Social Studies - Grade 5 Instructional Unit Fifth Grade SS Unit Content

American Revolution-Uniting the Colonies Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E. F.

French and Indian War British Victory Colonists Rebel Causes of the Revolutionary War Second Continental Congress Skills 1. Compare historical maps 2. Determine point of view

The students will be able to identify bias in written and visual material and points of view from historical context.

-Identify bias in written and visual materials. -Identify points of view from the historical context surrounding an event. -Use primary and secondary sources to acquire information about the United States.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.C, 8.3.6.C, 8.4.6.C

A. B. C. D. E. F.

French and Indian War British Victory Colonists Rebel Causes of the Revolutionary War Second Continental Congress Skills 1. Compare historical maps 2. Determine point of view

The students will be able to analyze the cause and effects of the events leading up to the Revolutionary War.

-Analyze the causes and -study guides effects of the Boston Tea Party -activity book lessons and the Intolerable Acts. -vocabulary -Explain the significance of the development First Continental Congress. -trade books -Explain the issues surrounding-classroom discussion the battles at Lexington and -written responses Concord. -map activities -role play -class projects -graphic organizers

8.1.6.C, 8.3.6.C, 8.4.6.C

Friday, January 23, 2004

Page 1 of 27

Instructional Unit Fifth Grade SS Unit Content

American Revolution-Uniting the Colonies Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E. F.

French and Indian War British Victory Colonists Rebel Causes of the Revolutionary War Second Continental Congress Skills 1. Compare historical maps 2. Determine point of view

The students will be able to examine the causes of the French and Indian War.

-Identify the causes of the -study guides French and Indian War. -activity book lessons -Identify George Washington's -vocabulary contributions during the French development and Indian War. -trade books -Identify significant individuals -classroom discussion who modeled active -written responses participation in the democratic -map activities process. -role play -Explain the importance of the -class projects Albany Plan of Union in the -graphic organizers development of the United States.

8.1.6.C, 8.3.6.C, 8.4.6.C

A. B. C. D. E. F.

French and Indian War British Victory Colonists Rebel Causes of the Revolutionary War Second Continental Congress Skills 1. Compare historical maps 2. Determine point of view

The students will be able to reconstruct the process the Second Continental Congress used to prepare for the war with Britain.

-Analyze the causes and -study guides effects of the Battle of Bunker -activity book lessons Hill. -vocabulary -Identify the contributions of development significant individuals during the -trade books revolutionary period. -classroom discussion -Identify the Second Continental -written responses Congress as an example of -map activities representative government in -role play the colonies. -class projects -graphic organizers

8.1.6.D, 8.3.6.D, 8.4.6.D

Friday, January 23, 2004

Page 2 of 27

Instructional Unit Fifth Grade SS Unit Content

American Revolution-Uniting the Colonies Objective

Performance Indicator

Performance Task

A. B. C. D. E. F.

French and Indian War British Victory Colonists Rebel Causes of the Revolutionary War Second Continental Congress Skills 1. Compare historical maps 2. Determine point of view

The students will be -Use geographical tools to able to apply critical collect, analyze, and interpret thinking skills to data. organize and use -Apply critical thinking skills to information from maps. organize and use information from maps.

A. B. C. D. E. F.

French and Indian War British Victory Colonists Rebel Causes of the Revolutionary War Second Continental Congress Skills 1. Compare historical maps 2. Determine point of view

The students will be -Examine the end of the French-study guides able to explain the and Indian War and the Treaty -activity book lessons British victory in the of Paris. -vocabulary French and Indian War -Identify the causes of development and the migration of Pontiac's Rebellion. -trade books colonial pioneers to the -Identify terms and significance -classroom discussion western frontier. of the Proclamation of 1763. -written responses -map activities -role play -class projects -graphic organizers

Friday, January 23, 2004

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

State Standards Code: 8.1.6.B, 8.3.6.B, 8.4.6.B 7.1.6A,B

8.1.6.C, 8.1.3.6.C, 8.4.6.C

Page 3 of 27

Instructional Unit Fifth Grade SS Unit Content A. B. C. D. E. F.

American Revolution-Uniting the Colonies

French and Indian War British Victory Colonists Rebel Causes of the Revolutionary War Second Continental Congress Skills 1. Compare historical maps 2. Determine point of view

Friday, January 23, 2004

Objective

Performance Indicator

The students will be -Analyze the causes and able to determine why effects of the Stamp Act and the British Parliament the Boston Massacre. levied taxes on the -Trace the development of colonists and why the representative government in colonists responded as the United States. they did. -Identify the different roles women played in the Revolution.

