grade 5 studies curriculum map - mr. smith's...

1 Volusia County Schools/Elementary Curriculum Spring 2013

Grade 5

SOCIAL STUDIES Curriculum Map

2013 - 2014

Volusia County Schools

Next Generation Sunshine State Standards


Fifth Grade: United States History – The fifth grade Social Studies curriculum consists of the following content area strands: American History, Geography, Economics, and Civics. Fifth grade students will study the development of our nation with emphasis on the people, places and events up to approximately 1850. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the initial inhabitation, exploration, colonization, and early national periods of American History. So that students can see clearly the relationship between cause and effect in history, students should also have the opportunity to understand how individuals and events of this period influenced later events in the development of our nation.

Next Generation Sunshine State Standards

American History Standard 1: Historical Inquiry and Analysis Standard 2: Pre-Columbian North America Standard 3: Exploration and Settlement of North America Standard 4: Colonization of North America Standard 5: American Revolution & Birth of a New Nation Standard 6: Growth and Westward Expansion Geography Standard 1: The World in Spatial Terms Economics Standard 1: Beginning Economics Standard 2: Places and Regions Standard 3: Environment and Society Standard 4: Uses of Geography Civics and Government Standard 1: Foundations of Government, Law, and the American Political System Standard 2: Civic and Political Participation Standard 3: Structure and Functions of Government

Fifth Grade Overview


Making Connections Common Core State Standards

Language Arts- Common Core State Standards for K–5 literacy in history/social studies, science, and technical subjects are integrated into the K–5 Reading, Writing, Speaking and Listening, and Language standards.

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.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 area.

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.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.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.

LACC.5.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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

LACC.5.W.2.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

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.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

LACC.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LACC.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

LACC.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

LACC.5.SL.2.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

LACC.5.SL.2.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

LACC.5.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

LACC.5.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking.

The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.

Low Complexity Low-complexity items may require students to recall and recognize previously learned concepts, facts, and principles. Items typically require a single step or simple demonstration of social studies skills and abilities. Items in this category do not necessarily require the student to apply previously learned information in a new scenario or context. Skills required to respond to low-complexity items may include, but are not limited to, the following:

define the correct meanings of social-studies-related words, concepts, and terminology

identify or recall common contemporary or historical events, actions, personalities, or concepts

utilize a chart, table diagram, graph, or image to recall or recognize information

identify characteristics of a group, place, or event

Moderate Complexity Moderate-complexity items involve greater flexibility of thought and choice among alternatives than low-complexity items. Items require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to apply previously learned material in new ways—using informal methods of reasoning and problem-solving strategies—and to bring together skills and knowledge from various domains. Skills required to respond to moderate-complexity items may include, but are not limited to, the following:

apply or infer cause-and-effect relationships

identify outcomes of particular cause-and-effect relationships

identify the significance of historical or contemporary events, actions, personalities, or concepts

categorize historical or contemporary people, places, events, or concepts

determine the relationship between historical or contemporary events, actions, personalities, or concepts

explain historical or contemporary problems, patterns, or issues

High Complexity High-complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items often involve multiple steps and require the student to think in an abstract, sophisticated way. Skills required to respond to high-complexity items may include, but are not limited to, the following:

solve or predict the outcome of a problem

generalize or draw conclusions when presented with historical or contemporary information

provide justification for events, actions, or issues in the past or current timeframe

predict a long-term result, outcome, or change within society

analyze how changes have influenced people or social institutions

recognize and explain historical or contemporary misconceptions

analyze similarities and differences between historical or contemporary events

COGNITIVE COMPLEXITY: Low, Moderate, High What Does It Mean?


The Social Studies Curriculum Map has been developed by teachers for teachers for ease of use during instructional planning. Definitions for the framework of the curriculum map components are defined below.

Organizing Principle: the overarching organizational structure used to group content and concepts within the curriculum map

Pacing: the recommended time frames within the year determined by teacher committee for initial delivery of instruction

Topics: a grouping of standards and skills that form a subset of concepts covered in each unit of study Benchmarks/Learning Targets: the content knowledge, processes, and enabling skills that will ensure successful mastery of the standards

Standards: the Next Generation Sunshine State Standards required in the course descriptions posted on CPALMS by FLDOE

Academic Language: the content vocabulary and other academic language and phrases that support mastery of the benchmarks/learning targets; for teacher and student use alike

Resource Alignment: a listing of available, high quality and appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the benchmarks/learning targets *The American History standards are repeated within each unit throughout the year

HOW TO INTERPRET THE

SOCIAL STUDIES CURRICULUM MAP


ORGANIZING PRINCIPLES – 5TH

GRADE U.S. AND FL HISTORY

1: During the 1800’s the West became a magnet for people seeking adventure, religious freedoms, and economic opportunities. (Chpts 16 & 17)

2: The idea of reform-the drive to improve society and the lives of Americans by addressing social issues-grew between 1820 and 1850. (Chapter 18)

3: The Civil War was caused by historic economic, social, political, sectional differences that were further emotionalized by the issue of slavery.

(Chapters 19 & 20)

4: From 1861-1865, the Union and the Confederacy fought a brutal war pitting brother against brother. (Chapter 21) COW CALVALRY

5: After the Civil War, reconstruction effectively determined the nature of the Union, the economic direction of the United States, and political control of the country. (Chapter

22)

6: During the late 19th

Century, Native Americans’ ways of life were adversely affected as the Western United States settled. (Chapter 23) DEPARTING FOR DESTINY and

RETURN TO BIG CYPRESS

7: During the time period known as the “Gilded Age” (1870’s until early 1900’s) a booming industry fueled by immigration led to the growth of cities and friction between

workers and factory owners. (Chapter 24 & 25) WHERE PEACEFUL WATERS FLOW

8: The Progressive movement partially succeeded in improving life for average Americans by curbing big business, making government more responsive to the will of the people

and enacting social welfare legislation. (Chapter 26)

9: From the 1890’s to 1918, the United States became increasingly active and aggressive in world affairs. (Chapter 27)

10: The stark contrast from the Roaring twenties to the Great Depression led to the expectation of government intervention to maintain the economic stability of the nation through

the “New Deal.” (Chapter 28) A DEADLY BOND, ORANGE FRITTERS AND A STORY, and SEMINOLE STEER

11: The world’s triumph over fascism during WWII led to America’s emergence as a super power. (Chapter 29) U-123

12: The Cold War led the U.S. to pursue ambivalent policy of confrontation, negotiation, and preventative maintenance between 1945-1970. (Chapter 30)

13: Between 1954-1973, a campaign for equal rights for all Americans gained momentum with civil disobedience and other forms of protest. (Chapter 31)

14: Since the 1950’s, the U.S. has faced triumph and tragedy, political transformation, clashes in a changing culture, changes in foreign and domestic affairs, economic policy, and

technological innovations. (Chapter 32)


ORGANIZING PRINCIPLE 1: During the 1800’s the West became a magnet for

people seeking adventure, religious freedoms and economic opportunities.

ESTIMATED # OF WEEKS:

4 PACING:

August - September

Concepts

Benchmark(s)

Essential Questions

Skills

People, Places, Events

Westward Expansion

Mission

Rancho

Frontier

Expedition

Hardship

Legacy

Homestead

Pioneer

Prospecting

Heritage

Tradition

Adaptation

Irrigation

Community property

Cultures

Revolution

Anglo

Mexicano

Wagon train

Adobe

Spanish architecture

Patio

Veranda

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.4.2.5

SS.A.6.2.3

SS.A.6.2.7

SS.B.1.2.1

SS.B.1.2.2

SS.B.1.2.3

SS.B.1.2.4

SS.B.1.2.5

SS.B.2.2.1

SS.B.2.2.2

SS.B.2.2.3

SS.B.2.2.4

1. What were the reasons some Americans moved West

during the 1800s? (explorers, Californios, mountain men,

missionaries, pioneer women, Mormons, forty-niners, and

Chinese)

2. What hardships were faced by western explorers and

settlers?

3. Why did pioneers want to travel and move across the

Appalachian Mountains?

4. What was the purpose of ‘missions’ in California?

5. How did Mexican rule change life in California?

6. What type of transportation did settlers use to move west?

7. How did settlers’ westward movement affect relations

between settlers and Native Americans?

8. What legacies were left by the explorers, Californios,

mountain men, missionaries, pioneer women, Mormons,

forty-niners, and Chinese?

