Social Studies Grade 8 s6

Social Studies – Fifth Grade Unit of Study: State Governor Elections First Grading Period – Unit 4 CURRICULUM OVERVIEW

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Enduring Understanding (Big Ideas) Unit Rationale It is essential that students understand that voting is a privilege in this country. Students  Voting is a right given to citizens according to the U.S. Constitution. must be aware of the leaders of their country and how they are chosen. It is essential  Every individual can be involved in the election process. that students understand that they too can be the future leaders of this country. This will  There are local, state, and national levels of government, each with a leader. help students understand that ordinary individuals can get involved and make a difference in government (local, state, or national). Lessons in this Unit  Lesson 1 – Electing a State Governor (9 days) Nov. 2 – Election Day Essential Questions Guiding Questions Guide students to justify their responses to the following questions.  What does a state governor?  What are the responsibilities of a state governor?  Why is it important for all citizens to vote in every election?  How is a state governor chosen?  Why does a state need a governor?  What are the characteristics of a state governor?  What is the structure of government at the state? TEKS TEKS Specificity - Intended Outcome

” I CAN” statements highlighted in yellow and italicized should be displayed for students. TEKS 5.17 Government A. Identify and explain the basic functions of the three branches of government. I can: C. Distinguish between national and state governments and compare their  Identify and explain the basic functions of the three branches of state government. responsibilities in the U.S. federal system.  Distinguish between national and state governments and compare their TEKS 5.18 Citizenship responsibilities in the U.S. federal system. A. Explain selected patriotic symbols and landmarks such as the Statue of Liberty and the White House and political symbols such as the donkey and  Explain political symbols such as the donkey and the elephant. elephant. TEKS 5.19 Citizenship B. Analyze the role of the individual in national and state elections.  Analyze the role of the individual in the state election of governor. TEKS 5.25 Social Studies Skills B. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing,  Analyze information by identifying cause and effect. making generalizations, and predictions, and drawing inferences and conclusions. C. Organize and interpret information in outlines, reports, databases, and visuals Analyze information by summarizing, making generalizations, and predictions and drawing including graphs, charts, timelines, and maps. interferences and conclusions. F. Use appropriate mathematical skills to interpret social studies information such as maps and graphs. TEKS 5.26 Social Studies Skills B. Incorporate main and supporting ideas in verbal and written communication.  Create a Venn diagram comparing and contrasting levels of government. C. Express ideas orally based on research and experience. D. Create written and visual material as journal entries, reports, graphic  Create an electoral map and calculate number of votes per candidate. organizers, and outlines. TEKS 5.27 Social Studies Skills  Express ideas orally related to the governor’s election. B. Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to  Create a class book “If We Were in Charge of the Country”. implement a decision.  Invent a new political party, mascot, platform, and campaign speech. SAISD © 2010-11 – Second GradingELPS Period Student Expectations Social Studies Fifth Grade EEELELELPS – Specify – Intended OutcomePage 2 of 40 s l l

i PowerELPS Standards 1E – represent Internalize the newessential basic knowledge and academic and skills language students by need using for successand reusing in high school andInternalize beyond. Powernew basic Standards and academic must be mastered language to successfully by using and pass reusing the required it in a meaningful assessmentsk it in atmeaningful each grade ways level. in All speaking End of Course and writing (EOC) eligibleactivities knowledge that build and concept skills are and identified as Powerways Standards. in speaking and writing activities that build concept and language attainment. S language attainment.  Demonstrate listening comprehension complex spoken English by following  ELPS 2I - Demonstrate listening comprehension of increasingly complex spoken directions, retelling or summarizing spoken messages, responding to questions and English by following directions, retelling or summarizing spoken messages, requests, collaborating with peers, and taking notes commensurate with content and responding to questions and requests, collaborating with peers, and taking notes grade-level needs. Social Studies – Fifth Grade Lesson 1: Electing a State Governor Second Nine Weeks - Unit 4 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  What does a state governor?  Vocabulary- privilege, citizen, character traits (2-4)  What are the responsibilities of a state governor?  Understand the three levels of government, local, state and national. (3-4)  How is a state governor chosen?  Be able to create bar graphs. (2-3)  Why does a state need a governor?  Identify characteristics of good citizenship. (2-3)  What are the characteristics of a state governor?  Explain the importance of civic responsibility. (3)  What is the structure of government at the state? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

I can: Day 1: Activating Prior Knowledge  Review the three levels of government and their leaders.  “What are the three levels of government?” (local, state and national) “In your  Say the names of the candidates running for state governor. journal, list as many leaders, their titles and/or their names as you can.”  Discuss the different political parties and the symbols for each. (Mayor Julian Castro, Governor Rick Perry, President Barack Obama) “What are the names of two candidates running for state governor?” “We are going to be studying how our state elects our state leader.” Discuss the different political parties and the symbols for each- the elephant and the donkey.

Hook Activity  Write a paragraph explaining what they would accomplish if they were  Ask students, “What would you do if you were the governor of the state of governor of Texas. Texas? In your journal, write at least a paragraph explaining what you would like to accomplish as the governor of Texas.” Edit their paragraphs. Have the students rewrite their paragraphs, then create a class book titled, “If We Were in Charge of the Country”. If possible, have the students type and illustrate their page for the book. **This can be finished during the language arts block. (TEKS 5.25B, 5.26D)

Days 2 and 3: Guided Practice  Read the students the story The True Story of the Three Little Pigs. Explain  Participate in a voting activity, experiencing the changes to the amendments in that the class is going to vote on whose story they believe: the three little pigs or regards to voting. the wolf. Provide each student a small strip of paper. Stop them and tell them that the year is 1800. Write this date on the board. Then go around the class and collect all the strips of paper from everyone who is not a white male, explaining that you are sorry but they will be unable to vote unless they are white males and you assume that they are all land owners. Have a brief discussion. Go to the

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. board and change the date to 1870. Hand out strips of paper to all the boys and tell them that they are now allowed to vote. Briefly discuss how this makes them  Discuss the importance of voting in a democracy. feel. Before they get a chance to vote, put the date 1920 on the board and hand out the strips of paper to the girls as well. Before they get a chance to vote, remove all the strips of paper again and apologize, stating you thought they were 18 years old and old enough to vote. (TEKS 5.19A, 5.26C)  Explain that the right to vote is a privilege. That it used to be not everyone was able to vote. Also explain that we live in a democracy, where the people select who their leaders will be. Also explain that it is part of our civic duty, being a good citizen, to vote when elections are held. Briefly let them know about the amendments (Amendment 15, Amendment 19, & Amendment 26) in the U.S. Constitution (which they will learn about in detail next month) that provide the right to vote to various groups. (TEKS 5.19A, 5.21D)

Day 4: Guided Practice  View as a class (overhead or LCD projector) or provide copies of the “Levels of  Create a Venn diagram comparing and contrasting state and national National Government” chart (see resources). Have the students create a Venn governments. diagram in their journal. As a class, discuss the chart showing the differences between the levels. Also, brainstorm what state and national governments have in common. Complete the Venn diagram.  Guide students to create the Venn diagram in their social studies interactive  Write a summary explaining the difference in the responsibilities of a state journal and have students write a summary explaining the difference in the governor and President of the United States. responsibilities of a state governor and the President of the United States. (TEKS 5.17C, 5.25B)

Day 5: Guided Practice/ Independent Practice  Get an overview of the process of how the president is elected.  Guide students to also prepare for a mock election for state governor, preparing ballot boxes, election ballots, campaign banners for tomorrow’s election of state  Prepare for a mock election for state governor, preparing ballot boxes, election governor. ballots, campaign banners for tomorrow’s election of state governor

Day 6: Texas State Governor Election today, November 2nd  Today is also Day of the Dead (día de los muertos) – The Day of the Dead or All Soul’s Day is a holiday celebrated in Mexico and by Latin Americans living  Discuss día de los muertos. in the United States and Canada. The holiday focuses on gatherings of family and friends to pray for and remember friends and family members who have died.  Participate in a mock election with the class or the entire 4th grade class. Tell students that this is part of a person’s culture. Ask students how and if their families celebrate this day.  Orally explain why it is important for all citizens to vote in every election.

 Guide students to participate in a mock election in the classroom and/or with the entire 4th grade classes. Graph results.  Have students orally explain why it is important for all citizens to vote in every election.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Day 7:  In their social studies interactive journals, have the students make a list of all  List the characteristics a perfect governor would have. the characteristics (character traits) they feel a good state governor should have. They should also explain why each trait is important. Have them illustrate the  Explain what the responsibilities of a state governor are with a partner. perfect governor, labeling if necessary. If time allows, discuss leaders the students feel have(had) good traits and others who have(had) poor traits. (TEKS  Discuss what a state governor could do to improve the state. 5.20B, 5.25B, 5.26D) Days 8 and 9:  Write a paragraph beginning with: If I were the governor of Texas I would. . .  Ask students what they think a governor of a state does. Write responses on the board or chart paper. Discuss the responsibilities and then have students pair  Have the paragraph edited and then rewrite it. share what they might do to improve the state of Texas.  Guide students to begin with the following stem: If I were the governor of  Read the paragraph orally to the class. Texas I would. . . .  Have students write their paragraph, have the paragraph edited and then rewrite the paragraph. Allow students to orally read their paragraph to the class. DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives Addressed in this Lesson  Pair students with students who have strong reading/research skills. Content Objective:  Students will identify and explain the three branches of government and What do you do for students who master the learning quickly? distinguish between national and state government responsibilities.  Have a collection of recent newspapers and magazines available. (check with the Language Objective: library) Guide the students go on an Election Scavenger Hunt. Students may tally  Students write about the state governor and his responsibilities using newly the number of times they see articles or pictures of Rick Perry and Kay Bailey acquired vocabulary. Hutchinson. College Readiness Objectives Addressed in this Lesson  Have the student(s) write a letter to the current governor, Rick Perry telling him what  Evaluate different governmental systems and functions when learning about state they expect him to do to improve Texas before the end of his term. Have the government and election of a governor. (I.C.1) students go online to see how to contact Governor Rick Perry. (TEKS 5.19A)  Evaluate changes in the functions and structures of government across time. (I.C.2)  Gather, organize, and display the results of data and research. (IV.B.3)  Engage in scholarly inquiry and dialogue about governor elections. (I.A.1)  Persevere to complete and master tasks related to elections. (I.D.4)  Work collaboratively when working on projects related to governor elections. (I.E.2)  Use effective prereading strategies related to elections in Texas. (II.A.1)  Use a variety of strategies to understand the meanings of new words. (II.A.2) Write clearly and coherently using standard writing convention when writing about elections. (II.B1)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Vocabulary: TAKS Vocabulary: Resources:  democracy (democracia)  analyze  judge Suggested Literature:  vote (voto)  answer  justify The True Story of the Three Little Pigs-Jon Scieszka  election (elección)  apply  identify Vote! -Eileen Christelow  electoral collage (colegio  arrange  infer Political Elections (Cartoon Nation series) (Cartoon Nation) -Davis Miller electoral)  classify  interpret Other Resources:  inauguration (inauguración)  check  invent DVD School House Rock “I’m Gonna Send Your Vote to College”  candidate (candidato)  choose  list Levels of Government chart:  platform (declaración de  combine  locate http://www.educationworld.com/tools_templates/Final_template_set2_levels.doc principios)  compare  map  amendment (enmienda)  complete  measure Internet Resources:  conclude  organize Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  construct  paraphrase Tutorial for History Alive! http://tutorial.teachtci.com/  contrast  plan Rubi Star for Creating Rubrics  define  predict Facts on File http://www.fofweb.com/subscription  demonstrate  prepare Britannica Online http://school.eb.com  describe  present http://spanish.eb.com  design  prioritize World Book http://www.worldbookonline.com  develop  produce TeachingBooks net Sharing the Spirit of Books and Reading  distinguish  propose http://teachingbooks.net/home/  draw  prove Power Media Plus http://www.powermediaplus.com EBSCO http://search.epnet.com  estimate  rank How the President is Elected:  explain  select http://www.enchantedlearning.com/vote/presidential_elections.shtml  evaluate  sequence Campaign timeline:  find  solve http://www.educationworld.com/tools_templates/FINAL_template_set2_campaign_timelin  gather  summarize e.doc  generalize  support Information on Presidents: http://www.factmonster.com/ipka/A0194030.html  give examples  use Electoral Map: http://www.educationworld.com/tools_templates/FINAL_template_set2_electoral_colleg e_map.doc Blank U.S. map: http://www.50states.com/maps/usamap.htm Virtual Tour of White House: http://www.whitehouse.gov/WH/Welcome.html Presidential Order of Succession: http://www.educationworld.com/tools_templates/Final_template_set2_succession.doc Information on Presidents (more advanced) http://www.potus.com/ Evidence of Learning (Summative Assessment) College-Readiness Formative Mini Assessment TAKS Benchmark Anticipated Skills for SAT/ACT/College Board The governor of Texas is______. Each state has one main leader. This leader is a ______.

