Time Allowed:

3 Weeks

2013-2014 Curriculum Blueprint Grade: 5th Grade Course: Social Studies

Unit 1: Geography and Map Skills

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: Geography, globe, equator, Prime Meridian, hemisphere, latitude, longitude, parallel, degree, compass rose, cardinal directions, key, symbol, political map, physical map, plain, shield, basin, continent, and ocean.

Learning Goal: Students will use maps, globes, photographs, pictures, and tables to locate key geographic features, locations, and landmarks. Objectives: Students will interpret current and historical information using a variety of geographic tools (e.g., maps, globe). Students will use map features locate and identify seven continents and five oceans. Students will use key map features (e.g. compass, key) to describe physical characteristics of the geographic regions in North America. Students will use key map features (e.g. compass, key) to describe how bodies of water in the U.S. support and link geographic regions.

Benchmarks/Standards are linked to the CPALMS Supporting Common Core Standards SS.5.G.1.1: Interpret current and historical information using a variety of geographic tools. SS.5.G.1.2: Use latitude and longitude to locate places. SS.5.G.1.3: Identify major United States physical features on a map of North America. SS.5.G.1.4: Construct maps, charts, and graphs to display geographic information. SS.5.G.1.6: Locate and identify states, capitals, and United States Territories on a map. SS.5.G.2.1: Describe the push-pull factors (economy, natural hazards, tourism, climate, physical features) that influenced boundary changes within the United States. SS.5.G.4.1: Use geographic knowledge and skills when discussing current events SS.5.G.4.2: Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national problems.

Essential Content & Understanding: A: Identify and locate 7 Continents

1. North America 2. South America 3. Africa 4. Asia 5. Australia 6. Antarctica 7. Europe

B. Identify and locate 5 Oceans

1. Atlantic 2. Pacific 3. Arctic 4. Indian 5. Southern

C. Identify and describe geographic regions and physical characteristics using map features:

1. Coastal Plain 2. Appalachian Mountains 3. Canadian Shield 4. Interior Lowlands 5. Great Plains 6. Rocky Mountains 7. Basin and Range 8. Coastal Range

D. Identify and describe major bodies of water using map features:

1. Oceans: Atlantic, Pacific 2. Rivers: Mississippi, Missouri,

Ohio, Columbia, Colorado, Rio Grande

3. Lakes: Great Lakes 4. Gulf: Gulf of Mexico

Essential Questions: What is geography? How can we use map features to locate geographic features? What are some physical characteristics of the geographic regions in North America?

Resources/Links: Core Resource: Pearson My World: Building Our Country – Social Studies Handbook Supplemental Resources: National Geographic Historic maps for teachers and students Maps and resources from Enchanted Learning Writing Links: 5th Grade writing ideas Giving directions using a map Higher Order Questioning Question starters Activities to promote HOT Remediation & Enrichment Resources United States Geographic Games Geography Songs Teachers will complete a DBQ each nine weeks.

Time Allowed:

3 Weeks

2013-2014 Curriculum Blueprint Grade: 5th Grade Course: Social Studies

Unit 2: Pre-Columbian North America (Native Americans)

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: Bering Strait, land bridge, migrate, adapt, culture, irrigation, geographic regions, climate, tribe, artifact, agriculture, economy, nomad, government, league, bison, desert, and mesa.

Learning Goal: Students will demonstrate how early cultures developed in America by describing reasons to migrate, identifying early tribes of specific regions, and

describing how the environment impacted survival and cultural characteristics.

Objectives:

Students will describe reasons for migration of first Americans.

Students will describe how First Americans adapted to their environment.

Students will compare cultural aspects of Native American tribes.

Benchmarks/Standards Supporting Common Core Standards SS.5.A.2.1: Compare cultural aspects of ancient

American civilizations (Aztecs/Mayas; Mound

Builders/Anasazi/Inuit).

SS.5.A.2.2: Identify Native American tribes from

different geographic regions of North America (cliff

dwellers and Pueblo people of the desert Southwest,

coastal tribes of the Pacific Northwest, nomadic

nations of the Great Plains, woodland tribes east of the

Mississippi River).