Write a journal entry

from the perspective

of a person who

moved westward.

Use an organizational

tool to enumerate the

causes and effects of

Westward

Movement.

In small groups,

create a symbol,

statute or tribute to

one of the major

groups of Western

settlers.

Create a video that

depicts daily life in

the Southwest as it

pertains to Mexicano

contributions.

Create a building that

demonstrates Spanish

style architecture

typical of the period.

Meriwether Louis

William Clark

Sacagawea

Nez Perce Indians

Shoshone

Fiesta

Oregon Trail

Manuel Lisa

Marcus and Narcissa Whitman

Henry and Eliza Spalding

Hugh Glass

Jim Beckwourth

Crows

Pawnee

Sierra-Nevada

Brigham Young

Joseph Smith

Salt Lake City

James Marshall

Tex-Mex

Conestoga wagon

Church of Jesus Christ of the

Latter-Day Saints

Sluice

Sutter’s Mill

China Town

Queues

San Francisco

Corrido

Flandango

La Bamba

Jota

Jarabe tapatio (Mexican Hat

Dance)

Cinco de Mayo

SS.D.1.2.1

SS.D.1.2.2

SS.D.2.2.1

SS.D.2.2.4

1. What are the nine important contributions from the

Mexicanos to the culture of the southwest?

2. What did Anglo settlers in the southwest use and adapt

from the Mexicano contributions? How do these

contributions continue into the present day?


ACTIVITIES (Teaching Resources) ASSESSMENT

Houghton-Mifflin Teaching Resources:

-Passport to FCAT Success Book

-2-sided Desk Map

Florida Heritage Education Program:

-Colonial Pensacola 1781-1821

-Farm Life in the Early 1800s

History Alive Teaching Resources: (Chapter 16 and 17)

-Graphic Organizer Placard 16 and 17 -Transparencies 16A - 16I, and 17 -Student Handout 16 -Placards 17A-17I -Map Transparencies 16

-Student Handout 16

-masking tape -CD Track 7, “Sweet Betsy from Pike” -Interactive Student Notebook 1, Preview 16 and 17 -Interactive Student Notebook 1, Reading Notes for Chapter 16 and 17

WEBSITES:

http://fcit.usf.edu/florida/lessons/lessons.htm

John James Audubon

History Alive

-Interactive Student Notebook 1, Processing 16 and 17

- Assessment 16 and 17

History Alive: Project Ideas:

-Movie Story Board: You have been asked to make a

film about a group described in Chapter 16.

You need to create a storyboard for the film.

-make a list of characters (at least 3 historical) and

decide who you would like to play the different roles.

-describe the setting, plot, action, climax, conclusion

-Plan a Fiesta: Include the type of entertainment, music,

dancing, food, and decorations. Describe and illustrate

each area of your celebration.



ORGANIZING PRINCIPLE 2: The idea of reform (the drive to improve society and

the lives of Americans by addressing social issues) grew between 1820-1850.


3 PACING:

September - October

Concepts

Benchmark(s)

Essential Questions

Skills


Reform

Era

Great Awakening

Plight

Abolition

Abolitionist Movement

Debate

Equality

Suffrage

Temperance

Women’s Rights

Slavery

Anti-slavery

Asylum

Prejudice

Discrimination

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.4.2.5

SS.B.2.2.2

SS.B.2.2.3

1. How did religious and philosophical ideas inspire reform

movements?

2. What were the important reform movements of the mid-

19th century?

3. What was the role of women in the reform movements?

4. Why did educational reformers believe that all citizens

should go to school?

Write an article for

The Liberator or The

North Star.

Create a protest sign

for a Women’s

Suffrage picket line.

Develop a chant to

match the message.

Read the Declaration

of Sentiments and

contrast it with the

Declaration of

Independence.

Write a short Negro

spiritual that might

have been sung by a

slave.

Write and present the

speech given by

Elizabeth Blackwell

upon her graduation

from medical school.

Compose a letter to

the editor of the local

newspaper regarding

the conditions of the

local asylum.

Dorothea Dix

Sojourner Truth

Henry David Thoreau

Wagon train

Horace Mann

Public school

Puritans

Prudence Crandall

Antioch College

Frederick Douglass

The Liberator

William Lloyd Garrison

The North Star

Quakers

Angelina Grimke

Lucretia Mott

Elizabeth Cady Stanton

Lucy Stone

Elizabeth Blackwell

Seneca Falls, New York

Declaration of Sentiments

Susan B. Anthony

Charlotte Woodward

SS.C.2.2.1

SS.C.2.2.2

SS.C.2.2.3

SS.D.1.2.1

SS.D.2.2.4

1. How did some Americans work to eliminate slavery?

2. Why did many Americans fear the end of slavery?

3. What actions did slaves take to resist slavery?

1. How are the anti-slavery and Women’s Rights Movement

related?

2. What progress did women make toward equality during the

1800’s?





-2-sided Desk Map

History Alive Teaching Resources: (Chapter 18)

-Graphic Organizer Placard 18 -Transparencies 18 -Student Handout 18 -Student Information 18 -CD Track 8, “Let Us All Speak Our Minds” -Interactive Student Notebook 1, Preview 18 -Interactive Student Notebook 1, Reading Notes for Chapter 18

-Interactive Student Notebook 1, Activity Notes for Chapter 18

WEBSITES:


African-Americans Settle in Fort Mose Fernandina and Amelia Island Thomas Alva Edison Henry Morrison Flagler Dr. John Gorrie Harriet Beecher Stowe

www.nationalgeographic.com/expeditions/atlas

www.geographyolympics.com

www.geographyzone.com

www.popclock.net

www.nationalatlas.gov

Travel Channel

Discovery Channel

History Alive

-Interactive Student Notebook 1, Processing 18

- Assessment 18

History Alive: Project Ideas -Put students into cooperative groups and have each group crate a

poster size graphic organizer that illustrates, in color, one of the reform

movements:

Temperance, education, abolition, women’s rights,

care for the mentally ill and handicapped


http://www.nationalgeographic.com/expeditions/atlas

http://www.geographyolympics.com/

http://www.geographyzone.com/

http://www.popclock.net/

http://www.nationalatlas.gov/


ORGANIZING PRINCIPLE 3: The Civil War was caused by historic economic, social,

political and sectional differences that were further emotionalized by the issue of slavery.


3 PACING:

October

Concepts

Benchmark(s)

Essential Questions

Skills


Racism

Discrimination

Segregation

Prejudice

Slave breaking

Resistance/defiance

Rebellion

Bondage

Forced labor

Slave holder

Quilting bee

Oppression

Legend

Folktale

Fugitive slave

Slave auction

Republican Party

Lincoln-Douglas debate

Secession

Civil War

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.4.2.6

SS.A.6.2.3

SS.A.6.2.4

SS.A.6.2.5

1. How was a slave’s daily life different from that of his/her

owner in terms of living conditions, religious life and

community experiences?

2. How did economic and social forces contribute to the

survival and growth of slavery in the United States for nearly

250 years?

Role play the

Lincoln-Douglas

debate.

Create a timeline of

events leading to the

Civil War.

Create maps or other

visuals delineating

the states considered

slave states/free

states as well as those

added by the various

compromises.

Use a Venn diagram

or other

organizational tool to

depict the strengths

and weaknesses of

the North and the

South.

Create a story quilt

depicting the life of a

slave or slave family.

W.E.B. DuBois

Harriet Powers

Frederick Douglass

NCCP (National Council of

Colored People)

Quilting bee

Edward Covey

Nat Turner

Congo Square

Brier Rabbit

Shulo the Hare

Uncle Tom’s Cabin

Harriet Beecher Stowe

Abraham Lincoln

Stephen A. Douglas

John Brown

Roger Taney

Dred Scott decision

Lawrence, Kansas

Election of 1860

Fort Sumter

Fugitive

Fugitive Slave Act

Kansas-Nebraska Act

Civil War

Charles Sumner

Preston Brooks

Andrew P. Butler

Charleston, South Carolina

Harper’s Ferry

Harriet Tubman

SS.B.1.2.2

SS.B.1.2.4

SS.B.1.2.5

SS.B.2.2.1

SS.B.2.2.2

SS.B.2.2.3

SS.C.1.2.4

SS.C.2.2.2

SS.C.2.2.3

SS.D.1.2.2

SS.D.1.2.4

SS.D.2.2.1

1. How do you explain the following pre-war quote by

President Lincoln? “Well, boys, your troubles are over.