A appointed by the President A president B appointed by the Attorney General B governor C elected by the people of Texas C mayor D elected by all of the people in the United States. D principal

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Fifth Grade Unit of Study: The American Revolution Second Grading Period – Unit 5 CURRICULUM OVERVIEW Enduring Understandings (Big Ideas) Unit Rationale Even though most of the colonists did not want to fight, they found themselves at  Less than 1/3 of the colonists actually wanted to go to war with Britain. war with the much more powerful British. Many famous people, quotes and events  Colonists divided into Patriots (wanting freedom), Loyalists (people loyal to the came from this time period in American history. Ultimately, the colonists gained King), and Neutralists (did not want to take sides). their independence from Britain.  A great many people made an impact during the American Revolution.  The Declaration of Independence was written, stating the colonists’ freedom from Lessons in this Unit Britain.  Lesson 1 – Major Events of the Revolution (5 days)  Signers of the Declaration of Independence did so at the risk of losing their lives.  Lesson 2 – The Revolution (5 days)  Even though the British had a great advantage, the American Revolution lasted  Lesson 3 – Declaring Independence (5 days) many years.  Lesson 4 – War With Britain (5 days)  The Battle at Yorktown and the signing of the Treaty of Paris ended the American Revolution. □ Essential Questions Guiding Questions Guide students to justify their responses to the following questions:  What is a revolution?  What were the major events of the revolution?  For what reasons should people start a revolution?  Why was there a revolution?  What were some of the problems during the revolution?  Should independence be important to people?  Who were the Patriots and the Loyalists?  Why do people begin revolutions?  For what reasons should people go to war?  Who were the major people in the American Revolution? What did they do?  What were the major events in the American Revolution?  What does it mean to be independent?  What was the significance of the Declaration of Independence?  How does Declaration of Independence affect life today?  What were the major battles of the Revolutionary War?  What were some of the turning points of the war?  Who were the major people in the war?  What role did women play in the Revolutionary War? TEKS TEKS Specificity - Intended Outcome

TEKS 5.2 History ” I CAN” statements highlighted in yellow and italicized should be A. Identify the contributions of significant individuals during the revolutionary displayed for students. period, including Thomas Jefferson and George Washington. B. Analyze the causes and effects of events prior to and during the American Revolution I can: such as the Boston Tea Party and  identify significant individuals and their contributions during the Revolutionary C. Summarize the results of the American Revolution including the establishment of the War. United States and the origins of U.S. military institutions.  Analyze the causes and effects during the American Revolution.  Summarize the results of the American Revolution including the establishment of the United States and the origins of U.S. military institutions. SAISD © 2010-11 – Second Grading Period Social Studies Fifth Grade Page 7 of 40

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as PowerStandards. Courseeligibleskillsas of (EOC) level. and grade All knowledge identified End are each assessments at – Period©2010-11Grading Second SAISD

   5.27SocialStudiesSkills TEKS 5.26SocialStudiesSkills TEKS Sk ill 5.25SocialStudiesSkills TEKS s 5.18Citizenship TEKS 5.16Government TEKS C on c ep ts 5.6Geography TEKS 5.3History TEKS Power StandardsPower A. D. C. B. A. C. B. A. D. B. B. A. A. A. Use a problem-solving process to identify a problem gatherinformation, processtoidentifyaproblem Useaproblem-solving reports,graphic materialsuchasjournal entries, Createwritten andvisual onresearchand experience. Expressideasorally based verbalandwritten communication. supportingideasin Incorporatemain and correctly. Usesocialstudiesterminology visuals reports,databases,and information inoutlines, Organize andinterpret identifying cause-and-effect sequencing,categorizing, Analyze informationby attainment. buildconcept andlanguage andwriting activitiesthat meaningful ways inspeaking ELPS 1E vocabulary. toacquirebasicandgrade-level contrasting,andreviewing memorizing, comparing, ELPS 1C English. ELPS 1A implement a solution, and evaluate the effectiveness of thesolution. andevaluatetheeffectiveness implement asolution, chooseand anddisadvantages, consideradvantages list andconsideroptions, charts, including graphs, conclusions. drawing inferences and andpredictions, making generalizations, mainidea,summarizing, contrasting,findingthe relationships, comparing, StatesandTexas. abouttheUnited artifacts toacquireinformation andvisualmaterial; biographies,oral,print, computer software;interviews, suchasrawdatatographs dataintoavarietyofformats Translate geographic U.S.Constitution. ledtothecreationof Summarize theeventsthat James MadisonandRoger of individualsincluding Identifythecontributions Differentiate between, locate, and use primary and secondary sources such as secondarysourcessuch locate,anduseprimary and Differentiate between, Identify the purposes and explain the importance of the Declarationof theimportance ofthe thepurposesandexplain Identify maps. and and gridsystems, legends,symbols, scales, toolsincluding Apply geographic organizers, andoutlines. organizers, Memorial Day, Labor Day, andColumbus Day.Memorial Day, LaborDay, andinterpretmaps. compass rosestoconstruct createtheU.S.Constitution. Sherman who helped Describe the origins and significance of national celebrationssuchas significanceofnational Describe theoriginsand Independence. – Internalize new basic and academic language by using and reusing itin byusingandreusing andacademic language –Internalize new basic - Use strategic learning techniques such as concept mapping,drawing, techniquessuchas concept -Usestrategiclearning meaningsin andexperiencestounderstand -Usepriorknowledge represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the successfullyrequired to be mastered success inschool must need beyond. Power Standards andfor knowledge and essential high students skills represent the

ELPS Student ExpectationsStudent ELPS timelines , and maps. , and Social Studies Fifth Grade Social Fifth Studies                    Summarize the events that lead to the creationoftheU.S.Constitution. theeventsthatleadto Summarize andRoger includingJamesMadison thecontributionsofindividuals Identify Summarize theresultsofAmericanRevolution. Summarize andmaps. graphs to avarietyofformatssuchasrawdata geographicdatainto Translate maps. rosestoconstructandinterpret compass and gridsystems,legends,symbols,scales toolsincluding Apply geographic U.S.Constitution. whohelpedcreatethe Sherman language attainment. language and writing activitiesthatbuildconcept ways in speaking and meaningful andreusingitina languageby using new basic andacademic Internalize vocabulary.grade-level and reviewing toacquirebasic comparing contrasting,and memorizing, drawing, suchasconceptmapping, learningtechniques Use strategic Revolution. American andinwriting aboutthe knowledge toexplainorally Use prior problem-solvingprocess. Use the andoutlines. organizers journalentries,reports,graphic writtenandvisualmaterialsuch Create studiesterminologycorrectly. Use social visuals. informationintotimelinesand Organize andmaps. informationinreports,graphs Organize conclusions. and anddrawinginferences generalizations,andpredictions, making summarizing, findingthemainidea, comparing/contrasting, relationships, causeandeffect categorizing, identifying informationbysequencing, Analyze Revolution. the American majoreventsof compareandcontrast categorize,sequence,and Summarize, anduseprimarysources. Differentiate the4 whythecountrycelebrates Understand workingontheU.S.Constitution. before Independence partintheDeclarationof thatRogerShermantook Recognize Independence. oftheDeclaration thepurposeandimportance Identify ELPS – Specify ELPS– Intended Outcomes– th ofJuly. Page Page 8 of of 40  ELPS 2I - Demonstrate listening comprehension of increasingly complex spoken  Demonstrate listening comprehension complex spoken English by following English by following directions, retelling or summarizing spoken messages, directions, retelling or summarizing spoken messages, responding to responding to questions and requests, collaborating with peers, and taking notes questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. commensurate with content and grade-level needs.  ELPS 3D - Speak using grade-level content area vocabulary in context to internalize  Speak using grade-level content area vocabulary in context to internalize new new English words and build academic language proficiency. English words and build academic language proficiency.  ELPS 3E – Share information in cooperative learning interactions.  Share information in cooperative learning interactions.  ELPS 3J - Respond orally to information presented in a wide variety of print,  Respond orally to information about declaring independence when presented electronic, audio, and visual media to build and reinforce concept and language through visuals in posters, literature selections, photographs, and magazines attainment. to build and reinforce concept and language attainment.  ELPS 4 D - Use pre-reading supports such as graphic organizers, illustrations, and  Use pre-reading supports such as graphic organizers, illustrations and pre- pre-taught topic-related vocabulary and other pre-reading activities to enhance taught vocabulary related to citizenship to enhance comprehension of written comprehension of written text. text about the American Revolution.  ELPS 4F - Use visual and contextual support and support from peers and teachers  Use visuals, contextual support, develop vocabulary, grasp language to read grade-appropriate content area text, enhance and confirm understandings, structures, and background knowledge needed to comprehend increasingly and develop vocabulary, grasp of language structures, and background knowledge challenging language related to the American Revolution. needed to comprehend increasingly challenging language.  Demonstrate comprehension of increasingly complex English by participating  ELPS 4G – Demonstrate comprehension of increasingly complex English by in shared reading, retelling or summarizing material, responding to questions, participating in shared reading, retelling or summarizing material, responding to and taking note commensurate with content area and grade level needs. questions, and taking note commensurate with content area and grade level needs. College Readiness Student Expectations College Readiness – Intended Outcomes Social Studies Standard  Analyze the interaction between human communities and the environment  I.A.2: Analyze the interaction between human communities and the environment. when learning about the major events of the American Revolution. (I.A.2)  I.A.3: Analyze how physical and cultural processes shaped communities over time.  Analyze how physical and cultural processes shaped communities over time  I.A.6: Analyze the relationship between geography and the development of human when learning about the American Revolution. (I.A.3.) communities.  Analyze the relationship between geography and the development of human  I.E.4: Identify and evaluate the sources and consequences of social conflict. communities when learning about war with Britain. (I.A.6)  Identify and evaluate the sources and consequences of social conflict. (I.E.4) Cross Curricular Standards  Engage in scholarly inquiry and dialogue about the American Revolution.  I.A.1: Engage in scholarly inquiry and dialogue. (I.A.1)  I.D.4: Persevere to complete and master tasks.  Persevere to complete and master tasks related to American Revolution. (D.4)  I.E.2: Work collaboratively.  Work collaboratively when working on projects related to the American  II.A.1: Use effective prereading strategies. Revolution. (I.E.2)  II.A.2: Use a variety of strategies to understand the meanings of new words.  Use effective prereading strategies related to the American Revolution. (II.A.1)  II.B.1: Write clearly and coherently using standard writing conventions.  Use a variety of strategies to understand the meanings of new words. (II.A.2)  Write clearly and coherently using standard writing convention when writing about the American Revolution. (II.B1) Evidence of Learning (Summative Evaluation)  Given different aspects of the American Revolution, students will complete a layered-look booklet with 80% accuracy.  Given a T-chart, students will categorize famous people as either Patriots or Loyalists with 80% accuracy.  Given the on primary documents/artifacts Reading Notes, students will complete it with 80% accuracy.  Given the major events and battles of the Revolutionary War, students will summarize, sequence, and illustrate them with 80% accuracy.  At the end of the unit, the students will be able to reflect and respond to the Essential Questions with 80% accuracy.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Fifth Grade Lesson 1: Major Events of the Revolution Second Nine Weeks - Unit 5 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  What is a revolution?  Vocabulary: quotes, revolt (4)  What were the major events of the revolution?  Understand how people and events influence history. (3-4)  Why was there a revolution?  What were some of the problems during the revolution?  Who were the Patriots and the Loyalists? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

