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FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
The 5th grade Social Studies course is focused on the history of the United States: Prehistory through the American Revolution.
STANDARD Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
BENCHMARK G2 A: Students know the physical and human characteristics of places.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
HA! Assessment 1 Unit One: U.S. Regions & Native SPED/ELL Student points 1- 7
Identify and Physical and What are the physical Identify and and/or on a blank Content Americans HA! Chapter 1: to the 4 regions. days
describe human human regions of the U.S. and describe map, students specific Review, construct, and identify and label 4 Geography of the Sort characteristics into
and physical characteristics of what characteristics physical locate and name geographic regions on a map. United States regional categories.
characteristics of places define define them? character- the 4 regions and Identify and describe characteristics of the USA Simulation from GT - Create posters, books,
places, and use regions. istics of give 2 examples following regions: plains, coastal, desert Interact etc. illustrating and
them to define regions. of characteris-tics and mountain. explaining the regions,
regions. for each. Explain Describe how each of the following characteristics, and
1 interaction interact within each region: bodies of interactions.
between any 2 water, plants, soil, animals, climate.
regions.
STANDARD History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
STANDARD History 2: Students know how to use the processes and resources of historical inquiry.
STANDARD Geography 4: Students understand how economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
BENCHMARK H1 A: Students know the general chronological order of events and people in history.
BENCHMARK H2 B: Students know how to interpret and evaluate primary and secondary sources of historical information.
BENCHMARK G4 D: Students know the processes, patterns, and functions of human settlement.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Use primary and Historians use What sources of Interpret and Use artifacts, Content Describe how to use artifacts as primary HA! Chapter 2: SpED/ELL - Present 1-1
secondary primary and information do we use evaluate pictures, specific sources. Describe how secondary Native Americans examples of various day
sources to ask secondary sources to find out about Native primary and illustrations and sources give additional information and and Their Land sources. Student identifies
and answer to ask and answer Americans? secondary textbooks to perspective about past and present. them as primary or
questions (who, questions about sources. categorize as secondary.
what, when, why, the past and primary and
how) about the present (historical secondary GT - Compare primary
past and present, inquiry). sources. sources with a secondary
and to determine source concerning the
cause and effect same event. Compare
relationships. similarities/differences;
critique secondary source
in light of the primary
sources.
Revised
04-30-07
/jkw 1
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
STANDARD History 2: Students know how to use the processes and resources of historical inquiry.
STANDARD Geography 4: Students understand how economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
BENCHMARK H1 A: Students know the general chronological order of events and people in history.
BENCHMARK H2 B: Students know how to interpret and evaluate primary and secondary sources of historical information.
BENCHMARK G4 D: Students know the processes, patterns, and functions of human settlement.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Organize events Chronology When/why did the first Chronology HA! Assessment 2 Content Explain how continental drift and the land HA! Chapter 2: SpED/ELL: Role play 1-5
and people in organizes people migration to America and/or on a blank specific bridge between Asia & North America Native Americans migration by having days
history chronologi- and events and take place? map, locate the Rdg influenced migrations. and Their Land students move from one
cally. helps explain Bering Strait and Stndrd 1 Use maps to locate the Bering Strait and part of the classroom to
historical trace the trace migration routes in North America. another for a part of the
relationships. migration routes. Add the migration of Native Americans to class period. Have them
Include when/ the on-going timeline. explain what happened and
why Native why,
Americans GT: Find examples of other
migrated. peoples who migrated to
the Americas, when, and
why.
Explain why People migrate What were the origins Cause and Using origin Content Explain how Native Americans used HA! Chapter 2: SpED/ELL - Present origin 1 - 1
people migrate and settle in of Native Americans, effect stories, students specific tracing and story telling to describe their Native Americans stories orally (books on day
and settle in different places for according to their will identify 2 origins. Read origin stories of different and Their Land tape, read aloud, buddy
different places. a variety of stories? examples of groups of Native Americans. reading, etc.) Retell story
reasons. cause/effect orally.
relationships GT- Prepare and present an
specific to the origin story (their own, or
environment of known story) in a
the story. storytelling format.