Mine have just begun.”

2. How did the main areas of disagreement increase the

tensions between the North and South prior to the Civil War?

3. How was the debate over slavery related to the admission

of new states?

4. What formal compromises were made in an attempt to

address growing tensions?

5. Why did the Fugitive Slave Act in Kansas-Nebraska Act

make the division between North and South worse?

6. Why was the Republican Party formed?

7. How did the Dred Scott decision, the Lincoln-Douglas

debates and John Brown’s raid affect Americans in the North

and South?

8. How did the election of 1860 lead to the break-up of the

nation?

9. Why did secession lead to the Civil War?

10. Why was Fort Sumter chosen as a target by the

Southerners?

11. What role did Florida play during the Civil War?

12. Why was support for slavery stronger in middle Florida

than in east or west Florida?





-2-sided Desk Map


-African American Suffrage in Florida History Alive Teaching Resources: (Chapters 19 and 20)

-Graphic Organizer Placard 19 and 20 -Transparencies 19, 20A-20E -Student Handout 19A and 19B -Student Information 18 -Placards 19A-19H -Map Transparency 19, 20a-20c -CD Track 9, “Moses” -CD Tracks 10-21 -Interactive Student Notebook 1, Preview 19 and 20 -Interactive Student Notebook 1, Reading Notes for Chapter 19 and 20

WEBSITES:



www.popclock.net

Travel Channel

Discovery Channel

History Alive

- Assessment 19 and 20

History Alive: Project Ideas -Put students into cooperative groups and have each group crate a

poster size graphic organizer that illustrates, in color, one of the reform

movements:

Temperance, education, abolition, women’s rights,

care for the mentally ill and handicapped

-Design a class quilt and assemble it in the same way as a quilting

bee was held during these times. Each square should represent the

individual who creates it.





ORGANIZING PRINCIPLE 4: From 1861 until 1865, the Union and the Confederacy

fought a brutal war pitting brother against brother.


4 PACING:

October - November

Concepts

Benchmark(s)

Essential Questions

Skills


Union

Confederacy

Blockade

Border states

Constitutional Rights

Underground railroad

Habeas Corpus

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.4.2.6

SS.A.6.2.3

SS.A.6.2.5

SS.B.1.2.1

SS.B.2.2.2

SS.B.2.2.3

SS.C.1.2.4

SS.C.2.2.1

SS.C.2.2.3

SS.C.2.2.4

SS.D.1.2.1

SS.D.1.2.2

SS.D.1.2.4

SS.D.2.2.1

1. What were the war strategies of the Union and

Confederacy, and was the Confederacy successful at the

beginning of the war?

2. What were the key battles and major turning points of the

war? What were the two key battles in Florida?

3. Why did the war that many believed would be short-lived

last 4 years?

4. How did physical geography (land and water) affect the

outcome of the Civil War?

5. What problems did the soldiers face during the war other

than the battles themselves? What problems did civilians

face?

6. What expanded powers were given to President Lincoln

during the war? How did citizens respond to this?

7. What role did Ulysses S. Grant and Robert E. Lee play

during the war?

Write an

Emancipation

Proclamation for

freedom from chores

and an early bedtime.

(or other student

issues)

Create and analyze a

pictograph, bar graph

and/or line graph

with keys depicting

death tolls for both

the North and South

during the Civil War.

Compare the

principles in the

Gettysburg Address

to those in the

Declaration of

Independence and

Preamble to the

Constitution.

Analyze the lyrics of

the song, Drinking

Gourd.

Role play the

surrender at

Appomattox

Courthouse.

Merrimac

Monitor

Ulysses S. Grant

Robert E. Lee

Appomattox Courthouse

Union

Confederacy

Abraham Lincoln

Jefferson Davis

Battle of Bull Run

Battle of Richmond

Battle of Antietam

Battle of Gettysburg

Battle of Vicksburg

Battle of Olustee

Battle of Natural Bridge

Emancipation Proclamation

Gettysburg Address

General Winfield Scott

Rose Greenhow

Clara Barton

George McClellan

Atlanta, Georgia

General George Meade

General George Pickett

Admiral Farragut

Colonel Robert Gould Shaw

Massachusetts 54 Regiment

1. How did women and African Americans participate in the

war effort?

2. How did the Union blockade affect the Confederacy?

3. What was the significance of the surrender at Appomattox

Courthouse?

4. Why did Lincoln issue the Emancipation Proclamation?

5. What constitutional rights were affirmed as a result of the

Civil War?

6. How were the faces of the North and South changed after

the war was over?





-2-sided Desk Map

Pink and Say by Patricia Palacco

Follow the Drinking Gourd

Legendary Florida: Cow Calvalry


-The Maple Leaf: A Civil War


-Graphic Organizer Placard 21 -Student Handout 21A and 21B -Student Information 21A-21F -Placards 21A-21D -Map Transparency 21 -CD Track 22, “The Bonnie Blue Flag” -CD Track 23, “Tenting Tonight” -CD Track 24, “Civil War Siege Sounds” -CD Track 25, “Slavery Chain Done Broke at Last” -envelopes, letter size -masking tape, 8 rolls -scratch paper, cut into 24 strips, 4” x 11” -Interactive Student Notebook 1, Preview 19 and 20 -Interactive Student Notebook 1, Reading Notes for Chapter 19 and

20

WEBSITES:


Florida’s Role in the Civil War: “Supplier of the Confederacy” Florida’s Famous Lighthouses


History Alive


- Assessment 21

History Alive: Project Ideas:

-Essay: First defend, and then criticize, the idea that

government should be given more power in wartime

than peacetime.

-Role Play: Write a two page conversation between

a Southerner and a Northerner who meet on a train in

the mid-1800s. Have them talk about the differences

between their lives. Present to the class.

-Political Cartoon: Draw a political cartoon that

illustrates Lincoln’s statement “A house divided

against itself cannot stand”.

-Debate: Give the Pros and Cons on the institution of

slavery from both the North’s and South’s viewpoints.



ORGANIZING PRINCIPLE 5: After the Civil War, Reconstruction effectively

determined the nature of the union, the economic direction of the United States and

political control of the country.


2 PACING:

December

Concepts

Benchmark(s)

Essential Questions


Reconstruction

Assassination

Impeachment

Freedmen’s Bureau

Black Codes

Jim Crow Laws

Cash crop

Amnesty

Radical

Override

Corruption

Integration

Segregation

Reconciliation

Civil Rights

Lynching

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.4.2.6

SS.A.5.2.1

SS.A.6.2.3

SS.A.6.2.4

SS.A.6.2.5

SS.B.1.2.1

SS.B.2.2.2

SS.B.2.2.3

SS.C.1.2.4

SS.C.2.2.3

SS.C.2.2.4

SS.D.1.2.1

SS.D.1.2.2

SS.D.1.2.5

1. What was John Wilkes Booth’s motivation for

assassinating President Lincoln and how did the assassination

affect southern reconstruction?

2. How did plans for reconstruction differ between the North

and the South?

3. What was the purpose of the Freedmen’s Bureau?

4. What were the three main purposes of the Black Codes?

5. How did the 13th Amendment differ from the

Emancipation Proclamation?

6. What groups participated in Reconstruction in the south?

7. How did the Republican Party dominate Southern politics

during Reconstruction?

8. What changes happened in the South during the later years

of Reconstruction?

9. How the Democratic Party begin to regain control of

Southern politics at the end of Reconstruction?

10. How did the lives of African Americans improve after

Reconstruction?

11. Why were towns like Eatonville, Florida, important for

African Americans?

12. How did Florida’s government change during

Reconstruction?

13. What were Jim Crow laws, and how did they work to

limit the rights of African Americans?

Write a eulogy for

President Abraham

Lincoln’s funeral.

Compare and contrast

the amendments of

the U.S. Constitution

to those of the

Florida Constitution.

Analyze political

cartoons relating to

Reconstruction.

Evaluate the success

of Reconstruction.