SS.5.A.2.3: Compare cultural aspects of Native

American tribes from different geographic regions of

North America including but not limited to clothing,

shelter, food, major beliefs and practices, music, art,

and interactions with the environment.

SS.5.A.1.1: Use primary and secondary sources to

understand history.

SS.5.A.1.2: Utilize timelines to identify and discuss

American History time periods.

Essential Content & Understanding:

A. First Americans migrated from Asia to North

America crossing Bering Strait

B. Ancient North American Civilizations adapted

to their geography in various ways and developed

their own cultures.

1. Mayans

2. Aztecs

3. Pueblos and Anasazi

C. Prior to the arrival of Europeans, American Indians (First Americans) were dispersed across different environments in North America and their culture depended upon their environment.

1. Arctic e.g. Inuit 2. Pacific Northwest e.g. Kwaluit 3. Southwest e.g. Pueblo 4. Plains e.g. Sioux 5. Northern Woodlands e.g. Iroquois 6. Southeast: e.g. Calusa

D. The American Indians

1. First Americans fished, hunted, and harvested crops for food.

2. Clothing was made from animal skins and plants.

3. Their shelter was made of resources found in their environment (e.g., sod, stones, animal skins, wood)

Essential Questions:

Why do people migrate? How did geography and climate affect American Indian culture?

Resources/Links: Core Resource: Pearson My World: Building Our Country – Chapter 1 Supplemental Resources: Native American Multicultural Resources Reading Comprehension Passages Scott Foresman (Pearson) Cultural links Naïve American links Writing Links: ReadWriteThink Higher Order Questioning Question starters Activities to promote HOT Remediation & Enrichment Resources Teachnology

Webquest

Native American Project rubric

Teachers will complete a DBQ each nine weeks.

DBQ Option: The Aztecs: Should Historians Emphasize Agriculture or

Human Sacrifice?

DBQ Option: Maya: What Was Their Most Remarkable Achievement?

Time Allowed:

5 Weeks

2013-2014 Curriculum Blueprint Grade: 5th Grade Course: Social Studies

Unit 3: Exploration and Early Settlement of America

Instructional Focus

Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: navigation, merchants, astrolabe, technology, slave trade, expedition, patron, missionary, conquistador, inventor, circumnavigate, colony, Columbian Exchange, epidemic, drought, cash crop, pilgrim, Mayflower Compact, indentured servants, Puritans, and Northwest Passage

Learning Goal: The student will describe the technological advancements that shaped exploration, describe their knowledge of European explorers, and describe interaction between Europeans and Native Americans. Objectives:

Students will describe technological advancements that shaped European exploration.

Students will compare and contrast the motives for travel, obstacles faced, routes traveled, and accomplishments of European explorers.

Students will describe the positive and negative interactions between two cultures.

Students will investigate causes of failure and success of early settlements. (e.g. Jamestown, Plymouth)

Students will draw conclusions on what killed Early Jamestown settlers by analyzing historical documents. (Jamestown DBQ)

Benchmarks/Standards Supporting Common Core Standards SS.5.A.3.1: Describe technological developments that shaped European exploration. SS.5.A.3.2: Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers. SS.5.A.3.3: Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. SS.5.G.1.1: Interpret current and historical information using a variety of geographic tools. SS.5.E.2.1: Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists. SS.5.E.1.1: Identify how trade promoted economic growth in North America from pre-Columbian times to1850. SS.5.A.4.1: Identify the economic, political and socio-cultural motivation for colonial settlement. SS.5.A.1.1: Use primary and secondary sources to understand history. SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods.

Essential Content & Understanding: A. Competing major European countries 1. Spanish, English, France, Portugal, Dutch, Icelandic (Viking), Swedish explorers B. Motivation for colonial settlement 1. Puritans, Quakers, and Catholics fleeing from religious persecution 2. Debtor settlements in Georgia 3. Military stronghold and protection of trade routes at St. Augustine 4. Establishment of the Jamestown colony for profit 5. French and Dutch competition for the fur trade C. Technologies that shaped the age of exploration. 1. orienteering compass 2. sextant (Sextant Defined) 3. astrolabe 4, Seaworthy ships 5. Gunpowder D. Consequences of Interaction amongst different cultures 1. Diseases, exchange of agricultural ideas, slavery, fur trade, military alliances, treaties, cultural interchanges E. Motivation for exploration (God, Gold, and Glory) 1. Economic-Gold, natural resources, and trade 2. Religious—Spread of Christianity 3. Competitions for empire and belief in superiority of own culture

F. Obstacles and Accomplishments

1. Poor navigation tools, disease, fear of unknown, and lack of supplies. 2. Exchange of ideas, goods, improvement of navigation tools, and claimed

territories for European countries.