Revised
04-30-07
/jkw 2
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD History 3: Students understand that societies are diverse and change over time.
BENCHMARK H3 B: Students understand the history of social organization in various societies.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
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Understanding Skills Methods Strategy Adaptations/Extensions
Describe cultural Societies are How were Native Sort informat- HA! Assessment 3 Rdg Construct a cultural region map of various HA! Chapter 3 SpED/ELL - Provide 1-5
similarities, diverse and Americans in different ion as it and/or on a blank Stndrd 5 groups of Native Americans. Native Americans pictures or word cards of days
differences and change over time. regions alike? How relates to a chart, classify the McREL Identify housing, clothing, resources, Cultural Regions cultural characteristics.
interactions were they different? specific topic similarities and culture, and the government of tribes in Students sort by placing
among various or purpose. differences of different regions using a graphic each on a culture region
groups in both Similarities cultural regions. organizer. map.
past and present. and Compare and contrast cultural features of
differences. each region, i.e. clothing, housing, use of GT - Individually, or in
natural resources. Create a comparison small groups, construct
chart of several tribes. dioramas of the culture of
one or more regions.
STANDARD Economics 1: Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.
BENCHMARK E1 C: Students understand that resources can be used in many ways and understand the costs of alternative uses.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
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Understanding Skills Methods Strategy Adaptations/Extensions
Identify scarce Decisions must be How did Native Decisions Create 3 Content Describe the production and distribution See above SpED/ELL - Orally discuss 1 1 day
natural, human made about the Americans utilize must be made scenarios that specific of goods, trade, exchange, examples of scarcity from
and capital use of scarce natural, human, and about the use include scarce interdependence, and communication students lives, then
resources and resources. capital resources? of scarce resources. among Native American people and tribes. connect to an example
evaluate decisions resources. Students must from Native American life.
about how they problem solve the (E.g. What would Native
are used. best way to use Americans in the plateau
the resources or region be lacking for
find suitable building a shelter? How
alternatives. would they solve this
problem?)
GT - In small groups,
create and act out
scenarios about scarcity
for the class.
Revised
04-30-07
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FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD Economics 2: Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.
BENCHMARK E1 C: Students understand that resources can be used in many ways and understand the costs of alternative uses.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Identify ways Resources are How does the exchange Use reading to Class will Rdg Explain how, why, and for whom goods See above SpED/ELL - Explain what 1-1
goods and used to produce of goods and services define and participate in a Stndard 4 were produced and exchanged among occurred orally rather than day
services are and distribute lead to trade and solve bartering activity Native American people and tribes. in writing.
distributed goods and interdependence? problems to simulate the
through trade, services. (issues, interdependence GT - Identify and research
exchange and events, and that develops. a current situation of
interdependence decisions). Each student interdependence. Explain
explains in writing who, why, what, where.
what occurred.
BENCHMARK G4 E: Students know how cooperation and conflict among people influence the division and control of the earth's surface.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
HA! Assessment 4 Unit Two: The Age of Discovery-European SpED/ELL - Provide 2+J98
Explain why People migrate Why did Europeans Cause and and/or journal Content Explorers in North America. HA! Chapter 4: Why students with a journal
people migrate and settle in explore the New World? effect about European specific Explain the reasons early explorers came Europeans Left for entry with key words
and settle in different places for explorers to the New World. the New World. removed. Students choose
different places. a variety of explaining why from a word bank the best
reasons. they came to the words to fill the blanks.
New World and
effects that GT - Students research one
occurred as a explorer and write a journal
result. of exploration based on the
research.
STANDARD History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
BENCHMARK H4 A: Students understand the impact of scientific and technological developments o individuals and societies.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Identify and Technology has What new inventions Note taking Create a new tool McREL Identify tools that assisted explorers and HA! Chapter 4: SpED/ELL - Discuss tools 2
explain changes changed societies helped guide explorers that might have analyze how explorers used them. Why Europeans Left students use and what
in technology and throughout history. on their journeys? aided explorers. for the New World. problems they solve (e.g.
how they changed Explain how the calculator). Then have
history. tool works and students match a historical
how it might have problem with the item that
been useful. was it used to solve.