Ford’s Theater

John Wilkes Booth

Carpetbaggers

Scalawags

Share croppers

Freedmen’s Bureau

Booker T. Washington

Andrew Johnson

13th Amendment

14th Amendment

15th Amendment

Forty Acres and a Mule

Ku Klux Klan

Grandfather Clause

Literacy Tests

Poll Tax

Plessy vs. Ferguson

Rutherford B. Hayes

Compromise of 1877

Thomas Nast

Josiah Thomas Walls





-2-sided Desk Map


-Graphic Organizer Placard 22 -Transparency 22 -masking tape -Interactive Student Notebook 1, Preview 22 -Interactive Student Notebook 1, Reading Notes for Chapter 22

WEBSITES:


Reconstruction


www.popclock.net

Travel Channel

Discovery Channel

History Channel

History Alive


-Assessment 22

History Alive: Project Ideas -Design a poster illustrating the Fifteenth Amendment




ORGANIZING PRINCIPLE 6: During the late 19th

century, Native American ways of

life were adversely affected as the United States settled.


2 PACING:

January

Concepts

Benchmark(s)

Essential Questions

Skills


Reservation

Homestead Act

Pacific Railroad Act

Homesteaders

Transcontinental railroad

Great Plains

Boom towns

Ghost towns

Mining

Ranching

The Long Drive

Stockyard

Gold Rush

Sod houses

Dugouts

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.6.2.1

SS.A.6.2.3

SS.A.6.2.4

SS.A.6.2.5

SS.B.1.2.2

SS.B.1.2.4

SS.B.2.2.1

SS.B.2.2.2

SS.B.2.2.3

SS.B.2.2.4

1. Which groups moved west following the Civil War? Why

did they go and what were their roles in developing the West?

2. How did Native Americans respond to encroachment by

settlers?

3. What clash between Native Americans and settlers resulted

from the settlement of the frontier?

4. What groups played an essential role in the building of the

first Transcontinental Railroad? How did this construction

affect the West?

5. Why was the Homestead Act extremely attractive to

prospective settlers?

6. What were the challenges faced by homesteaders of the

Great Plains?

7. What was the significance of the following quote? “I am

tired; my heart is sick and sad. From where the sun now

stands, I will fight no more forever.”

Map the route of the

Transcontinental

Railroad including

the geographic

features.

Create a Native

American painting

depicting the

importance of the

buffalo.

Create a timeline for

a day in the typical

life of a homesteader.

Develop a blueprint

for your farm as a

homesteader or

rancher.

Write a chief’s

response to relocation

to a reservation for

his tribe.

Nez Perce

Chief Joseph

Great Plains

Coleville Reservations

Golden Spike

Promontory Point

Grenville Dodge

Union Pacific/Central Pacific

Vigilantes

Black Hills

Dakota Territory

Dodge City

Sioux

George Custer

Sitting Bull

Mennonites

Little Big Horn

Boot Hill

Oklahoma Territory

Decrease of Buffalo

SS.D.1.2.1

SS.D.1.2.2

SS.D.2.2.1

1. Which group was drawn to the West by the promise of

great wealth? How were boom towns and ghost towns related

to their settlement? How did mining change the West?

2. How did ranchers’ and cowboys’ business ventures

contribute to the extermination of the buffalo?

3. How was life on the reservation different for the Native

Americans?





-2-sided Desk Map

Legendary Florida:

-Departing for Destiny

-Return to Big Cypress


-Home and Hearth: Black Communities in 19th Century Florida

Death of the Iron Horse


-Graphic Organizer Placard 23 -Transparencies 23A-23E -CD Track 26, “The Heart of the Appaloosa” -Student Handouts 23A-23F -Map Transparency 23 -Interactive Student Notebook 2, Preview 23 -Interactive Student Notebook 2, Reading Notes for Chapter 23

WEBSITES:



Discovery Channel

History Channel

Travel Channel

History Alive


-Assessment 23

History Alive: Project Ideas

-Create a music video that depicts the U.S. government’s

displacement of the Nez Perce.



ORGANIZING PRINCIPLE 7: During the time period known as the “Gilded Age”

(1870’s-until early 1900’s) a booming industry fueled by immigration led to the

growth of cities and friction between workers and factory owners.


4 PACING:

January - February

Concepts

Benchmark(s)

Essential Questions

Skills


Invention

Entrepreneur

Corporation

Competition

Monopoly

Labor Union

Strike

Philanthropy

Persecution

Ethnic Group

Ethnocentrism

Slum

Assembly Line

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.5.2.2

SS.A.6.2.1

SS.A.6.2.3

SS.A.6.2.5

SS.B.1.2.2

SS.B.1.2.4

SS.B.1.2.5

SS.B.2.2.1

SS.B.2.2.2

SS.B.2.2.3

SS.B.2.2.4

SS.C.2.2.1

SS.D.2.2.1

SS.D.2.2.2

SS.D.2.2.3

1. What were some inventions from the late 1800s and how

did they impact American life?

2. Who was Andrew Carnegie and why was he able to sell

his products at a lower price than his competitors?

3. How did men like John D. Rockefeller become successful

in business?

4. What advantages did large corporations have over smaller

businesses during the Gilded Age?

5. How did advances in technology change the way products

were made?

6. Why did many workers seek to join labor unions during

the Gilded Age?

Create a time line of

inventions (include the

inventors’ names) from

1856-1900

Write a persuasive

speech about why

people should purchase

an invention (you

choose the invention)

How long would it take

an immigrant from

Hong Kong to travel to

San Francisco by

steamship if the ship

were traveling at 14

miles per hour

(distance=6893)?

Paraphrase Emma

Lazarus’ poem that

appears at the base of

the Statue of Liberty –

was the message of the

poem part of the

original intent of the

creators of the Statue?

Use a graph to

determine what % of

people lived in cities in

1880 and 1910 (also

note the increase)

Elijah McCoy

E. Remington

Alexander Graham Bell

Thomas Edison

Henry Ford

Lewis Latimer

Granville Woods

Andrew Carnegie

John D. Rockefeller

Standard Oil Company

Mass Production

Sweatshop

Ellis Island

Angel Island

Tenement

Chinese Exclusion Act

Statue of Liberty

Emma Lazarus

Chicago

Pittsburgh

The Great Lakes

Stockyard

New York City

Boroughs

Skyscraper

Streetcar/Subway

7. Why did immigrants come to America in the late 1800s

and early 1900s?

8. Describe the experience of an immigrant coming to

America through Ellis Island and Angel Island.

9. How did the arrival of immigrants change American

Society?

10. In which areas did most immigrants settle? Why?

11. What opportunities and difficulties did immigrants find in

the United States?

12. What two factors helped cities like Chicago grow in the

late 1800s and early 1900s?

13. How did electricity change cities?





-2-sided Desk Map


-One Room Schoolhouses of Florida

Legendary Florida Program:

-Where Peaceful Waters Flow

History Alive Teaching Resources: (Chapters 24 and 25 )

-Graphic Organizer Placard 24 and 25 -CD Track 27 , “Factory Sounds” -Transparency 25 -Student Handout 25 -Map Transparencies 24 and 25 -Student Information 24A-24D -Interactive Student Notebook 2, Preview 25 -Interactive Student Notebook 2, Reading Notes for Chapters 24 and 25

-masking tape, plain white paper, crayons, pencils, scrap paper

WEBSITES:


Florida’s Economy Booms Growth of Florida’s Railroads Orange Song Florida Has Added to My Life John Ringling


www.popclock.net

History Channel

Discovery Channel

History Alive


- Assessment

History Alive Project:

-Research Ellis Island and the immigration implications and

history of this national park; create a presentation in any

format to report to the class





ORGANIZING PRINCIPLE 8: The Progressive movement partially succeeded in

improving life for average Americans by curbing big business, making government

more responsive to the will of the people and enacting social welfare legislation.


2 PACING:

February

Concepts

Benchmark(s)

Essential Questions

Skills


Invention

Progressive

Reform

Spoils System

Progressivism

Socialism

Suffrage

Prohibition

Expose

National Parks

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.5.2.2

SS.A.6.2.3

SS.B.1.2.2

SS.B.1.2.4

SS.B.2.2.4

SS.C.1.2.2

SS.C.2.2.2

SS.C.2.2.3

SS.D.1.2.1

SS.D.1.2.3

SS.D.1.2.4

SS.D.2.2.1

SS.D.2.2.2

1. What problems did cities face during the late 19th and early

20th centuries and how did people try to solve them?

2. What specific problems did overcrowding cause?

3. How did settlement houses help the poor in the cities?

4. How did education become more widely available?

5. How did corrupt political bosses get voters for their

parties?

6. How did cities, states, and Congress answer the call for

reform of the government?

7. What were the goals and achievements of the Progressive

reform movements?

8. How did President Roosevelt promote conservation?

9. How did women and African Americans work to gain

equal rights during the early 1900s?