I can: Day 1: Activating Prior Knowledge  Guide students look at the picture and the question on page 259 in the social  look at the picture on page 259 in the social studies textbook. studies textbook. Ask students to work in pairs (Pair/Share strategy) to orally  answer the question, What do people believe is worth fighting for? explain what they see in the picture and to answer the question on the page, What do people believe is worth fighting for? Give students a couple of minutes to share  respond to the above question and write the responses on the board. their responses with each other. Ask for student responses and write the responses  choose the best reason from the list. (TEKS 5.26C) on the board or overhead.  Have the class choose the best reason from the list. (TEKS 5.26C)

Hook Activity  Guide students to work in cooperative groups of 5. Have students create a 2  work in cooperative groups of 5 and create a 2 minute commercial explaining minute commercial explaining why they would start a revolution. Allow students to why we would start a revolution. perform.  perform the 2 minute commercial explaining why we would start a revolution.  work in cooperative groups of 5.  participate in a mock election for Texas governor today.  Read page 265 orally to students. After reading ask students to do a  complete a Quickwrite after reading page 265 in the social studies textbook. Quickwrite.  read page 265 using the Poem for Two Voices strategy (assigning the A and Give students one minute to write about what they heard in the read aloud. Bs to the lines in the textbook). Students can also apply the Poem for Two Voices strategy to read page 265.  share the Quickwrite with the class. (5.26C)  Ask students to share what they wrote. (TEKS 5.26C)  participate in one of the groups of 7 to create a large construction paper meaning and illustration for a word wall.

Day 2:  work with a group to determine the meaning of the group’s word, an illustration  Divide the class into 7 groups. Each group will take one of the day’s of the word.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. vocabulary words. Students will use a large sheet of construction paper to complete  act out the meaning of the word. this activity. Have each group define the word, write the meaning of the word in the group’s own words, illustrate the word and then act out the word for the class. The  place the word on a word wall. words include the following: protest, revolution, repealed, struggle, independence, defeat, and loyal. These words are all in the time line which will be created today. Upon completion of the activity, place these words on a word wall and continue to revisit the words, using the words when writing in a social studies student interactive  create a class time line (individually or in pairs). notebook. Day 3: Guided Practice  use the social studies textbook to look for pictures and information about the  Guide students to create a class time line with the following. Depending on the event. size of the class either give each student an event or pair students. Give each student one sheet of 11X 18 sheet of white construction paper. Students should use their social studies textbook to look at pictures and read text about the event.  participate in a kinesthetic activity by holding up the events in order. 1763 – French and Indian War ends 1765 – Colonists protest British laws; 1765- Stamp Act Passed 1766 – Stamp Act repealed 1767 – Townshend Acts passed  discuss the causes and effects of the events on the time line. 1770 - Boston Massacre – First colonists die in struggle against British 1773 – Boston Tea Party 1775 – Fighting begins; Paul Revere’s Ride- April 18; Battles of Lexington & Concord- April 19; Battle of Bunker Hill – June 17; Congress chooses Washington to command the American army - June 1776 – Colonies declare independence; Stamp Act Passed; Thomas Paine  refer to the time line events daily. publishes Common Sense - January; Congress approves the Declaration of Independence – July 4 1777 – Americans defeat British at Saratoga 1777-1778 – Continental army suffers through winter at Valley Forge 1778 – France joins the war against Britain 1781 – Americans defeat British at Yorktown 1783 – United States wins the war and its independence; Treaty of Paris ends the American Revolution (TEKS 5.26A, 5.26D)

 Once students have completed their time line, have them hold up their visual and stand in the correct order of the events. Ask students to discuss the sequence as they present the events. Have students discuss cause/effects. This time line should be posted for students to refer to daily.

 read and discuss pages 113 and 114 in the History Alive! textbook.

Day 4:  Read and discuss pages 113 & 114 in the History Alive! textbook. On the flaps  read and discuss pages 287-291 in the social studies textbook about Paul titled Loyalist and Patriots, have the students summarize who (type of person or Revere and the first battles of the American Revolution. actual name) would be a Patriot or Loyalist, as well as what belief(s) each would  summarize the battlers in a layered foldable. have. (TEKS 5.2A, 5.2B, 5.26A, 5.26D)  orally explain the foldable to 3 students. SAISD © 2010-11 – Second Grading Period Social Studies Fifth Grade Page 11 of 40

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Day 5: Independent Practice  Read and/or discuss pages 287-291 in the Scott Foresman text about Paul Revere and the first battles of the American Revolution. Have the students summarize the battles in their layered-look booklet.  Guide students to orally explain their booklets to 3 other students. (TEKS 5.2A, 5.2B, 5.25B, 5.26A, 5.26D)

DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives Addressed in this Lesson  Have the student(s) draw a picture of each vocabulary word. Students should Content Objective: include their own definition of the word and an example/non-example of the word  Students will analyze the causes and effects of events prior and during the using the Frayer Model. Students can use large index cards for their vocabulary American Revolution. words and collect these to place in a Word Bank and use for reference.  Pair them up with students with strong reading/writing skills. Language Objective:  Students will share in cooperative groups reasons they would start a revolution. What do you do for students who master the learning quickly? College Readiness Objectives Addressed in this Lesson  Have students locate Henry Wadsworth Longfellow’s poem, Paul Revere’s  Analyze the interaction between human communities and the environment when Ride. Have them illustrate each stanza of the poem in a cartoon panel, creating a learning about the major events of the American Revolution. (I.A.2) cartoon version of the poem.  Analyze how physical and cultural processes shaped communities over time when  The student(s) can not only classify whether a person is a Patriot or Loyalist, learning about the events that led to the American Revolution. (I.A.3.) but can also write a brief description of who that person was.  Analyze the relationship between geography and the development of human communities when learning about the major events of the American Revolution. (I.A.6)  Identify and evaluate the sources and consequences of social conflict. (I.E.4)  Engage in scholarly inquiry and dialogue about the major events in the American Revolution. (I.A.1)  Persevere to complete and master tasks related to the major events in the American Revolution. (I.D.4)  Work collaboratively when working on projects related to the American Revolution. (I.E.2)  Use effective prereading strategies related to the major events in the American revolution. (II.A.1)  Use a variety of strategies to understand the meanings of new words. (II.A.2)  Write clearly and coherently using standard writing conventions when writing about the American Revolution. (II.B1) Vocabulary: TAKS Vocabulary: Resources:  protest (protestar)  analyze  judge Scott Foresman Social Studies Textbook - The United States/Estados Unidos  revolution (revolución)  answer  justify (pages 287-291)  repeal (revocar)  apply  identify History Alive! Americas Past (pages 113 & 114)  independence  arrange  infer Suggested Literature: SAISD © 2010-11 – Second Grading Period Social Studies Fifth Grade Page 12 of 40

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. (independencia)  classify  interpret American Revolution (DK)  defeat (derrotar)  check  invent The American Revolution for Kids- Janis Herbert (Chicago Review Press)  loyal (leal)  choose  list ….If You Lived at the Time of the American Revolution- Kay Moore (Scholastic)  combine  locate Kids Discover Magazine American Revolution (http://www.kidsdiscover.com/)  compare  map Let it Begin Here- Lexington & Concord -Dennis Brindell Fradin (Scholastic)  complete  measure Liberty, How the Revolutionary War Began- Lucille Recht Penner (Random House) George Washington’s Socks- Elvira Woodruff  conclude  organize  construct  paraphrase Internet Resources:  contrast  plan Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  define  predict Tutorial for History Alive! http://tutorial.teachtci.com/  demonstrate  prepare Rubi Star for Creating Rubrics  describe  present Facts on File http://www.fofweb.com/subscription  design  prioritize Britannica Online http://school.eb.com  develop  produce http://spanish.eb.com  distinguish  propose World Book http://www.worldbookonline.com  draw  prove TeachingBooks net Sharing the Spirit of Books and Reading  estimate  rank http://teachingbooks.net/home/  explain  select Power Media Plus http://www.powermediaplus.com  evaluate  sequence EBSCO http://search.epnet.com  find  solve http://www.educationworld.com/tools_templates/Final_template_set2_levels.doc  gather  summarize How the President is Elected: http://www.enchantedlearning.com/vote/presidential_elections.shtml  generalize  support Campaign timeline:  give  use http://www.educationworld.com/tools_templates/FINAL_template_set2_campaign_timelin examples e.doc Information on Presidents: http://www.factmonster.com/ipka/A0194030.html Electoral Map: http://www.educationworld.com/tools_templates/FINAL_template_set2_electoral_colleg e_map.doc Blank U.S. map: http://www.50states.com/maps/usamap.htm Virtual Tour of White House: http://www.whitehouse.gov/WH/Welcome.html Presidential Order of Succession: http://www.educationworld.com/tools_templates/Final_template_set2_succession.doc Information on Presidents (more advanced) http://www.potus.com/ DVD School House Rock! “The Shot Heard ‘Round the World”, “No More Kings” (Disney) DVD The Revolution (The History Channel) Tutorial for History Alive! http://tutorial.teachtci.com/ Archive of information http://www.earlyamerica.com/ Evidence of Learning (Summative Assessment) College-Readiness Formative Mini Assessments TAKS Benchmark Anticipated Skills for SAT/ACT/College Board The battles of the revolution began with the — What would a Patriot believe?

A Battles of Lexington and Concord. A The colonies should form their own country. B Paul Revere’s Ride. B King George III is doing what is necessary for the colonies. C Bunker Hill. C It is important to pay a lot of taxes. SAISD © 2010-11 – Second Grading Period Social Studies Fifth Grade Page 13 of 40

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. D Boston Tea Party. D The colonies should remain part of Britain. Social Studies – Fifth Grade Second Nine Weeks - Unit 5 Lesson 2: The Revolution Begins CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  Why do people begin revolutions?  Vocabulary: quotes, revolt (4)  Who were the major people in the American Revolution? What did they do?  Understand how people and events influence history. (3-4)  What were the major events in the American Revolution?