GT - Use assessment as is.
Revised
04-30-07
/jkw 4
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
STANDARD History 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
BENCHMARK H1 A: Students know the general chronological order of events and people in history.
BENCHMARK H6 B: Students know how societies have been affected by religions and philosophies.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Organize events Chronology When did individual Chronology HA! Assessment Content Discuss reasons for and impact of New HA! Chapter 5: SpED/ELL - Place names of 2
and people in organizes people Europeans explore the 5 and/or ask specific World exploration. Routes of explorers on sentence
history and events and New World? questions about Rdg Add early European explorations of the Exploration to the strips. Give one to each
chronologically. helps explain explorers using Stndrd 1 New World to the ongoing time line. New World. student, Have them
historical time line. For arrange themselves in
relationships. example, describe chronological order of
the positive and exploration. Keep
negative impact reordering until correct.
that Columbus
had on Native GT - Use Timeliner
Americans. software to create an
illustrated, annotated
timeline of exploration.
Identify beliefs of Beliefs of Which early explorers Similarities Prompt: W hich McREL Research/study/chart individual explorers HA! Chapter 5: SpED/ELL - Match 2
individuals and individuals and had the greatest and explorer (s) had and present to class. Routes of explorers with impact.
groups and their groups have impact? differences; the greatest Identify and explain the importance of Exploration to the
effects on powerful effects on What impact did the non-linguistic impact on the individual early explorers. Compare and New World. GT - Rank the explorers
societies. societies. explorers have on the representa- New/Old World. contrast their achievements Explorer Simulation from greatest to least
New/Old World? tions Give reasons to from Interact impact. Justify the
support your ranking.
answer.
Revised
04-30-07
/jkw 5
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
BENCHMARK G1 A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Use tools (maps, Maps, globes and How are maps used to Use geogra- Explore maps, Content Interpret maps of exploration, discussing see above SpED/ELL - Provide 2
globes, other geographic show routes taken to phic tools. globes, internet specific map elements that are present and students with an
photographs, tools are used to the New World? sources, atlases, missing. exploration map showing
graphs, charts, locate information encyclopedias routes of explorers. Have
and databases) to about places. and books to find them explain the route one
locate information maps of routes or more explorers
about places. taken by followed.
explorers. How
are they alike? GT - Using a blank map,
Different? students plot the route of
the explorers.
STANDARD Geography 4: Students understand how economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
BENCHMARK G4 B: Students know the nature and spatial distributions of cultural patterns.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
HA! Assessment 6 Unit Three: Colonial America- Part 1: SpE/ELL - Orally, list or 2
Explain why People migrate Why did people migrate Sort informa- and/or Prompt: McREL Early Colonization HA! Chapter 6: Early select from choices at least
people migrate and settle in and settle in these tion as it What were the Rdg Explain why and where colonists settled in English Settlements. 3 reasons for colonial
and settle in different places for places? relates to a major reasons Stndrd 5 the new world. settlement.
different places. a variety of specific topic why people Compare/contrast reasons for
reasons. or purpose. settled in the New settlements, ways of governing and GT - Create an
Compare/ World? beliefs held. advertisement for a
contrast. colonial settlement.
Appeal to various reasons
for migrating.
Revised
04-30-07
/jkw 6
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD History 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
STANDARD Civics 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.
BENCHMARK H6 B: Students know how societies have been affected by religions and philosophies.
BENCHMARK C1 C: Students understand the principles of the United States Constitutional Government.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Describe how and Rules, laws and How did the beliefs of Compare and Ask: How were McREL Compare/contrast Roanoke, Jamestown, HA! Chapter 6: Early SpED/ELL - Use a Venn 2
why rules and governments individuals and groups contrast the rules and laws Plymouth. English Settlements. Diagram to
laws have been develop and influence the formation of the 3 colonies Discovery Simulation compare/contrast two
made and change over time. of governments and similar/ different? from Interact colonies.
enforced. societies?