Graph Skills:

Compare how many

more people lived in

urban areas to rural

areas between the

years 1860 and 1900.


classrooms of the

early 1900s with

classrooms of today.

Interpret political

cartoons on the

Progressive

Movement and

Immigration.

Write a muckraking

article about one of

the issues that needed

to be reformed during

the last 1800s and

early 1900s.

Jane Addams

Ellen Gates Starr

Settlement House

Hull House

Muckraker

Upton Sinclair

Pure Food and Drug Act

Meat Inspection Act

Triangle Shirtwaist Fire

John Muir

Carrie Chapman Catt

16th-19th Amendments

NAACP

W.E.B. Dubois

Booker T. Washington

Tuskegee Institute

Brooklyn Bridge

Morrill Act

Joseph Pulitzer

William Randolph Hearst

Mark Twain

Boss Tweed

Sherman Antitrust Act

Rutherford B. Hayes

James Garfield

Eugene V. Debs

Robert La Follette

17th Amendment

19th Amendment

Theodore Roosevelt

Square Deal

William Howard Taft

Trusts

Conservation

10. What was prohibition?

11. What were the 18th and 19th amendments?

12. How did journalism help shape the reform movement?

13. How did the role of American women change during the

Progressive Era?

14. How did President Theodore Roosevelt take on big

business?

15. Why did the progressives form their own political party?





-2-sided Desk Map

History Alive Teaching Resources: (Chapters 26)

-Graphic Organizer Placard 26 -CD Track 28 , “The Future of America” -Transparency 26 -Student Handouts 26A-26C -Interactive Student Notebook 2, Preview 26 -Interactive Student Notebook 2, Reading Notes for Chapters 26

WEBSITES:


Spanish-American War for Cuba’s Independence

Florida Caverns State Park

The Cedar Keys


www.popclock.net

History Channel

Discovery Channel

History Alive


-Assessment


-Panel Debate between Andrew Carnegie, John D. Rockefeller,

Theodore Roosevelt, Robert La Follette, Mary Harris “Mother

Jones”, John Muir, W.E.B. DuBois, Upton Sinclair, and Alice

Paul





ORGANIZING PRINCIPLE 9: From the 1890’s to 1918, the United States became

increasingly active and aggressive in world affairs.


2 PACING:

March

Concepts

Benchmark(s)

Essential Questions

Skills


Imperialism

Expansionism

Isolationism

Territory

Alliance

Trench Warfare

Yellow Journalism

Armistice

Anarchy

Home Front

Civilian

Nationalism

Dollar Diplomacy

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.5.2.3

SS.A.6.2.3

SS.A.6.2.4

SS.A.6.2.5

SS.B.1.2.1

SS.B.1.2.4

SS.B.1.2.5

SS.B.2.2.4

1. What were the arguments for and against American

imperialism?

2. What were the causes and effects of the Spanish-American

War?

3. How did the United States gain the Panama Canal?

4. Describe Florida’s role(s) during the Spanish-American

War and World War I.

5. What were the causes of World War I?

6. What led to American involvement in the war? What

steps did the United States take to organize and prepare for

World War I?

7. Who were the Allies and the Central Powers?

8. What new weapons were used in the war? How was

trench warfare different from previous types of warfare?

9. What role did American troops play in the fighting?

10. How did the United States help the Allies win the war?

11. What groups of people served in the military during

World War I?

12. Why did it become easier for women and African

Americans to get factory jobs during World War I?

13. How did the war affect the American people?

14. What principles did Woodrow Wilson propose as the

basis for world peace?

15. What terms were included in the Treaty of Versailles and

why did the U.S. Senate refuse to ratify it?

* Make a foldable

chart listing all the

territories the U.S.

gained and how they

were acquired.

* Color code a blank

map of Europe

showing the Allied

and the Central

Powers.

* Determine the

closest lines of

longitude and latitude

for Alaska and

Hawaii.

* By creating two

teams, analyze why

some Americans

wanted to support the

Allies and why come

wanted to remain

neutral.

* Look up how big

Alaska is and

calculate how much

per acre the United

States paid for it (the

total price was $7.2

million).

Alaska

Seward’s Folly

Hawaii

Queen Liliuokalani

Spanish-American War

Cuba

Puerto Rico

Caribbean Sea

Guam

The Maine

Philippine Islands

President Theodore Roosevelt

Rough Riders

Buffalo Soldiers

Isthmus

Panama Canal

Gulf of Mexico

Allies

Central Powers

Wright Brothers

U-Boat

Lusitania

Zimmerman Telegram

President Woodrow Wilson

Veteran’s Day

Treaty of Versailles

League of Nations





-2-sided Desk Map


-Graphic Organizer Placard 27 -Transparencies 27A-27J -Student Handout 27 -Interactive Student Notebook 2, Preview 227 -Interactive Student Notebook 2, Reading Notes for Chapters 26

WEBSITES:



www.popclock.net

History Channel

Discovery Channel

History Alive


-Assessment


Create a Display of one of the following topics:

-Hawaiian Islands

-Panama Canal

-Spanish American War

-World War I





ORGANIZING PRINCIPLE 10: The stark contrast from the Roaring Twenties to the

Great Depression led to the expectation of government intervention to maintain the

economic stability.


3 PACING:

March - April

Concepts

Benchmark(s)

Essential Questions

Skills


Capitalism

Recession

Depression

Stock exchange

Social welfare

Stock Market

Investor

Unemployment

Credit

Consumer goods

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.5.2.4

SS.A.5.2.5

SS.A.5.2.6

SS.A.6.2.1

SS.A.6.2.3

SS.B.1.2.5

1. How did the growth of the automobile industry affect

the economy during the 1920’s?

2. How was buying on credit positive and negative?

3. What did President Coolidge mean when he said, “the

chief business of the American people is business?”

4. Why is the 1920’s called the “Roaring Twenties?”

5. In what ways did the lives of women change during the

1920’s?

6. Why did cities increase in population in the 1920’s?

Compare the impact radio

had in the 1920’s with the

impact of Internet has

today.

Look up the United States’

population in 1933. If the

unemployment rate was

25% figure out how many

working Americans were

out of a job at the time

during the Great

Depression.

Write a letter to either

President Roosevelt or

Eleanor Roosevelt from

the perspective of a 5th

grader living during the

Great Depression

Cause/effect foldable-

Create a foldable to record

the causes and effects of

the Great Depression and

New Deal.

Analyzing News Media-

analyze a newspaper

article to identify facts and

the author’s own opinion.

Flappers

Ma Rainey, Bessie Smith

Harlem Renaissance

Langston Hughes

Louis Armstrong

Duke Ellington

Jazz

Charles Lindbergh

Amelia Earhart

Stock Market Crash of 1929

Great Depression

Dust Bowl

Woody Gutherie President Franklin D. Roosevelt

The New Deal

Social Security

Dorothea Lange

SS.C.2.2.3

SS.D.1.2.1

SS.D.1.2.2

SS.D.1.2.3

SS.D.1.2.4

SS.D.1.2.5

SS.D.2.2.1.

SS.D.2.2.2

7. What factors contributed to the fear of foreigners in the

1920’s?

8. How did labor and racial unrest affect the nation?

9. How did lifestyles in America change in the 1920’s?

10. What caused the stock market to crash?

11. How did the Great Depression plunge many

Americans into poverty and misery?

SS.D.2.2.3

SS.D.2.2.4

12. What New Deal programs were created during

Roosevelt’s first 100 days?

13. What radical polecat movements gained influence

during the Depression?

14. Why did some people criticize Roosevelt and the New

Deal?

15. Describe how Floridians met the challenges of

economic depression and great population growth?

16. What actual effects did the New Deal have on Great

Depression?





-2-sided Desk Map


-What Buildings Tell Us

Legendary Florida:

-A Deadly Bond

-Orange Fritters and A Story

-Seminole Steer


-Graphic Organizer Placard 28

-CD Tracks 29, “Charleston Party”, and 30, “Brother Can You Spare a Dime?

-Transparencies 28A-28D

-Student Handouts 28A and 28B

-Interactive Student Notebook 2, Preview 28

-Interactive Student Notebook 2, Reading Notes for Chapters 28

WEBSITES:


Florida’s Historic Attractions

Cattle and Cowboys in Florida

Historic Bok Sanctuary

James Weldon Johnson

Plant A Tree

How Much Does It Cost to Winter in Florida in 1924

Marjorie Kinnan Rawlings


www.popclock.net

History Channel

Discovery Channel

History Alive


-Assessment


-Research the Stock Market Fall of 1929 and create a display,

report, poster, or photo essay to describe its impact on

American economy.





