble to the Constitution – purposes of the U.S. Government as defined in the government as defined in the Preamble to the Center for Civic Education Preamble to the U.S. Constitution (to establish U.S. Constitution. justice, to ensure domestic tranquility, to provide for  The Preamble to the Constitution: How Do You Make a More Perfect Union? – the common defense, to promote the general  I can explain the basic principles of democracy welfare, to secure the blessings of liberty); give EdSITEment – National Endowment for the (justice, equality, responsibility, freedom) examples of services the U.S. Government provides Humanities found in significant U.S. historical documents (e.g., armed forces, interstate highways, national  School House Rock: The Preamble (3 parks) and analyze the importance of these services (Declaration of Independence, U.S. minutes) to citizens today. Constitution, Bill of Rights).  JCPS Online Social Studies Lesson: “The SS-05-1.3.1 Students will explain the basic principles Dream of Democracy” PPT for lesson of democracy (e.g., justice, equality, responsibility,  I can explain why the framers of the U.S.  JCPS Online Social Studies Lesson: freedom) found in significant U.S. historical Constitution felt it was important to establish a documents (Declaration of Independence, U. S. government where powers are shared across “Democratic Principles in the Early Colonies” different levels and branches. Constitution, Bill of Rights) and analyze why they are  JCPS Online Social Studies Lesson: “A New important to citizens today.  I can explain why it was necessary to add a Bill Form of Government” of Rights to the U.S. Constitution. SS-05-1.2.2 Students will explain why the framers of  JCPS Online Social Studies Lesson:  I can use the U.S. Constitution and Bill of Rights the Constitution felt it was important to establish a “Governing the States (The Articles of as primary sources to learn about the government where powers are shared across Confederation)” different levels (local, state, national/federal) and establishment and structure of the U.S. branches (executive, legislative, judicial). government.  JCPS Online Social Studies Lesson:  I can identify the historical significance of the “Separation of Powers” SS-05-1.3.2 Students will describe specific rights Constitution of the United States and the Bill of JCPS Online Social Studies Lesson: and responsibilities individuals have as citizens of Rights.  the United States (e.g., voting in national elections) “Negotiation and Compromise at the and explain why civic engagement is necessary to Constitutional Convention” preserve a democratic society.  JCPS Online Social Studies Lesson: Historical Perspective “Negotiation and Compromise at the SS-05-5.1.1 Students will use a variety of primary Constitutional Convention: How Should Slaves and secondary sources (e.g., artifacts, diaries, Be Counted?” maps, timelines) to describe significant events in the history of the U.S. and interpret different  JCPS Online Social Studies Lesson: “To perspectives. Sign or Not to Sign”

SS-05-5.2.1 Students will identify historical  JCPS Online Social Studies Lesson: “How documents, selected readings and speeches (e.g., did the Founders deny rights to enslaved Mayflower Compact, Emancipation Proclamation, persons?” Dr. Martin Luther King’s speech: I Have a Dream)  Who Rules and explain their historical significance.  Roots of Democracy  Wanted: A Just Right Government  Discovery Education: TLC Elementary - We the People: A History (23:17)

13Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

 You Mean I've Got Rights? - iCivics

 Constitution Day – megasite regarding the Constitution and surrounding events  Big Ideas in the Constitution: The Mini Page  Historical Documents – Ben’s Guide to Government  The Constitution for Kids  Constitution as a Primary Source

Topic 2: Topic Duration: Government Today 2 Weeks ESSENTIAL QUESTION(S): Why is the democratic government the founders established still important today? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can give examples of services the U.S.  JCPS Online Social Studies Lesson: SS-05-1.1.1 Students will describe the basic “Democracy” purposes of the U.S. Government as defined in the government provides and analyze the importance of Preamble to the U.S. Constitution (to establish these services to citizens today.  The Democracy Project – PBS Kids justice, to ensure domestic tranquility, to provide for  Why Pay Taxes? – IRS lesson plan the common defense, to promote the general  I can explain and give examples of how welfare, to secure the blessings of liberty); give  JCPS Online Social Studies Lesson: “The democratic governments function to promote examples of services the U.S. Government provides Need for Government to Promote the (e.g., armed forces, interstate highways, national the common good. Common Good” parks) and analyze the importance of these services  Three Branches of Government – Ben’s to citizens today.  I can analyze why the basic principles of Guide to Government democracy (justice, equality, responsibility, SS-05-1.1.2 Students will explain and give examples  Branches of Power – interactive game of how democratic governments function (by freedom) are important to citizens today. from iCivics making, enacting and enforcing laws) to promote the  Branches of Power – lesson plan from “common good” (e.g., public smoking ban, speed  I can identify the three branches of iCivics limits, seat belt requirements). government.  The Fourth Branch - You! – lesson plan SS-05-1.3.1 Students will explain the basic principles  I can explain the basic duties of each branch of from iCivics of democracy (e.g., justice, equality, responsibility, government.  JCPS Online Social Studies Lesson: freedom) found in significant U.S. historical  I can identify important national/federal “Individual Responsibility” documents (Declaration of Independence, U. S. offices/leaders associated with each branch. Constitution, Bill of Rights) and analyze why they are  Rights of Citizens – Ben’s Guide to important to citizens today.  I can describe specific rights and Government responsibilities that individuals have as citizens  Responsibilities of Citizens – Ben’s Guide SS-05-1.2.1 Students will identify the three of the United States. to Government branches of the U.S. Government explain the basic  I can explain why civic engagement is duties of each branch (executive-enforce the laws, necessary to preserve a democratic society. legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch.

SS-05-1.3.2 Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society.

Topic 3: Topic Duration: Exploration and Acquisition of the 2 Weeks

14Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP Western Frontier

ESSENTIAL QUESTION(S): How was land in the current United States acquired? What difficulties did individuals face when exploring the Western United States?

CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can describe scarcity and explain how scarcity  JCPS Online Social Studies Lesson: “An SS-05-1.1.2 Students will explain and give required people to make economic choices Expanding Nation: The Louisiana Purchase” examples of how democratic governments during the Expansion era of U.S. history (e.g. , function (by making, enacting and enforcing laws)  JCPS Online Social Studies Lesson: “Lewis scarcity of land in the East). to promote the “common good” (e.g., public and Clark Explore the Louisiana Purchase” smoking ban, speed limits, seat belt  I can explain how profits motivated people in  PBS KIDS: Gold Rush requirements). the Expansion era of U.S. history to take risks in producing goods and services (e.g. , building of  History.com: Gold Rush (2:37) Cultures and Societies the Erie Canal, Gold Rush). SS-05-2.3.1 Students will describe various forms  YouTube: Erie Canal Song (1:08)  I can give examples of markets during the of interactions (compromise, cooperation,  History.com: Building the Erie Canal Expansion era of U.S. history. conflict) that occurred between diverse groups (2:29) (e.g., Native Americans, European Explorers,  I can explain and give examples of how the  Reader’s Theater: Sarah’s Gold (Gold English colonists, British Parliament) in the government attempted to promote the history of the United States. Rush) common good for American settlers by making, enacting, and enforcing laws (Indian Removal  Mining Towns Economics Act). SS-05-3.1.1 Students will describe scarcity and  JCPS Online Social Studies Lesson: “Indian explain how scarcity required people in different  I can describe interactions between diverse Removal Act” periods in the U.S. (Colonization, Expansion, groups (e.g., Native Americans and American  This Land Is Your Land? This Land Is My Twentieth Century to Present) to make economic settlers, Native Americans and U.S. Land! – New York Times Lesson Plan choices (e.g., use of productive resources- natural, government) during the Expansion era of U.S. human, capital) and incur opportunity costs. history.  Lewis and Clark Trail Map  I can use geographic tools to analyze patterns  Let's Head West – lesson plans SS-05-3.2.1 Students will explain how profits of human movement during the Expansion era incorporating geography motivated individuals/businesses in the U.S. in U.S. history (Santa Fe Trail, Trail of Tears, (Expansion, Industrialization) to take risks in  Discovery Education: Cherokee Trail of Oregon Trail). producing goods and services. Tears (5:25)  I can describe how the physical environment  Discovery Education: Pioneers: The SS-05-3.3.1 Students will give examples of markets both promoted and restricted human activities American Frontier (18:00) in different periods of U.S. History (Colonization, during the Expansion era of U.S. history. Expansion, Industrialization, Twentieth Century to  JCPS Online Social Studies Lesson:  I can explain and give examples of how people Present) and explain similarities and differences. “Westward Expansion” adapted to and modified the physical environment to meet their needs during the  Westward Expansion Unit – from Core Geography Expansion era of U.S. history. Knowledge SS-05-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources  I can use primary and secondary sources to  Jump Back in Time: A New Nation – and other physical characteristics (e.g., major describe significant events in the Expansion era interactive timeline of U.S. history. landforms, major bodies of water, weather, climate,  Discovery Education: The Louisiana roads, bridges) and analyze patterns of movement  I can describe the significant historical events Purchase (3:33) and settlement in the United States. in the Expansion period of U.S. history through  PBS: Lewis and Clark SS-05-4.4.1 Students will explain and give examples cause-and-effect relationships.  Go West Across America with Lewis and of how people adapted to/modified the physical  I can describe how land was acquired during Clark – National Geographic Kids environment (e.g., natural resources, physical the Expansion era of the United States  Establishing Borders – Smithsonian lesson geography, natural disasters) to meet their needs (Louisiana Purchase, Florida Acquisition, Texas during the history of the U.S. (Colonization, Annexation, Oregon Country, Mexican Cession, plan Expansion) and analyze the impact on their Gasden Purchase).  History.com: The Alamo environment.  I can describe the effects of the War of 1812  Lessons from Zinn Education Project SS-05-4.4.2 Students will describe how the physical on the new United States nation. environment (e.g., mountains as barriers or  I can explain why different groups of people protection, rivers as barriers or transportation) both traveled west (Lewis and Clark Expedition, promoted and restricted human activities during the Forty-Niners, Mormans, Oregon Pioneers, early settlement of the U.S. (Colonization, Native Americans, former enslaved persons). Expansion). Historical Perspective

15Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.

SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

16Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

UNIT 4: THE NATION DIVIDES AND CHANGES Unit Duration: Assessment: 6 Weeks  Ongoing teacher-created formative assessments  Teacher-created summative assessment  Social Studies Proficiency Two (Window 2/11-2/22) Topic 1: Topic Duration: Regional Differences 1 ½ Weeks ESSENTIAL QUESTION(S): How did regional differences lead to the Civil War? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Cultures and Societies   I can describe economic differences JCPS Online Social Studies Lesson: “A SS-05-2.2.1 Students will describe social institutions Nation Divided: Industrial North” between the North and South before the (government, economy, education, religion, family) Civil War.  JCPS Online Social Studies Lesson: “A in the United States and explain their role in the  I can explain the role of regional Nation Divided: Agricultural South” growth and development of the nation. differences (beliefs about slavery,  North and South: Different Cultures, economics, states’ rights) in the growth and Same Country – student-friendly article SS-05-2.3.2 Students will give examples of development of the United States in the mid  JCPS Online Social Studies Lesson: “A conflicts between individuals or groups and 1800s. Nation Divided: Fight for the West” describe appropriate conflict resolution  JCPS Online Social Studies Lesson: “The I can give examples of conflicts between the strategies (e.g., compromise, cooperation,  Issue of Slavery: Conflict and Compromise” communication). northern and southern regions of the United States before the Civil War.  History.com: America Divided (3:54) Economics  I can describe attempts to resolve  The Impact of the Cotton Gin - lesson SS SS-05-3.4.1 Students will describe conflict between the northern and southern production, distribution and consumption of regions before the Civil War (e.g.,  Reader’s Theater: Harriett Tubman goods and services in the history of the U.S. Compromise of 1850, the Missouri  Reader’s Theater: Sojourner Truth (Colonization, Industrialization, Twentieth Compromise). Underground Railroad: Escape from Century to Present).  I can describe the production, distribution,  and consumption of goods and services in Slavery – from Scholastic SS-05-3.4.2 Students will describe how new the North (e.g., railroads, textile mills, Underground Railroad Journey – from knowledge, technology/tools and specialization  inventions). increase/increased productivity in the U.S. National Geographic (Colonization, Industrialization, Twentieth  I can describe the production, distribution,  JCPS Online Social Studies Lesson: Century to Present). and consumption of goods and services in “Abolitionism and Dissent: Promoting the South (slave labor on plantations). Democratic Principles” Geography  I can describe the effects of the SS-05-4.1.2 Students will use geographic tools to invention of the cotton gin (e.g., social and  JCPS Online Social Studies Lesson: locate and describe major landforms, bodies of economic). “Election of 1860” water, places and objects in the United States by  JCPS Online Social Studies Lesson: “The their absolute location.  I can use geographic tools to locate and describe routes along the Underground Union is Dissolved” Historical Perspective Railroad, using absolute and relative  Discovery Education: Causes of Civil War SS-05-5.1.1 Students will use a variety of location. (14:00) primary and secondary sources (e.g., artifacts,  I can explain how the North and South were diaries, maps, timelines) to describe significant defined by their human (beliefs about events in the history of the U.S. and interpret slavery, jobs) and physical characteristics different perspectives. (farmland, access to rivers).