GT - Use a 3-circle Venn
Diagram to
compare/contrast all three
colonies.
Identify beliefs of Beliefs of How were the beliefs of Similarities & Ask: How were McREL Compare/contrast Roanoke, Jamestown, HA! Chapter 6: Early SpED/ELL - Use a Venn 2
individuals and individuals and individuals/groups in differences the beliefs of Plymouth. English Settlements. Diagram to
groups and their groups have the colonies colonists in the 3 Sail America compare/contrast two
effects on powerful effects on similar/different? colonies similar/ Simulation from colonies.
societies. societies. different? Interact.
GT - Use a 3-circle Venn
Diagram to
compare/contrast all three
colonies.
STANDARD Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
BENCHMARK G2 B: Students know how and why people define regions.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Identify and Physical and What physical Describe T - Chart: McREL Describe and compare the physical HA! Chapter 6: Early SpED/ELL - Sort a list of 2
describe human human characteris- characteristics character- Similarities/ Content characteristics of the first colonies to English settlements. characteristics by colony.
and physical tics of places aided/challenged istics and Differences of specific include climate, soil, plant, land, and water
characteristics of define regions. inhabitants of the 1st similarities characteristics of forms. GT - In small groups create
places, and use colonies? and the 1st colonies. and make a presentation
them to define differences. promoting the unique
regions. physical characteristics of
a colony.
Revised
04-30-07
/jkw 7
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD Civics 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.
STANDARD Civics 2: Students know how to use structure and function of local, state , and nationally government and how citizen involvement shapes public policy.
BENCHMARK C1 C: Students understand the principles of the United States Constitutional Government.
BENCHMARK C2 D: Students know how public policy is developed at the local, state, and national levels.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Explain how Government What were the key Use reading to Give scenarios Rdg Explain early concepts of government -- HA! Chapter 6: Early SpED/ELL - Identify the 2
people get and involves people political challenges and define and that present Stndard 4 who had power and how they used it. English settlements. leader(s) in each colony.
use power and acquiring and successes of the first solve political
authority. using power and English colonies? problems. challenges for the GT - Evaluate leaders of
authority. English colonies the colonies and whether
and have they governed more
students describe through power or through
their solutions. authority.
Explain how Individuals and How and why were Recognize Ask: Why were Rdg Describe the Mayflower Compact and its HA! Chapter 6 : Early SpED/ELL - Identify one 2
governments are groups make, early colonial author's point early colonial Stndards 1 impact on early colonial governments. English settlements "problem" in the class that
organized at the enforce and apply governments formed? of view. governments &4 Interpret part of the original Mayflower could be solved by a rule.
local, state, and rules and laws Drawing formed? Explain Compact to determine important Then develop the rule.
national levels (government). inferences and/or write a elements.
and the People and nations using class compact GT - Analyze the provisions
responsibilities of interact politically. contextual and compare it to of the Mayflower Compact.
each. clues. the Mayflower Explain why each provision
Describe ways Compact. may have been included.
that people and
nations interact.
Revised
04-30-07
/jkw 8
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD Economics 2: Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.
STANDARD Economics 3: Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.
BENCHMARK E2 A: Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services.
BENCHMARK E3 A: Students understand that the exchange of goods and services creates economic interdependence and change.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Identify scarce Decisions must be How did scarcity of Explain key Revisit the Content Describe the early economic HA! Chapter 6: SpED/ELL - Given one 2
natural, human made about the resources lead to trade, economic bartering activity specific interdependence of colonists and Native Comparing the example of early colonial
and capital use of scarce exchange and concepts and completed during Americans. Role play Colonies interdependence, students
resources and resources. interdependence with apply to the Quarter 1. Ask with the children by creating an item of will identify the need each
evaluate decisions The exchange of Native Americans? time period. students to scarcity in the classroom. party had that was met by
about how they goods and compare/contrast the other.
are used. services leads to the economic
Identify ways trade and interdependence GT - Compare an example
goods and interdependence. of colonists and of colonial
services are Native Americans interdependence with a
distributed in the 3 colonies. current example.
through trade,
exchange and
interdependence
STANDARD History 3: Students understand that societies are diverse and change over time.