The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

Day 1: Activating Prior Knowledge I can:  Tell students, “List the following famous quotes in your journal. Write what you think each quote means next to it.” Write the quotes on the board: “The British are  Discuss famous quotes and their origins. coming, the British are coming”, “It was the shot heard ‘round the world”, “One if by land, two if by sea”, “Don’t shoot until you see the whites of their eyes”, “I only regret  Understand how colonists had to choose sides as the revolution began to that I have but one life to lose for my country”. Determine if any of the students intensify. know or have heard of these phrases. Tell students that they are all famous quotes from the American Revolution. Ask students what they think is a revolution. Tell  Discuss what a revolution is and why students might start a revolution in students the meaning of a revolution and ask them to pair share and discuss for school. what reasons students might start a revolution in school. (TEKS 5.26C)  Discuss events that might cause a revolution. Hook  Listen to a memo that the principal wrote about not having any desks and  Tell students that the principal sent out a memo explaining that the fifth grade having to stand or sit for a week. classes would not be able to use chairs in the room for the entire week. Students will have to work on the floor because the desks are going to be refinished and  Express opinions and feelings about this memo with each other and the repaired. Students will have to stand in rows. Pretend to read a memo from the teacher. principal. Wait to get student responses about the memo and allow students express their feelings and emotions about this memo. Once students have  Explain whether or not this is work starting a revolution and explain whether or expressed their opinions, ask students how they felt. Ask students if they would start not it is worth starting a revolution. a revolution about these events. Explain why or why not. Have students discuss the consequences of a school revolution.  Discuss the consequences of a possible revolution in school.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Day2:  Compare and contrast Loyalists and Patriots in the layered-look booklet. Guided Practice  Have the students use three sheets of copy paper to make a layered-look book. (See link). Title it American Revolution. Label the first tab “Loyalists”, the second  Summarize the first battles of the American Revolution in the layered-look tab “Patriots”, the third tab, “Lexington & Concord”, the fourth tab “Bunker Hill”, booklet. and the last tab “Vocabulary”.  In the last section, titled vocabulary, have the students list the vocabulary for  Complete a T-chart categorizing people into Loyalists or Patriots. this lesson. As a class, create kid friendly definitions by looking in the glossary and  putting the definitions into kid friendly words. Write these definitions into the booklet. (TEKS 5.26A, 5.26D)

 Read and discuss pages 113 & 114 in the History Alive! textbook. On the flaps titled Loyalist and Patriots, have the students summarize who (type of person or actual name) would be a Patriot or Loyalist, as well as what belief(s) each would  Read and discuss pages 113 and 114 in the History Alive! textbook and have. (TEKS 5.2A, 5.2B, 5.26A, 5.26D) summarize information about the Loyalists and Patriots.  Days 3 and 4:  Summarize the battles of the American Revolution in a layered book Independent Practice  Read and/or discuss pages 287-291 in the Scott Foresman text about Paul Revere and the first battles of the American Revolution. Have the students summarize the battles in their layered-look booklet.  Guide students to orally explain their booklets to 3 other students. (TEKS 5.2A,  Create a layered-look book. 5.2B, 5.25B, 5.26A, 5.26D)

Day 5: Extension  Have the students create a T-chart in their social studies interactive journal. Provide the students with this list of people (mix them up first) and have them divide  Create a T-chart in a social studies interactive notebook to name the people the people into two groups, Patriots and Loyalists. Students will need to use their who where Loyalists and Patriots. History Alive! chapter 12 and/or textbook pages 287-291 to locate information. Patriots: Paul Revere, Benjamin Franklin, Mercy Otis Warren, Samuel Adams, John Hancock, William Dawes, Samuel Prescott, Nathanael Greene. Loyalists: Thomas Hutchinson, Jonathan Boucher, Lord Dunmore, General Gage, Major John Pitcairn. (TEKS 5.2A, 5.26D)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives Addressed in this Lesson  Have the student(s) draw a picture of each vocabulary word, as well as the kid Content Objective: friendly definition.  Students will analyze the causes and effects prior to and during the American  Pair them up with students with strong reading/writing skills. Revolution and summarize the results of the American Revolution.

What do you do for students who master the learning quickly? Language Objective:  Have students locate Henry Wadsworth Longfellow’s poem, Paul Revere’s  Students will express opinions, ideas and feelings about the American Revolution. Ride. Have them illustrate each stanza of the poem in a cartoon panel, creating a cartoon version of the poem. College Readiness Objectives Addressed in this Lesson  The student(s) can not only classify whether a person is a Patriot or Loyalist,  Analyze the interaction between human communities and the environment when but can also write a brief description of who that person was. learning about the major events of the American Revolution. (I.A.2)  Analyze how physical and cultural processes shaped communities over time when learning about the American Revolution. (I.A.3.)  Analyze the relationship between geography and the development of human communities when learning about war with Britain. (I.A.6)  Identify and evaluate the sources and consequences of social conflict. (I.E.4)  Engage in scholarly inquiry and dialogue about the American Revolution. (I.A.1)  Persevere to complete and master tasks related to American Revolution. (D.4)  Work collaboratively when working on projects related to the American Revolution. (I.E.2)  Use effective prereading strategies related to the American Revolution. (II.A.1)  Use a variety of strategies to understand the meanings of new words. (II.A.2)  Write clearly and coherently using standard writing convention when writing about the American Revolution. (II.B1)

Vocabulary: TAKS Vocabulary: Resources:  American Revolution  analyze  judge Scott Foresman Social Studies Textbook - The United States/Estados Unidos (Guerra  answer  justify (pages 287-291) de Independencia)  apply  identify History Alive! Americas Past (pages 113 & 114)  Loyalists (leales al rey)  arrange  infer  Patriots (patriotas)  classify  interpret Suggested Literature:  neutral (neutral)  check  invent American Revolution (DK) The American Revolution for Kids- Janis Herbert (Chicago Review Press)  Continental Army  choose  list ….If You Lived at the Time of the American Revolution- Kay Moore (Scholastic) (Erjecito Continental)  combine  locate  minutemen (milicianos) Kids Discover Magazine American Revolution (http://www.kidsdiscover.com/)  compare  map Let it Begin Here- Lexington & Concord -Dennis Brindell Fradin (Scholastic)  Lexington & Concord  complete  measure Liberty, How the Revolutionary War Began- Lucille Recht Penner (Random House) (Lexington & Concord)  conclude  organize George Washington’s Socks- Elvira Woodruff  militia (milicias)  construct  paraphrase  Bunker Hill (Bunker Hill)  contrast  plan Internet Resources:  define  predict Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  demonstrate  prepare DVD School House Rock! “The Shot Heard ‘Round the World”, “No More Kings”  describe  present (Disney)  design  prioritize DVD The Revolution (The History Channel)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  develop  produce Tutorial for History Alive! http://tutorial.teachtci.com/  distinguish  propose Archive of information http://www.earlyamerica.com/ studies website:  draw  prove http://www.saisd.net/ADMIN/curric/SStudies/index.html  estimate  rank Tutorial for History Alive! http://tutorial.teachtci.com/  explain  select Rubi Star for Creating Rubrics  evaluate  sequence Facts on File http://www.fofweb.com/subscription Britannica Online http://school.eb.com  find  solve http://spanish.eb.com  gather  summarize World Book http://www.worldbookonline.com  generalize  support TeachingBooks net Sharing the Spirit of Books and Reading  give examples  use http://teachingbooks.net/home/ Power Media Plus http://www.powermediaplus.com EBSCO http://search.epnet.com http://www.educationworld.com/tools_templates/Final_template_set2_levels.doc How the President is Elected: http://www.enchantedlearning.com/vote/presidential_elections.shtml Campaign timeline: http://www.educationworld.com/tools_templates/FINAL_template_set2_campaign_timelin e.doc Information on Presidents: http://www.factmonster.com/ipka/A0194030.html Electoral Map: http://www.educationworld.com/tools_templates/FINAL_template_set2_electoral_colleg e_map.doc Blank U.S. map: http://www.50states.com/maps/usamap.htm Virtual Tour of White House: http://www.whitehouse.gov/WH/Welcome.html Presidential Order of Succession: http://www.educationworld.com/tools_templates/Final_template_set2_succession.doc Information on Presidents (more advanced) http://www.potus.com/ Archive of information http://www.earlyamerica.com/

Evidence of Learning (Summative Assessment) College-Readiness Formative Mini Assessments TAKS Benchmarks Anticipated Skills for SAT/ACT/College Board The American Revolution was a war that Americans What would a Patriot believe? fought for — A The colonies should form their own country. A independence B King George III is doing what is necessary for the B slavery colonies. C only religion C It is important to pay a lot of taxes. D other countries D The colonies should remain part of Britain.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Fifth Grade Second Nine Weeks - Unit 5 Lesson 3: Declaring Independence CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills

 What does it mean to be independent?  Vocabulary: declare, independent, primary, secondary (3-4)  What was the significance of the Declaration of Independence?  Understand how people and events influence history. (3-4)  How does Declaration of Independence affect life today?  Explain important celebrations that represent America. (1-2)

The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

Day 1: Activating Prior Knowledge I can:  Write the word “declaration” on the board. Ask the students if anyone knows  Dissect the meaning of the words declaration and independence. what the word means. Point out that they may have heard of declarative sentences  Understand that the American colonies declared independence from Britain in (sentences that make a statement). Also point out the root word is “declare” and the July 1776. suffix –“tion” means in the act of. They need to understand that a declaration is literally the act of making a statement about something.  Put the word “independence” on the board. Point out independent is the root word. Discuss its meaning. Have the students put the two together to discuss the meaning of the Declaration of Independence. Explain that in this lesson, they will be  Illustrate freedom and independence. learning exactly what the Declaration of Independence was about.  Show students a poster of the Declaration of the Independence.  Tell students that the American colonies declared independence from Britain in July 1776.  Review difference between primary and secondary sources.

Hook Activity  “What does freedom and independence look like? In your journal, draw what you think freedom and/or independence look like to you.” Have the students share their drawing(s) with a partner. (TEKS 5.25C)  Complete Reading Notes on the Second Continental Congress.

Day 2:  Complete Reading Notes on Common Sense. Guided Practice  Explain that a primary document is information directly from the source. (Scott Foresman pgs. 284-285) Also mention a secondary source is written from someone  Complete Reading Notes on the writing of the Declaration of Independence. who was told the information or read it elsewhere. They were not there to see it firsthand. (TEKS 5.25A)  Provide each student a copy of the Reading Notes from History Alive! Chapter

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. 12. Explain they will be going on a historical artifact hunt. They will be analyzing some primary documents and creating some pretend ones as well.  Read and discuss the Second Continental Congress on pages 123-124 in History Alive! (or Scott Foresman page 297). Have the students complete 12.2 in  Complete Reading Notes on the signing of the Declaration of Independence. the Reading Notes. (TEKS 5.2B, 5.25A, 5.26B, 5.26D)

Day 3:  Digitally sign the Declaration of Independence that includes the famous Guided Practice/Independent Practice signers.  Read and discuss Common Sense in History Alive! page 125 (or Scott  Explain how the Declaration of Independence affects life today. Foresman page 298). Have the students complete 12.3 in the Reading Notes. (TEKS 5.2A, 5.2B, 5.26A, 5.26D)  Read and discuss the Writing of the Declaration of Independence on page 126 in History Alive! (or Scott Foresman page 298) Have the students complete 12.4 in the Reading Notes.  Analyze excerpts from the Declaration of Independence and complete the  Explain how the Declaration of Independence affects life today. (TEKS 5.2A, Reading Notes. 5.2B, 5.3A, 5.16A, 5.26B, 5.26D)

Day 4: Guided Practice/Independent Practice  Read and discuss the signing of the Declaration of Independence on page 127 in History Alive! (or Scott Foresman page 299). Have the students complete 12.5 in the Reading Notes. Point out that this is the reason the country celebrates the 4th of July. (TEKS 5.2A, 5.2B, 5.16A, 5.18D, 5.26B, 5.26D)  Have the students go online (see resources) and print out a copy of the Declaration of Independence with their name on it along with the famous signers.  Have the students go online to play the Declaration Clarification game. (see resources) Day 5: Extension  Read and discuss the Declaration of Independence on page 128-299 in History Alive! (or Scott Foresman page 299). Have the students complete 12.6 in the Reading Notes. (TEKS 5.2C, 5.16A, 5.25b, 5.26B, 5.26D) DIFFERENTIATION ELPS Objectives Addressed in this Lesson What do you do for students who need extra support? Content Objective:  Only use the History Alive! and pair up the students with others who have  Students will summarize the results of the American Revolution, including the strong reading skills. establishment of the United States and the origins of the U.S. military.