G. Colonies in North America were established for religious and economic reasons. Some succeeded while others failed.

1. Examples: Roanoke, Plymouth, Jamestown, Massachusetts Bay Colony

Essential Questions:

What technological advancements shaped the age of

exploration?

What were motives for travel, obstacles faced, and

accomplishments of European Explorers?

Why did some early settlements succeed while others fail?

Resources/Links: Core Resource: Pearson My World: Building Our Country – Chapters 2 and 3 Supplemental Resources: Scott Foresman(Pearson) Early European Explorers Lesson plans for American History Education Place Writing Links: Writing Prompts and Rubrics Higher Order Questioning Question starters Activities to promote HOT Remediation & Enrichment Resources Web Quest with rubric Teachers will complete a DBQ each nine weeks. DBQ Option: Was Magellan Worth Defending? DBQ Option: Jamestown: Why did so many colonists die?

Time Allowed:

5 Weeks

2013-2014 Curriculum Blueprint Grade: 5th Grade Course: Social Studies

Unit 4: Colonization of North America

Instructional Focus

Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: Region, climate, govern, economy, proprietor, debt, diverse, barter, export, import, triangular trade, artisans, apprentice, classes, slavery, Middle Passage, and raw materials.

Learning Goal: Students will compare and contrast life in New England, Middle, and Southern Colonies (motive for settlement, key individuals, geography, economy, government,

social structure, and relationships with Native Americans).

Objectives:

Students will compare and contrast geographical, political, social, and economical aspects of colonial life in each region (New England, Middle, and Southern).

Students will identify key individuals responsible for development of colonies and describe their impact.

Student will identify the causes for triangular trade and its impact/effect on individuals and society.

Benchmarks/Standards Supporting Common Core Standards SS.5.A.4.1: Identify the economic, political and

socio-cultural motivation for colonial settlement.

SS.5.A.4.2: Compare characteristics of New

England, Middle, and Southern colonies.

SS.5.A.4.3: Identify significant individuals

responsible for the development of the New

England, Middle, and Southern colonies.

SS.5.A.4.4: Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. SS.5.A.4.5: Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and Europe. SS.5.A.4.6: Describe the introduction, impact, and role of slavery in the colonies. SS.5.E.1.1: Identify how trade promoted economic growth in North America from pre-Columbian times to1850. SS.5.E.1.2: Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics. SS.5.A.3.3: Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. SS.5.A.1.1: Use primary and secondary sources to understand history. SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods. SS.5.G.1.5: Identify and locate the original thirteen colonies on a map of North America.

Essential Content & Understanding:

A. Motivation for settlement and characteristics of region.

1. New England - Founded by individuals seeking religious freedom, moderate

summers, cold winters, rocky soil, fishing, shipbuilding, trade, port cities,

craftsmen, shop keepers, religious reformers, church was the center of town,

and town meetings.

2. Middle Colonies – Moderate climate, rich farmlands, deep rivers, bays and

harbors, trading, livestock, diverse, skilled and un-skilled workers,

fisherman, cities and small villages, diverse religions, and market towns.

3. Southern – Warm climate, rivers, harbors, small and large farms, plantations,

slavery, indentured servants, cash crops, few cities, few schools, and Church

of England.

B. Significant Groups and Individuals

1. William Penn, Pontiac, Oludah Equiano, George Whitefield, Roger Williams,

John Winthrop, John Smith, John Rolfe, James Oglethorpe, Anne Hutchinson,

Lord Baltimore.

C. Daily Colonial Life Considerations

1. Town meetings, farming, occupation, slavery, bartering, education, games,

science, technology, transportation, religion.