STANDARD History 5: Students understand political institutions and theories that developed and changed over time.
BENCHMARK H3 A: Students know how various societies were affected by contracts and exchanges among diverse people.
BENCHMARK H5 A: Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Triple Venn Unit Three: Part 2- Thirteen Colonies SpED/ELL - Provide picture 2
Describe cultural Societies are In what ways were the Similari-ties Diagram-- McREL Compare and contrast the New England, HA! Chapter 7: and/or word cards of
similarities, diverse and New England, Middle and differ- Describe the Middle, and Southern colonies (economy, Comparing the characteristics. Students
differences and change over time. and Southern colonies ences similarities/ government, motives for starting, and Colonies sort word cards --New
interactions Rules, laws and most alike? Most differences environmental impact on human activity). England, Middle, Southern.
among various governments different? between the New
groups in both develop and How did the England, Middle GT - Use assessment
past and present. change over time. environment affect and Southern activity as is.
Describe how and human activities? colonies.
why rules and
laws (government)
have been made
and enforced.
Revised
04-30-07
/jkw 9
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD Economics 2: Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.
BENCHMARK E2 A: Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Explain how, why, Resources are What role did slavery Cause and HA! Assessment 8 Content Explain the impact of slavery throughout HA! Chapter 8: SpED/ELL - Tell what work 2
and for whom used to produce play in colonization and effect specific the English colonies. Facing Slavery slaves typically did in each
goods and and distribute settlement in different Identify cause and effect relationships. Slavery Simulation of the three colonial
services are goods and colonies and regions? from Interact regions.
produced. services.
GT - Explain how life in the
colonies would have been
different if there had been
no slavery.
STANDARD Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
BENCHMARK G2 B: Students know how and why people define regions.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Describe ways Human activity How have the ways Similari-ties HA! Assessment 9 McREL Describe daily colonial life (education, HA! Chapter 9 : Life SpED/ELL- Identify jobs 2
humans change changes and is people live changed and and/or Venn social interactions, and occupations). in Colonial that are basically the same
the physical changed by the over time? differences Diagram of Compare modern life to life in colonial Williamsburg today as in colonial
environment and physical similarities/ Williamsburg Williamsburg.
how the physical environment. differences of
environment how peoples' GT - Select several
affects human lives have "problems" that existed in
activity. changed from both colonial and current
colonial times to times (e.g. heating a home,
the present. school discipline,
cooking). Explain
similarities and differences
in how these problems
were solved in both time
periods.
Revised
04-30-07
/jkw 10
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
BENCHMARK H1 A: Students know the general chronological order of events and people in history.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
HA! Assessment Content Unit Four: The Road to Independence Part SpEd/ELL - Choose one 3- 7
Organize events Chronology How can events leading Chronology 10 and/or time specific 1 - Revolutionary War HA! Chapter 10: event that led up to the war days
and people in organizes people up to the Revolutionary line of events Rdg List and explain the major events that led Growing Tensions and discuss the problem,
history and events and War be organized leading up to the Stndrd 1 up to the War (French and Indian War, Between the impact and the effect it had
chronologically helps explain chronologically? Revolution-ary Proclamation of 1763, Quartering Act, Colonies and Britain. on the Revolution's
(time lines, lists, historical War. Stamp Act, taxation without Independence beginning.
sequencing). relationships. representation, colonial protests, Boston Simulation from GT- Make a second
Massacre, Boston Tea Party, Intolerable Interact cause/effect chart to
Acts). HA! Chapter 11: To include the British point of
Continue adding important events and Declare view.
people to the time line. Independence or Not.
Create a cause and effect chart.
STANDARD Civics 4: Students understand how citizens exercise the roles, rights, and responsibilities of participation in civic life at all levels.
