Social Studies

Grade Five

 

Course Description:

 

The fifth grade social studies program will engage students in a curriculum that ensures a better understanding of the world around them.  The content will focus on Exploration, Colonization, The American Revolution, America’s Expansion, The Civil War, and Citizenship.  Reading support strengthens student understanding of the entire social studies content.  In the end, the students will have a greater understanding of how to make a difference in our democracy by understanding that by working together, they can be successful citizens.

 

Prerequisites:  None

 

 

Topic 1: Cultures Meet & Colonization                                     Approximate # of Weeks: 8

 

Essential Questions:

 

  1. How do cultural differences lead to conflicts among different groups of people in America?
  2. Why did Europeans begin to explore various areas of the world?
  3. What explorers led key expeditions?
  4. What major routes did key explorers follow?
  5. How did European exploration change the lives of Native Americans?

 

Objectives:

Each student will be able to:

 

  1. Explain the reasons for European exploration. (6.1-A.2, 6.3-C.1, 6.4-D.1)
  2. Analyze the differences between primary and secondary sources in historical and modern contexts. (6.1-A.3)
  3. Trace the routes of explorers and identify the areas they claimed. (6.1-A.7, 6.4-C.2, 6.4-C.4, 6.6-A.8, 6.6-B.3 )
  4. Compare and contrast modern points of view about historical events and people. (6.1-A.8)
  5. Understand the cooperation and conflict that existed between the Powhatan and settlers in Jamestown. (6.3-A.1, 6.4-C.3, 6.4-C.7, 6.6-D.5)
  6. Analyze the technological innovations that made sea exploration possible. (6.3-D.1, 6.6-A.10)
  7. Describe the aims, obstacles, and accomplishments of early explorers. (6.3-C.5, 6.3-D.1, 6.3-D.2, 6.3-D.3, 6.4-C.1)
  8. Identify the factors that stimulated major European exploration in the Americas in the 15th and 17th centuries. (6.4-C.1, 6.5-A.1, 6.5-A.4, 6.6-D.3)
  9. Describe how European nations struggled for control of North America. (6.4.D.1, 6.4-D.2, 6.4-D.3)
  10. Analyze the effects of European colonization on Native Americans. (6.4-C.5, 6.4-C.6, 6.4-D.4, 6.4-D.5, 6.6-D.4)
  11. Describe the relations between foreign settlers and Native Americans. (6.4-C.8, 6.4-D.4, 6.6-C.5)
  12. Explain the differences in colonization of the Americas by England, France, and Spain including governance, and interactions with other colonies and American Indians. (6.5-A.8, 6.5-B.1)
  13. Interpret and use information given on an elevation map. (6.6-A.1, 6.6-A.2, 6.6-A.6)
  14. Use latitude and longitude to determine exact locations. (6.6-A.3, 6.6-A.5, 6.6-A.9)

Suggested Activities:

 

  • Participate in online games/activities located on the textbook’s online website.
  • Teacher read aloud of books and novels.
  • Conduct reading groups with Leveled Readers Books.
  • Categorize information about European exploration and colonization of North America in a table.
  • Draw major exploration routes on world/continent maps.
  • Draw and label a plan of a Spanish or English colony.
  • Write a newspaper article and headline about the famous expeditions or the colonization of the new lands.
  • Write a letter to a European family member describing your life as a colonist in the New World.
  • Design a stamp or coin that honors an important person related to European exploration or colonization of the Americas.

 

Suggested Project/Products Ideas:

               

  • Explorer Books
  • Exploration Timelines
  • PowerPoint presentation of various explorers
  • Build a museum exhibit of exploration

               

 

Topic 2: The Revolutionary War                                Approximate # of Weeks: 8

 

Essential Questions:

 

  1. What sacrifices were the colonists willing to make in order to gain freedom from the British?
  2. What disagreements led to the American Revolution?
  3. Which people and groups impacted the American Revolution?
  4. What were the major events and battles of the American Revolution that led to American victory?
  5. How did the American Revolution affect United States history?