D. Triangular Trade and Slavery

1. Exchange of goods and people between Africa, Europe, and Americas.

2. Middle Passage

3. Cash crops in the south

4. Slave culture in plantations

E. Economic and political relationships

1. England imposed strict control over trade. 2. Colonists had to obey English laws that were enforced by governors

(appointed by king or proprietor) 3. Colonial legislatures made laws for each colony and were monitored by

colonial governors.

Essential Questions:

How did geography and natural resources impact

life in the colonies?

What was the impact of Triangular Trade?

Resources/Links: Core Resource: Pearson My World: Building Our Country – Chapter 4 Supplemental Resources: Scott Foresman(Pearson) History Central Teacher Vision Social Studies for Kids Writing Links: Writing Prompts and Rubrics Higher Order Questioning Question starters Activities to promote HOT Remediation & Enrichment Resources Congress for kids

Teachers will complete a DBQ each nine weeks.

Time Allowed:

5 Weeks

2013-2014 Curriculum Blueprint Grade: 5th Grade Course: Social Studies

Unit 5: American Revolution

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: Revolt, independence, Sons of Liberty, Daughters of Liberty, boycott, massacre, tariff, quarter, Patriot, Loyalists, neutral, militia, Continental Army, Treaty of Paris, treason, mercenaries, alliance, enlist, strategy, morale.

Learning Goal: The student will demonstrate knowledge of the causes and results of the American Revolution.

Objectives:

Students will describe events that led up the American Revolution (create a time line, flow map, etc.)

Students will describe the factors that allowed the Continental Army to defeat the British Army in the Revolutionary War.

Students will analyze primary and secondary documents and use its relevant details to make judgments. (Valley Forge)

Benchmarks/Standards Supporting Common Core Standards SS.5.A.5.1: Identify and explain significant events

leading up to the American Revolution.

SS.5.A.5.2: Identify significant individuals and groups

who played a role in the American Revolution.

SS.5.A.5.3: Explain the significant of the historical

documents including key political concepts, origins

of these concepts, and their role in the American

Independence.

SS.5.A.5.4: Examine and explain the changing roles

and impact of significant women during the

American Revolution.

SS.5.A.5.5: Examine and compare major battles and

military campaigns of the American Revolution.

SS.5.A.5.6: Identify the contributions of foreign

alliances and individuals to the outcome of the

Revolution.

SS.5.A.5.7: Explain economic, military, and political

factors which led to the end of the Revolutionary

War.

SS.5.A.5.8: Evaluate the personal and political

hardships resulting from the American Revolution.

SS.5.C.1.4: Identify the Declaration of

Independence's grievances and Articles of

Confederation's weaknesses.

SS.5.C.2.1: Differentiate political ideas of Patriots,

Loyalists, and "undecideds" during the American

Revolution.

SS.5.C.2.2: Compare forms of political participation

in the colonial period to today.

SS.5.A.1.1: Use primary and secondary sources to understand history.

Essential Content & Understanding:

A. Significant events leading up to the war

1. French and Indian War, the Stamp Act, the Townshend Acts, the Boston

Massacre, the Boston Tea Party, the Coercive Acts, the Powder Alarms.

B. Significant groups and individuals

1. King George III, Patrick Henry, Thomas Jefferson, George Washington, John

Adams, John Hancock, Crispus Attucks, Ben Franklin, Paul Revere and Patriots,

Sons of Liberty, Daughters of Liberty, Continental Congress, James Armistead,

Francis Marion.

2. France, Lafayette, Spain, de Galvez, von Stueben (aka de Steuben), Pulaski,

Haiti.

3. Abigail Adams, Martha Washington, Phyllis Wheatley, Mercy Otis Warren,

Molly Pitcher, Deborah Sampson, Margaret Gage.

C. Historical documents leading up to the American Independence

Magna Carta, the English Bill of Rights, the Mayflower Compact, Common Sense,

the Declaration of Independence.

D. Significant ideas and philosophies that inspired revolution.

1. Ideas of John Locke (natural rights to life, liberty, and property. Government

is created to protect the rights of people and is limited).