ORGANIZING PRINCIPLE 11: The world’s triumph over fascism during WWII led

to America’s emergence as a super power.


3 PACING:

April

Concepts

Benchmark(s)

Essential Questions

Skills


Fascism

Appeasement

Dictator

War Bonds

Internment Camp

Atomic Bomb

Holocaust

Concentration Camp

Neutrality

Anti-Semitism

Island Hopping

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.5.2.6

SS.A.5.2.7

SS.A.5.2.8

SS.A.6.2.3

SS.A.6.2.4

SS.B.1.2.1

SS.B.1.2.5

SS.C.1.2.4

SS.C.2.2.1

SS.D.1.2.1

SS.D.1.2.2

SS.D.1.2.4

1. Why did dictators come to power around the world in the

1930’s?

2. What actions led to the outbreak of World War II?

3. Which Europeans nations fell to Germany in 1939 and

1940?

4. How did the United States respond to the war in Europe,

particularly after the attack on Pearl Harbor?

5. How did Americans help with the war effort at home?

6. How did the war affect Americans at home?

7. What role did women, African Americans and other

minorities play in helping the American cause during World

War II?

8. What were the three major areas of the world in which

World War II was fought?

9. Describe the importance of D-Day?

10. How did Island Hopping and the use of the Atomic

Bombs effect the war against Japan?

11. What were the causes and effects of the Holocaust?

12. Describe the impact the World War II had on Florida.

Locate the Axis

Powers and the Allies

on a map.


the causes and effects

of World Wars I and

II.

Compare/Contrast:

create a Venn

Diagram of Japan

and Germany.

Author’s Viewpoint:

It’s 1940, write a

short persuasive

speech to convince

others whether the

U.S. should intervene

in WWII or remain

neutral.

Write a letter from

home from a

soldier’s point of

view on V-E or V-J

explaining your

thoughts and

feelings.

Adolf Hitler

NAZI’s

Benito Mussolini

Hideki Tojo

Axis Powers

Allies

Winston Churchill

Joseph Stalin

Pearl Harbor

D-Day

Normandy

Dwight D. Eisenhower

George Patton

Atomic Bomb

Franklin D. Roosevelt

Neville Chamberlain

Poland

Blitzkrieg

Maginot Line

Lend-Lease Act

Women’s Army Corps

Erwin Rommel

Leningrad

Battle of the Bulge

Harry S. Truman

V-E Day

V-J Day

Douglas MacArthur

Kamikazees

Manhattan Project

Hiroshima/Nagasaki





-2-sided Desk Map


-World War II Comes To Florida

Legendary Florida:

-U-123


-Graphic Organizer Placard 29 -CD Tracks 31, “One Hundred Million Questions” -Transparencies 29 -Student Handouts 29A, 29B, and 29C -Map Transparencies 29 A and 29 B -Interactive Student Notebook 2, Preview 29 -Interactive Student Notebook 2, Geography Challenge -Interactive Student Notebook 2, Reading Notes for Chapters 29

WEBSITES:


Florida During WWII


www.popclock.net

History Channel

Discovery Channel

History Alive


-Assessment


-Create a Commemorative Stamp set that details the military

and social impacts of WWII

-Map the major military operations and battles of WWII

-Create a performance to illustrate a radio broadcast of the

times that illustrated how WWII affected various groups in

American Society





ORGANIZING PRINCIPLE 12: The Cold War led the U.S. to pursue an ambivalent

policy of confrontation, negotiation, and preventative maintenance between 1945-

1970.


1 PACING:

May

Concepts

Benchmark(s)

Essential Questions

Skills


Cold War

Arms Race

Containment

Domino Theory

McCarthyism

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.5.2.7

SS.A.5.2.8

SS.A.6.2.2

SS.B.1.2.3

SS.B.1.2.4

SS.B.1.2.5

SS.B.2.2.1

SS.B.2.2.2

SS.C.1.2.4

SS.C.2.2.1

SS.C.2.2.2

SS.C.2.2.5

SS.D.2.2.1

SS.D.2.2.2

1. How did the United States attempt to stop the spread of

communism?

2. How did postwar foreign policy change as a result of the

cold war?

3. What events led to the Korean War?

4. How did America’s war aims change during the course of

the Korean War?

5. What effect did Cold War fears have on domestic politics?

6. How did McCarthyism affect the country?

Write a message on

the “Berlin Wall” to a

friend or relative who

lives on the other

side.

Research the

members of NATO

and locate them on an

outline map.

Create a T-Chart on

the causes and effects

of the Cold War.

Combine and contrast

information that

shaped the rivalry

during the Cold War

by making a foldable

organizer or diagram.

United Nations

Iron Curtain

NATO

Warsaw Pact

CIA

Demilitarized Zone

Douglas MacArthur

Subversion

Joseph McCarthy

Sputnik

NASA

Arms Race

Space Race

Peace Corps

Berlin Wall

Bay of Pigs

Cuban Missile Crisis

Vietnam War

7. What foreign policy challenges did the Eisenhower

administration face?

8. What course did President Kennedy plan to follow in

foreign policy?

9. What were the cause(s) and effect(s) of the Cuban Missile

Crisis?

10. What effect did Fidel Castro’s takeover of Cuba have on

Cuban migration to Florida?

11. What were the causes and effects of the Vietnam War?





-2-sided Desk Map


-Graphic Organizer Placard 30 -Student Information 30 -Map Transparencies 30 -Interactive Student Notebook 2, Reading Notes for Chapters 30

WEBSITES:


Ernest Hemingway

Winslow Homer


www.popclock.net

History Channel

Discovery Channel

History Alive


-Assessment


-Create a Venn Diagram to compare and contrast the conflicts

in Vietnam, Korea, and Cuba





ORGANIZING PRINCIPLE 13: Between 1954-1973, a campaign for equal rights for

all Americans gained momentum with civil disobedience and other forms of protest.


2 PACING:

May-June

Concepts

Benchmark(s)

Essential Questions

Skills


Civil Rights

Segregation

Civil Disobedience

Equality

Poverty

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.5.2.7

SS.A.5.2.8

1. What 1950s Supreme Court decision helped African

Americans in their struggle for equal rights?

2. How did Martin Luther King, Jr. emerge as a leader of the

Civil Rights Movement?

Write an opinion

paper: What if Jackie

Robinson had failed

to make it into the

Major League?

Predict

Consequences: What

do you think would

have happened in the

Civil Rights

Movement if MLK

Jr. had not been

assassinated?

Brown v. Board of Education

Integration

Little Rock, Arkansas

Rosa Parks

Montgomery Bus Boycott

Dr. Martin Luther King, Jr.

New Frontier

Lee Harvey Oswald

Warren Commission

Civil Rights Act of 1964

Freedom Riders

James Meredith

George Wallace

Medgar Evers

March on Washington

Selma, Alabama

Voting Rights Act of 1965

Malcolm X

Black Panther Party

SS.A.6.2.3

SS.A.6.2.4

SS.A.6.2.5

SS.C.1.2.1

SS.C.1.2.2

3. What were John F. Kennedy’s domestic plans for the

U.S.?

4. How did the nation respond to Kennedy’s assassination?

5. What new programs were created as part of President

Johnson’s “Great Society?”

SS.C.1.2.4

SS.C.1.2.5

SS.C.2.2.1

SS.C.2.2.2

SS.C.2.2.3

SS.C.2.2.4

6. What actions did African Americans take in the early

1960’s to secure their rights?

7. How did radical voices emerge in the Civil Rights

Movement?

8. Why did riots erupt in some cities during the Civil Rights

era?

SS.C.2.2.5

SS.D.1.2.1

SS.D.1.2.2

SS.D.1.2.4

9. What steps did women take to claim their civil rights

during the 1960s and 1970s?