BENCHMARK C3 C: Students understand the domestic and foreign policy influence the united states has on other nations and how the actions of other nations influence the politics and the society of the
BENCHMARK C4 C: Students know how citizens can exercise their rights.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Describe ways People and nations What were some of the Cause and HA! Assessment McREL Compare and contrast the attitudes of the HA! Chapter 11: To SpEd/ELL - Work 37
that people and interact politically. causes and effects of Effect. 11 and/or prompt: Rdg colonists toward the war (Loyalists, Declare cooperatively with days
nations interact. Citizens have the laws and taxes Compare and Write 1 paragraph Stndrds4 Patriots, and Neutralists). Independence or Not. classmates to act out why
Explain the rights, rights, roles and imposed on the contrast. from the point-of- Research differing points of view and Patriots Simulation King George should make
roles, and responsibilities. colonists? Point of view. view of a Loyalist, report out using various types of media from Interact.; laws for the colonists, or
responsibilities of How did Britain and the Differentiate Patriot or (newspaper articles, speeches, plays, "The King's M&M's" why not.
students and colonies interact fact from Neutralist create video, etc..) Activity. GT - Pretend you are King
citizens in the before, during, and opinion. explaining why Describe the relationship between George. Write a letter to the
classroom, after the Revolution? this person would England and the colonies before, during colonists explaining the
school, be for/against/ and after the war. reasoning behind the
community, state, neutral in the Role play a panel debate between the taxes, the colonist's
and nation. debate on laws Loyalists and the Patriots. behavior and how you, as
and taxes. King, will react to future
outcomes if the colonists
do not cooperate.
Revised
04-30-07
/jkw 11
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD History 2: Students know how to use the processes and resources of historical inquiry.
STANDARD History 5: Students understand political institutions and theories that developed and changed over time.
BENCHMARK H2 A: Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
BENCHMARK H5 C: Students know how political power has been acquired, maintained, used, and/or lost throughout history.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Use primary and Historians use What was the outcome Use primary HA! Assessment Content List and explain the importance of the HA! Chapter 12 : The SpEd/ELL - Complete the 3-7
secondary primary and of the 2nd Continental and 12 including specific documents Common Sense and Declaration of reading notes for Chapter days
sources to ask secondary sources Congress? secondary question 12 which Declaration of Independence. Independence; 12.3 and 12.5 only. For
and answer to ask and answer What were the key sources. uses a primary Compare and contrast British and HA! Chapter 13 : The Chapter 13 complete 13.2,
questions (who, questions about factors that enabled the Cause and source. American forces before and after the war. Revolutionary War; 13.3 and 13.6.
what, when, why, the past and colonists to defeat the effect. Use HA! "Tug-of-War" (experiential We the People
how) about the present (historical British? exercise). Chapter 5: GT - Choose one or more
past and present, inquiry). Biographies excerpts from the
and to determine Rules, laws, and Declaration of
cause and effect governments Independence and
relationships. develop and paraphrase it in your own
Describe how and change over time. words to tell what it means.
why rules and
laws (government)
have been made
and enforced.
STANDARD History 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
BENCHMARK H6 B: Students know how societies have been affected by religions and philosophies.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Ask: Who made Unit Four- Part 2 U.S. Constitution and the SpEd/ELL - Using a matrix 4 - 5
Identify beliefs of Beliefs of Who were the key Take notes, the greatest McREL Bill of Rights HA! Chapter 12 : The grid with the information days
individuals and individuals and players in the founding outline, and contribution to Discuss how each contributed to the Declaration of posted, students must
groups and their groups have of the United States of summarize the founding of founding of the nation: George Independence. identify the Founding
effects on powerful effects on America? main ideas in our nation? Washington, Thomas Jefferson, Samuel HA! Chapter 13 : The Fathers by looking at the
societies. societies. resource Explain. Adams, John Adams, Benjamin Franklin, Revolutionary War. characteristics that
materials. James Madison. Wethe People Chap. describe them.
Do biographical research projects on 7
Founding Fathers. Biographies. GT- List each of the
Founding Fathers
accomplishments and
contributions. In your
opinion, rank them in order
from the greatest impact to
the least. Justify your
explanations.