What do you do for students who master the learning quickly? Language Objective:  Have a “What Does Freedom Look Like?” poster contest.  Students will write about the American Revolution using newly acquired vocabulary.

College Readiness Objectives Addressed in this Lesson  Analyze the interaction between human communities and the environment when learning about declaring independence. (I.A.2)  Analyze how physical and cultural processes shaped communities over time when learning about declaring independence. (I.A.3.) SAISD © 2010-11 – Second Grading Period Social Studies Fifth Grade Page 19 of 40

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  Analyze the relationship between geography and the development of human communities when learning about declaring independence. (I.A.6)  Identify and evaluate the sources and consequences of social conflict. (I.E.4)  Engage in scholarly inquiry and dialogue about declaring independence. (I.A.1)  Persevere to complete and master tasks related to declaring independence. (D.4)  Work collaboratively when working on projects related to the American Revolution. (I.E.2)  Use effective prereading strategies related to declaring independence. (II.A.1)  Use a variety of strategies to understand the meanings of new words. (II.A.2)  Write clearly and coherently using standard writing convention when writing about the Declaration of Independence. (II.B1)

Vocabulary: TAKS Vocabulary: Resources:  traitor (traidor)  analyze  judge Scott Foresman Social Studies The United States/Estados Unidos  treason (traición)  answer  justify Textbook -pages 284-285 and paged 296-300  Declaration of  apply  identify History Alive! Americas Past chapter 13 (pages 131 & 139) Independence  arrange  infer (Declaración de  classify  interpret Other Resources: Independencia)  check  invent DVD School House Rock! “The Shot Heard ‘Round the World”, “No More Kings”  Thomas Jefferson (Disney)  choose  list (Thomas Jefferson) DVD The Revolution (The History Channel)  combine  locate  Roger Sherman (Roger Sherman)  compare  map  complete  measure Suggested Literature:  conclude  organize Give Me Liberty-the Story of the Declaration of Independence- Russell Freedman  construct  paraphrase (Scholastic)  contrast  plan American Revolution (DK)  define  predict The American Revolution for Kids- Janis Herbert (Chicago Review Press)  demonstrate  prepare ….If You Lived at the Time of the American Revolution- Kay Moore (Scholastic)  describe  present Kids Discover Magazine American Revolution (http://www.kidsdiscover.com/)  design  prioritize Liberty, How the Revolutionary War Began- Lucille Recht Penner (Random House)  develop  produce George Washington’s Socks- Elvira Woodruff  distinguish  propose  draw  prove Internet Resources:  estimate  rank Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html Tutorial for History Alive! http://tutorial.teachtci.com/  explain  select Archive of information http://www.earlyamerica.com/ studies website:  evaluate  sequence http://www.saisd.net/ADMIN/curric/SStudies/index.html  find  solve Tutorial for History Alive! http://tutorial.teachtci.com/  gather  summarize Rubi Star for Creating Rubrics  generalize  support Facts on File http://www.fofweb.com/subscription  give examples  use Britannica Online http://school.eb.com http://spanish.eb.com World Book http://www.worldbookonline.com TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/ Power Media Plus http://www.powermediaplus.com SAISD © 2010-11 – Second Grading Period Social Studies Fifth Grade Page 20 of 40

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. EBSCO http://search.epnet.com http://www.educationworld.com/tools_templates/Final_template_set2_levels.doc How the President is Elected: http://www.enchantedlearning.com/vote/presidential_elections.shtml Campaign timeline: http://www.educationworld.com/tools_templates/FINAL_template_set2_campaign_timelin e.doc Information on Presidents: http://www.factmonster.com/ipka/A0194030.html Electoral Map: http://www.educationworld.com/tools_templates/FINAL_template_set2_electoral_colleg e_map.doc Blank U.S. map: http://www.50states.com/maps/usamap.htm Virtual Tour of White House: http://www.whitehouse.gov/WH/Welcome.html Presidential Order of Succession: http://www.educationworld.com/tools_templates/Final_template_set2_succession.doc Information on Presidents (more advanced) http://www.potus.com/ Archive of information http://www.earlyamerica.com/

Declaration Clarification game http://www.texaslre.org/onlinegames.html Declaration of Independence: http://www.archives.gov/exhibits/charters/declaration_join_the_signers.html

Evidence of Learning (Summative Assessment) College-Readiness Formative Mini Assessments TAKS Benchmarks Anticipated Skills for SAT/ACT/College Board Who wrote Common Sense? Who was the person who wrote the Declaration of Independence? A Thomas Paine B Thomas Jefferson A George Washington C George Washington B John Adams D Paul Revere C Thomas Jefferson D Paul Revere

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Fifth Grade Lesson 4: War with Britain Second Nine Weeks - Unit 5 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills

 What were the major battles of the Revolutionary War?  Vocabulary: strategy, volunteer, victory (4)  What were some of the turning points of the war?  Understand how people and events influence history. (3-4)  Who were the major people in the war?  What role did women play in the Revolutionary War? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

I can: Day 1: Prior Knowledge  Look through the pictures on pages 281, 285, 313 and 314 in the social studies  Guide students to look through the pictures on pages 281, 285, 313 and 314 of textbook to see the difference between the soldiers. their social studies textbook to look at the difference between the soldiers. Write  Explain what I know about the two soldiers called, Loyalists and Patriots. Loyalist and Patriot on the overhead or board and ask students what they know about these two terms. Ask students to talk to each other about what they know or what they have heard about these terms.

Hook Activity  Have the students complete the Experiential Exercise from History Alive!  Play tug-of-war to simulate how uneven the two sides (British and Patriots) Chapter13. (See the Teacher’s Lesson Guide Book for complete directions) This is were. the tug-of-war activity. It simulates how the two sides measured up.  Discuss how it felt after each of the directions and how this activity is like what  Ask students to discuss how it felt after being given instructions during the Tug- really happened in history. of-War. Discuss how this translates to what actually happened between the two sides.

Day 2 & 3: Guided Practice  Guide students to write in their social studies interactive journal. Have each  Complete a Venn diagram comparing and contrasting the two armies. student draw a large Venn diagram, labeling one circle Patriot Army and the other British Army. As the students are reading through History Alive! pages 132-136  Write in a social studies interactive journal. aloud as a class, stop frequently and have them fill in the Venn diagram, comparing and contrasting the two armies. Make sure to include the number of men on each  Summarize major events of the Revolutionary War on a graphic organizer. side, the equipment each had, their reasons for fighting, the different fighting strategies each had, and the quality of leadership. (TEKS 5.2B, 5.25B, 5.26D)  Sequence major events of the war. Day 4 & 5: Guided Practice/Independent Practice

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  Skim through Scott Foresman text pages 303-319, or select other resources, locating seven major events or battles that occurred during the war. (Fort Ticonderoga, Trenton, Saratoga, Valley Forge, Help from other countries, Yorktown, Treaty of Paris) Have the students complete the graphic organizer (see link). Have  Illustrate major events of the American Revolution. them then cut out and sequence the major events of the Revolutionary War. The students can glue the sequenced events onto butcher paper and add colored illustrations either above or below each event. (TEKS 5.2A, 5.2B, 5.2C, 5.25B, 5.26C, 5.26D)  Create questions for a famous Revolutionary War hero and provide possible Extension answers that person might give.  The students can pretend they are reporters on the street. They are news or gossip reporters who see a famous person on the street. Put the students into partners and assign each a famous person such as: George Washington, John Adams, Samuel Adams, Benjamin Franklin, Thomas Jefferson, Paul Revere, Roger Sherman, Nathanael Greene, Charles Cornwallis, John Paul Jones, Deborah Sampson, Martha Washington, Phyllis Wheatley, Benedict Arnold, Nathan Hale, Henry Knox, John Hancock, etc. Have the partners create a couple of questions they would ask that person and supply possible answers that person might give. They can use their Scott Foresman textbook or other resources for assistance. (TEKS 5.2A, 5.26B) DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives Addressed in this Lesson B. Give the student(s) the exact page number each battle or event is located. Content Objective:  Students will analyze the causes and effects of events prior to and during the What do you do for students who master the learning quickly? American Revolution. C. Have the student(s) do research on the role women and/or African Americans Language Objective: played in the Revolutionary War.  Students will speak about the American Revolution using grade level content area Have the student(s) research the spies during the war. vocabulary in context.

College Readiness Objectives Addressed in this Lesson  Analyze the interaction between human communities and the environment when learning about war with Britain. (I.A.2)  Analyze how physical and cultural processes shaped communities over time when learning about war with Britain. (I.A.3.)  Identify and evaluate the sources and consequences of social conflict. (I.E.4)  Engage in scholarly inquiry and dialogue about women in the revolutionary war. (I.A.1)  Persevere to complete and master tasks related to people in the revolutionary war. (D.4)  Work collaboratively when working on projects related to war with Britain. (I.E.2)  Use effective prereading strategies related to the revolutionary war. (II.A.1)  Use a variety of strategies to understand the meanings of new words. (II.A.2)  Write clearly and coherently using standard writing convention when writing about war with Britain. (II.B1)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Vocabulary: TAKS Vocabulary: Resources:  allies (aliados)  analyze  judge The United States/Estados Unidos  Treaty of Paris  answer  justify Scott Foresman Social Studies Textbook (pages 303-319) (Tratado de Paris)  apply  identify History Alive! Americas Past chapter 13 (pages 131-139)  arrange  infer Suggested Literature:  classify  interpret Crossing the Delaware- Louise Peacock (Scholastic)  check  invent American Revolution (DK)  choose  list The American Revolution for Kids- Janis Herbert (Chicago Review Press)  combine  locate ….If You Lived at the Time of the American Revolution- Kay Moore (Scholastic)  compare  map Kids Discover Magazine American Revolution (http://www.kidsdiscover.com/)  complete  measure Liberty, How the Revolutionary War Began- Lucille Recht Penner (Random House)  conclude  organize George Washington’s Socks- Elvira Woodruff  construct  paraphrase Internet Resources:  contrast  plan Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  define  predict Tutorial for History Alive! http://tutorial.teachtci.com/  demonstrate  prepare Archive of information http://www.earlyamerica.com/ studies website:  describe  present http://www.saisd.net/ADMIN/curric/SStudies/index.html Tutorial for History Alive! http://tutorial.teachtci.com/  design  prioritize Rubi Star for Creating Rubrics  develop  produce Facts on File http://www.fofweb.com/subscription  distinguish  propose Britannica Online http://school.eb.com  draw  prove http://spanish.eb.com  estimate  rank World Book http://www.worldbookonline.com  explain  select TeachingBooks net Sharing the Spirit of Books and Reading  evaluate  sequence http://teachingbooks.net/home/  find  solve Power Media Plus http://www.powermediaplus.com  gather  summarize EBSCO http://search.epnet.com  generalize  support http://www.educationworld.com/tools_templates/Final_template_set2_levels.doc  give examples  use How the President is Elected: http://www.enchantedlearning.com/vote/presidential_elections.shtml Campaign timeline: http://www.educationworld.com/tools_templates/FINAL_template_set2_campaign_timelin e.doc Information on Presidents: http://www.factmonster.com/ipka/A0194030.html Electoral Map: http://www.educationworld.com/tools_templates/FINAL_template_set2_electoral_colleg e_map.doc Blank U.S. map: http://www.50states.com/maps/usamap.htm Virtual Tour of White House: http://www.whitehouse.gov/WH/Welcome.html Presidential Order of Succession: http://www.educationworld.com/tools_templates/Final_template_set2_succession.doc Information on Presidents (more advanced) http://www.potus.com/ Archive of information http://www.earlyamerica.com/ Declaration Clarification game http://www.texaslre.org/onlinegames.html Declaration of Independence: http://www.archives.gov/exhibits/charters/declaration_join_the_signers.html SAISD © 2010-11 – Second Grading Period Social Studies Fifth Grade Page 24 of 40

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning (Summative Assessment) College-Readiness Formative Mini Assessments TAKS Benchmark Anticipated Skills for SAT/ACT/College Board Who had the biggest advantage at the beginning of the What happened after the Americans defeat the British at the American Revolution? The ______Battle of Saratoga in 1777?

