grade 5 – social studies rutherford public schools ... · pdf filegrade 5 – social...

GRADE 5 – SOCIAL STUDIES

RUTHERFORD PUBLIC SCHOOLS RUTHERFORD, NJ

REVISED 2017

APPROVED: April 24, 2017

Grade 5 – Social Studies

I. INTRODUCTION

In this first decade of the twentyfirst century, it has become increasingly imperative to

develop in our students the full appreciation of our American heritage. This encompasses a

study of our common history, American tradition, civics, and the importance of practicing

good citizenship. These values will help insure that our students will be contributing

participants in the future of the United States.

To work towards the achievement of these goals, this fifth grade curriculum will promote the

improvement of critical thinking, reading comprehension, writing skills, use of the available

technology, research skills, and the use of maps and graphs. Using a wide variety of teaching

techniques, teachers will work to provide meaningful lessons for all students, who have many

of diverse learning styles. All will be provided for an equal opportunity to express

themselves to the best of their abilities.

Teachers will incorporate the use of differentiated lessons to enhance student learning. This

includes oral discussions, visual enhancements, and reading and writing across the

curriculum. Computer technology is emphasized. For this, it is expected that research,

spreadsheets, word processing, and social studies programs will be integrated into the

lessons.

Students are expected to be fully involved in all aspects of the lesson and adhere to school,

state, and board of education rules and standards. Current events will be discussed in class as

needed. Teachers and students will work together to solve social studies problems, develop

student leadership qualities, be prepared to take tests, and improve map and geography skills.

The content is a general overview of American’s growth and development from the

appearance of Native Americans to the present day. Emphasis is upon significant

developments affecting the development of American culture and traditions today.

This curriculum adheres to and follows the New Jersey Student Learning Standards and the

New Jersey Holocaust and Amistad Mandates. Career Education Standards are infused into

the curriculum by the teacher.

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II. OBJECTIVES

New Jersey Student Learning Standards for Social Studies (2014) http://www.state.nj.us/education/cccs/2014/ss/

Standard 6.1

U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Standard 6.2

World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Standard 6.3

Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.

New Jersey Student Learning Standards for English Language Arts Companion Standards in History/Social Studies, Science, and Technical Subjects

www.state.nj.us/education/cccs/2016/ela B. SKILLS Students will continue to improve upon and develop the social studies skills learned in

previous grades. These skills will be with them as they proceed through the Rutherford school system and will help them throughout their adult and career life. Students are expected to work to their best ability levels in the following skill areas, as measured through student assessment.

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1. General skills

a. Locate, organize, and evaluate information

b. Use the Internet and computer to access information

c. Acquire information by reading, observing, and listening

d. Communicate orally and in writing

e. Interact and work with others

f. Apply conflict resolution skills

2. Critical thinking skills

a. Identify main issues

b. Recognize assumptions

c. Evaluate information from various sources

d. Recognize bias and emotional factors

e. Distinguish between verifiable and unverifiable data

f. Draw inferences

g. Distinguish between fact and opinion

h. Recognize cause and effect

i. Evaluate the strength of an argument

j. Develop debating skills

k. Draw conclusions

l. Develop a creative thinking ability

m. Learn problem solving techniques

n. Understand historic periods

3. Technology skills

a. Use the word processor for preparation of assignments

b. Use the Internet as a research tool

c. Use the graphics on the computer to make visual presentations for oral

reports

d. Use the Internet to complement and improve knowledge on issues and

current events

e. Use the Internet to improve social studies skills, including geography, maps,

graphics, etc.