 

Objectives:

Each student will be able to:

 

  1. Identify the major events, issues, and personalities of the American Revolution. (6.1-A.1, 6.4-E.1, 6.4-E.2, 6.4-E.3, 6.5-B.7)
  2. Evaluate how the Declaration of Independence changed views on slavery. (6.1-A.2, 6.4-F.11)
  3. Identify the different points of view regarding how the colonies should be governed. (6.2-B.3, 6.2-D.3, 6.5-A.9)
  4. Describe the personal, economic, and regional effects of the Revolution. (6.2-B.3, 6.4-F.9, 6.6-B.2, 6.6-D.7)
  5. Understand the importance of the various battles fought during the American Revolution. (6.2-E.1)
  6. Describe how alliances between Native Americans and colonists affected the French and Indian War. (6.4-D.4, 6.4-D.5, 6.4-F.10)
  7. Analyze the major events leading to the Revolutionary War. (6.4-D.5, 6.5-A.9, 6.5-B.2)
  8. Explain reasons for African slavery in the colonies. (6.4-D.6)
  9. Explain New Jersey’s critical role in the American Revolution, including major battles fought on the land. (6.4-E.4, 6.6-B.5)
  1. Explain the roles of women, African Americans, and Native Americans during the war. (6.4-F.10, 6.4-F.11)
  2. Collect, analyze, and compare information given on historical maps. (6.6-A.1, 6.6-A.4, 6.6-B.4)
  3. Identify lands in North America claimed by different European nations. (6.6-A.11, 6.6-B.1, 6.6-D.2)

 

Suggested Activities:

 

  • Teacher read aloud of books and novels about the American Revolution.
  • Conduct reading groups with Leveled Readers Books.
  • Participate in online games/activities located on the textbook’s online website.
  • Write a letter to King George from an angry colonist listing the reasons for independence.
  • Create a biographical dictionary entry for those important historic figures of the war.
  • Draw a cause and effect flow chart to outline the reasons leading to war and American victory.

 

Suggested Project/Products Ideas:

 

  • Dress as a political figure from the American Revolution and summarize the character’s role in that time period.
  • Create a timeline of events leading to the American Revolution.
  • Create a timeline of events leading to the creation of the Declaration of Independence.
  • Publish a colonial newspaper telling about the battles of the Revolutionary War and the various other major events linked to the war.

 

 

Topic 3: A Growing Nation & Westward Expansion        Approximate # of Weeks: 8

 

Essential Questions:

 

  1. How did the United States establish a new government and grow larger as more lands were acquired?
  2. What were some of the major problems faced by the writers of the Constitution?
  3. How does the Constitution secure our liberty?
  4. How did western settlement affect Native Americans?
  5. What kind of changes did the United States face in early 1800s?

 

Objectives:

Each student will be able to:

 