Revised
04-30-07
/jkw 12
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD Civics 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.
BENCHMARK C1 C: Students understand the principles of the United States Constitutional Governments.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Explain how Government Under Articles of Summarize. HA! Assessment Content Explain how each of the following items HA! Chapter 14 : The SpED/ELL - Use cards of all 4 - 5
people get and involves people Confederation, how Explain 14 and/or Prompt: specific impacted early US government: Articles Constitution. powers to categorize as days
use power and acquiring and was power acquired historical What were the McREL of Confederation, powers to state, and We the People state or federal under the
authority. using power and and used by people and terms. problems with the powers to federal government. Chapter 6 Articles.
authority. by the states? Articles of Compare rule by England to the
How did this change Confederation government under the Articles. GT - Act out the
under the Constitution? that led to the Discuss why the founders wanted to Constitutional Convention.
Constitution? revise the Articles. Include dialogue that may
have been essential in
agreeing to the division of
three branches of
government.
STANDARD History 5: Students understand political institutions and theories that developed and changed over time.
STANDARD Civics 2: Students know how to use structure and function of local, state, and national government and how citizen involvement shapes public policy.
BENCHMARK H5 A: Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained.
BENCHMARK C2 A: Students know the organization and functions of local, state, and national governments.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Explain how Individuals and What are the main Compare and Ask questions McREL Explain the ratification process of the HA! Chapter 14: The SpEd/ELL - Make a flow 4- 6
governments are groups make, components of the Contrast about the Rdg Constitution. Constitution. chart to show the three days
organized at the enforce and apply Constitution? Graphic Constitution Stndrd 4 Compare/contrast the structure, function, We the People branches of government
local, state, and rules and laws Organizer using the graphic and interaction of the three branches of Chapters 12,13,14 and who is involved in
national levels (government). organizer. For government. each branch.
and the example, What is Chart the three branches of government,
responsibili-ties of the main people involved and their roles. GT - Research our state
each. responsibility of and local government and
the Judicial identify how each relates to
Branch? our national government.
Include the names and
roles of the current people
involved.
Describe how and Rules, laws and How are laws made? Sequencing List the steps in McREL Sequence the steps involved in how a bill HA! Chapter 14: The SpEd/ELL - Working with a 4- 5
why rules and governments the order that Content becomes a law. Constitution. partner, list the first three days
laws (government) develop and laws are made. specific Role play the process of how a bill steps on how a bill
have been made change over time. becomes a law. becomes a law.
and enforced.
GT - Create a set of
classroom laws allowing
teacher to have veto
power.
Revised
04-30-07
/jkw 13
FOR TEACHERS BY TEACHERS
Social Studies Curriculum Guide
Fifth Grade: The Road To Independence
STANDARD Civics 4: Students understand how citizens exercise the roles, rights, and responsibilities of participation in civic life at all levels.
BENCHMARK C4 C: Students know how citizens can exercise their rights.
District Indicator Enduring Essential Questions Essential Assessment Key Suggested Instructional Practices Resources Differentiation Quarter
Taught
Understanding Skills Methods Strategy Adaptations/Extensions
Explain the rights, Citizens have What rights and Apply HA! Assessment Content Describe rights and corresponding HA! Chapter 15: The SpEd/ELL - Choose a right 4
roles, and rights, roles, and responsibilities are knowledge of 15 and/or Prompt: specific responsibilities. Bill of Rights. from the Bill of Rights and
responsibilities of responsibilities. associated with the Bill the past to Choose 1 of the Make connections to current events. Wethe People Chap explain how this would
students and of Rights? analyze Rights from the 16 -21 apply to the classroom.
citizens in the present-day Bill of Rights and
classroom, issues and explain how it GT - Choose an
school, events from applies to today. amendment to the Bill of
community, state, multiple Share different Rights and write a paper to
and nation. perspectives. perspectives with promote it to a country that
classmates. does not have a
democratic government.
Revised
04-30-07
/jkw 14
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