4. Map Skills

a. Orient a map

b. Use a grid system to locate places

c. Identify and interpret map symbols

d. Locate physical and political features

e. Understand scales and projections

f. Compare various maps

g. Use maps to understand and explain historical and current events

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5. Picture, Chart, Graph, and Table Interpretation Skills

a. Interpret pictures, apply information and draw conclusions b. Understand cartoons as a means to express views and interpret the view expressed c. Interpret the information given on graphs, charts, and tables, and draw inferences from the data d. Relate the information from pictures, charts, graphs and tables with that gained from other sources e. Understand and construct time lines

6. Chronology and Time Skills

a. Understand the idea of historical time b. Use timelines c. Understand what makes historical periods different

C. CONTENT 1. Overview of Historical Perspectives

a. Chronological order and understanding of historical terms b. Primary sources of information 1) journals 2) oral history 3) artifacts 4) newspapers and historical documents

c. Historical determiners 1) people 2) events 3) geography

d. Careers 1) archaeologists 2) social historians 3) oral historians 4) historical fiction writers

e. Citizenship skills 1) learning to read critically 2) write for an audience 3) take a stand 4) change your mind 5) organize 6) vote 7) civic responsibilities

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2. First Americans

a. Probable methods of arrival origins and means of travels

b. Motivations for migration economic, social, environmental

c. Archaeological evidence location of sites, types of evidence and

analysis of evidence

d. North American Native Americans

e. South American Native Americans

f. Cultural contributions of Native Americans

1) language and storytelling

2) environment

3) religion

4) science and inventions

5) government

6) artistic expression

7) tradition and values

8) myths and oral transfer over generations

3. Age of Exploration

a. Goals of explorers

1) shorter route to the East Indies

2) acquisition of territory

3) gold and other wealth

4) search for a Northwest Passage

5) geographical prospects for colonization

b. Viking explorations

1) explorers

2) impact on Native Americans

c. Impact of Europeans upon Native Americans

1) disease

2) conflicting cultural values

4. Colonization

a. Roanoke and St. Augustine as early European settlements

b. Jamestown Settlement

1) House of Burgesses

2) Growth of representative democracy

c. Arrival of Africans

1) reasons for their appearance

2) sources of this information

3) reasons why indentured servants and slavery developed in North

America

d. The grouping of colonies is studied with the following concepts

1) reason for settlements

2) difference and similarities among each group

3) the type of economy developed by each and the reasons why

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4) geographic factors of each group affecting development

a) Plymouth Colony

i. Separatists

ii. Mayflower Compact

b) New England Colonies

i. Massachusetts Bay Colony

ii. New Hampshire

iii. Connecticut

iv. Rhode Island

c) Southern Colonies

i. Virginia

ii. Maryland

iii. Carolinas

iv. Georgia

d) Middle Colonies

i. Pennsylvania

ii. New York

iii. New Jersey

iv. Delaware

5. Birth of a Nation

a. Events leading to the Revolutionary War

1) French and Indian War prelude to revolution

2) Reasons for a revolution

a) taxation without representation

b) significant events

1) Boston Massacre

2) Boston Tea Party

3) Intolerable Acts

c) First Continental Congress

1) organizing a military

2) developing goals

3) significant leaders

b. Revolutionary War

1) Lexington and Concord first battles

2) Second Continental Congress

3) Declaration of Independence Thomas Jefferson

a) Preamble

b) Statement of Rights

c) List of George III’s wrongs

d) Statement of Independence

c. Battles and their significance

1) war on land

2) war on sea

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d. American victory reasons for American success

1) peace treaty significant provisions

2) Articles of Confederation the first government and its successes

and reasons for failure

e. The United States Constitutionorigins and sources of ideas

1) separation of powers

2) three branches powers and responsibilities of each

a) legislative

b) executive

c) judicial

3) amendments peaceful evolution of change to assure success

4) Bill of Rights protecting people from their government

6. First Administrations of American Presidents

a. George Washington’s cabinet

1) setting precedents

2) interpreting the written Constitution and making it work

b. Thomas Jefferson

1) accomplishments

2) Louisiana Purchase

c. The War of 1812 unification of the nation and success of the new

Constitution

1) causes

2) fighting at sea

3) burning of Washington

4) Star Spangled Banner

5) peace treaty signed in 1814

a) James Monroe elected in 1816

b) Era of Good Feelings

d. Jacksonian Democracy expanding the rights of citizens

1) Jackson the “common man”