SS-05-5.2.4 Students will describe significant  I can use primary and secondary sources to historical events in each of the broad historical interpret the different perspectives during periods and eras in U.S. history (Colonization and the Civil War period (e.g., supporters of Settlement, Revolution and a New Nation, slavery vs. abolitionists, enslaved persons, Expansion and Conflict, Industrialization and supporters of individual state’s rights). Immigration, Twentieth Century to Present) and  I can describe significant historical events explain cause and effect relationships. during the pre-Civil War period (e.g., Bleeding Kansas, Dred Scott, Fugitive Slave Law, U.S. Court decisions).  I can explain cause-and-effect relationships of the events leading to the 17Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP Civil War (e.g., John Brown’s raid on Harper’s Ferry, Lincoln elected President, secession of South Carolina). Topic 2: Topic Duration: Civil War and Reconstruction 1 ½ Weeks ESSENTIAL QUESTION(S): How did Americans strive to solve regional differences? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can explain and give examples of how the  JCPS Online Social Studies Lesson: “The SS-05-1.1.2 Students will explain and give U.S. government attempted to preserve the examples of how democratic governments Civil War” Union in order to promote the common function (by making, enacting and enforcing KET: A State Divided: Exploring the Civil good.  laws) to promote the “common good” (e.g., public War in Kentucky Through Images smoking ban, speed limits, seat belt  I can explain the basic principles of requirements). democracy found in Reconstruction  JCPS Online Social Studies Lesson: (Amendments 13, 14, 15). “Reconstruction” SS-05-1.3.1 Students will explain the basic  PBS Civil War: Links to Resources principles of democracy (e.g., justice, equality,  I can analyze why the Reconstruction responsibility, freedom) found in significant U.S. Amendments are important to citizens  The Kennedy Center: Civil War Music historical documents (Declaration of today. Lessons Independence, U. S. Constitution, Bill of Rights)  I can give examples of conflicts between the  Econ Ed Lesson : The Civil War: A War of and analyze why they are important to citizens Union and the Confederacy. Resources today.  I can describe how the surrender at  Mission US: Mission 2: Flight to Freedom Cultures and Societies Appomattox Courthouse resolved the Civil SS-05-2.3.2 Students will give examples of War conflict.  Discovery Education: Civil War (15:00) conflicts between individuals or groups and  I can use geographic tools to locate and  History.com: Lincoln’s War Machine describe appropriate conflict resolution describe absolute and relative location of (3:01) strategies (e.g., compromise, cooperation, major Civil War battles. communication).  Civil War Trust: collection of lessons and  I can use primary and secondary sources to resources describe/interpret the different Geography  Battlefields, Civil War.org SS-05-4.1.2 Students will use geographic tools to perspectives during the Civil War (e.g., locate and describe major landforms, bodies of women, children, Union soldiers,  Scholastic.com: Maps of Civil War water, places and objects in the United States by Confederate soldiers, enslaved persons,  Animation of A Civil War Map With their absolute location. leaders). Timeline  I can explain the historical significance of Map of Division: Civil War – from Historical Perspective the Emancipation Proclamation.  SS-05-5.1.1 Students will use a variety of primary Scholastic  I can explain the historical significance of and secondary sources (e.g., artifacts, diaries,  Primary Sources on Slavery from maps, timelines) to describe significant events in the Gettysburg Address. Scholastic the history of the U.S. and interpret different  I can compare change over time in Primary Sources Databank perspectives. communication, technology, transportation,  and education during the Civil War era to  Civil War Interactive Maps SS-05-5.2.1 Students will identify historical the Colonization/Revolutionary war period documents, selected readings and speeches (e.g., (Morse code, telegraph, railroads, artillery,  Civil War Primary Sources Mayflower Compact, Emancipation Proclamation, medical care, Freedmen’s Bureau schools).  Civil War Photos.net Dr. Martin Luther King’s speech: I Have a Dream)  I can describe significant events during the and explain their historical significance.  Gettysburg Address Narration Civil War period (attack on Fort Sumter, Lincoln’s re-election and assassination,  The Emancipation Proclamation SS-05-5.2.3 Students will compare change over Sherman’s March to Sea, Battle of Through Different Eyes – lesson from time (Colonization, Industrialization, Twentieth Gettysburg, surrender at Appomattox Gilder Lehrman Century to Present) in communication, technology, Courthouse, Reconstruction). transportation and education.  Antietam and Emancipation – Civil  I can explain cause-and-effect relationships War Trust lesson of events during the Civil War and  SS-05-5.2.4 Students will describe significant Reconstruction periods. historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

18Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP Topic 3: Topic Duration: Settling the West 1 Week ESSENTIAL QUESTION(S): What were the causes and effects of settlers moving west? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can explain and give examples of how the  The Mini Page: The Homestead Act SS-05-1.1.2 Students will explain and give examples government attempted to promote the of how democratic governments function (by  Teaching With Documents: The common good for American settlers by making, enacting and enforcing laws) to promote making, enacting, and enforcing laws (The Homestead Act of 1862 the “common good” (e.g., public smoking ban, Homestead Act).  Frontier House: “Free Land” speed limits, seat belt requirements).  I can describe interactions between diverse  JCPS Online Social Studies Lesson: Cultures and Societies groups (e.g., Native-American and American “Communication and Conflict on the Plains” SS-05-2.3.1 Students will describe various forms of settlers, Native Americans and U.S.  History.com: The Last of the Sioux (3:48) interactions (compromise, cooperation, conflict) government; cattle ranchers and farmers) that occurred between diverse groups (e.g., Native during the period of Westward movement  Core Knowledge Wild Wild West Unit: Americans, European Explorers, English colonists, (e.g., the Indian Wars, Battle of Little Big Railroads Link East to West Lesson British Parliament) in the history of the United Horn).  States.  I can explain how profits motivated  Race to the Finish Lesson individuals/businesses during continued  Cowboys and Cattle Drives Lesson Economics Westward expansion to take risks in SS-05-3.2.1 Students will explain how profits producing goods and services (e.g., cattle  JCPS Online Social Studies Lesson: motivated individuals/businesses in the U.S. drives, Transcontinental Railroad, Pony “Transcontinental Railroad” (Expansion, Industrialization) to take risks in Express). producing goods and services.  History.com: Transcontinental Railroad  I can explain how the patterns of settlement (3:27) in the western United States were Geography influenced by physical characteristics.  John Henry: Disney video in YouTube SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United  I can describe how the physical  Core Knowledge Wild Wild West Unit: States and explain how these patterns were environment both promoted and restricted  Building the Homestead Lesson influenced by physical characteristics (e.g., climate, human activities during continued landforms, bodies of water) westward expansion.  Who Were the Homesteaders? Lesson  I can describe how individuals/groups have  The End of the Frontier Lesson SS-05-4.4.2 Students will describe how the physical different perspectives about the use of land  Westward Expansion: Collection of environment (e.g., mountains as barriers or (ranchers vs. farmers, Native Americans vs. Lessons protection, rivers as barriers or transportation) American settlers). both promoted and restricted human activities  Discovery Education: 70 Years on the  I can describe how advances in technology during the early settlement of the U.S. Great Plains, 1862-1932 (18:12) (Colonization, Expansion). (e.g., transcontinental railroad, barbed wire, wagon train) allowed people to settle in the  Discovery Education: The American SS-05-4.4.3 Students will describe how West more easily. Frontier (18:00) individuals/groups may have different perspectives  I can explain and give examples of how about the use of land (e.g., farming, industrial, American settlers in the West adapted residential, recreational). to/modified the physical environment to meet their needs. SS-05-4.3.2 Students will describe how advances  I can use primary and secondary sources to in technology (e.g., dams, reservoirs, roads, describe significant events and interpret irrigation) allow people to settle in places different perspectives during the period of previously inaccessible in the United States. continued westward expansion (e.g., Chinese immigrants, cowboys, exodusters, SS-05-4.4.1 Students will explain and give examples farmers, religious groups, Mexican of how people adapted to/modified the physical Americans, Native Americans). environment (e.g., natural resources, physical geography, natural disasters) to meet their needs  I can describe significant events during the during the history of the U.S. (Colonization, period of continued westward expansion Expansion) and analyze the impact on their and explain their cause-and- effect environment. relationships (e.g., the Homestead Act, completion of the Transcontinental Railroad, Indian Wars, Native-Americans Historical Perspective forces on reservations). SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.

19Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

Topic 4: Topic Duration: Industrialization 1 Week ESSENTIAL QUESTION(S): How did advances in technology change the way of life for Americans? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Economics  I can explain how profits motivated  JCPS Online Social Studies Lesson: “Why SS-05-3.2.1 Students will explain how profits individuals/businesses during the were harsh working conditions supported by motivated individuals/businesses in the U.S. Industrialization period to take risks in factory owners and how did individuals and (Expansion, Industrialization) to take risks in producing goods and services (e.g., rise of groups challenge factory life?” producing goods and services. steel and oil industries, child labor).  JCPS Online Social Studies Lesson: “How SS-05-3.3.2 Students will explain how competition  I can explain how competition among were the rights of children violated by their among buyers and sellers influences the price of buyers and sellers influenced the price of having to work?” goods and services in our state, nation and world. goods and services during the Industrialization period (e.g., growth of  JCPS Online Social Studies Lesson: “How SS-05-3.3.1 Students will give examples of factories, cheap laborers). did people use writing and photography to highlight social problems in America?” markets in different periods of U.S. History  I can explain how goods and services were (Colonization, Expansion, Industrialization, exchanged during the Industrial period (e.g.,  Discovery Education: Workers’ Rights: Twentieth Century to Present) and explain use of uniform currency, people could sell The Triangle Shirtwaist Fire (5:38) similarities and differences. their goods in other parts of the country via  Collection of Lewis Hine Photographs the railroads, steamboats). SS SS-05-3.4.1 Students will describe  History.com: Thomas Edison (2:51) production, distribution and consumption of  I can explain similarities and differences goods and services in the history of the U.S. between Colonial and Industrial markets. (Colonization, Industrialization, Twentieth  I can describe how inventions affected the Century to Present). production, distribution, and consumption of goods during the Industrial period (e.g., SS-05-3.4.2 Students will describe how new light bulb, telephone, radio, mills). knowledge, technology/tools and specialization increase/increased productivity in the U.S.  I can compare communication, technology, (Colonization, Industrialization, Twentieth transportation, and education during the Century to Present). Industrialization period to today. I can describe significant events during the Historical Perspective  Industrialization period and explain their SS-05-5.2.4 Students will describe significant cause-and-effect relationships (e.g., transfer historical events in each of the broad historical of labor from farm to factories, increase in periods and eras in U.S. history (Colonization and population in major cities, growth of Settlement, Revolution and a New Nation, immigrant labor force). Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and  I can give examples of conflict between explain cause and effect relationships. industry leaders and workers and describe appropriate conflict-resolution strategies Cultures and Societies (e.g., unions, labor contracts, strikes, and SS-05-2.3.2 Students will give examples of collective bargaining). conflicts between individuals or groups and I can explain and give examples of how the describe appropriate conflict resolution  strategies (e.g., compromise, cooperation, government attempted to promote the communication). common good during the Industrialization Government and Civics period by making, enacting, and enforcing SS-05-1.1.2 Students will explain and give laws (e.g., child labor laws, FDA regulations, examples of how democratic governments anti-trust laws). function (by making, enacting and enforcing laws) to promote the “common good” (e.g., public smoking ban, speed limits, seat belt requirements).

20Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP Topic 5: Topic Duration: Immigration 1 Week ESSENTIAL QUESTION(S): How did push/pull factors influence immigration in the late 1800s? How do push/pull factors influence immigration today?

CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can explain and give examples of how the  Ellis Island Virtual Fieldtrip – from SS-05-1.1.2 Students will explain and give government attempted to promote the Scholastic examples of how democratic governments common good for the American workforce function (by making, enacting and enforcing  JCPS Online Social Studies Lesson: “Why by making, enacting, and enforcing laws laws) to promote the “common good” (e.g., (Chinese Exclusion Act). did immigrants come to the United States in public smoking ban, speed limits, seat belt the 1800s?” requirements).  I can describe how social institutions developed in the immigrant neighborhoods  JCPS Online Social Studies Lesson: “How Cultures and Societies and influenced the culture and growth of the did individuals and the government respond SS-05-2.2.1 Students will describe social nation. to immigrants from 1880 to 1925?” institutions (government, economy, education,  I can use geographic tools to analyze the  History.com: The Statue of Liberty (3:12) religion, family) in the United States and explain patterns of immigrant movement to the their role in the growth and development of the  Discovery Education: American Heritage: United States from Europe and Asia. nation. Immigration to the United States (20:00)  I can explain the patterns of immigrant  Eduplace Interactive Map: Immigration Geography settlement in the United States (arrival at to the United States SS-05-4.1.1 Students will use geographic tools Ellis Island/Angel Island, settling immigrant (e.g., maps, charts, graphs) to identify natural neighborhoods).  New York Times Interactive Map: resources and other physical characteristics Immigration Data Since 1880  I can explain the reasons (push factors – (e.g., major landforms, major bodies of water, conditions that drive people to leave their  JCPS Online Social Studies Lesson: weather, climate, roads, bridges) and analyze homes, and pull factors – conditions that “Growth of Cities” patterns of movement and settlement in the attract people to a new area) that United States. immigrants came to America during the Immigration period. SS-05-4.3.1 Students will explain patterns of human settlement in the early development of  I can explain why immigrants come to the United States and explain how these patterns America today. were influenced by physical characteristics (e.g., climate, landforms, bodies of water).  I can explain the historical events that led to the Immigration period (e.g., Irish potato Historical Perspective famine, war throughout Europe, America as SS-05-5.2.2 Students will explain reasons the “golden land”). (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today.

