<p>Grade: 5th Grade Course: Social Studies Discipline: Social Studies</p><p>Objectives:</p><p>Unit</p><p>Westward Movement: What were the causes and consequences of Westward Expansion?</p><p>Local Objective</p><p>*Investigate the causes and consequences of Westward Expansion, including: Texas and the Mexican War, the California Gold Rush, and the Oregon Territory. *Essential Vocabulary: Oregon Territory, Gold Rush Unit</p><p>American Revolution</p><p>Local Objective</p><p>(PD1A, US3aD, R6I) The students will be able to describe and explain key events related to the American Revolution, including:</p><p> Causes of the War  Declaration of Independence  Patriots and Loyalist: What are the Differences? Strengths and Weaknesses?  Battles of Lexington/Concord, Saratoga, Yorktown -What is the importance?  Contributions of Minority Groups (Native, African Slaves, Women) </p><p> Results of the War Unit</p><p>Colonial America: How did the similarities and differences of colonial settlements in America affect our country?</p><p>Local Objective</p><p>*Outline the discovery, exploration, and early settlement of America. *Discuss and identify how ideas, concepts and traditions have changed over time in the United States. *Create maps, graphs, timelines, charts, and diagrams to communicate information *Essential Vocabulary: colonists, immigrants, technology and timeline. Unit</p><p>Explorers: How did the Explorers affect the world and its history?</p><p>Local Objective</p><p>*Outline the discovery, exploration and early settlement of America. *Essential Vocabulary: demand, economy, exploration, opportunity cost, primary source, secondary source, and supply. Unit</p><p>Explorers: How did the Explorers affect the world and its history?</p><p>Local Objective</p><p>*Examine cultural interactions among these groups: Native Americans, Immigrants from Europe, and Africans brought to America. Unit</p><p>Explorers: How did the Explorers affect the world and its history?</p><p>Local Objective</p><p>*Apply the following economic concepts: scarcity, supply and demand, and trade-offs (opportunity cost). Unit</p><p>Geography, Concept: Human Systems How does the geography of the United States affect its people and culture?</p><p>Local Objective</p><p>*The students will be able to identify major patterns of population distribution, demographics, and migrations in the United States. * The students will be able to identify human characteristics, such as people's education, language, diversity, economies, religions, settlement patterns, ethnic background and political system. Unit</p><p>Geography, Concept: Geographic research sources - How does the geography of the United States affect its people and culture?</p><p>Local Objective</p><p>*Use geographic research sources to acquire information, and answer questions. *Construct maps *Essential Vocabulary: absolute location, demographics, human characteristics, natural resources, physical characteristics, places, relative location. Unit</p><p>Geography, Concept: Location - How does the geography of the United States affect its people and their culture?</p><p>Local Objective</p><p>*The students will be able to locate cities of Missouri and the United States. *The students will be able to locate andd describe real places, using absolute and relative location. *Essential Vocabulary: absolute location, natural resources, relative location, cardinal and intermediate directions. Unit</p><p>Geography, Concept: Place How does the geography of the United States affect the people and its culture? Local Objective</p><p>*The students wil be able to identify physical characteristics, such as climate, topography, relationship to water and ecosystem. *The students will be able to locate states and major topographic features of the United States. * The students will be able to identify different regions in the United States. * Create Maps to communicate information. GS5B2, GS5C1, GS5F, SSI7B2 DOK- 1/2 Unit</p><p>Geography, Concept: Uses of Geography How does the geography of the United States affect its culture and people?</p><p>Local Objective</p><p>*The students will be able to use geography to interpret the past, explain the present and plan for the future (e.g. physical processes that continue to reshape the earth) Unit</p><p>Immigration: How did westward migration and European immigrants change America?</p><p>Local Objective</p><p>*Identify how a person becomes a member of a group and factors contributing to inclusion/exclusion from a group. *Identify how ideas, concepts, and traditions have changed over time. *Apply the following concepts: scarcity, supply and demand, trade-offs. *Essential Vocabulary: immigrants, traditions. Unit</p><p>Native Americans: How did Native Americans affect the history of our nation?</p><p>Local Objective</p><p>*Summarize the viability and diversity of Native American cultures before Europeans came. US3aA * Investigate and present a topic using primary and secondary resources. SSI7A * Use technological tools for research and presentation. SSI7D *Essential Vocabulary: artifacts, Native Americans, natural resources and traditions. DOK 2-4 Unit</p><p>New American Government - Bill of Rights</p><p>Local Objective</p><p>*Identify important principles in the Bill of Rights, such as basic rights and freedoms *Essential Vocabulary: Bill of Rights, Unit</p><p>New American Government: Constitution</p><p>Local Objective</p><p>*Identify important principles in the Constitution included: limited government, rule of law, majority rule, minority rights, and separation of powers, checks and balances. *Distinguish between powers and functions of local, state, and national government. *Essential vocabulary: checks and balances, Constitution, Constitutional Convention, limited government, majority rule, minority rule, rule of law, separation of powers, and unlimited government. Unit</p><p>School of Economics</p><p>Local Objective</p><p>Investigate key economic principals such as scarcity, supply and demand, profit, and trade-offs by analyzing key decisions in American history. (EC 4A, 4E and 4F)</p>