2) women, blacks, and Native Americans were excluded

3) Trail of Tears Treatment of Native Americans

a) Cherokees promised land

b) Jackson sends them to Oklahoma

e. Women’s Rights outgrowth of antislavery movement

1) abolitionists goal of ending slavery

2) Seneca Falls Convention

a) 1840 women barred from London’s antislavery

conference

b) women meet at Seneca Falls

c) Sojourner Truth

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7. Changes in U.S. Ways of Life technological developments a. Transportation 1) highways 2) railroads 3) steamboats

b. Results of improved transportation 1) increased natural unity 2) expansion to the Pacific coast

3) American merchants around the world c. Industrial Revolution 1) textile industry 2) interchangeable parts 3) mass production 4) inventions

8. Westward Expansion a. Texas 1) war with Mexico a) Treaty of Guadeloupe Hidalgo b) Gadsden Purchase 2) Lone Star Republic 3) Texas statehood b. California 1) Spanish influence 2) Bear Flag Republic 3) gold rush and inflation

c. Oregon Country 1) mountain men

2) pioneers 3) Oregon Trail

9. Civil War Era a. Sectionalism growing differences between the North and the South b. Slavery 1) resistance how slaves fought slavery 2) abolitionists growing antislave movement and its leaders 3) Underground Railroad how it moved slaves out of the South

c. Onset of war 1) Lincoln elected effect on South 2) South Carolina secedes 3) Fort Sumter first shot of Civil War 4) generals and leaders of North and South 5) Emancipation Proclamation liberation of slaves 6) major battles and significance of them 7) surrender at Appomatox end of the Civil War

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d. Reconstruction 1) Freedman’s Bureau aid to former slaves 2) sharecropping and crop lien new Southern economy 3) Constitutional amendments 13, 14, 15 and their importance 4) Black Codes development of segregation 5) Johnson and the Radical Republicans how the U.S. brought the

seceded states back into the Union 10. Geography

a. Tools for learning 1) maps

a) political b) physical/relief c) population density d) road maps e) maps on the computer 2) map features and terms

a) hemispheres b) poles ( north and south) c) equator and prime meridian

d) continents, countries, states, cities e) compass rose, key, scale f) symbols, labels g) latitude and longitude h) circles (Arctic and Antarctic)

and tropics (Cancer and Capricorn) 3) other features a) cartography b) map/graph reading b. Outlining and organizing maps for usage. Hands on map use by students and use of the computer

11. United States Geography

a. Regions developing ways to organize the US into regions using economics, resources, geography, and population.

b. Descriptions of regions 1) geographical

a) climate b) landforms 2) economic

a) natural resources b) industrial growth c) agricultural use 3) population characteristics

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12. Holocaust StudiesAll students will recognize that prejudice hurts each of us as individuals and weakens the group as a whole. a. Recognize that each of us has traits and attributes in which we take pride b. Recognize the values that influence each student c. Identify the sources from which people learn their values d. Define and explain the term “prejudice” e. Holocaust and prevent it from happening f. Explain the terms bigotry, discrimination, racism, stereotyping, scapegoating, ethnocentrism, antiSemitism, and genocide g. Give examples of prejudice toward individuals and groups in history and in the present h. Analyze how prejudice and discrimination lead to genocide i. Define the term “The Holocaust” j. Analyze the reasons why laws are adopted k. Analyze reasons why individuals and groups act in certain ways l. Examine various aspects of Nazi policies and their impact on individuals and groups (laws, isolation, ghettos, murder, slave labor, separation of families, starvation and sickness, deportation, and concentration camps) m. Identify other groups who were victims of Hitler and Nazi policies: people with disabilities/handicaps, Gypsies/Roma, Poles, Communists, Catholics, Jehovah’s Witnesses, AntiNazis, Soviet prisoners of war, blacks, and others n. Explain why it is important to us today to study about the Holocaust and genocide o. Analyze how we might prevent these occurrences from ever happening again p. Demonstrate an understanding that each of us is faced with many choices and the difficulty in making choices q. Understand that choices have consequences for the group and the individual