  1. Apply the steps in the decision-making process to historic and present day situations. (6.1-A.1, 6.1-A.2, 6.2-E.5, 6.6-D.1)
  2. Examine the ways that cultural history is celebrated and preserved through various symbols and artifacts. (6.1-A.3, 6.2-E.6)
  3. Formulate questions about the pioneers and their frontiers. (6.1-A.6)
  4. Describe how early pioneers met the challenges of frontier life. (6.1-A.10, 6.4-E.7, 6.5-B.4)
  5. Use geologic tools to organize and interpret maps that reflect the new boundaries of the United States. (6.1-A.11, 6.4-ED.6, 6.4-F.9, 6.6-D.6, 6.6-D.8)
  6. Explore the different systems of government (democratic, authoritarian, and totalitarian). (6.2-A.2, 6.2-A.3)
  7. Compare the powers of government and functions of the three branches of government (Legislative, Judicial, and Executive). (6.2-A.3, 6.2-A.4, 6.2-A.5, 6.2-C.2, 6.2-C.3, 6.2-E.3)
  1. Examine how the United States and New Jersey governments were set up, why they are each powerful, and how they protect the majority and minority of its citizens. (6.2-A.6, 6.2-B.2, 6.2-C.6, 6.2-D.5)
  2. Explain the key rights guaranteed in the various parts of the Constitution. (6.2-C.1, 6.2-C.2, 6.2-D.1, 6.2-D.2, 6.2-D.3)
  3. Describe why the United States stressed importance of rule of law for the preservation of equal, personal, political, economic, and human rights within the Constitution. (6.2-A.1, 6.2-B.1, 6.2-B.3, 6.2-C.4, 6.4-E.5)
  4. Describe the events of the War of 1812. (6.2-E.2, 6.4-E.7, 6.4-E.8, 6.4-F.7)
  5. Compare the political, economic, and social changes in America during its expansion. (6.2-D.4, 6.2-E.4, 6.4-F.1, 6.4-F.10, 6.4-F.11,)
  6. Understand the roles of the United States government and the private sector in our economy including taxation. (6.5-A.5, 6.5-A.7, 6.5-B.3)

 

Suggested Activities:

 

  • Teacher read aloud of books and novels about westward expansion.
  • Conduct reading groups with Leveled Readers Books.
  • Participate in online games/activities located on the textbook’s online website.
  • Map the frontiers and boundaries of the United States.
  • Design a chart that outlines states vs. government law.
  • Create a chart highlighting the laws and agencies present today that reflect the Constitution.

               

Suggested Project/Products Ideas:

 

  • Create a diorama, chart, or mobile to highlight the three branches of government and their responsibilities.
  • Write and present a play demonstrating the ways in which the pioneers lived during their travels west.

 

 

Topic 4: Civil War Times & Reconstruction               Approximate # of Weeks: 8

 

Essential Questions:

 

  1. What social and economic differences divided the nation and led to war?
  2. How was the nation reunited, and what challenges did it continue to face?
  3. What were the various causes of the Civil War?
  4. How did the Union win the Civil War?
  5. What happened in the South after the Civil War?
  6. How did the United States change after the Civil War?

 

Objectives:

Each student will be able to:

 

  1. Analyze New Jersey’s role in the Civil War, including abolitionist sentiment. (6.4-F.1, 6.4-F.2, 6.4-F.4, 6.4-G.2)
  2. Examine why many people moved west in late 1800s and how population grew after the war. (6.4-F.3, 6.6-D.6)
  3. Discuss the economic history including the growth of major industries, and businesses, the lives of factory workers, and occupations of working people. (6.4-F.6, 6.5-A.5)
  4. Describe legislative acts that have led to conflicts such as slavery. (6.4-F.8)
  5. Analyze plans for the Reconstruction of the United States and the reactions of both Southerners and Northerners to these efforts. (6.4-F.9)
  6. Understand the political, economic, and social changes during the Civil War. (6.4-F.10, 6.4-G.3, 6.6-B.6, )
  7. Examine the major events and personalities of the Civil War, including women and African Americans. (6.4-G.1, 6.4-G.5)
  8. Recognize different points of view about states’ rights. (6.4-G.4)

 

Suggested Activities:

 

  • Teacher read aloud of books and novels about westward expansion.
  • Conduct reading groups with Leveled Readers Books.
  • Participate in online games/activities located on the textbook’s online website.
  • View videos explaining Abraham Lincoln’s term in office and the events of his assassination.

 

Suggested Project/Products Ideas:

 

  • Design a scrapbook including pictures, maps, captions, poems, and stories that highlight the Civil War.
  • Create a class mural that promotes the key events of the pre-Civil War period, the Civil War, and Reconstruction.
  • Write a research paper on an event that led to the overall Reconstruction period of our nation.