-2-sided Desk Map


-A Day in the Life….Segregation in the 1950s


-Graphic Organizer Placard 31 -Transparencies 31A-31F -Student Handouts 31A-31C -Interactive Student Notebook 2, Preview 31 -Interactive Student Notebook 2, Reading Notes for Chapters 31

WEBSITES:


Civil Rights Movement in Florida

Zora Neale Hurston


www.popclock.net

History Channel

Discovery Channel

History Alive


-Assessment


-Design protest posters to illustrate the Civil Rights Movement

during this time period

-Research the life of Martin Luther Kings, Jr., Malcolm X,

Thurgood Marshall, or Rosa Parks and create a living

biographical presentation or scrapbook of their life





ORGANIZING PRINCIPLE 14: Since the 1950’s, the U.S. has faced triumph and

tragedy, political transformation, clashes in a changing culture, changes in foreign and

domestic affairs, economic policy, and technological innovations.


1 PACING:

June

Concepts

Benchmark(s)

Essential Questions

Skills


Impeachment

Technology

Baby Boom

Counterculture

Feminism

Environmentalism Supply-Side Economics

SS.A.1.2.1

SS.A.1.2.2

SS.A.1.2.3

SS.A.5.2.7

SS.A.5.2.8

SS.A.6.2.3

SS.A.6.2.4

SS.A.6.2.5

SS.B.1.2.1

SS.B.2.2.4

SS.C.1.2.2

SS.C.1.2.3

SS.C.1.2.5

SS.C.2.2.1

SS.C.2.2.2

SS.C.2.2.5

SS.D.1.2.3

SS.D.1.2.4

SS.D.1.2.5

1. Explain why some consider the 1950s to have been a time

of growth and prosperity for the United States while the

1960s and 1970s were more turbulent?

2. Identify what actions the United States took regarding the

Middle East and Latin America.

3. Describe how Nixon struggled with domestic problems.

4. Understand how the Watergate Scandal affected politics.

5. Explain how President Carter emphasized human rights in

foreign policy.

6. How was the 1980s associated with a return to optimism?

7. Describe Reaganomics.

8. Why is the 1990s referred to as the “information age?”

9. What were the key events and accomplishments of the

following presidents: George H. W. Bush, Bill Clinton,

George W. Bush.

10. What were the causes and effects of the attacks on

September 11th?

Work as a team to

study and report on

one of the recent

decades in modern

American history.

Focus on military,

technological,

entertainment,

political, and cultural

events and changes.

Create a timeline of

major events from

1950 to the present.

Rock-n-Roll

Interstate Highway Act

Hippies

Embargo

Watergate Scandal

Affirmative action

Deficit

Apartheid

Grassroots

Incumbent

Neil Armstrong

Apollo Mission

Space Shuttle

Gulf War

Internet





-2-sided Desk Map


-Oral Histories and the 1960s


-Graphic Organizer Placard 32 -Student Handouts 32 -Interactive Student Notebook 2, Preview 32 -Interactive Student Notebook 2, Reading Notes for Chapters 32

-shoe box, oatmeal box, or coffee can

WEBSITES:


Florida’s Land Boom

Cape Canaveral: Launchpad to the Stars


www.popclock.net

History Channel

Discovery Channel

History Alive


-Assessment


-Interview an adult from the 1950s through the 1990s to

find out what influenced them and write a reaction paper on it.





Recommended Formative Assessments

Social Studies K-5

Name Description Additional Information

A & D Statements

A & D Statements analyze a set of “fact or fiction” statements. First, students may

choose to agree or disagree with a statement or identify whether they need more information. Students are asked to describe their thinking about why they agree, disagree, or are unsure. In the second part, students describe what they can do to investigate the statement by testing their ideas, researching what is already known, or using other means of inquiry.

Statement How can you find out?

All landmarks are man-

made in the United

States.

__agree __disagree

__it depends on __not

sure

My thoughts:

Agreement Circles

Agreement Circles provide a kinesthetic way to activate thinking and engage students in argumentation. Students stand in a circle as the teacher reads a statement. They face their peers still standing and match themselves up in small groups of opposing beliefs. Students discuss and defend their positions. After some students defend their answers, teacher can ask if others have been swayed. If so, stand up. If not, what are your thoughts? Why did you disagree? After hearing those who disagree, does anyone who has agreed want to change their minds? Use when students have had some exposure to the content.

Constitution 1. Government was established through a written Constitution. 2. The Constitution of the United States is the supreme law of the land. 3. Government gains its power from the people.

Anotated Student Drawings

Annotated Student Drawings are student-made, labeled illustrations that visually represent and describe students’ thinking about concepts. Modification for younger students: verbally describe and name parts of their drawings while the teacher annotates it for them.

Card Sorts

Card Sorts is a sorting activity in which students group a set of cards with pictures or words according to certain characteristics or category. Students sort the cards based on their preexisting ideas about the concepts, objects, or processes on the cards. As students sort the cards they discuss their reasons or placing each card into a designated group. This activity promotes discussion and active thinking.

Chain Notes

Chain Notes begin with a question printed at the top of a paper. The paper is then circulated from student to student. Each student responds with one to two sentences related to the question and passes it on to the next student. A student can add a new thought or build on a previous statement.

What information can we learn from maps?

1. We can find landforms, lakes, mountains, oceans, and regions.

2. Directions, compass rose, scale, and map key are always on a map.

3. Different purposes for maps: population, physical, political, and elevation.


Recommended Formative Assessments, Social Studies K-5, continued


Commit and Toss

Commit and Toss is an anonymous technique used to get a quick read on the different

ideas students have in the class. Students are given a question and asked to answer it AND explain their thinking. They write this on a piece of paper. The paper is crumpled into a ball. Once the teacher gives the signal, they either toss/pass/or place the ball in a basket. Students take turns reading their "caught" response. Once all ideas have been made public and discussed, engage students in a class discussion to decide which ideas they believe are the most plausible and to provide justification for the thinking. THIS IS A FUN, ENGAGING TECHNIQUE! BE CAREFUL NOT TO OVERUSE IT OR IT WILL LOSE ITS EFFECTIVENESS.

Exploration

The Spanish King sent explorers to North America for a variety of reasons. What do you think was the main reason? A. share gold with the American Indians. B. to find new routes to Africa. C. to claim land and convert American Indians to the

Catholic religion. D. become allies with the American Indians.

Explain your thinking. Describe the reason for the answer you selected.

Concept Card Mapping

Concept Card Mapping is a variation on concept mapping. Students are given cards

with the concepts written on them. They move the cards around and arrange them as a connected web of knowledge. They create linkages between the concept cards that describe the relationship between concepts.

Student Instructions: 1. Think about the question 2. In your head, compose some sentences/ statements that answer the question. 3. When the paper comes to you, read the other statements and add something new.

Concept Cartoons

Concept Cartoons are cartoon drawings that visually depict children or adults sharing their ideas about common everyday social studies. Students decide which character in the cartoon they agree with most and why. This formative is designed to engage and motivate students to uncover their own ideas and encourage argumentation. Concept Cartoons are most often used at the beginning of a new concept or skill. These are designed to probe students’ thinking about everyday situations they encounter. Not all cartoons have one “right answer”. Allow students time to for ideas to simmer and stew to increase cognitive engagement.

www.pixton.com

Directed Paraphrasing

Directed Paraphrasing provides an interesting, creative, and challenging way for students to summarize what they learned in their own words, use appropriate social studies terminology, and consider the best communicate their understanding to a specific audience. When one has to explain something to others, one’s own learning increases.

Prompt students to express the definition or explanation of a concept in their own words.

http://www.pixton.com/




Fact First Questioning

Fact First Questioning is a higher-order questioning technique used to draw out student’s

knowledge. It takes a factual “what” question and turns it into a deeper “how” or “why” question. Teacher’s state the fact first and then ask students to elaborate, enabling deeper thinking processes that lead to a more enduring understanding of science concepts.

Examples of Fact First Questions

Ponce de Leon was an explorer. Why did European explorers come to Florida?

First Word-Last Word

First Word-Last Word is a variation of acrostics. Students construct statements about a concept or topic before and after instruction that begins with the designated letter of the alphabet. The acrostic format provides a structure for them to build their idea statements off different letters that make up the topic word.

First Word- Urban Last Word- Urban

U- U-

R- R-

B- B-

A- A-

N- N-

Fist to Five

Fist to Five asks students to indicate the extent of their understanding of a mathematical concept by holding up a closed fist (no understanding), one finger (very little understanding), and a range up to five fingers (understand completely and can easily explain it to someone else). Fist to Five provides simple feedback opportunity for all students in a class to indicate when they do not understand a concept or skill and need additional support for their learning.

Four corners

Corners are labeled: Strongly agree, agree, disagree and strongly disagree. Present a controversial text-based statement and have students go to the corner that best fits their opinion. Students then pair up to defend their opinion with text based evidence. The teacher circulates and records comments. Next, there can be a whole group discussion, where opinions are defended and/or students can return to their desks to write a brief defense of their opinion.

Frayer Model

Frayer Model graphically organizes prior knowledge about a concept into an operational definition, characteristics, examples, and non-examples. It provides students with the opportunity to clarify what they are think the concept is and communicate their understanding.




Give Me Five

Give Me Five is a simple, quick technique for inviting and valuing public reflection and

welcoming feedback from the students that will be used to design responsive instruction. Be sure to give them time for individuals to quietly reflect, perhaps through a quick write, before asking for five volunteers to share their reflection.

1. What was the most significant learning you had significant learning you had during today’s lesson?

2. How “in the zone” do you feel right now as far as understanding the concept?

3. How did today’s lesson help you better understand the concept?

4. What was the high point of this week’s activities on the concept?

5. How well do you think today’s science discussion worked in improving our understanding of the concept?

Human Scatterplots

Human Scatterplots is a quick, visual way for teacher and students to get an immediate

classroom snapshot of students’ thinking and the level of confidence student have in their ideas. This formative can be used at the beginning of a lesson or sequence of instruction to bring out students initial ideas and motivate them to want to further explore and discover ideas. A paper version can be used instead of a human graph.

Human Scatterplot for “What’s the Constitution?”

I Used to think… But now I know…

I Used to Think…But now I know is a self-assessment and reflection exercise that helps students recognize if and how their thinking has changed at the end of a sequence of instruction. An additional column can be added to include…And This Is How I Learned It to help students reflect on what part of their learning experiences helped them change or further develop their ideas.

I USED TO THINK… BUT NOW I KNOW…

KWL Variations

K-W-L is a general technique in which students describe what the Know about a topic, Want to know about a topic, and Learned about the topic. It provides an opportunity for

students to become engaged with a topic, particularly when asked what they would like to learn. K-W-L provides a self-assessment and reflection at the end, when students are asked to think about what they learned. The three phrases of K-W-L help students see the connections between what they already know, what they would like to find out, and what they learned as a result.

K-This what I

already KNOW

W-This is what I

WANT to find out

L-This is what I

LEARNED

Learning Goals Inventory (LGI)

Learning Goals Inventory (LGI) is a set of questions that relate to an identified learning

goal in a unit of instruction. Students are asked to “inventory” the area they feel they have prior knowledge about the learning goal. This requires them to think about what they already know in relation to the learning goal statement as well as when and how they may have learned about it. A key principle of learning is that students must know what the learning target is. The LGI can be given back to students at the end of the instructional unit as a self-assessment and reflection of their learning.

What do you think the learning goal is about?

List any concepts or ideas you are familiar with related to this learning goal:

List any terminology you know of that relates to this goal:

List any experiences you have had that may have helped you learn about the ideas in this learning goal:




Look Back

Look Back is a recount of what students learned over a given instructional period of time. It also provides students with an opportunity to look back on and summarize their learning. Asking the students “how they learned it” helps them think about their own learning. The information can be used to differentiate instruction for individual learners, based on their descriptions of what helped them learn.

What I Learned How I Learned it

Odd One Out

Odd One Out combines seemingly similar items and challenges students to choose which item in the group does not belong. Students are asked to justify their reasoning for selecting the item that does not fit with the others. Odd One Out provides an opportunity for students to access their knowledge to analyze relationships between items in a group.

Presidents of the United States: In each set, circle the Odd One Out and describe why it does not fit with the others.

Which Is the Odd One? Why It Is the Odd One Out

Lincoln Kennedy Wilson Bush

Paint The Picture

Paint the Picture visually depicts students’ thinking about an idea in social studies without using any annotations. This involves giving the students a question and asking them to design a visual representation that reveals their thinking and answers the questions. Paint the Picture provides an opportunity for students to organize and represent their thinking in a visual format. It allows every student a creative and unique way to make their thinking visible.

Draw an explorer’s exploration of the new lands.

Pass the Question

Pass the Question provides an opportunity for students to collaborate in activating their own ideas and examining other students’ thinking. Students begin by working together in pairs to respond to a question, partially finishing a response. When the time is up, they exchange their written, partially completed response with another pair to finish-modifying, adding to, or changing it as the pair deems necessary. Pairs then get together to give feedback to each other on why they did or did not change the responses as well as feedback on how well they felt the other pair’s thinking helped them pick up where the original pair’s response left off.

How do the physical features of the land and the climate affect the people who live in an area? What is the difference between urban and rural? What is the purpose of the Constitution of the United States? Why do we use money?




A Picture Tells a Thousand Words

A Picture Tells a Thousand Words, students are digitally photographed during an inquiry-based activity or investigation. They are given the photograph and asked to describe what they were doing and learning in the photo. Students write their description under the photograph. The images can be used to spark student discussions, explore new directions in inquiry, and probe their thinking as it relates to the moment the photograph was snapped. By asking students to annotate the photos with a description of what they were learning and the skills they were using, teachers can better understand what students are gaining from the inquiry experience and adjust it as needed.

Question Generating

Question Generating is a technique that switches roles from the teacher as the generator of questions to the student as the question generator. The ability to formulate good questions about a topic can indicate the extent to which a student understands ideas that underlie the topic. This technique can be used at the beginning of instruction in a topic to find out what students already know about the topic. Teachers can have students exchange or answer their own questions, revealing further information about the students’ ideas related to the topic.

Question Generating Stems:

Why does___?

How does___?

What if___?

What could be the reason for___?

What would happen if___?

How does___compare to___?

How could we find out if___?

Sticky Bars

Sticky Bars help students recognize that there is often a range of ideas students in the class have about a topic. Students are presented with a short answer or multiple-choice question. The answer is anonymously recorded on a Post-it note and passed in to the teacher. The teacher or a student arranges the notes on the wall or whiteboard, as a bar graph, representing the different student responses. Students then discuss the data and what they think the class needs to do in order to come to a common understanding.

Thinking Log

Thinking Logs help the teacher identify areas where the students are aware of their own learning successes or challenges. The information can be used to provide interventions for individual or groups of students as well as match students with peers who may provide learning support. Use impromptu moments during a learning experience or at the end of a lesson for students to record in their Thinking Logs. Students choose the thinking stem that would best describe their thinking at that moment. Provide a few minutes for students to write down their thoughts using the stem.

I was successful in…

I got stuck…

I figured out…

I got confused when…so I…

I think I need to redo…

I need to rethink…

I first thought…but now I realize…

I will understand this better if I…

The hardest part of this was…

I figured it out because…

I really feel good about the way…




Think-Pair-Share

Think-Pair-Share combines thinking with communication. The teacher poses a question and gives individual students time to think about the question. Students then pair up with a partner to discuss their ideas. After pairs discuss, students share their ideas in a small-group or whole-class discussion. (Kagan)

This formative can be used during any stage of instruction. Using different pairing strategies will ensure that students have the opportunity to form pairs with students other than the ones who sit next to them in order to avoid having students always interact with the same group of peers.

3-2-1

3-2-1 provides a structured way for students to reflect on their learning. Students

respond in writing to three reflective prompts; providing six responses that describe what they learned from a lesson or instructional sequence. This technique scaffolds students’ reflections providing an opportunity to share their success in learning difficult or new concepts as well as recognize what was challenging for them.

Three key ideas I will remember

Two things I am still struggling with

One think that will help me tomorrow

Traffic Light Cards

Traffic Light Cards are a monitoring strategy that can be used at any time during instruction to help gauge student understanding. The colors indicate whether students have full, partial, or minimal understanding. Students are given three different-colored cards, asked to self-assess their understanding about the concept or skill they are learning, and hold up the card that best matches their understanding.

Green -“I understand this very well” Yellow-“I understand most of it but could use a little help” Red-“Help. I don’t get it.”

Two-Minute Paper

Two-Minute Paper is a quick and simple way to collect feedback from students about their learning at the end of an activity, field trip, lecture, video, or other type of learning experience. Write two questions on the board or on a chart that you want students to respond to. Give students two minutes to write and then collect their papers. After their responses have been analyzed, share the results with students the next day, letting them know how you are going to use the feedback they shared with you.

What was the most important thing you learned today?

What did you learn today that you didn’t know before class?

What important question remains unanswered for you?

What would help you learn better tomorrow?

grade 5 studies curriculum map - mr. smith's...

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