III. PROFICIENCY LEVELS This course is designed for a fifth grade heterogeneous class.

IV. METHODS OF ASSESSMENT

A. Student Assessment The following are suggested means for the students’ assessment; others may be used by the teacher to enhance instruction. 1. Book reports 2. Oral and written class work participation

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3. Homework as per Board of Education policy 4. Oral reports and discussions 5. Computer reports, projects, and oral/slide presentation 6. Teachermade and book testing 7. Research project 8. Cooperative learning activities 9. Alternate assessments will be implemented as necessary.

B. Curriculum/Teacher Assessment The teacher and supervisor will be in contact throughout the academic year concerning curriculum assessment. The teacher is encouraged to make suggestions for change and improvement at any time. The supervisor may also request an annual meeting or written review from the teacher about the curriculum and suggestions for modification. Teachers will also report about meeting all the mandated New Jersey Standards and requirements.

V. GROUPING This course is designed for all fifth grade students. Teachers are expected to differentiate their lessons to meet the learning styles and abilities of all. Students are expected to work at their highest levels.

The course meets all the New Jersey Student Learning Standards. Additionally, students are being prepared to enter the sixth grade class and be ready for social studies at that level. The latest technology is to be incorporated into the lessons by the teacher.

VI. RESOURCES A. Speakers Teachers are encouraged, working with the administration, to contact

speakers for the curriculum content and for career growth. The New Jersey State Speaker Service can be contacted.

B. References

1. Internet sources 2. National Geographic Magazine 3. School Library 4. Internet searches 5. Junior Scholastic Magazine 6. Various texts from other publishers 7. Kids Discovery Magazine 8. Rutherford Public Library 9. Atlases

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C. Each classroom has at least one computer with full email and Internet capabilities. This technology will be incorporated into lesson plans. Students are expected to use it properly to enhance their learning, including differentiated instruction.

D.Rooms contain map resources, posters, CD Roms and other material to be used relevant to the lesson.

E. Textbook The United States , Scott Foresman, 2003 (ISBN: 0328017639). The libraries in the schools have books and audiovisual materials for use. With the Internet in place in the classrooms, teachers will develop materials for their use and for the students according to their individual academic abilities.

F. The social studies office maintains the following materials for use by the teachers:

The Holocaust and Genocide Curriculum Guidebook , New Jersey Commission on Holocaust Education

New Jersey Social Studies Curriculum Framework , New Jersey Department of Education

G. Supplemental reading The school and public libraries will be used to assign individualized supplemental reading according to student academic level and interests (differentiated assessment). 1. Archeology and Oral History

Digging into Yesterday by Fisher The Riddle of the Rosetta Stone by Giblin Wonderful World of Archeology by Jessup Mysteries of American and American Archeology by Marston Do People Grow on Family Trees? : An Official Ellis Island Handbook by I.

Wolfman 2. First Americans*

American Before Columbus by Baity The Painted Cave by Behn Sees Behind Trees by M. Dorris Morning Girl by M. Dorris The Earliest Americans by Sattler

* A large collection of regional Native American tales also exists 3. Exploration

Around the World in a Hundred Years: From Henry , the Navigator to Magellen by J. Fritz

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Morning Girl by M. Dorris The Captive by S. O’Dell