 

 

Student and Teacher Resources (i.e., textbooks, related books):

 

  • The United States: Making a New Nation (anthology)
  • Leveled Readers (anthology)
  • Time for Kids (newspaper)
  • Shh! We’re Writing the Constitution (film and book)
  • The Constitution (book)
  • If You Traveled West in a Covered Wagon (book)
  • United States Expansion (film)
  • Causes of the Revolution 1765-1774 (film)
  • Liberty (film series)
  • United States Constitution (film)
  • America’s Independence (film)
  • Assorted historical documents, articles, short stories, poems, and comics

 

 

Software/Online/Media Resources:

 

·          Microsoft Office, Internet Explorer, PowerPoint, TurningPoint, United Streaming

 

 

Websites:

 

·          <PBS.org>

·          <Scholastic.com>

·          <Timeforkids.com>

·          <hartcourtschool.com/ss1>

·          <Smithsonianeducation.org>

·          <americaslibrary.gov>

·          <Unitedstreaming.com>

·          <kids.gov>

·          <bensguide.gpo.gov.>

 

 

Major Form of Assessment

 

Textbook and teacher created tests and quizzes, unit projects, explorer books, essays/book reports, timelines, journal entries, oral presentations, creation of poems, letters, and newspapers, mock trials, interviews, web quests, role plays, chapter questions, graphic organizers

 

Career Education & Life Skills:

 

9.2-A.1  Communicate, analyze data, apply technology, and problem solve.

9.2-A.2  Describe how personal beliefs and attitudes affect decision-making.

9.2-A.3  Identify and assess problems that interfere with attaining goals.

9.2-A.4  Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information.

9.2-A.5  Practice goal setting and decision-making in areas relative to life skills.

9.2-B.1  Develop and implement a personal growth plan that includes short- and long-term goals to enhance development.

9.2-B.2  Demonstrate responsibility for personal actions and contributions to group activities.

9.2-B.3  Explain the need for, and advantages of, lifelong learning.

9.2-C.1  Demonstrate respect and flexibility in interpersonal and group situations.

9.2-C.2  Organize thoughts to reflect logical thinking and speaking.

9.2-C.3  Work cooperatively with others to solve a problem.

9.2-C.4  Demonstrate appropriate social skills within group activities.

9.2-C.5  Practice the skills necessary to avoid physical and verbal confrontation in individual and group settings.

9.2-C.6  Participate as a member of a team and contribute to group effort.

9.2-D.1  Explain and demonstrate how character and behavior affects and influences the actions of others in the home, school, and community.

9.2-D.2  Describe and demonstrate appropriate character traits, social skills, and positive attitudes needed for the home, school, community, and workplace.

9.2-D.3  List problems and their causes, effects, and solutions that are faced in the home, school, and/or community.

9.2-D.4  Describe how personal ethics influence decision making.

9.2-E.3  Understand that people make financial choices that have costs, benefits, and consequences.

9.2-E.4  Explain the difference in cost between cash and credit purchases.

9.2-E.5  Compare prices of similar items from different sellers.

 

Technological Literacy:

 

8.1-B.1  Demonstrate an understanding of how changes in technology impact the workplace and society.

8.1-B.4  Describe and practice safe Internet usage.

8.1-B.5  Describe and practice "etiquette" when using the Internet and electronic mail.

8.1-B.7  Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic information sources.

8.2-A.3  Describe how one technological innovation can be applied to solve another human problem that enhances human life or extends human capability.

8.2-A.5  Explain the cultural and societal effects resulting from the dramatic increases of knowledge and information available today.

8.2-C.1  Explain technological advances in medical, agricultural, energy and power, information and communication, transportation, manufacturing, and construction technologies.

8.2-C.2  Explain reasons why human-designed systems, products, and environments need to be monitored, maintained, and improved to ensure safety, quality, cost efficiency, and sustainability. 

 

 

 

 

 

Kelly Vicchiariello

July 25, 2008

Faculty Member’s Name

Date Submitted

Joseph Caravela

July 27, 2008

Supervisor’s Name

Date Approved