Greene County Public Schools
5th Grade Social Studies Pacing Guide 2014-2015 Quarter 1 Bloom’s Taxonomy Abbreviations: R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create Time/ Dates
2 weeks (8/25 – 9/5)
SOL/Strand
USI.1 f, g USI.2 a-d
Objective/Content/Cognitive Level
Essential Questions
The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to: f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events; An,U, Ap g) distinguish between parallels of latitude and longitude; U, An
- What are the seven continents? - What are the five oceans? - Where are the geographic regions of North America located? - What are some physical characteristics of the geographic regions of North America? - What are some important categories of geographic features? - What do these important geographic features look like when they appear on maps, globes, and diagrams? - What do these important geographic features look like when they appear on pictures and photographs? - Why are geographic features important in United States history?
The student will use maps, globes, photographs, pictures, or tables to: a) locate the seven continents and five oceans; R b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range; R c) locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; R d) recognize key geographic features on maps,
Vertical Alignment
Vocabulary
all 8 Regions all 7 Continents all 5 Oceans all major rivers Gulf of compass rose Mexico Water mountain Features: valley Atlantic plain Ocean plateau Chesapeake basin Bay tributary James River Continental York River Divide Potomac Mississippi River River Rappahannoc obstacles k and River adaptations Climate geography meridian parallels latitude longitude cardinal directions
Cross-curricular Connections Math: Research and graph the population of the seven continents. Consider extension activity to research and graph the depth of oceans and or the land area covered by each ocean. Writing: Create travel brochures on the regions. Students will write journal entries as if they live in one of the regions and classmates will infer from what region they are writing. Writing Prompt: You live in the _______ (i.e. Basin
diagrams, and/or photographs; R
2 weeks (10/6 – 10/17)
USI.3 US 1.1b, e
The student will demonstrate knowledge of how early cultures developed in North America by: a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia; R, U b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois); R c) describing how the American Indians used the resources in their environment; R,U The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to: b) make connections between the past and the present. E e) evaluate and discuss issues orally and in writing E
and Range). Convince someone to visit your region (by pointing out what is less than ideal about where they currently live).
- Why is archeology important? - Where is one of the oldest archeological sites in the United States located? - In which areas did the American Indians live? - Where do American Indians live today? - How did geography and climate effect the way American Indian groups met their basic needs? -How did American Indians use natural, capital, and human resources?
Culture archeologists resources adaptation
5 Native American groups Cactus Hill Navigation
Written and Oral Language: Compare the way American Indians across North America utilized resources with the way people groups in those locations use resources today. Reading: Read Aloud Indian Legends picture books so students can identify how geography influences culture. (i.e. Legend of the Paintbrush, Ka-HaSi and the Loon: An Eskimo Legend)
Greene County Public Schools
5th Grade Social Studies Pacing Guide 2014-2015 Quarter 2 Bloom’s Taxonomy Abbreviations: R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create Time/Dates SOL/Strand Objective/Content/Cognitive Essential Vertical Vocabulary Level Questions Alignment 1 week (11/511/12)
US I.4 a-c US I.1d
The student will demonstrate knowledge of European exploration in North America and West Africa by: a) describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations; R b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian concept of land; R c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders. R, U The student will demonstrate skills for historical and geographical analysis and
Why did European countries compete for power in North America? What were the obstacles faced by the explorers? What were the accomplishments of the explorations? What regions of North America were explored and settled by France, England, and Spain?
What regions were explored by Portugal? How did the American Indians and Europeans interact with each other?
Jamestown Continents (Europe/Africa) Slave trade Economics (human, capital, natural) Mali American Indian people groups (Powhatan of Eastern Woodlands, Lakota, Pueblo)
Pre-Columbian motivation density population religious political colonial expedition Location of Spain, France, England, Portugal, and West Africa 3 African Tribes of Ghana, Mali, and Songhai
Crosscurricular Connections Oral Language: Debate European exploration of North America vs. American Indians’ rights as First Americans right to land. Does being there first assign you ownership? How do ethics play into this today? Could the same thing happen?
responsible citizenship, including the ability to d) interpret ideas and events from different historical perspectives (aligned with I.4b) U i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. An
3 weeks (12/112/19)
US I.5 a-d US I.6 a & US I.1a-b
The student will demonstrate knowledge of the factors that shaped colonial America by a) describing the religious and economic events and conditions that led to the colonization of America; R b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence; R
What was the importance of Ghana, Mali, and Songhai? Where were the empires of Ghana, Mali, and Songhai located? When did the empires of Ghana, Mali, and Songhai exist in Africa?