A Patriots A Green Mountain Boys capture Fort Ticonderoga. B British B Americans capture Trenton, New Jersey. C French C Washington and his men spend the winter at Valley D farmers Forge. D General Washington surprised the Hessian mercenaries at Trenton.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Fifth Grade Unit of Study: Forming a New Government Second Grading Period – Unit 6 CURRICULUM OVERVIEW Big Idea Unit Rationale The main reason the colonies wanted freedom from England was that they did not like the  The Articles of Confederation, although a good start, did not give the way they were being treated. They soon realized it was harder to form a new government government enough authority to keep the country running smoothly. than they thought. Through trial and error (Articles of Confederation and the Constitution)  Shay’s rebellion helped lead to the need for the Constitutional Convention. they hope they have finally found a way to govern the newly formed country.  The larger states and smaller states could not agree on how the new form of Remembering the problems of the past, they also added the Bill of Rights to the government should operate. Constitution in order to protect its citizens from possible abuse from the government. With  Roger Sherman came up with the Great Compromise, where all the states most of the needs addressed, the U.S. Constitution was ratified. needs were addressed in the U.S. Constitution.  James Madison, the writer of the U.S. Constitution, added the Bill of Rights to Lessons in this Unit protect its citizens from possible abuse from the government. Lesson 1 – The Need for a Constitution (5 days)  The first ten amendments of the U.S. Constitution are called the Bill of Rights. Lesson 2 – The Bill of Rights (5 days) Lesson 3 - Martin Luther King, Jr. (4 days) Essential Questions Guiding Questions Guide students to justify their responses to the following questions:  What is a constitution?  Why would our country need a constitution?  Should a constitution be important to a country?  How does the Constitution of the United States affect us today?  What are the Bill of Rights?  For what reasons should the Bill of Rights be important to all of its citizens?  How the Bill of Rights affect you every day?  Which right is most important to you? Why  Why is important to learn about Martin Luther King, Jr.?  Where do you find the Bill of Rights? TEKS TEKS Specificity - Intended Outcome TEKS 5.2 History B. Analyze the causes and effects of events prior to and during the American ” I CAN” statements highlighted in yellow should be displayed for students. Revolution such as the Boston Tea Party. I can: TEKS 5.3 History  Review the causes of the American Revolution. A. Identify the contributions of individuals including James Madison and Roger Sherman who helped create the U.S. Constitution. A. Summarize the events that led to the creation of the U.S. Constitution.  Identify the contributions of individuals including James Madison and Roger TEKS 5.5 History Sherman who helped create the U.S. Constitution. B. Identify the accomplishments of notable individuals such as Martin Luther King, Jr. who have made contributions to society in the areas of civil rights, military  Summarize the events that led to the creation of the U.S. Constitution. actions and politics.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as PowerStandards. Courseeligibleskillsas of (EOC) level. and grade All knowledge identified End are each assessments at – Period©2010-11Grading Second SAISD

5.27SocialStudies Skills TEKS 5.26SocialStudiesSkills TEKS 5.25SocialStudiesSkills TEKS 5.21Citizenship TEKS Sk ill 5.19Citizenship TEKS s 5.23Culture TEKS C o nce pt 5.17Government TEKS s 5.16Government TEKS Power StandardsPower C. B. A. C. B. A. B. A. B A. E. D. C. B. A. A. C. B. D. . Explain the purposes of the U.S. Constitution as identified in the Preamble to asidentifiedinthe thepurposesofU.S.Constitution . Explain Use standard grammar, spelling, sentence structure,andpunctuation. grammar, spelling,sentence Usestandard Summarize the reasons for the creation of theBillof Rights. thereasonsfor thecreation Summarize Franklin CesarChavezandBenjamin significantindividualssuchas Identify innationalelections. theroleof theindividual Analyze thesystemof checksandbalances thereasonsfor anddescribe Identify Use a problem-solving process to identify aproblem gather information, processtoidentify Useaproblem-solving entries,reports,graphic written andvisualmaterial asjournal Create andexperience. orallybasedonresearch Expressideas written communication. ideasinverbaland mainandsupporting Incorporate studiesterminology correctly. Usesocial righttoan includingtrialby jury andthe important dueprocessrights Describe speech,and freedom ofreligion, important individualrightsincluding Describe organizers, andoutlines. visuals reports,databases,and information inoutlines, Organize andinterpret identifying cause-and-effect sequencing,categorizing, Analyze informationby rightsof U.S.citizens.extended voting suchasthosethat totheU.S.Constitution Summarize selectedamendments attorney. process. participationinthedemocratic who modeledactive outlined intheU.S.Constitution. outlined implement a solution, and evaluate the effectiveness of the solution. theeffectiveness ofthe asolution, andevaluate implement chooseand advantagesanddisadvantages, consider options,consider list and maps. graphs,charts,timelines,and including conclusions. and anddrawing inferences generalizations,andpredictions, making summarizing, findingthemain idea, comparing, contrasting, relationships, petitionthegovernment. therighttoassembleand press and Explain how individuals can participate in civic affairs, and political parties at incivicaffairs, andpoliticalparties howindividualscanparticipate Explain of government. of thethreebranches andexplainthebasicfunctions Identify the national level. the national the Constitution. Identify the similarities and differences within and among selectedracial, differenceswithin and among Identify thesimilaritiesand ethnic and religious groups to our national identity. groupstoournational ethnic andreligious represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the successfullyrequired to be mastered success inschool must need beyond. Power Standards andfor knowledge and essential high students skills represent the

Social Studies Fifth Grade Social Fifth Studies                Identify the similarities and differences within and among selected racial,ethnicand withinandamongselected thesimilaritiesanddifferences Identify thesystemofchecksandbalances. thereasonsforanddescribe Identify ofgovernment. ofthethreebranches andexplainthebasicfunctions Identify politics. actionsand societyintheareasofcivilrights,military madecontributionsto who have LutherKing,Jr. individualssuchasMartin theaccomplishmentsofnotable Identify byexaminingthePreamble. thepurposeofU.S.Constitution Explain Make an illustratedBillofRightsfoldable. Make an ofgovernment. thethreebranches agraphicorganizer summarizing Complete studiesterminologycorrectly Use social Convention. Constitutional theneed fora Shay’s Rebellionand cause/effectrelationshipbetween Discuss the Confederation. weaknessesoftheArticles organizers tosummarize the Use graphic ones. key andidentifyafew areupdatedasneeded thattheamendments Understand theBillofRights. importantrightsincludedin Describe whytheBillofRightswascreated. Summarize process. participationinthedemocratic howBenjaminFranklinmodeled Identify inthedemocraticsystem. howindividualscanparticipate Explain identity. groupstoournational religious Page Page 27 of of 40 ELPS Student Expectations ELPS – Specify – Intended Outcome  ELPS 1A - Use prior knowledge and experiences to understand meanings in  Use prior knowledge to explain orally and in writing about the American Revolution. English.  Use strategic learning techniques such as concept mapping, drawing, memorizing,  ELPS 1C - Use strategic learning techniques such as concept mapping, comparing contrasting, and reviewing to acquire basic and grade-level vocabulary. drawing, memorizing, comparing, contrasting, and reviewing to acquire basic  Demonstrate listening comprehension complex spoken English by following and grade-level vocabulary. directions, retelling or summarizing spoken messages, responding to questions and  ELPS 2I - Demonstrate listening comprehension of increasingly complex spoken requests, collaborating with peers, and taking notes commensurate with content and English by following directions, retelling or summarizing spoken messages, grade-level needs. responding to questions and requests, collaborating with peers, and taking notes  Speak using grade-level content area vocabulary in context to internalize new commensurate with content and grade-level needs. English words and build academic language proficiency.  ELPS 3D - Speak using grade-level content area vocabulary in context to  Share information in cooperative learning interactions. internalize new English words and build academic language proficiency.  Use pre-reading supports such as graphic organizers, illustrations and pre-taught  ELPS 3E – Share information in cooperative learning interactions. vocabulary related to citizenship to enhance comprehension of written text about the  ELPS 4 D - Use pre-reading supports such as graphic organizers, illustrations, American Revolution. and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.  Use visuals, contextual support, develop vocabulary, grasp language structures, and  ELPS 4F - Use visual and contextual support and support from peers and background knowledge needed to comprehend increasingly challenging language teachers to read grade-appropriate content area text, enhance and confirm related to the American Revolution. understandings, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.  Demonstrate comprehension of increasingly complex English by participating in  ELPS 4G – Demonstrate comprehension of increasingly complex English by shared reading, retelling or summarizing material, responding to questions, and participating in shared reading, retelling or summarizing material, responding taking note commensurate with content area and grade level needs. to questions, and taking note commensurate with content area and grade level needs. College Readiness Student Expectations College Readiness – Intended Outcomes Social Studies Standard  Analyze the interaction between human communities and the environment when  I.A.2: Analyze the interaction between human communities and the learning about the Constitution, the Bill of Rights and Martin Luther King, Jr. (I.A.2) environment.  Analyze how physical and cultural processes shaped communities over time when  I.A.3: Analyze how physical and cultural processes shaped communities over learning about Martin Luther King, Jr. (I.A.3.) time.  Identify and evaluate the sources and consequences of social conflict when learning  I.E.4: Identify and evaluate the sources and consequences of social conflict. about Martin Luther King, Jr. (I.E.4)  Engage in scholarly inquiry and dialogue about the Constitution. (I.A.1) Cross Curricular Standards  Persevere to complete and master tasks related to forming a new government. (D.4)  I.A.1: Engage in scholarly inquiry and dialogue.  Work collaboratively when working on projects related to the forming of a new  I.D.4: Persevere to complete and master tasks. government. (I.E.2)  I.E.2: Work collaboratively.  Use effective prereading strategies related to forming a new government. (II.A.1)  II.A.1: Use effective prereading strategies.  Use a variety of strategies to understand the meanings of new words. (II.A.2)  II.A.2: Use a variety of strategies to understand the meanings of new words.  Write clearly and coherently using standard writing convention when writing about  II.B.1: Write clearly and coherently using standard writing conventions. the nation’s new government. (II.B1)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  Given a graphic organizer, students will summarize the Articles of Confederation and the Three Branches of Government with 80% accuracy.  Given knowledge of the Articles of Confederation, students will create an obituary for it with 80% accuracy.  Given information on the Constitutional Convention, students will summarize it by creating an invitation with 80% accuracy.  Given the Branches of Government, students will create a pyramid foldable with 80% accuracy.  Given the Bill of Rights, students will make and illustrate a Bill of Rights foldable with 80% accuracy.  At the end of the unit, the students will be able to reflect and respond to the Essential Questions with 80% accuracy.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Fifth Grade Second Nine Weeks - Unit 6 Lesson 1: The Need for a Constitution CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills

 What is a constitution?  Vocabulary: metaphor, analogy (4)  Why would our country need a constitution?  Understand how people and events influence history. (3-4)  How does the Constitution of the United States affect us today?  Identify government’s value to a community. (3) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

I can: Day 1:  Review metaphors and analogies. Activating Prior Knowledge  Have students look at a copy of a U.S. Constitution. And ask students what a constitution is. Read the book, Constitution for Kids. Tell students that the new nation struggled to govern itself under the Articles of Confederation, so they had to come up with a stronger form of government, the U.S. Constitution.