2. Declaration of Independence (People have certain unalienable rights,

government derives its power from people, and people have a right and a duty

to change a government that violates their rights.

E. Declaration of Independence

F. Factors that enabled American Independence

1. Defense of own land, assistance from foreign allies, military strategy, and

strong desire to win.

2. Foreign alliances, rising cost for England, Treaty of Paris

G. Personal and Political Hardships

Financing the war effort, war time inflation, profiteering, loss of family and

property, dissent within families and between colonies.

H. Major battles and campaigns (e.g. Lexington and Concord, Saratoga, Valley

Forge, Yorktown, Savannah, Charleston, Trenton, Princeton, Bunker Hill, and

Treaty of Paris)

Essential Questions:

What are the causes and effects of the American

Revolution?

How significant were the key figures roles to the overall

success or failure of the war?

Resources/Links: Core Resource: Pearson My World: Building Our Country – Chapters 4 and 5 Supplemental Resources: Social Studies Alive: Tug of War Activity with reading Kid Info Biographies of significant individuals from American Revolution era Americanrevolution.org Scholastic Scott Foresman(Pearson) Powder Alarms History Writing Links: Writing Prompts and Rubrics Higher Order Questioning Question starters Activities to promote HOT Remediation & Enrichment Resources Road to Revolution game (PBS)

American Revolution Webquest

Research Project ideas with rubrics

Teachers will complete a DBQ each nine weeks. DBQ Option: Valley Forge: Would you have quit? DBQ Option: Do You Think the Colonist were Justified in Breaking Away from England?

Time Allowed:

4 Weeks

2013-2014 Curriculum Blueprint Grade: 5th Grade Course: Social Studies

Unit 6: Civics and Government

Instructional Focus

Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): n/a Key Vocabulary: Articles of Confederation, inflation, ordinances, Constitution, Bill of Rights, Amendments, ratify, compromise, separation of powers, veto, checks and balances, executive, judicial, and legislative, democracy, federalist, anti-federalist, preamble, and due process.

Learning Goal: Students will demonstrate knowledge of the challenges faced by the new nation by identifying weakness of early government, the creation of a two party political

system, and the principals and laws established by the Constitution and Bill of Rights.

Objectives:

Students will explain how and why government changed in Early America.

Students will explain purpose of the constitution, the 3 branches of government, and a system of checks and balances created by the founding fathers of America.

Students will evaluate importance of the Bill of Rights.

Benchmarks/Standards Supporting Common Core Standards SS.5.A.5.9: Discuss the impact and significance of land policies developed under the Confederation Congress (Northwest Ordinance of 1787). SS.5.A.5.10: Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy. SS.5.C.1.1: Explain how and why the United States government was created. SS.5.C.1.2: Define a constitution, and discuss its purposes. SS.5.C.1.3: Explain the definition and origin of rights. SS.5.C.1.4: Identify the Declaration of Independence's

grievances and Articles of Confederation's weaknesses.

SS.5.C.1.5: Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution. SS.5.C.1.6: Compare Federalist and Anti-Federalist views of government. SS.5C.2.3: Analyze how the Constitution has expanded voting rights from our nation's early history to today. SS.5.C.2.4: Evaluate the importance of civic responsibilities in American democracy. SS.5.C.2.5: Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society. SS.5.C.3.1: Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution. SS.5.C.3.2 Explain how popular sovereignty, rule of law, separation of powers, checks and balances, federalism, and individual rights limit the powers of the federal government as expressed in the Constitution and Bill of Rights SS.5.C.3.5: Identify the fundamental rights of all citizens as enumerated in the Bill of Rights. SS.5.C.3.4 : Describe the amendment process as defined in Article V of the Constitution and give examples.

Essential Content & Understanding:

A. Articles of Confederation

1. First constitution written during A.R.

2. Weak national government (could not enforce taxes)

3. No common currency

4. Provided no executive or judicial branch

B. Constitution (liberty, representative government, limited

government, individual rights, "bundle of compromises.")

1. Federal system of government based on power shared by

central and state government.