4. Pilgrims and Early Colonists

Encounter at Easton by Avi Night Journeys by Avi Susanna’s Candlestick by Albrecht Hay Foot Straw Foot by Berry Stranded at Plimoth Plantation 1626 by Bowen Guests by M. Dorris The Matchlock Gun by Edmonds Puritan Adventure by Lenski A Day in the Life of a Pilgrim Boy by Waters A Day in the Life of a Pilgrim Girl by Waters A Wampanoag Indian Boy in Pilgrim Times by Waters

5. Revolutionary War

Grist Mill Secret by Albrecht Battle Lanterns by Allen The Fighting Ground by Avi My Brother Sam is Dead by Collier Twelve Days to Trenton by Duncan King George’s Head was Made of Lead by Monjo Katie’s Trunk by Turner

6. Westward Expansion

The Barn by Avi Dandelions by Eve Bunting Children of the Wild West by Russell Freedman Sarah Plain and Tall by MacLoughlin Skylark by MacLoughlin American Tall Tales by Mary Pope Osbourne

7. Civil War

The Ghost Cadet by Alphin Charles Skedaddle by Beatty Bull Run by Fleischman Across Five Aprils by Hunt Pink and Say by Polaccio Shades of Grey by Reeder Red Cap by Wisler

8. Immigration and Inventors

Immigrant Children by Russell Freedman Fire by Golden

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Facing West by Kudlinski An Ellis Island Christmas by Leighton Watch the Stars Come Out by Levinson Fire at the Triangle Factory by Littlefield Ellis Island by Seigel

9. World Wars and the Holocaust

My Brother’s Keeper by Bernbaum Farewell to Manzanar by Houston Clara’s Story by Isaacman When Hitler Stole Pink Rabbit by Kerr Number the Stars by Lois Lowery Journey to America by Levison The Miracle Tree by Mattingly Upstairs Room by Reiss So Far From the Bamboo Grove by Watkins Devil’s Authentic by Yolen

10. Modern America and the Civil Rights Movement

Martin Luther King by Clayton They Dared to Lead: America’s Black Athletes Our Century 19601970 by Hollander The Year They Walked by Seigel

VII. Technology

http://www.state.nj.us/education/cccs/2014/tech/

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.8.A.1 B. Creativity and Innovation 8.1.12.B.1 C. Communication and Collaboration 8.1.8.C.1 D. Digital Citizenship 8.1.12.D.4 E. Research and Information Literacy 8.1.8.E.1 F. Critical Thinking, Problem Solving, and DecisionMaking 8.1.8.F.1 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. A. Nature of Technology: Creativity and Innovation 8.2.8.A.1 B. Design: Critical Thinking, Problem Solving, and DecisionMaking 8.2.8.B.1 C. Technological Citizenship, Ethics, and Society 8.2.8.C.1 D. Research and Information Fluency 8.2.8.D.1

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E. Communication and Collaboration 8.2.8.E.1 F. Resources for a Technological World 8.2.8.F.1 G . The Designed World 8.2.8.G.1

VIII. METHODOLOGIES Teachers are to use differentiated methods to account for the variety of learning styles found in the classroom grouped heterogeneously. These include lessons using audio, visual, written, and oral techniques. Lessons and methods must vary to meet the attention spans of individuals and to maintain student interest and thus increase learning. Teachers should be aware of and implement Bloom’s Taxonomy. To achieve this, teachers must employ a variety of instructional methods. The following are suggestions, not limits, as to what a teacher can do.

1. Differentiated instruction 2. Cooperative education 3. All other types of group work 4. Computer use, including CD Roms, Internet, and other programs 5. Videotapes 6. Individualized assignments 7. Inductive learning

IX. SUGGESTED ACTIVITIES

1. Geography project relating the topic studied to the proper geographical context. 2. Field trips as determined by the teacher. 3. Slide show presentations by the students using computer technology combined with oral presentations. 4. Research projects and presentations by individuals or groups. 5. Writing across the curriculum. Student will write essays linking social studies to other disciplines such as reading, art, music. 6. Technology using digital cameras and iMovies to enhance studies. 7. CD Rom and other programs can be used by the teacher according to student and curriculum needs. 8. Integrating career studies into social studies topics being studied.

