Grade 5 – Social Studies
2nd Nine Weeks
Standards Common Core Activities Resources
Standard 5: History
GLE: 5.5.01 Understand the causes,
course, and consequences of the Civil
Era 5 – Civil War and Reconstruction
Identify the locations of the Writing: 7 Students will color code the Union Essential Literature:
southern and northern states. Conduct short research projects that use states, Confederate states and the Sound the Jubilee
Identify the advantages and several sources to build knowledge Border states on a blank U.S. map. Tuck Everlasting
disadvantages of northern and through investigation of different aspects Bridge to Teribithia
southern economic resources. of a topic. Cooperative group activity: Assign The Nystrom U.S. Government and Civics
groups to represent either northern or
Interpret sectional differences in
southern states. Determine each state’s http://www.tnhistoryforkids.org/students/5_history_1
the North and South in pre-Civil location on a map. Include latitude and
War (i.e., a map of Union, longitude. Research to find the
Confederate, and border-states, economic opportunities in each state
pictorial representations of crop and how these could be developed.
production, reading timelines, and What role would slavery play? Write a
interpreting bar graphs showing paragraph from the point of view of a
human, natural, and manmade slave to describe a typical week on a
resources. plantation. Write a paragraph from the
Identify similar and different point of view of a factory worker to
northern and southern social and describe a typical work week. Use Social
Studies vocabulary words introduced in
Recognize the interdependence of
all America's people by
researching an issue that involves Individual Project: Students will be
several American communities. assigned a prominent person or event
Identify sectional interests that led
to the Civil War. that occurred prior to or during the Civil
Describe the role of Tennessee in War. Directed research will include the
the Civil War details, who, what, when, where, or how
Chart the course of major events it relates to the war. Students will use
throughout the Civil War. the research to create a tri-fold brochure
for presentation to the class highlighting
Recognize military and the main ideas of the research. Students
nonmilitary leaders from the will write a 5 paragraph paper created
North and South during Civil War from the research. The project will be
(i.e., Frederick Douglass, Clara rubric graded. Language Arts Standard can
Barton, Chief Justice Roger be integrated into this activity.
Taney, Abraham Lincoln, Ulysses
S. Grant, Robert E. Lee, and
GLE: 5.5.02 Understand the plans and
policies for Reconstruction and
subsequent successes and failures.
Identify components of the Speaking and Listening: 5 Research Project: List the major cities
various plans for Reconstruction. Include multimedia components (e.g., that were prominent at this time. Find
Interpret timelines that depict graphics, sound) and visual displays in the latitude and longitude of each.
major historical post-Civil War presentations when appropriate to Create a chart and show the distance
enhance the development of main ideas or between the cities, rounding the miles to
the nearest 10s or 100s, the latitude and
Evaluate the successes and theme. longitude for each city, and the
failures of Reconstruction plans. population of each city, rounded to the
Decide the reasons for successes nearest 100. Rank the cities smallest to
and failures of the various plans. largest. Create a multi-step word
Assess the lasting impact of the problem for each day based on the
Civil War and Reconstruction. Social Studies checks for understanding
being taught that day. Include addition,
subtraction, multiplication, division, and
fraction skills. Each student will create a
PowerPoint presentation to exhibit the
information he/she learned, including
appropriate pictures. Create a timeline,
spanning the years 1850 – 1877, for the
*This standard will be integrated
Standard 1: Culture throughout study of the Civil War.
GLE: 5.1.02 Discuss cultures and human
patterns of places and regions of the
Explain how art, music, and Language: 3
literature reflected the times during Use knowledge of language and its
which they were created. conventions when writing, speaking,
Give examples and describe the reading, or listening.
importance of cultural unity and
diversity within and across groups.
GLE: 5.1.03 Recognize the contributions
of individuals and people of various
ethnic, racial, religious, and
socioeconomic groups to the development
Identify significant examples of
art, music, and literature from
various periods in United States
Describe how language, stories,
folktales, music, and artistic
creations serve as expressions of
culture and influence behavior of
people living in a particular
Summarize the contributions of
people of selected racial, ethnic,
and religious groups to our
Explore cultural viewpoints that
led to the eventual abolition of
Explore the contributions of
people of various racial, ethnic,
and religious groups in the United
Give examples of folk tales, art,
or music that represent a
particular culture or time period.
Recognize examples of how
immigrants preserved their
GLE: 5.1.04 Understand the contributions
of individuals and people of various
ethnic, racial, religious, and
socioeconomic groups to Tennessee.
Indentify the similarities and
differences within and among
selected racial, ethnic, and
religious groups in Tennessee.
Describe customs, celebrations,
and traditions of selected racial,
ethnic, and religious groups in
Suggested Integrated Activities
· Cooperative Group Standards Integration:
GLE: 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.
GLE: 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
GLE: 0501.1.3 Demonstrate knowledge of Standard English sentence structure.
GLE: 0501.3.1 Write for a variety of purposes to a variety of audiences.
GLE: 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and imaginative.
GLE: 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
GLE: 0501.4.1 Conduct research to access and present information.
GLE: 0501.4.2 Collect, organize, determine reliability, and use information researched.
GLE: 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts.
GLE: 0501.7.1 Recognize that media can provide sources of information and entertainment.
GLE: 5.3.1. Students will use technology tools to enhance learning, increase productivity, and promote creativity.
GLE: 5.5.1. Students will use technology to locate, evaluate, and collect information from a variety of sources.
GLE: 5.5.3. Students will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
GLE: 5.2.2. Students will practice responsible use of technology systems, information, and software.
GLE: 5.2.3. Students will develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
GLE: 0506.5.1 Make, record, display and interpret data and graphs that include whole numbers, decimals, and fractions.
GLE: 5.1.09 Develop appropriate informational skills and study skills to facilitate learning.
GLE: 5.1.10 Develop skills to facilitate reading to learn in a variety of content areas.
GLE: 5.1.11 Read independently for a variety of purposes.