Hook Activity  Understand this is a metaphor for the balance needed by the government in  Have the students try to balance a book on the end of a pencil. Let them order to be successful. struggle for a minute. Have the students then pair up and try it again. See if they  Summarize the weaknesses of the Articles of Confederation on a graphic are more successful. Finally, put the students into groups of three. Have them use organizer. three pencils to balance the book. They should be able to balance the book at this point. Using History Alive! Transparency #14 or page 141 in their History Alive! Text, explain to the students that our government today is set up with three  Discuss the cause/effect relationship between Shay’s Rebellion and the need branches so that it is balanced like the stool. Also explain how, after the American for a Constitutional Convention. Revolution, the government was not created with three equal parts, it was not balanced and therefore it was not successful.  Discuss Shay’s Rebellion (History Alive page 142 (or Scott Foresman page 341) Make sure they understand that this rebellion was the final straw for the Articles of Confederation and led to the need for a Constitutional Convention. (TEKS 5.3B, 5.26C)

Day 2: Guided Practice  Provide each student with the Reading Notes 14 from the History Alive!  Read about the Articles of Confederation. resources. Have the students read aloud page 142 (or Scott Foresman pages 339- 340, 343) on the Articles of Confederation. Have them complete Reading Notes 14.2. (TEKS 5.3B, 5.25B, 5.26D)  Have the students write an obituary for the Articles of Confederation. Make  Create an obituary for the Articles of Confederation, explaining why it couldn’t sure they include when it died, why it died (why it was unsuccessful) and what it is survive. survived by (U.S. Constitution). (TEKS 5.3B, 5.26A, 5.26D, 5.26E)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Day 3:  Complete a graphic organizer on the people who were important during the Guided Practice Constitutional Convention.  Have the students read aloud pages 143-4 in the History Alive! Text (or Scott Foresman page 345-47) about the Constitutional Convention. Point out to the students that this graphic organizer uses analogies. Have them complete Reading  Explain how a Great Compromise was established by Roger Sherman that Notes 14.3. Make sure to explain how a Great Compromise was established by helped the Constitution get ratified. Roger Sherman that helped get the Constitution ratified. (TEKS 5.3A, 5.3B, 5.16B, 5.19C)

Independent Practice  Create an invitation to attend the Constitutional Convention, summarizing using  Have the students create invitations to the Constitutional Convention. They the 5 W’s. need to include: when, where, what is a Constitutional Convention, why was it being  Chorally read the section titled, Our Constitution on page 348 in the social held, who was going to be attending, (TEKS 5.16B, 5.26A, 5.26D, 5.26E) studies textbook. Day 4:  Explain the meaning of this passage and memorize this part of the Guided Practice/Independent Practice Constitution.  Have students chorally read the section titled, Our Constitution on page 348 in  Discuss the vocabulary words in bold on this page. the social studies textbook. Explain the meaning of this passage and ask students to memorize this part of the constitution. Discuss the vocabulary words in bold on  Create a matchbook foldable for the words on this page. this page. Create a matchbook foldable for the vocabulary words.  Create a foldable explaining the 3 branches of government as shown on page Day 5: 349 in the social studies textbook. Guided Practice/Independent Practice  Guide students to create a foldable explaining the 3 branches of government as  Discuss why the writers of the constitution believed that the government’s shown on page 349 of the social studies textbook. Discuss why the writers of the power should be limited. constitution believed that the government’s powers should be limited. (They remembered the abuses of power that led to the American Revolution.)

DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives Addressed in this Lesson D. Pair up student(s) with another that has strong reading skills. Content Objective: E. For the Pyramid foldable, provide typed descriptions of each of the  Students will explain the purposes of the U.S. Constitution as identified in the branches to be glued in the correct triangle. Preamble to the Constitution. What do you do for students who master the learning quickly? F. Have the student(s) pretend they are newspaper reporters and write what Language Objective: they saw happen at the Constitutional Convention.  Students will speak about the purposes of the U.S. Constitution using newly acquired content vocabulary.

College Readiness Objectives Addressed in this Lesson  Analyze the interaction between human communities and the environment when learning about a new constitution. (I.A.2)  Analyze how physical and cultural processes shaped communities over time when learning about a new government. (I.A.3.)  Identify and evaluate the sources and consequences of social conflict. (I.E.4)  Engage in scholarly inquiry and dialogue about creating a new constitution. (I.A.1)  Persevere to complete and master tasks related to the creation of a new constitution. (D.4)  Work collaboratively when working on projects related to a new form of SAISD © 2010-11 – Second Grading Period Social Studies Fifth Grade Page 31 of 40

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. government. (I.E.2)  Use effective prereading strategies related to a new constitution. (II.A.1)  Use a variety of strategies to understand the meanings of new words. (II.A.2)  Write clearly and coherently using standard writing about a new constitution. (II.B1) Vocabulary:  Analyze the Resources:  Articles of interaction between  judge History Alive! Americas Past chapter 14 (pages 141-149) Confederation human communities  justify (Artículos de and the environment  identify Literature Resources: Confederación) when learning about  infer Shh! We’re Writing the Constitution-Jean Fritz  Shay’s Rebellion war with Britain.  interpret Constitution Translated for Kids-Cathy Travis (Rebelión (I.A.2)  invent We the Kids: The Preamble to the Constitution- David Catrow de Shays) House Mouse, Senate Mouse-Peter W. Barnes  Analyze how  list  Constitutional Marshall, the Courthouse Mouse: A Tail of the U.S. Supreme Court -Peter W. Barnes physical and cultural  locate Convention Woodrow, the White House Mouse-Peter W. Barnes processes shaped  map (Convención communities over Constitucional)  measure Other Resources: time when learning  organize  ratify (ratificar) about war with DVD This is America Charlie Brown-The Birth of the Constitution  paraphrase  delegate (delegado) Britain. (I.A.3.) DVD School House Rock “Three Ring Government”, “The Preamble”, I’m Just a Bill”,  Great Compromise  plan “I’m Gonna Send Your Vote to College”  Identify and evaluate (Gran Concertación)  predict the sources and  James Madison  prepare consequences of  (James Madison)  present Internet Resources: social conflict. (I.E.4)  Roger Sherman  prioritize Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  Engage in scholarly  (Roger Sherman)  produce Tutorial for History Alive! http://tutorial.teachtci.com/ inquiry and dialogue  Legislative Branch  propose Archive of information http://www.earlyamerica.com/ studies website:  (poder legislativo) about women in the http://www.saisd.net/ADMIN/curric/SStudies/index.html revolutionary war.  prove  Executive Branch  rank Tutorial for History Alive! http://tutorial.teachtci.com/  (poder ejecutivo) (I.A.1) Rubi Star for Creating Rubrics  select  Judicial Branch  Persevere to Facts on File http://www.fofweb.com/subscription  sequence  (poder judicial) complete and master Britannica Online http://school.eb.com  Checks and Balances tasks related to  solve http://spanish.eb.com  (controles y equilibrios) people in the  summarize World Book http://www.worldbookonline.com  Impeachment revolutionary war.  support TeachingBooks net Sharing the Spirit of Books and Reading (acusación) (D.4)  use http://teachingbooks.net/home/  veto (vetar)  Work collaboratively Power Media Plus http://www.powermediaplus.com when working on EBSCO http://search.epnet.com projects related to http://www.educationworld.com/tools_templates/Final_template_set2_levels.doc war with Britain. How the President is Elected: (I.E.2) http://www.enchantedlearning.com/vote/presidential_elections.shtml  Use effective Campaign timeline: prereading strategies http://www.educationworld.com/tools_templates/FINAL_template_set2_campaign_timelin related to the e.doc revolutionary war. Information on Presidents: http://www.factmonster.com/ipka/A0194030.html (II.A.1) Electoral Map:  Use a variety of http://www.educationworld.com/tools_templates/FINAL_template_set2_electoral_colleg e_map.doc strategies to Blank U.S. map: http://www.50states.com/maps/usamap.htm SAISD © 2010-11 – Second Grading Period Social Studies Fifth Grade Page 32 of 40

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. understand the Virtual Tour of White House: http://www.whitehouse.gov/WH/Welcome.html meanings of new Presidential Order of Succession: words. (II.A.2) http://www.educationworld.com/tools_templates/Final_template_set2_succession.doc  Write clearly and Information on Presidents (more advanced) http://www.potus.com/ coherently using Archive of information http://www.earlyamerica.com/ standard writing convention when Declaration Clarification game http://www.texaslre.org/onlinegames.html writing about war Declaration of Independence: with Britain. (II.B1) http://www.archives.gov/exhibits/charters/declaration_join_the_signers.html

Evidence of Learning (Summative Assessment) College-Readiness Formative Mini Assessments TAKS Benchmarks Anticipated Skills for SAT/ACT/College Board To which branch of government does the president belong? Who was the father of the constitution?