How did West African empires impact European trade? Why did Europeans establish colonies in North America? How did climate, geographic features, and other available resources distinguish the three regions from each other? How did people use the natural resources of their region to earn a living?
economics colony plantation indentured servant
Regions: New England Mid-Atlantic Southern
Revolutionary War George Washington Thomas Jefferson Patrick Henry King George III Lord Cornwallis Independence Declaration of Independence rebellious dissatisfied
aristocrat culture specialization interdependence All 7 Colonial Social Groups Benjamin Franklin John Adams Phillis Wheatley Paul Revere
Math: Calculate costs of items sold to Americans by the English before and after taxes. Reading: Read Aloud King George, What’s Your Problem? By Steve Sheinkin And
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans; R d) identifying the political and economic relationships between the colonies and Great Britain. R The student will demonstrate knowledge of the causes and results of the American Revolution by: a) identifying the issues of dissatisfaction that led to the American Revolution R The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to: a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865; b) make connections between the past and the present. E
What are the benefits of specialization and trade?
How did political and social life evolve in each of the three regions? How did people’s lives vary among different social groups in colonial America? How did Great Britain impose political and economic control over the colonies? What steps did Great Britain take to increase control over its colonies?
Why did many colonists become dissatisfied with Great Britain’s control over the colonies?
Yorktown
Boston Massacre Boston Tea Party 1st Continental Congress Battles of Lexington and Concord Battle of Saratoga Treaty of Treaty proprietor
Can’t you Make Them Behave King George? Also consider excerpts from Joy Hokaim – History of the U.S. (Revere and That Other Guy and Party at Fort Tea)
Greene County Public Schools
5th Grade Social Studies Pacing Guide 2014-2015 Quarter 3 Bloom’s Taxonomy Abbreviations: R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create Time/Dates SOL/Strand Objective/Content/Cognitive Essential Vertical Vocabulary Level Questions Alignment 2 weeks (1/5–1/16)
1.6b-d & US I.1a, h
The student will demonstrate knowledge of the causes and results of the American Revolution by: b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;
R
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry; R d) explaining reasons why the colonies were able to defeat Great Britain. U The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865 R, U
What ideas and/or philosophies about government were expressed in the Declaration of Independence? Who were some of the key individuals in the Revolutionary War? What role did key individuals play in the Revolutionary War? What were some of the key events that occurred during the Revolutionary War period? What advantages helped the American colonists win the
Revolutionary War George Washington Thomas Jefferson Patrick Henry King George III Lord Cornwallis Independence Declaration of Independence rebellious dissatisfied Yorktown
Crosscurricular Connections Benjamin Franklin Reading: John Adams Read aloud Phillis Wheatley excerpts from Paul Revere Joy Hokaim – Boston Massacre History of the Boston Tea Party U.S. (Revere 1stContinentalCongress and That Battles of Lexington Other Guy) and Concord Battle of Saratoga Treaty of Treaty proprietor
Various titles by Jean Fritz Math: Calculate the mean number of deaths amongst the major American Revolutionary battles.
2 weeks (2/2–2/13)
US I.7a-c & US I.1a-b
h) interpret patriotic slogans and excerpts from notable speeches and documents U The student will demonstrate knowledge of the challenges faced by the new nation by a) identifying the weaknesses of the government established by the Articles of Confederation; R b) describing the historical development of the Constitution of the United States; R, U c) describing the major accomplishments of the first five presidents of the United States.
R, U The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865 R, U
b) make connections between the past and the present An
Revolutionary War? What were the basic weaknesses of the Articles of Confederation? What events led to the development of the Constitution of the United States? What people helped develop the Constitution of the United States? What major national issues and events did the first five presidents face?
executive legislative judicial VA Declaration of Rights George Mason George Washington VA Statute of Religious Freedom Thomas Jefferson Freedom of Religion astronomer John Adams James Madison
Articles of Confederation common currency Great Compromise US Constitution ratification separation of powers checks and balance amendment Monroe Doctrine Freedom of Speech Federal Court System Bill of Rights Washington, DC Benjamin Banneker surveyor 2-party system Louisiana Purchase Lewis and Clark Western Expansion War of 1812 James Monroe Monroe Doctrine
Writing: Students can write AntiArticles of Confederation political cartoons. Make a classroom Bill of Rights. Math: Research state population and assign students into groups to represent that state. Have students determine how population of a state and population of the classroom are related (i.e. 500 population and 25 person class. One student represents 20 people)
2 weeks (3/2–3/13)
US 1.8 a-c & US I.1 e, i
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California; R, U b) identifying the geographic and economic factors that influenced the westward movement of settlers; R c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; R,
U
US I.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to e) evaluate and discuss issues orally and in writing. E i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the
What new territories became part of the United States between 1801 and 1861? What factors influenced westward migration? How did inventions and entrepreneurs affect the lives of Americans?