SS-05-5.2.3 Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.

SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

21Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

UNIT 5: AMERICA IN THE TWENTIETH CENTURY AND BEYOND

Unit Duration: Assessment: 8 Weeks  Ongoing teacher-created formative assessments

22Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP  Teacher-created summative assessments

Topic 1: Topic Duration: Becoming a World Power 1 Week ESSENTIAL QUESTION(S): How did the United States grow to become a world power? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can describe the basic purposes of the  Discovery Education: World War I (1916- SS-05-1.1.1 Students will describe the basic U.S. government as defined in the preamble to 1918) (2:25) purposes of the U.S. Government as defined in the the Constitution. Preamble to the U.S. Constitution (to establish  JCPS Online Social Studies Lesson: justice, to ensure domestic tranquility, to provide for  I can give examples of services the U.S. “Progressivism” government provided during the Spanish- the common defense, to promote the general  Primary Documents: U.S. Declares War with welfare, to secure the blessings of liberty); give American War (protection from the military) Germany examples of services the U.S. Government provides and analyze the importance of these services to (e.g., armed forces, interstate highways, national citizens today.  Interactive Constitution parks) and analyze the importance of these services  I can give examples of services the U.S.  PBS The Great War - Maps to citizens today. government provided during World War I  JCPS Online Social Studies Lesson: (protection from the military) and analyze the SS-05-1.2.1 Students will identify the three branches “The Great War” importance of these services to citizens today. of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-  I can identify the branch(es) of make the laws, judicial- interpret the laws) and government responsible for the United States identify important national/federal offices/leaders, entering World War I and explain the basic (President, Vice-President, Congress, House, Senate, duties of each. U.S. Senators, U.S. Representatives, U.S. Supreme  I can identify the important national Court, judges) associated with each branch. offices/leaders associated with each branch during World War I (e.g., executive – Woodrow Cultures and Societies Wilson; legislative –congress). SS-05-2.2.1 Students will describe social institutions  I can describe government’s role (i.e., (government, economy, education, religion, family) President Woodrow Wilson asking congress to in the United States and explain their role in the declare war on the Central Powers) in the growth and development of the nation. United States leading to World War I.  I can explain the U.S. government’s role in the SS-05-2.3.2 Students will give examples of conflicts United States becoming a world power. between individuals or groups and describe appropriate conflict resolution strategies (e.g.,  I can give examples of conflicts between the compromise, cooperation, communication). Allies (e.g., Great Britain, France, and Russia) and Central Powers (e.g., Austria-Hungary and Geography Germany) and describe appropriate conflict- SS-05-4.1.2 Students will use geographic tools to resolution strategies (e.g., Treaty of Versailles). locate and describe major landforms, bodies of  I can use geographic tools to locate and water, places and objects in the United States by describe the relative and absolute location of their absolute location. countries involved in the Spanish-American War. Historical Perspective  I can use geographic tools to locate and SS-05-5.1.1 Students will use a variety of primary describe European countries involved in WW I and secondary sources (e.g., artifacts, diaries, maps, by their relative and absolute location. timelines) to describe significant events in the I can use primary and secondary sources to history of the U.S. and interpret different  perspectives. describe events from World War I and interpret different perspectives (soldiers, women on the home front, African Americans). SS-05-5.2.4 Students will describe significant historical events in each of the broad historical  I can describe events/actions that led to the periods and eras in U.S. history (Colonization and United States becoming a world power Settlement, Revolution and a New Nation, Expansion (Spanish-American War, WWI, and Conflict, Industrialization and Immigration, Industrialization) and explain their cause- and- Twentieth Century to Present) and explain cause and effect relationships. effect relationships.

Topic 2: Topic Duration:

23Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP Great Migration ½ Week ESSENTIAL QUESTION(S): How did push/pull factors encourage the Great Migration of African Americans? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Geography  I can use geographic tools to analyze  The Schomburg Center for Research in SS-05-4.1.1 Students will use geographic tools patterns of movement (of African- (e.g., maps, charts, graphs) to identify natural Black Culture – In Motion: The African- Americans) in the United States during the resources and other physical characteristics (e.g., American Migration Experience Great Migration. major landforms, major bodies of water, weather,  JCPS Online Social Studies Lesson “The Great climate, roads, bridges) and analyze patterns of  I can use primary and secondary sources to Migration” movement and settlement in the United States. describe the period known as the Great Migration and interpret different  Great Migration Maps Historical Perspective perspectives (e.g., African-American men,  The Great Migration Lesson Plan SS-05-5.1.1 Students will use a variety of primary women, and children). and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in  I can identify push factors (conditions that the history of the U.S. and interpret different drive people to leave their home) and pull perspectives. factors (conditions that attract people to a new area) that led African Americans north and west during the early 1900s. Topic 3: Topic Duration: Continued Industrialization and 1 Week Roaring 20s ESSENTIAL QUESTION(S): How have changes in technology lead to a different way of life in the 1920s? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Economics  I can explain how profits motivated  History.com: Henry Ford (3:18) SS-05-3.2.1 Students will explain how profits individuals/business (e.g., Henry Ford and motivated individuals/businesses in the U.S.  Video of Automobile Assembly Line the Model-T Ford) in the United States (Expansion, Industrialization) to take risks in during the Roaring 20s (period of continued  PBS American Experience, The Crash of 29: producing goods and services. industrialization) to take risks in producing Roaring 20s Photo Gallery goods and services. SS-05-3.4.2 Students will describe how new knowledge, technology/tools and specialization  I can describe how the assembly line increase/increased productivity in the U.S. increased productivity in the United States.  Students will use primary and secondary Historical Perspective sources to describe events during the SS-05-5.1.1 Students will use a variety of primary Roaring 20s (i.e., Jazz Age, Harlem and secondary sources (e.g., artifacts, diaries, Renaissance) and interpret different maps, timelines) to describe significant events in perspectives (i.e. African Americans, women, the history of the U.S. and interpret different men). perspectives.  I can compare change over time during the SS-05-5.2.3 Students will compare change over 20s in communication, technology, time (Colonization, Industrialization, Twentieth transportation, and education (i.e., radios, Century to Present) in communication, electric refrigerators, Model-T Ford). technology, transportation and education.  I can describe significant events during the Roaring 20s (Jazz Age) and explain cause- SS-05-5.2.4 Students will describe significant and-effect relationships. historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

Topic 4: Topic Duration: Suffrage ½ Week ESSENTIAL QUESTION(S): How did the fight for suffrage impact women in the United States and change our nation?

24Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can explain the basic principle of  Digital Docs in Box: Women’s Suffrage SS-05-1.3.1 Students will explain the basic democracy found in the 19th Amendment to (documents, photos, and audio/video) principles of democracy (e.g., justice, equality, the Constitution and analyze why it is responsibility, freedom) found in significant U.S.  Scholastic: Women’s Suffrage important to citizens today. historical documents (Declaration of Teaching With Documents: Women’s Suffrage Independence, U. S. Constitution, Bill of Rights)  I can use primary and secondary sources to  and the 19 th Amendment and analyze why they are important to citizens describe events leading to the ratification of today. the 19th Amendment (i.e., Seneca Falls  Toolkits Texts: Selected by Stephanie Harvey Convention, the role of women in World and Anne Goudvis for Grades 6-7, Short Historical Perspective War I). Nonfiction for Guided and Independent Practice SS-05-5.1.1 Students will use a variety of primary – The Petticoat Vote and secondary sources (e.g., artifacts, diaries,  I can identify significant individuals that maps, timelines) to describe significant events in impacted the fight for women’s suffrage. the history of the U.S. and interpret different perspectives.

SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

Topic 5: Topic Duration: Great Depression 1 Week ESSENTIAL QUESTION(S): How did the Great Depression impact the lives of people of the United States and change our nation? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can give examples of services the U.S.  EdSITEment: What did the Government do SS-05-1.1.1 Students will describe the basic government provided to promote the general about the Dust Bowl? (Activity 6 of Dust Bowl purposes of the U.S. Government as defined in the welfare of U.S. citizens during the Great Days lesson plan) Preamble to the U.S. Constitution (to establish Depression (e.g., creation of New Deal justice, to ensure domestic tranquility, to provide for  American Experience: Surviving the Dust Bowl programs to improve social and economic the common defense, to promote the general conditions).  Edsitement: Dust Bowl Days lesson plan welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides  I can describe how scarcity of resources during  ECON EdLink: Where Did All the Money Go? (e.g., armed forces, interstate highways, national the Great Depression required people to make The Great Depression Mystery parks) and analyze the importance of these services economic choices and created opportunity  History.com: Dust Storms Strike America to citizens today. costs. (2:48)  I can locate and describe patterns of human Economics  Grolier Online Feature Showcase: The Great settlement during the Great Depression and SS-05-3.1.1 Students will describe scarcity and Depression explain how these patterns were influenced by explain how scarcity required people in different the physical characteristics (e.g., little rain,  Digital Docs in a Box: The Great Depression periods in the U.S. (Colonization, Expansion, dried up soil, dust storms) in the Great Plains. Twentieth Century to Present) to make economic  Scholastic Lesson: Journalism and choices (e.g., use of productive resources- natural,  I can explain how factors (drought, farming Newspapers During the Great Depression human, capital) and incur opportunity costs. practices, climate, dust storms) in the Great  JCPS Online Social Studies Lesson “Great Plains affected economic conditions Depression” Geography throughout the country during the early 30s. SS-05-4.3.1 Students will explain patterns of human  History.com: The Great Depression (3:37)  I can use primary and secondary sources to settlement in the early development of the United describe events during the Great Depression  The New Deal Network: How the Depression States and explain how these patterns were and interpret different perspectives. Affected Children and supporting lesson plans influenced by physical characteristics (e.g., climate, landforms, bodies of water).  I can describe events leading to the period known as the Great Depression (e.g., stock SS-05-4.1.4 Students explain how factors in one market crash, dust bowl storm) and explain location can impact other locations (e.g., natural their cause-and-effect relationships. disasters, building dams).

Historical Perspective SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps,

25Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP timelines) to describe significant events in the history of the U.S. and interpret different perspectives.

SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

Topic 6: Topic Duration: World War II 1 Week ESSENTIAL QUESTION(S): How did World War II impact the lives of people of the United States and change our nation? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can give examples of services the U.S.  The National World War II Museum New SS-05-1.1.1 Students will describe the basic government provided (protection from the Orleans: War Bonds Fact Sheet purposes of the U.S. Government as defined in the military, rationing, war bonds) during World Preamble to the U.S. Constitution (to establish  The National World War II Museum New War II and analyze the importance of these justice, to ensure domestic tranquility, to provide for Orleans: Victory Mail Fact Sheet services to citizens today. the common defense, to promote the general  The National World War II Museum New I can identify the branch(es) of government welfare, to secure the blessings of liberty); give  Orleans: Radios examples of services the U.S. Government provides responsible for the United States entering (e.g., armed forces, interstate highways, national World War II and explain the basic duties of  Teaching with Documents Lesson Plan - A Date parks) and analyze the importance of these services each branch. Which Will Live in Infamy: The First Typed Draft of Franklin D. Roosevelt's War Address to citizens today.  I can identify the important national offices/leaders associated with each branch  The National World War II Museum New SS-05-1.2.1 Students will identify the three branches (e.g., executive – FDR, legislative – congress). Orleans: Victory Garden Facts of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-  I can describe how citizens responded to World  The National World War II Museum New make the laws, judicial- interpret the laws) and War II through civic engagement (e.g., victory Orleans: World War II Homefront identify important national/federal offices/leaders, gardens, scrapping).  The National World War II Museum New (President, Vice-President, Congress, House, Senate,  I can give examples of conflicts between the Orleans: Civil Defense Fact Sheet U.S. Senators, U.S. Representatives, U.S. Supreme Allies and Axis powers during World War II and Court, judges) associated with each branch.  The National World War II Museum New describe appropriate conflict-resolution Orleans: Rationing Fact Sheet strategies. SS-05-1.3.2 Students will describe specific rights  I can explain how scarcity of resources during  The National World War II Museum New and responsibilities individuals have as citizens of World War II required people to make Orleans: Scrapping Fact Sheet the United States (e.g., voting in national elections) economic choices and incur opportunity costs. and explain why civic engagement is necessary to  The National World War II Museum New  I can describe how the effort to support and preserve a democratic society. Orleans: Assembly Line Lesson supply the troops in World War II increased The National World War II Museum New productivity.  Cultures and Societies Orleans: Technology Lesson Plan  I can use geographic tools to locate and SS-05-2.3.2 Students will give examples of conflicts describe European countries involved in World Women Factory Workers of WWII Photo between individuals or groups and describe  War II by their relative and absolute location. Gallery appropriate conflict resolution strategies (e.g.,  compromise, cooperation, communication). I can use primary and secondary sources to  World War II Interactive Map – Year by Year describe events during World War II and Progression Economics interpret different perspectives (Japanese  JCPS Online Social Studies Lesson “World SS-05-3.1.1 Students will describe scarcity and Americans, women supporting the war effort, War II” explain how scarcity required people in different African Americans in the military, soldiers). periods in the U.S. (Colonization, Expansion,  I can use time lines to describe events that led  The National WWII Museum New Orleans: A Twentieth Century to Present) to make economic to U.S. involvement in World War II (rise of Long Way From Home – A Hands On choices (e.g., use of productive resources- natural, Hitler, Holocaust, attack on Pearl Harbor) and Geography Lesson About WWII explain cause-and-effect relationships. human, capital) and incur opportunity costs.  The National WWII Museum New Orleans: WWII Primary Sources SS-05-3.4.2 Students will describe how new knowledge, technology/tools and specialization  Scholastic: Home Life on the American Front increase/increased productivity in the U.S.  Scholastic: Attack on Pearl Harbor – A (Colonization, Industrialization, Twentieth Century to Moment by Moment Account Present).  Children’s Museum of Indianapolis: The

26Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

Geography Power of Children Making a Difference – SS-05-4.1.2 Students will use geographic tools to Anne Frank, Facing Hatred, Daring to Dream locate and describe major landforms, bodies of Unit of Study water, places and objects in the United States by  Toolkits Texts: Selected by Stephanie Harvey their absolute location. and Anne Goudvis for Grades 4-5, Short Nonfiction for Guided and Independent Historical Perspective Practice – War: What Happens When Nations SS-05-5.1.1 Students will use a variety of primary Don’t Work It Out? and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the  Toolkits Texts: Selected by Stephanie Harvey history of the U.S. and interpret different and Anne Goudvis for Grades 6-7, Short perspectives. Nonfiction for Guided and Independent Practice – Navajo Code Talkers SS-05-5.2.4 Students will describe significant  The National WWII Museum New Orleans:– historical events in each of the broad historical WWII Timeline for Kids periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

Topic 7: Topic Duration: Cold War ½ Week ESSENTIAL QUESTION(S): How did the actions of world powers after World War II lead to the Cold War? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can give examples of services the U.S.  JCPS Online Social Studies Lesson “The Cold SS-05-1.1.1 Students will describe the basic government provided during the Cold War War and Vietnam” purposes of the U.S. Government as defined in the (protection from the military, NASA space Preamble to the U.S. Constitution (to establish Discovery Education: Selling the Dream: program) and analyze the importance of  justice, to ensure domestic tranquility, to provide these services to citizens today. Television Comes to America (4:48) for the common defense, to promote the general  I can give example of conflicts between welfare, to secure the blessings of liberty); give  Discovery Education: Birth of the Cold War individuals or groups during the Cold War examples of services the U.S. Government (2:23) (Cuban Missile Crisis, expansion of provides (e.g., armed forces, interstate highways, communism, Vietnam War, Arms Race, Space  YouTube: The Cold War-Part 1: From World national parks) and analyze the importance of Race) and describe appropriate conflict- War to Cold War (9:55) these services to citizens today. resolution strategies.  YouTube: The Cold War: Containment (5:04) Cultures and Societies  I can use time lines and/or maps to describe  Cold War for Kids, Mr. Donn's SS-05-2.3.2 Students will give examples of events during the Cold War period. conflicts between individuals or groups and  I can describe events during the Cold War  http://www.wartgames.com/themes/world/co describe appropriate conflict resolution strategies and explain their cause- and- effect ldwar.html (e.g., compromise, cooperation, communication). relationships.

Historical Perspective SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.

SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships. DOK 3 Topic 8: Topic Duration: Civil Rights 2 Weeks ESSENTIAL QUESTION(S): How did the civil-rights movement of the 60s expand democracy for all? 27Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP

CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can explain and give examples of how the U.S.  JCPS Online Social Studies Lesson: “Civil SS-05-1.1.2 Students will explain and give examples government made, enacted, and enforced laws Rights and Legislation of the 1960s and 1970s” of how democratic governments function (by during the 50s and 60s to promote the making, enacting and enforcing laws) to promote the common good for African Americans (Brown  Primary Sources related to sit-ins and “common good” (e.g., public smoking ban, speed vs. Board of Education, Civil Rights Act of 1964, protests of the 1960s limits, seat belt requirements). Voting Rights Act of 1965).  JCPS Online Social Studies Lesson:  I can identify the branch of government “Dissent Against Jim Crow Laws” SS-05-1.2.1 Students will identify the three branches responsible for the Brown vs. Board of of the U.S. Government, explain the basic duties of  Digital Docs in a Box: Map of Freedom Rides Education decision and explain the basic duties each branch (executive-enforce the laws, legislative- of that branch.  PBS American Experience: Freedom Riders make the laws, judicial- interpret the laws) and  identify important national/federal offices/leaders, I can describe rights and responsibilities U.S.  Retracing the Maps: An Interactive Map of the citizens demonstrated during the civil-rights (President, Vice-President, Congress, House, Senate, Freedom Rides U.S. Senators, U.S. Representatives, U.S. Supreme movement and explain why civic engagement  Teaching with Documents: Teaching With Court, judges) associated with each branch. is necessary to preserve a democratic society.  I can give examples of conflicts between Documents: An Act of Courage, The Arrest Records of Rosa Parks African Americans and Whites during the civil- SS-05-1.3.2 Students will describe specific rights rights movement and describe appropriate  Digital Docs in a Box: Civil Rights and responsibilities individuals have as citizens of conflict-resolution strategies (e.g., nonviolent  Children’s Museum of Indianapolis Unit of the United States (e.g., voting in national elections) protests, sit-ins). Study: Children in the Civil Rights Movement and explain why civic engagement is necessary to  I can use geographic tools to identify the preserve a democratic society. location of major events of the civil-rights  Toolkits Texts: Selected by Stephanie Harvey movement (e.g., routes of Freedom Rides) by and Anne Goudvis for Grades 4-5, Short Cultures and Societies SS- their absolute and/or relative location. Nonfiction for Guided and Independent 05-2.3.2 Students will give examples of conflicts  use primary and secondary sources to describe Practice – The Negro Baseball Leagues between individuals or groups and describe events during the civil-rights period and  Toolkits Texts: Selected by Stephanie Harvey appropriate conflict resolution strategies (e.g., interpret different perspectives (e.g., African- and Anne Goudvis for Grades 4-5, Short compromise, cooperation, communication). American women, men, and children, white Nonfiction for Guided and Independent southerners against/for segregation). Practice – Women of the Negro Leagues Geography SS- 05-4.1.2 Students will use geographic tools to locate  I can identify Dr. Martin Luther King’s speech,  Toolkits Texts: Selected by Stephanie Harvey and describe major landforms, bodies of water, “ I Have A Dream,” and explain its historical and Anne Goudvis for Grades 4-5, Short places and objects in the United States by their significance. Nonfiction for Guided and Independent absolute location.  I can compare change over time in education Practice – Jack Roosevelt Robinson: Baseball’s during the civil-rights movement (e.g., Brown First Black Superstar Historical Perspective vs. Board of Education, Little Rock Nine, Ruby  Toolkits Texts: Selected by Stephanie Harvey SS-05-5.1.1 Students will use a variety of primary Bridges). and Anne Goudvis for Grades 4-5, Short and secondary sources (e.g., artifacts, diaries, maps, Nonfiction for Guided and Independent timelines) to describe significant events in the  I can describe significant events (e.g. Brown vs. Practice – Struggle for Equal Rights history of the U.S. and interpret different Board of Education, Montgomery Bus boycott, perspectives. March on Washington, Freedom Rides) during  Toolkits Texts: Selected by Stephanie Harvey SS-05-5.2.1 Students will identify historical the civil-rights movement and explain their and Anne Goudvis for Grades 6-7, Short documents, selected readings and speeches (e.g., cause-and-effect relationships. Nonfiction for Guided and Independent Mayflower Compact, Emancipation Proclamation, Practice – A Long Hard March Dr. Martin Luther King’s speech: I Have a Dream and  JCPS Online Social Studies Lesson: “Civil Rights explain their historical significance. in Louisville and Kentucky” SS-05-5.2.3 Students will compare change over  JCPS Online Social Studies Lesson: “The time (Colonization, Industrialization, Twentieth March on Washington, D.C. and Dr. Martin Century to Present) in communication, technology, Luther King, Jr.” transportation and education.  Primary Sources related to the Little Rock Nine SS-05-5.2.4 Students will describe significant  Primary Sources related to the Brown vs. Board historical events in each of the broad historical of Education Supreme Court Case periods and eras in U.S. history (Colonization and  JCPS Online Social Studies Lesson: “The Civil Settlement, Revolution and a New Nation, Expansion Rights Movement” and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

Topic 9: Topic Duration: Twenty-first Century ½ Week ESSENTIAL QUESTION(S):

28Grade Five Curriculum Map 2011-12 Updated 6/6/2012 GRADE FIVE SOCIAL STUDIES CURRICULUM MAP What are the effects of increasing global connections? CONTENT STANDARDS LEARNING TARGETS SUGGESTED RESOURCES Government and Civics  I can describe rights and responsibilities  JCPS Online Social Studies Lesson “Emerging SS-05-1.3.2 Students will describe specific rights individuals have as global citizens and explain Democracies Around the World” and responsibilities individuals have as citizens of why civic engagement is necessary in the the United States (e.g., voting in national elections) Twenty-first century.  JCPS Online Social Studies Lesson “United and explain why civic engagement is necessary to  I can give examples of conflicts between Nations and the Universal Declaration of preserve a democratic society. individuals or groups in the Twenty-first Human Rights” century (e.g., Middle East Wars).  JCPS Online Social Studies Lesson “What Does Cultures and Societies  I can explain and give examples of markets in It Mean To Be a Global Citizen? How is Our SS-05-2.3.2 Students will give examples of conflicts the twenty-first century. World Connected? between individuals or groups and describe appropriate conflict resolution strategies (e.g.,  I can explain how markets in the twenty-first  JCPS Online Social Studies Lesson “Assessment: compromise, cooperation, communication). century are similar to/different from markets We Are Global Citizens” of the past.  Toolkits Texts: Selected by Stephanie Harvey Economics  I can define interdependence and give and Anne Goudvis for Grades 6-7, Short SS-05-3.3.1 Students will give examples of markets examples of how people around the world Nonfiction for Guided and Independent in different periods of U.S. History (Colonization, depend on each other for goods and services. Practice – The Changing Face of American Expansion, Industrialization, Twentieth Century to I can describe production, distribution, and Voters Present) and explain similarities and differences.  consumption of goods and services during the  Econedlink: Transportation: They Say We twenty-first century (e.g., online commerce, SS-05-3.4.3 Students will define interdependence Had a Revolution, scroll down to “A Global outsourcing labor). and give examples of how people in our Marketplace” communities, states, nation and world depend on  I can describe how changes in technology and each other for goods and services. new knowledge influenced productivity in the  Econedlink: Competition Works in Our United States (e.g., satellites, computers). Flavor SS-05-3.4.1 Students will describe production,  I can describe how individuals/groups may  Econedlink: Where Did You Come From? distribution and consumption of goods and services have different perspectives about the use of land (e.g., drilling for oil, mining, use of water in the history of the U.S. (Colonization, Economics Lessons with Literature resources).  Industrialization, Twentieth Century to Present). Connections: Mining  I can explain how communication, technology, SS-05-3.4.2 Students will describe how new transportation, and education have changed  Xpeditions: “On the Road Again”: Moving knowledge, technology/tools and specialization from the nineteenth Century to today. People, Products, and Ideas, lesson adaptable increase/increased productivity in the U.S.  I can describe significant events in the twenty- for 5th grade, resources (Colonization, Industrialization, Twentieth Century to first century (e.g., September 11 attacks) and Present). explain cause-and-effect relationships (e.g.,  Econedlink: Transportation: They Say We war on terrorism). Had a Revolution, scroll down to “Step Back Geography in Time,” a virtual field trip of 20th century SS-05-4.4.3 Students will describe how inventions and Web links for video clips individuals/groups may have different perspectives about the use of land (e.g., farming, industrial,  Future Car Technologies, Wikipedia residential, recreational).  The History of Communication Historical Perspective  Introduction to Green Technology SS-05-5.2.3 Students will compare change over  Transportation and Navigation Inventors and time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, Inventions transportation and education.  Greatest Engineering Achievements of the 20 th Century SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and  911 Memorial.Org lesson plans Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and  9/11/2001: The Day that Changed America effect relationships.

29Grade Five Curriculum Map 2011-12 Updated 6/6/2012

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