A Judicial A George Washington B Executive B James Madison C Checks and Balances C Thomas Jefferson D Legislative D Benjamin Franklin

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Fifth Grade Second Nine Weeks - Unit 6 Lesson 2: Bill of Rights CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills

 What are the Bill of Rights?  Vocabulary: rights, freedom (2-4)  How the Bill of Rights affect you every day?  Explain the importance of civic responsibility (3)  Which right is most important to you? Why  Where do you find the Bill of Rights? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can demonstrate competency The teacher will…

Day 1: Activating Prior Knowledge  “Why did the Patriots want to separate from Britain? Make a list of reasons the I can: American Revolution was fought in your journal.” Have the class share their  Review the causes of the American Revolution. answers aloud. Write their responses on the board. Tell the students that the Americans remembered things the King of England did to them and did not want their government to have that kind of power. (TEKS 5.2B, 5.26B) Hook Activity  “After you got home from school Tuesday, you found 2 strange men in your house. They explained they are soldiers and are going to live in your house for at least the next 6 months. Not only will they sleep in your room, but your mom has to  Understand the importance of the Bill of Rights. feed them, as well. There is nothing you can do about this because it is legal. You do not have the right to tell the government “no”. In your journal, write what you would say or do.” Have the students share their answers with a partner. Explain to the class that this is what happened during the American Revolution. Today we have the Bill of Rights that protects its citizens. Because of the Bill of Rights, soldiers cannot live in our houses during times of peace. (TEKS 5.21A, 5.26B) Guided Practice  Read and discuss the need for the Bill of Rights in History Alive! pages 151- 152. (TEKS 5.26C)

Day 2: Guided Practice  Make an illustrated Bill of Rights foldable.  The students are going make an illustrated Bill of Rights foldable. Provide each student with 1 ½ sheets of copy paper. Have them make an accordion book. (see  Discuss the need for a Bill of Rights. link). After book has been assembled, have them turn it landscape style. (Where it is longer than it is tall) Have them title the front “Bill of Rights”. Under the flap, have them title the first box “Purpose”. The next box should be titled “Amendment #1”, the next box “Amendment #2, etc. They will turn to the last flap on back for #6 and then work backwards until all 10 Amendments are titled.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Days 3-5:  Read, discuss and illustrate each of the first ten amendments, the Bill of Guided Practice/Independent Practice Rights.  Have the students read about the first ten amendments, the Bill of Rights, in History Alive! pages 153-159 and/or Scott Foresman page 354. As they read about each amendment, have them illustrate and color what that amendment means.  Play bingo with the vocabulary words from this unit. Some are more difficult and need more explanation. Page 354, in the Scott Foresman text, has a kid friendly summary of each amendment. (TEKS 5.21A, 5.21B, 5.21C, 5.21D, 5.26D)

Day 6: Extension  Have the students play vocabulary bingo with the words from this unit. Create a 4 x 4 bingo board. (see link). On the board, list all the vocabulary words from unit 5 (lessons 1-2). Have the students randomly place one vocabulary word in each box. They will use all 16 words. Teacher writes each vocabulary word and its definition on an index card. (One card per word). Use these cards to orally review the words with the students first. For Bingo: mix up the words and call out the definition, one at a time. The students cover (using marker of some sort) the word on their board. The first one to cover all the words in a row is the winner. (TEKS 5.26A)

DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives Addressed in this Lesson  Provide copies (print at home-blocked by district) of the simplified Bill of Rights. Content Objective: http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm  Students will explain the purposes of the Bill of Rights.

What do you do for students who master the learning quickly? Language Objective:  Have the student(s) study the positions of both the Federalist and Anti-  Students will speak about the purposes of the Bill of Rights using newly acquired federalists. content vocabulary.

College Readiness Objectives Addressed in this Lesson  Analyze the interaction between human communities and the environment when learning the Bill of Rights. (I.A.2)  Analyze how physical and cultural processes shaped communities over time when learning about the Bill of Rights. (I.A.3.)  Identify and evaluate the sources and consequences of social conflict. (I.E.4)  Engage in scholarly inquiry and dialogue about creating a new government. (I.A.1)  Persevere to complete and master tasks related to the Bill of Rights. (D.4)  Work collaboratively when working on projects related to the Bill of Rights. (I.E.2)  Use effective prereading strategies related to the Bill of Rights. (II.A.1)  Use a variety of strategies to understand the meanings of new words. (II.A.2)  Write clearly and coherently using standard writing about the Bill of Rights. (II.B1)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Vocabulary: TAKS Vocabulary: Resources:  amendments  analyze  judge History Alive! Americas Past chapter 15 (pages 151-159) (enmienda)  answer  justify The United States/Estados Unidos  Bill of Rights  apply  identify Scott Foresman Social Studies Textbook (pages 354) (Declaración de  arrange  infer Derechos)  classify  interpret Suggested Literature:  check  invent Constitution Translated for Kids-Cathy Travis …If You Were There When They Signed the Constitution- Elizabeth Levy (Scholastic)  choose  list Shh! We’re Writing the Constitution-Jean Fritz  combine  locate  compare  map Internet Resources:  complete  measure Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  conclude  organize Tutorial for History Alive! http://tutorial.teachtci.com/  construct  paraphrase Archive of information http://www.earlyamerica.com/ studies website:  contrast  plan http://www.saisd.net/ADMIN/curric/SStudies/index.html  define  predict Tutorial for History Alive! http://tutorial.teachtci.com/  demonstrate  prepare Rubi Star for Creating Rubrics  describe  present Facts on File http://www.fofweb.com/subscription  design  prioritize Britannica Online http://school.eb.com  develop  produce http://spanish.eb.com  distinguish  propose World Book http://www.worldbookonline.com  draw  prove TeachingBooks net Sharing the Spirit of Books and Reading  estimate  rank http://teachingbooks.net/home/ Power Media Plus http://www.powermediaplus.com  explain  select EBSCO http://search.epnet.com  evaluate  sequence http://www.educationworld.com/tools_templates/Final_template_set2_levels.doc  find  solve How the President is Elected:  gather  summarize http://www.enchantedlearning.com/vote/presidential_elections.shtml  generalize  support Campaign timeline:  give examples  use http://www.educationworld.com/tools_templates/FINAL_template_set2_campaign_timelin e.doc Information on Presidents: http://www.factmonster.com/ipka/A0194030.html Electoral Map: http://www.educationworld.com/tools_templates/FINAL_template_set2_electoral_colleg e_map.doc Blank U.S. map: http://www.50states.com/maps/usamap.htm Virtual Tour of White House: http://www.whitehouse.gov/WH/Welcome.html Presidential Order of Succession: http://www.educationworld.com/tools_templates/Final_template_set2_succession.doc Information on Presidents (more advanced) http://www.potus.com/ Archive of information http://www.earlyamerica.com/

Declaration Clarification game http://www.texaslre.org/onlinegames.html Declaration of Independence: http://www.archives.gov/exhibits/charters/declaration_join_the_signers.html Archive of information http://www.earlyamerica.com/ Play online government games including Bill of RIghts: http://www.texaslre.org/onlinegames.html

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning (Summative Assessment) College-Readiness Formative Mini Assessments TAKS Benchmarks Anticipated Skills for SAT/ACT/College Board The Bill of Rights are part of the — Which is NOT a right in the Bill of Rights? The right to —

A Constitution A own guns B Declaration of Independence B a trial by a jury C Preamble C say what you want D Articles of Confederation D to do whatever you want

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Fifth Grade Second Grading Period - Unit 6 Lesson 4: Martin Luther King, Jr. CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  Identify the contributions of historical figures. (K-3)  Who was Martin Luther King, Jr.?  Explain the reasons for national holidays. (K-3)  What did Martin Luther King, Jr. do for people today?  Identify ordinary people who have shaped the community. (K-3)  What character traits would describe Martin Luther King, Jr.?  Obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material, and artifacts. (K-3)  Express ideas orally based on knowledge and experiences. (K-3)  Place events in chronological order. (K-3)  Express ideas orally based on knowledge and experiences. (K-3) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

I can: Days 1 and 2:  look at pictures of Martin Luther King, Jr. and guess who he is. Activating Prior Knowledge make predictions and write predictions on the board. Guide students to look at the pictures of Martin Luther King, Jr. Ask students if they know  who he is. Give students clues. As a class, predict who he is and what he might have done.  listen to a read aloud about Martin Luther King, Jr.  check predictions on the board. Hook Activity  think of questions to ask Martin Luther King if he walked in the room.  Read a book about Martin Luther King, Jr. As you read the book, ask students  discuss what it would feel like if things were not equal between African-Americans questions about what he believed and how he tried to change people’s ideas. Check and Whites. predictions after reading the book.  discuss why we still honor Martin Luther King, Jr. today.  Ask students, If Martin Luther King walked into this classroom, what would you ask him? Write responses on the board and discuss. Explain to students that African-  create a coin for Martin Luther King, Jr. American people were not always treated fairly and give students examples-not being  using large paper plates. able to drink water at the same water fountain, go to the same schools as whites, etc. Ask students if this were true today, how would this make people feel.  write important facts about Martin Luther King, Jr. along with 4 character traits.  Discuss whether this was right or wrong.  share coins with classmates and display on a bulletin board called, Our Freedom Coins.  Have students discuss why we still honor Martin Luther King, Jr. today. Explain that the Martin Luther King, Jr. holiday will be the following Monday, January 18.

Days 3 and 4: Guided and Independent Practice  Have students create a coin for Martin Luther King, Jr. using a large paper plates.  On the back of the coin have students write facts about him (what he fought for) and list at least 4 character traits.  Guide students to share their coins and display on a bulletin board titled, Our Freedom Coins.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. DIFFERENTIATION What do you do for students who need additional support? ELPS Objectives Addressed in this Lesson  Have students listen to a story about Martin Luther King, Jr. Content Objective:  Guide students to dictate sentences to you about the important things that Martin Luther  Students will summarize the contributions of people of selected racial, ethnic, and King, Jr. did for people today. religious groups to our national identify.

What do you do for students who master the learning quickly? Language Objective: Have students create a historical marker for Martin Luther King, Jr.  Students will write about Martin Luther King, Jr. using newly acquired content vocabulary. College Readiness Objectives Addressed in this Lesson  Analyze the interaction between human communities and the environment when learning about Martin Luther King, Jr. (I.A.2)  Analyze how physical and cultural processes shaped communities over time when learning about the contributions of Martin Luther King, Jr. (I.A.3.)  Identify and evaluate the sources and consequences of social conflict. (I.E.4)  Engage in scholarly inquiry and dialogue about Martin Luther King, Jr. (I.A.1)  Persevere to complete and master tasks related to Martin Luther King. Jr. (D.4)  Work collaboratively when working on projects related to Martin Luther King, Jr. (I.E.2)  Use effective prereading strategies related to the contributions of Martin Luther King. Jr. (II.A.1)  Use a variety of strategies to understand the meanings of new words. (II.A.2)  Write clearly and coherently using standard writing about Martin Luther King, Jr. (II.B1) Vocabulary: TAKS Vocabulary: Resources:  honor (honor)  analyze  judge Suggested Literature:  freedom (libertad)  answer  justify Martin’s Big Words, The Life of Dr. Martin Luther King, Jr. Scholastic Scott Foresman textbook – Communities/Communidades  fairness (justicia)  apply  identify  arrange  infer  respect (respeto)  classify  interpret  right (derecho)  check  invent SUPPLEMENTAL RESOURCES  holiday (dii a festivo)  choose  list Assessment Resources  combine  locate Test Talk Practice Book  compare  map Assessment Book  complete  measure TAKS Practice Book  conclude  organize Internet Resources SAISD © 2010-11 – Second Grading Period Social Studies Fifth Grade Page 39 of 40

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  construct  paraphrase Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  contrast  plan Rubi Star for creating Rubrics  define  predict Facts on File http://www.fofweb.com/subscription  demonstrate  prepare Britannica Online http://school.eb.com  describe  present http://spanish.eb.com  design  prioritize World Book http://www.worldbookonline.com TeachingBooks net Sharing the Spirit of Books and Reading  develop  produce http://teachingbooks.net/home/  distinguish  propose Power Media Plus http://www.powermediaplus.com  draw  prove EBSCO http://search.epnet.com  estimate  rank Project Vote  explain  select Scott Foresman Social Studies  evaluate  sequence Power Media Plus  find  solve Patriotic Symbols  gather  summarize  generalize  support  give examples  use

Evidence of Learning (Summative Assessment) College-Readiness Formative Mini Assessments Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board Martin Luther King, Jr. believed in —

A fairness B equality C justice D all of the above

The people in this picture are probably celebrating what holiday?

A Mary Bethune B Martin Luther King, Jr. C Martin Lawrence D Thurgood Marshall

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.