2. Purpose for creation

3. Checks and balances

4. Executive, legislative, and judicial branches

C. Bill of Rights

1. James Madison-author

2. 1st 10 amendments to the Constitution

3. Guarantees basic rights such as freedom of speech and

religion.

D. Federalist vs. Anti-Federalist point of view of government

Federalists

1. Favored strong national government. 2. Favored limits on states’ powers 3. Favored development of industry on a national scale (e.g.

national bank) 4. Alexander Hamilton Anti-Federalists

1. Favored a weak national government 2. Supported states’ powers 3. Favored small business and farmers (opposed national bank) 4. Thomas Jefferson

Essential Questions:

What is the purpose of government?

How does the Bill of Rights protect you?

Why do we have 3 branches of government?

Resources/Links: Core Resource: Pearson My World: Building Our Country – Chapter 6 Supplemental Resources: Scott Foresman(Pearson) Congress for kids Social Studies for kids History for kids Scholastic Constitution for kids (arguments and rebuttals of federalists and anti-federalist) Writing Links: Writing Prompts and Rubrics Bill of Rights Higher Order Questioning Question starters Activities to promote HOT Remediation & Enrichment Resources Government Games Teachers will complete a DBQ each nine weeks.

Time Allowed:

6 Weeks

2013-2014 Curriculum Blueprint Grade: 5th Grade Course: Social Studies

Unit 7: Growth and Westward Expansion

Instructional Focus

Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: Political party, pioneer, frontier, nationalism, Monroe Doctrine, suffrage, Trail of Tears, abolition, reform, canal, mass production, industrial revolution, Manifest Destiny, annex, Missouri Compromise, wagon train, and gold rush

Learning Goal: The student will demonstrate knowledge of the accomplishments and the challenges faced by the new nation during Westward Expansion.

Objectives:

Students will demonstrate knowledge of significant individuals during the era of growth and Westward Expansion.

Students will describe the hardships faced by groups moving west.

Students will compare different methods of land acquisition by The United States.

Students will analyze the impact of technology and innovations, westward expansion, and reform on various cultures.

Students will analyze primary and secondary documents and use its relevant details to make judgments. (DBQs)

Benchmarks/Standards Supporting Common Core Standards SS.5.A.6.1: Describe the causes and effects of the Louisiana

Purchase.

SS.5.A.6.2: Identify roles and contributions of significant people

during the period of westward expansion.

SS.5.A.6.3: Examine 19th century advancements (canals, roads,

steamboats, flat boats, overland wagons, Pony Express,

railroads) in transportation and communication.

SS.5.A.6.4: Explain the importance of the explorations west of the

Mississippi River.

SS.5.A.6.5: Identify the causes and effects of the War of 1812.

SS.5.A.6.6: Explain how westward expansion affected Native

Americans.

SS.5.A.6.7: Discuss the concept of Manifest Destiny.

SS.5.A.6.8: Describe the causes and effects of the Missouri

Compromise.

SS.5.A.6.9: Describe the hardships of settlers along the overland

trails to the west.

SS.5.C.3.3: Give examples of powers granted to the federal

government and those reserved for the states.

SS.5.C.3.6: Examine the foundations of the United States legal

system by recognizing the role of the courts in interpreting law

and settling conflicts.

SS.5.E.1.1: Identify how trade promoted economic growth in North America from pre-Columbian times to1850. SS.5.E.1.2: Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics. SS.5.E.1.3: Trace the development of technology and the impact

of major inventions on business productivity during the early

development of the United States.

SS.5.G.3.1: Describe the impact that past natural events have had

on human and physical environments in the United States

through 1850.

SS.5.G.2.1: Describe the push-pull factors (economy, natural hazards, tourism, climate, physical features) that influenced boundary changes within the United States.

Essential Content & Understanding:

A. Significant Individuals

1. First five presidents

2. Meriwether Lewis, William Clark, and Sacajawea

3. Andrew Jackson, Tecumseh, William Henry Harrison, and

Francis Scott Key (War of 1812)

4. Eli Whitney, Fredrick Douglas, Elizabeth Cady Stanton, etc.

(slavery and suffrage)

5. Jean Baptiste Point Du Sable, Zebulon Pike, John Fremont

B. Westward Expansion

1. Hardships faced by settlers such as terrain, climate, rivers,

and conflicts with Native Americans.