Mississippi River Migrate Opportunity Cumberland Gap Appalachian Mountains Invention Entrepreneur West
Florida, Texas, Oregon, and California Oregon Territory War with Mexico CA Gold Rush Oregon Trail Santa Fe Trail entrepreneur independent republic motivation Erie Canal invention Cyrus McCormick Jo Anderson reaper steam locomotive Manifest Destiny transcontinental abolitionist suffragist Sojourner Truth Robert Fulton steam boat Eli Whitney cotton gin Harriet Tubman William Lloyd Garrison Fredrick Douglass Susan B. Anthony Elizabeth Cady Stanton Industrial Rev. Territorial Expansion
Literacy: Debate the costs and benefits of Manifest Destiny and westward expansion.
decisions and how people and nations responded to positive and negative incentives.
Greene County Public Schools 5th Grade Social Studies Pacing Guide 2014-2015 Quarter 4 Bloom’s Taxonomy Abbreviations: R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create Time/Dates SOL/Strand Objective/Content/Cognitive Essential Vertical Vocabulary Level Questions Alignment 2 weeks (4/6-4/17)
US I.8 d US I.9 a,b,d
I.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by d) identifying the main ideas of the abolitionist and women’s suffrage movements. R I.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: a) describing the cultural, economic, and constitutional issues that divided the nation; R, U b) explaining how the issues of states’ rights and slavery increased sectional tensions; U
What were the main ideas expressed by the abolitionists? What were the main ideas expressed during the women’s suffrage movement? How did cultural, economic, and constitutional issues create bitter divisions between the North and the South?
Abolitionist Campaign Slavery Human rights North vs. South Union Confederacy plantation culture manufacturing agricultural economic Abraham Lincoln Robert E. Lee Ulysses S. Grant Army of Northern VA secession Thomas Jackson Stonewall Jackson
Florida, Texas, Oregon, and California Oregon Territory War with Mexico CA Gold Rush Oregon Trail Santa Fe Trail entrepreneur independent republic motivation Erie Canal invention Cyrus McCormick Jo Anderson reaper steam locomotive Manifest Destiny transcontinental abolitionist
Crosscurricular Connections Writing: Write witty rally signs for abolition and suffrage. Reading: Read Aloud the Frederick Douglas letter (“I love you but hate slavery”) to discuss what students might to say to a former slave owner by examining Douglas’ letter to his slave owner. Literacy: Write trading cards
d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war. R, U
Battle of Manassas How did the issues Battle of Bull Run of states’ rights and Emancipation slavery increase Proclamation sectional tension Appomattox Ct. between the North House and South? segregation Who are considered leaders of the Civil War? How did Lincoln’s view of the nature of the Union differ from Lee’s?
suffragist Sojourner Truth Robert Fulton steam boat Eli Whitney cotton gin Harriet Tubman William Lloyd Garrison Fredrick Douglass Susan B. Anthony Elizabeth Cady Stanton Industrial Rev. Territorial Expansion Tariffs States’ rights Moral Missouri Compromise Compromise of 1850 Kansas/Nebraska Act repel popular sovereignty Fort Sumter States that seceded Union States
with a bio for each major person.
2 weeks (5/4-5/15)
US I.9 c, e-f
I.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: c) identifying on a map the states that seceded from the Union and those that remained in the Union; R e) using maps to explain critical developments in the war, including major battles; Ap f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American
Which states seceded from the Union? Which four slave states stayed in the Union? Where were the other states that remained in the Union located? Where did critical events of the Civil War take place?
North vs. South Union Confederacy plantation culture manufacturing agricultural economic Abraham Lincoln Robert E. Lee Ulysses S. Grant Army of Northern VA secession Thomas Jackson Stonewall Jackson Battle of Manassas
Border States Underground RR Jefferson Davis (CSA) Confederate States of America Gettysburg Address Battle of Gettysburg Vicksburg Clara Barton Red Cross Robert Smalls Blockade Savannah Charleston Tariffs States’ rights Moral Missouri Compromise Compromise of 1850 Kansas/Nebraska Act repel popular sovereignty Fort Sumter States that seceded Union States Border States
Literacy: Read Aloud excerpts from War, Terrible War by Joy Hokaim. Read books by Carolyn Reeder – Civil War related fiction. Create a winloss graph of the major battles.
soldiers, women, and enslaved African Americans) U
Where were the major battles fought? What are the ways location and topography influence important developments in the war, including major battles? What hardships were experienced during the Civil War? How did the Civil War change the lives of soldiers, women, and slaves?
USI.1a, c, i
The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865 R, U
Battle of Bull Run Emancipation Proclamation Appomattox Ct. House segregation
Underground RR Jefferson Davis (CSA) Confederate States of America Gettysburg Address Battle of Gettysburg Vicksburg Clara Barton Red Cross Robert Smalls Blockade Savannah Charleston
Write a letter to Lincoln convincing him to end the war.
c) sequence events in United States history from preColumbian times to 1865 R i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. An