X. INTERDISCIPLINARY CURRICULUM COORDINATION The teacher should connect the history studied to the music, art, literature, cultural aspects, and technology of each period studied. Discussing these needs with the art, music, and English teachers in their building and using them as resources and/or speakers is suggested.

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XI.DIFFERENTIATING INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS: STUDENTS WITH DISABILITIES, ENGLISH LANGUAGE LEARNERS, AND GIFTED & TALENTED STUDENTS Differentiating instruction is a flexible process that includes the planning and design of

instruction, how that instruction is delivered, and how student progress is measured. Teachers

recognize that students can learn in multiple ways as they celebrate students’ prior

knowledge. By providing appropriately challenging learning, teachers can maximize success

for all students.

Examples of Strategies and Practices that Support:

Students with Disabilities

• Use of visual and multisensory formats

• Use of assisted technology

• Use of prompts

• Modification of content and student products

• Testing accommodations

• Authentic assessments

Gifted & Talented Students

• Adjusting the pace of lessons

• Curriculum compacting

• Inquirybased instruction

• Independent study

• Higherorder thinking skills

• Interestbased content

• Studentdriven instruction

• Realworld problems and scenarios

English Language Learners

• Preteaching of vocabulary and concepts

• Visual learning, including graphic organizers

• Use of cognates to increase comprehension

• Teacher modeling

• Pairing students with beginning English language skills with students who have more

advanced English language skills

• Scaffolding

•word walls

•sentence frames

•thinkpairshare

•cooperative learning groups

•teacher thinkaloud

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XII. 21st CENTURY LIFE AND CAREERS

Career Ready Practices describe the careerready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. http://www.state.nj.us/education/cccs/2014/career/ 9.1 PERSONAL FINANCIAL LITERACY B. MONEY MANAGEMENT 9.1.8.B.1, 9.1.8.B.2, 9.1.8.B.3, 9.1.8.B.4, 9.1.8.B.5 C. CREDIT AND DEBT MANAGEMENT 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.C.4, 9.1.8.C.5, 9.1.8.C.6 D. PLANNING, SAVING, AND INVESTING 9.1.8.D.1, 9.1.8.D.2, 9.1.8.D.3 E. BECOMING A CRITICAL CONSUMER 9.1.8.E.1, 9.1.8.E.2 F. CIVIC FINANCIAL RESPONSIBILITY 9.1.8.F.1, 9.1.8.F.2 9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION A: CAREER AWARENESS 9.2.8.A.1, 9.2.8.A.2, 9.2.8.A.3, 9.2.8.A.4 9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION B. CAREER EXPLORATION 9.2.8.B.1, 9.2.8.B.2, 9.2.8.B.3, 9.2.8.B.4, 9.2.8.B.5, 9.2.8.B.6, 9.2.8.B.7

XI. PROFESSIONAL DEVELOPMENT

The teacher will continue to improve his/her expertise through participation in a variety of professional development opportunities as provided by the Board of Education as per the PDP/150 hour requirements.

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Curriculum Map Grade 5 Social Studies Class

QUARTER 1 (5 weeks)

Overview of Historical Perspectives

Primary sources, historical determiners, careers, citizenship skills

First Americans/Native Americans Age of exploration

QUARTER 2 (5 weeks)

Colonization

Jamestown, arrival of Africans The 13 colonies – Plymouth, New

England, Southern, Middle Leading up to Revolutionary War

Reasons for revolution First Continental Congress

Grade 5 Social Studies

QUARTER 3 (5 weeks)

Revolutionary War continued

Battles, American victories American Constitution Presidents

George Washington Thomas Jefferson War of 1812 Jacksonian Democracy Women’s Rights

Changes in US way of life Technology

QUARTER 4 (5 weeks)

Western Expansion Civil War Reconstruction US Geography

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