2nd Social Studies 2010 Curriculum Guide Second Nine Weeks

Document Sample
2nd Social Studies 2010 Curriculum Guide Second Nine Weeks Powered By Docstoc
					                                                                                  Grade 5 – Social Studies
                                                                                     2nd Nine Weeks

                Standards                                   Common Core                                        Activities                                     Resources
                                                            State Standards
                                                                                           Social Studies

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
        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
        cultural customs.
                                                                                              this unit
     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
         Jefferson Davis).
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
                                                                                       last slide.
                                                       *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
of civilizations.
      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
         national liberty.
      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
         traditional culture.
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:
Language Arts:
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.

Shared By: