Theme: Building a Nation

5th Grade Social Studies Overview

NCSS Strands: Power, Authority, and Governance: Fundamental ideas are the foundation of American constitutional democracy, include those of the U.S. Constitution, the rule of law, separation of powers, checks and balances, minority rights, and the separation of church and state; Fundamental values of democracy are the common good, liberty, justice, equality, and individual dignity. Individuals, Groups, and Institutions: People belong to groups and institutions that influence them and by which they are influenced. Time, Continuity, and Change: Historical events occurred in times that differed from our own, but often have lasting consequences for the present and future. Production, Distribution, and Consumption: Economic incentives affect people’s behavior and choices, particularly when they face a scarcity of resources. Communities make decisions which allow them to gain some things but force them to give up other things. -Grade-wide activity: Ellis Island Simulation

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Soc. Stu. Unit 1: Current Issues (Timeframe: Yearlong)

Soc. Stu. Unit 2: The Founding of America (Timeframe: 10 weeks)

5 Grade Social Studies Overview Theme: Building a Nation Soc. Stu. Unit 3: American Government (Timeframe: 5 weeks)

Soc. Stu. Unit 4: Westward Expansion (Timeframe: 7-8 weeks)

Soc. Stu. Unit 5: Immigration, then and now (Timeframe: 6-7 weeks)

EQ: How does an awareness of current events affect our daily lives?

EQ: How did the cultural, geographic/economic, and political characteristics of different colonial regions affect their views on independence and government?

EQ: What are the rights and responsibilities that come with having “a government of the people, by the people, and for the people?”

EQ: How did the new ways of life in the expanding country reflect the American values of freedom, courage, creativity, and ingenuity?

EQ: How does the reality of the immigrant experience live up to (or fail to live up to) the promises that have attracted immigrants to the US throughout our history?

Content/Skills: -Possible Readings: Time for Kids, Washington Post, Junior Scholastic -Compare the different platforms of the 2012 presidential candidates (This year only) -Examine current economic issues such as the national debt, poverty, the budget, job growth, recession, inflation, immigration, globalization, and others - Examine current issues that relate to science and technology such as privacy concerns, social networks, biotechnology, genetic modification, clean energy, and others -Examine current issues relating to human interaction with the surrounding environment including global climate

Content/Skills -Use a globe and a variety of maps, atlases to identify natural/physical features of colonial settlements -Compare geographic locations and geographic characteristics of colonial settlements, such as Roanoke and Plymouth -Describe ways that colonists in the New England, middle and southern regions adapted to and modified the environment -Analyze the religious beliefs of early settlers, the motives for migration and the difficulties they encountered in early settlements -Understand how political, religious, and economic ideas and interests brought about the Revolution (e g , resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts) -Identify the key effects leading up to the American Revolution, such as the Boston Tea Party and the Boston Massacre

Content/Skills - Analyze primary sources such as the Declaration of Independence and the Constitution -Identify and summarize how democratic principles influenced our founding documents -Analyze the successes and failures in meeting the challenges of governing under Articles of Confederation -Explain the significant principles in the development of the Declaration of Independence, Articles of Confederation, Preamble, U.S. Constitution and the Bill of Rights -Describe the three branches of government and their individual powers and responsibilities, such as separation of powers, checks and balances, and judicial review - Explain the process of how laws are created and

Content/Skills: -Identify and compare the different regions of the United States by describing their physical features, climate, and vegetation -Examine the motives for migration and the difficulties faced by pioneers and settlers -Explain the concept of Manifest Destiny and examine its impact on Westward expansion -Analyze the impact of Mexican American War and Slavery on Westward Expansion -Describe the different methods of expansion, including the Louisiana Purchase, Annexation of Texas, treaties with Native Americans -Explain how technological innovations such as railroads and dynamite impacted the growth and settlement of the West -Analyze the effects of the Gold Rush on the technology,

Content/Skills -Evaluate push/pull factors for immigration in the 1800’s, differentiating between geographic reasons (potato famine, land shortage) and political reasons (pogroms, etc) -Examine the experience of immigrants entering the United States in the late 1800’s through various gateways, including Ellis Island and Angel Island -Compare the different roles, viewpoints, and experiences of immigrants from different cultures -Describe the cultural and religious traditions of immigrant groups and analyze the impact of assimilation on culture and religion -Identify the contributions of immigrants to economy, science, technology, and culture in the United States -Apply prior knowledge of Judaic traditions to inform

change, clean energy, pollution, the use and overuse of natural resources, global food supply issues, and natural disaster relief

Assessments -Short reading responses -Summaries of news articles -Presentations of news articles

-Identify the conflicts between the Patriots and Loyalists before and during the Revolutionary War -Examine the contributions of people associated with the drafting of the Declaration of Independence and the framing of the Constitution, such as James Madison, Benjamin Franklin, Thomas Jefferson, George Mason, and George Washington -Provide the examples of conflicts and compromises among differing groups of people during the Constitutional Convention -Analyze the different roles and viewpoints of individuals and groups such as women, men, free and enslaved Africans, and Native Americans during the colonial and revolutionary periods

implemented by the federal government -Explain the balance between creating laws that provide for the common good vs. protecting individual rights -Examine the role of government in regulating and building economy, -Evaluate the rights and responsibilities of active citizens

economy, and cultural development of the United States -Differentiate between a firsthand and a secondhand account and a primary and a secondary source of information

Assessments -Loyalists vs Patriots Debate -Multi-paragraph essays -Quizzes -letters and diary entries -historical summaries -Historical fiction pieces

Assessments -Student-created amendments to the Constitution -Debates and Mock Trials -Speeches -Letters and Diary Entries -Multi-paragraph essays -Quizzes -letters and diary entries -historical summaries

Assessments -Informational book -Historical Summaries

*See research reading/writing units for specific skills

understanding of the Jewish immigrant experience -Differentiate between a firsthand and a secondhand account and a primary and a secondary source of information *See research reading/writing units for specific skills

Assessments: -Ellis Island Simulation -Scrapbook entries, letters, and diary Entries -Multi-paragraph essays -Quizzes -letters and diary entries -historical summaries

5th Grade-Specific Reading Standards Key Ideas and Details • • • • • •

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e g , how characters interact) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text

Craft and Structure • • • • • •

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem Describe how a narrator’s or speaker’s point of view influences how events are described Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area 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 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

Integration of Knowledge and Ideas • • • • •

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e g , graphic novel, multimedia presentation of fiction, folktale, myth, poem) Compare and contrast stories in the same genre (e g , mysteries and adventure stories) on their approaches to similar themes and topics 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 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

Phonics, Word Recognition & Fluency •

Know and apply grade-level phonics and word analysis skills in decoding words o Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e g , roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context

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Read with sufficient accuracy and fluency to support comprehension o Read grade-level text with purpose and understanding o Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression o Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Vocabulary Acquisition and Use •

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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 o Use context (e g , cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase o Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e g , photograph, photosynthesis) o Consult reference materials (e g , dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

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Reading Unit 2: Realistic Fiction (Timeframe: 4-5 weeks)

5 Grade Reading Overview Reading Unit 3: Literature Circles: Genre Study-Fantasy (Timeframe: 4-5 weeks)

Reading Unit 1: Informational Reading: Reading and Research Across Content Areas (Timeframe: Yearlong) EQ: How can nonfiction reading skills assist in finding information?

Reading Unit 4: Genre Study: Biography (Timeframe: 4-6 weeks)

EQ: How do characters change over the course of a novel?

EQ: What do the imaginary worlds of fantasy teach us about our own fantasies, dreams, and fears?

EQ: How can studying another person’s life teach us about our own?

Content/Skills: Text Selections: Multi-leveled nonfiction texts about Westward Expansion, Time for Kids, History Alive, op-ed pieces, newspaper articles, magazine articles, websites, and online databases and encyclopedias -Apply appropriate pre-reading strategies to comprehend nonfiction texts such as questioning, skimming, and predicting -Employ a variety of strategies to summarize information --Highlight important details, key words, or main ideas --Determine and explain main ideas in a text -Differentiate key details in an informational text from minor details --Make inferences, conclusions, generalizations, predictions, and connections based on the evidence from the text -Infer author’s purpose and provide supportive evidence in the text -Interpret information from

Content/Skills: -Summarize key ideas in a text -Identify and analyze literary elements -Determine the meaning of words and phrases as they are used in a text, including figurative language (metaphors and similes) -Examine a character within a text (actions, motivations) -Develop theories about a character and revise theory during reading -Compare and contrast two or more characters, settings, or events in a story drawing on specific details in the text (e g , how characters interact) -Cite examples from the text to support ideas - Participate in literature circle discussions: • Stay on task and on topic • Listen actively and respond to other’s opinions • Use complex, open-ended questions to find deeper meaning in the text • Explain and support idea

Content/Skills: Text Selections: Tuck Everlasting, Masterpiece, Among the Hidden, Gregor the Overlander, The Lion the Witch and the Wardrobe Magician’s Elephant, The Phantom Tollbooth, Emerald Atlas, Flint Heart, Cosmic, The Thief Lord -Recognize the genre of a text and use it to form expectations of the text -Determine the elements of fantasy texts including plot, setting, and mood -Compare/contrast stories within genre -Compare/contrast fantasy to realistic fiction -Analyze the problems encountered by the characters in a literary text, including how characters respond to those problems -Analyze details about characters, setting, and plot in a literary text to infer a theme -Cite examples from the

Content/Skills: Text Selections: Students will self-select biographies based on interest -Summarize key moments in text both orally and in writing -Identify turning point in a person’s life -Discuss impact of turning point (s) - Participate in literature circle discussions: • Stay on task and on topic • Listen actively and respond to other’s opinions • Use complex, open-ended questions to find deeper meaning in the text • Explain and support idea during discussions about literature using evidence from the text -Compare and contrast various biographies in terms of style, focus and content, life lessons -Interpret figurative language and explain the meaning of common idioms, adages, and

Reading Unit 5: Literature Circles: Genre study-Historical FictionImmigration 1800’s-1900’s (Timeframe: 6-8 weeks) EQ: How does reading historical fiction shape our understanding of historical events and time periods? Content/Skills Text Selections: Letters to Rivka, Dreams in the Golden Country, All-of-a-Kind Family, Maggie’s Door, Nory Ryan’s Song -Multiple short stories in addition to literature circle novels -Analyze genre conventions of historical fiction -Analyze the development of the plot, including exposition, rising action, climax, falling action, resolution, as well as subplots -Distinguish point of view and its influence on way the reader understands the historical event/time period -Describe the difference between dialects and registers in the English language. -Cite examples from the text to support ideas - Participate in literature circle discussions: • Stay on task and on topic • Listen actively and respond to other’s opinions

captions, illustrations, charts, diagrams, graphs, and other text features -Self monitor understanding and adjust reading rate through skimming and scanning - Read and follow multi-step directions -Utilize guiding questions to locate information -Locate and evaluate resources with guidance and support from adults -Find data and/or information within a variety of sources including libraries, databases, websites, and first-hand research -Cite references

during discussions about literature using evidence from the text -Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. -Determine or infer the meaning of a new word formed by combining known and unknown word parts or changing the part of speech of the word. -Consult reference materials (e.g., dictionaries, glossaries thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

text to support ideas - Participate in literature circle discussions: • Stay on task and on topic • Listen actively and respond to other’s opinions • Use complex, openended questions to find deeper meaning in the text • Explain and support idea during discussions about literature using evidence from the text -Use grade-appropriate strategies to understand and interpret the meanings of words and phrases. -Interpret figurative language and explain the meaning of common idioms, adages, and proverbs

proverbs -Use the relationship between particular words (e g , synonyms, antonyms, homographs) to better understand each of the words

• Use complex, open-ended questions to find deeper meaning in the text • Explain and support idea during discussions about literature using evidence from the text -Use grade-appropriate strategies to understand and interpret the meanings of words and phrases. -Interpret figurative language and explain the meaning of common idioms, adages, and proverbs

Assessments -One-on-one conferring -Written responses to reading -Summaries -Annotated texts -Class discussions -Children’s book based on research

Assessments: -Constructed responses - One-on-one conferring

Assessments - One-on-one conferring -Short reading responses -Literature circle discussions

Assessments: - One-on-one conferring -Short reading responses -Class discussions

Assessments: - One-on-one conferring -Short reading responses -Literature circle discussions

5th Grade-Specific Writing Standards Text Types and Purposes • • •

Write opinion pieces on topics or texts, supporting a point of view with reasons and information Write informative/explanatory texts to examine a topic and convey ideas and information clearly Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

Production and Distribution of Writing • • •

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach 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

Research to Build and Present Knowledge • • •

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic 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 Draw evidence from literary or informational texts to support analysis, reflection, and research

Range of Writing •

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

Language • •

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

5th Grade Writing Overview Writing Unit Writing in Response to Literature (yearlong)

Writing Unit 1: Argument Evidenced-Based Essay (Timeframe: 5 weeks )

Writing Unit 2: Writing for Research: Note-taking (Timeframe: 5 weeks)

Writing Unit 3: Informational Writing: Website Design (Timeframe: 4-5 weeks)

Writing Unit 4: Narrative: Historical Fiction Narrative (Timeframe: 6 weeks)

EQ: How does writing about literature enhance our understanding of texts?

EQ: What makes an argument clear, convincing, and effective?

EQ: How can writing help to process and communicate research?

EQ: How do writers effectively communicate information?

Content/Skills -Argue an opinion or point-of-view about a novel and support that opinion with specific examples from the text -Collect text evidence through post-it noting and quick writes

Content Skills Mentor Texts -Develop clear thesis statement -Use a variety of texts support argument/thesis -Introduce a topic or text clearly, state an opinion, and create a structure in which ideas are logically grouped to support the writer’s purpose -Support ideas with facts and details -Develop a focused and engaging introduction

Content/Skills -Draw evidence from literary or informational texts to support research -Utilize note-taking strategies • paraphrasing • bullet points • concise notes • symbols and coding -Synthesize information from multiple sources, paraphrasing and quoting appropriately to avoid plagiarism -Use a variety of formats to prepare findings/conclusions for sharing -Share findings and/or conclusions -Differentiate between original and borrowed ideas -Cite sources where information is found

Content/Skills Mentor Texts -Use mentor texts of informational pieces as inspiration for writing -Select interesting information to include -Consider intention and audience when selecting an idea -Use a variety of brainstorming strategies -Develop a strong thesis that clearly articulates point of view -Develop a focused and engaging introduction -Provide evidence for ideas using facts from research

EQ: How does an author write about a different time period and make it believable, relevant, and interesting? Content/Skills Mentor Texts -Use historical fiction mentor texts as inspiration for writing -Use plot arch as a structure for the development of the narrative -Incorporate genre conventions of historical fiction, using research to inform the setting, plot, and style including word choice

Paragraph Writing -Compose well-organized and complete paragraphs that • include topic sentences • use supporting details from the text • end with effective concluding sentences • stay on topic • build argument through progressively more powerful examples

Paragraph Writing -Write well-organized and complete paragraphs that stay on topic -Use transitions within paragraphs -Link opinion and reasons using words, phrases, and clauses (e g , consequently,

Paragraph Writing -Synthesize various facts into succinct, clear, concise, and well-organized paragraphs -Use transitions within and

Revision/Editing Revise to • ensure that details are sequenced and organized clearly • choose words and phrases for effect and to convey ideas precisely

Mentor Texts -Evaluate an author’s use of literary elements in text—similes, metaphors, descriptive language, poetic devices, specific and precise word choices —to help the reader see, feel, and experience what is going on in the text -Independently generate ideas using different techniques including vignettes, poems, lists, graphic organizers, journaling, webbing, discussion Revision/Editing -Edit work to meet 5thgrade appropriate grammar and mechanics -Spell grade-appropriate words correctly, consulting references as needed Assessments: -Single and multiparagraph reading responses -Book reviews -Creative writing assignments connected to themes and literary elements

specifically) -Provide a concluding statement or section related to the opinion presented Revision/Editing - Use writing process to brainstorm, draft, revise and edit-Establish a hierarchy of support organized by ideas and then supporting facts, details, or other information -Conference effectively with adults and peers by listening actively and using suggestions to improve and strengthen writing -Edit work to meet 5th-grade appropriate grammar and mechanics -Spell grade-appropriate words correctly, consulting references as needed

Assessments -One-on-one writing conferences -An essay that conveys students’ opinion about an issue

-Use technical and contentspecific vocabulary -Spell grade-appropriate words correctly, consulting references as needed -Provide a list of sources

between paragraphs -Properly cite any direct quotes or paraphrases -Choose words and phrases to convey ideas precisely -Use content-specific vocabulary appropriately Revision/Editing - Use the writing process to brainstorm, draft, revise and edit -Conference effectively with adults and peers by listening actively and using suggestions to improve and strengthen writing -Edit work to meet 5th-grade appropriate grammar and mechanics -Spell grade-appropriate words correctly, consulting references as needed

Assessments: -Notecards -Source list

Assessments: -One-on-one writing conferences -A student designed website integrating research in a multitude of ways (writing, charts, maps, videos)

• expand, combine, and reduce sentences for meaning, interest, and style • remove unnecessary detail and repetition -Set and adjust personal goals and conference regularly with adults and peers to improve writing -Use concrete words and phrases and sensory details to convey experiences and events precisely in narrative writing - Use similes and metaphors in writing -Use content-specific vocabulary appropriately -Edit work to meet 5thgrade appropriate grammar and mechanics -Spell grade-appropriate words correctly, consulting references as needed Assessments -One-on-one writing conferences -Short stories about immigrants leaving their homes, coming to, or living in America