2. Trail of Tears, Indian Removal Act

3. The Mormon migration, the Forty-niners, the Oregon Trail

C. War of 1812

1. Nationalism, neutrality in trade, impressments, border

forts

D. Land Acquisition by United States

1. Manifest Destiny

2. Louisiana Purchase

3. Treaty with Spain (Florida)

4. War with Mexico (annexation of Texas, Treaty of

Guadalupe Hidalgo, and Gadsden Purchase)

5. Oregon Treaty

6. Missouri Compromise

E. Technology and Innovations

1. Industrial Revolution and mass production

2. Canals, Railroads, and steamboats.

3. Pony Express

4. Telegraph, Morse Code

Essential Questions:

What were some challenges the United States faced as a young

nation?

Why did settlers move westward to unknown territories?

How are different cultures affected by the exchange of ideas and

innovations?

How did United States acquire new land?

Resources/Links: Core Resource: Pearson My World: Building Our Country – Chapters 7 and 8 Supplemental Resources: Scholastic Kid Info: Westward Expansion and Pioneers KidsConect-Presidents Trail of Tears Writing Links: Writing Prompts and Rubrics Higher Order Questioning Question starters Activities to promote HOT Remediation & Enrichment Resources Go west with Lewis and Clark game Interactive Map of U.S. Teachers will complete a DBQ each nine weeks.

DBQ Option: How Free Were the Free Blacks in the North? DBQ Option: Was the United States Justified in Going to War with Mexico? DBQ Option: The California Gold Rush: A Personal Journal

Supporting Common Core Standards

Reading Informational Texts

LACC.5.RI.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

LACC.5.RI.1.2 : Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text

LACC.5.RI.1.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. LACC.5.RI.2.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject areaCCSS.ELA-

LACC.5.RI.2.5 : Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. LACC.5.RI.2.6 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

LACC.5.RI.3.7 : Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

LACC.5.RI.3.8 : Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). LACC.5.RI.3.9 : Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.. LACC.5.RI.4.10 : By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. English Language Arts Standards/Writing

LACC.5.W.1.2 : Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a) Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c) Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

e) Provide a concluding statement or section related to the information or explanation presented.

LACC.5.W.1.2a : Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings),

illustrations, and multimedia when useful to aiding comprehension.

LACC.5.W.1.2b : Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

LACC.5.W.1.2c : Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

LACC.5.W.1.2d : Use precise language and domain-specific vocabulary to inform about or explain the topic.

Supporting Common Core Standards

LACC.5.W.1.2e : Provide a concluding statement or section related to the information or explanation presented.\

LACC.5.W.1.3 : Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

LACC.5.W.3.7 : Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

LACC.5.W.4.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Mathematics Common Core Standards

MACC.K12.MP.1.1 :

Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

MACC.K12.MP.3.1 :

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams,

Supporting Common Core Standards

and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MACC.K12.MP.5.1 :

Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

MACC.K12.MP.6.1 :

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

DBQ Support

2012-2013 Document Base Questions Reserved List 5th Grade

Please Note: The DBQs listed below are expressly reserved for the specific grade levels/courses indicated below and may not be used by other grade levels or courses.

Early Jamestown: Why did So Many Colonist Die? (Red Binder) Volume 1

Valley Forge: Would You Have Quit? (Red Binder) Volume 1

How Free Were the Blacks in the North? (Red Binder) Volume 1

Was the United States Justified in Going to War with Mexico? (Red Binder) Volume 1

The California Gold Rush: A Personal Journal (Black Binder) *Note: Not a Mini-Q

Maya: What Was Their Most Remarkable Achievement? (Purple Binder) Volume 1

The Aztecs: Should Historians Emphasize Agriculture or Human Sacrifice? (Purple Binder) Volume 2

Was Magellan Worth Defending? (Purple Binder) Volume 2 – SS.5.A.3.2

Should We Celebrate the Voyages of Zheng He? (Purple Binder) Volume 2 – SS.5.A.3.2

LTI: Do You Think the Colonist were Justified in Breaking Away from England? (Moodle Only)