Performance Task -study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

State Standards Code: 8.1.6.C, 8.3.6.C, 8.4.6.C

Page 4 of 27

Instructional Unit Fifth Grade SS Unit Content

Friday, January 23, 2004

PA Unit - Grade 5 History and Workings of PA Gov. Objective

Performance Indicator

Performance Task

State Standards Code:

The students will be able to describe the roles played by the framers in developing basic documents of Pennsylvania government: -Charter of 1681 -Charter of Privileges -Pennsylvania Constitution -Pennsylvania Declaration of Rights

-Read and discuss copies of -classroom discussion each document (Charter of 1681, Charter of Privileges, Pennsylvania Constitution, Pennsylvania Declaration of Rights) -Summarize the roles played by the framers in the development of the basic documents

5.1.6H, 8.2.6 A, B; 5.1.6A,B, 8.2.6.A, B, C, D

The students will be able to explain the basic principles and ideals within basic documents of Pennsylvania history: -Charter of 1681 -Charter of Privileges -Pennsylvania Constitution -Pennsylvania Declaration of Rights

-Read and discuss copies of -graphic organizer each document (Charter of -classroom discussion 1681, Charter of Privileges, Pennsylvania Constitution, Pennsylvania Declaration of Rights) -Complete a graphic organizer summarizing the contents of the documents

5.1.6D

Page 5 of 27

Instructional Unit Fifth Grade SS Unit Content

PA Unit - Grade 5 History and Workings of PA Gov. Objective The students will be able to compare the meaning of the Preamble to the Pennsylvania Constitution to the meaning of the Preamble to the United States Constitution.

Friday, January 23, 2004

Performance Indicator

Performance Task

-Read and discuss the -classroom discussion Preambles to the Pennsylvania -written documents and United States graphic organizers Constitutions.-Summarize the intent of the Preambles. -Create a Venn Diagram comparing and contrasting the Preambles. -Write a summary paragraph comparing and contrasting the Preambles.

State Standards Code: 5.1.6F

Page 6 of 27

Instructional Unit Fifth Grade SS Unit Content

Friday, January 23, 2004

PA Unit - Grade 5 Political Offices and Duties Objective

Performance Indicator

Performance Task

State Standards Code:

The students will be -Complete a research activity -written document able to describe how (scavenger hunt) identifying -guest speaker local and state how the state government -field trip governments implement implements services services. -Discuss the services implemented by the local government (Possible visit to Derry Township Facilities for "Municipal Days") -Engage in a discussion with a local and/or state public official

5.3.6D

The students will be able to categorize major offices of state and local government and duties of each office.

5.3.6E,B

-Discuss major offices and the -classroom discussion duties of each office at the -graphic organizer state and local level -written documents -Complete a graphic organizer denoting the major offices and their respective duties at the state and local level -Complete a research activity (scavenger hunt) identifying the roles and responsibilities of major offices of state government

Page 7 of 27

Instructional Unit Fifth Grade SS Unit Content

Friday, January 23, 2004

PA Unit - Grade 5 Political Offices and Duties Objective

Performance Indicator

Performance Task

The students will be able to compare the structure, organization, and operation of local and state government.

-Complete a flow chart -graphic organizer identifying the structure, -written document organization and operation of -classroom discussion local and state governments -Complete a research activity (scavenger hunt) identifying the structure, organization and operation of the state government

5.3.6A

The students will be -Identify the current state and -written documents able to identify current local leaders and their political -graphic organizer state and local leaders affiliation -classroom discussion and their political affiliations.

5.3.6E

The students will be able to analyze the voting process in Pennsylvania.

5.3.6F

-Read and discuss the -classroom discussion procedures and requirements -written documents for voting eligibility in the state -educational video of Pennsylvania -View video outlining the current methods of voting in Pennsylvania

State Standards Code:

Page 8 of 27

Instructional Unit Fifth Grade SS Unit Content

The Civil War-Reuniting the Nation Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E. F.

Reconstruction The Postwar South Settling the West Economic Growth Changes in the U.S. Population Skills 1. Using a climograph 2. Edison's inventions

The students will be able to determine and justify reasons why people moved to the West after the Civil War.

-Explain the reasons people settled the West. -Analyze the Homestead Act of 1862 and how it affected settlement in the West. -Analyze conflicts between Native Americans and settlers.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.C.D, 8.3.6.A.C.D

A. B. C. D. E. F.

Reconstruction The Postwar South Settling the West Economic Growth Changes in the U.S. Population Skills 1. Using a climograph 2. Edison's inventions

The students will be able to categorize challenges the South faced after the Civil War.

-Identify challenges facing the South after the Civil War. -Analyze Reconstruction efforts to help freed slaves. -Describe carpetbaggers and scalawags and their roles in Reconstruction. -Analyze segregation and how it affected the lives of African Americans.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.C.D, 8.3.6.A.C.D; 7.2.6A,B; 7.4.6.B

Friday, January 23, 2004

Page 9 of 27

Instructional Unit Fifth Grade SS Unit Content

The Civil War-Reuniting the Nation Objective

Performance Indicator

Performance Task -study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -class projects -graphic organizers

A. B. C. D. E. F.

Reconstruction The Postwar South Settling the West Economic Growth Changes in the U.S. Population Skills 1. Using a climograph 2. Edison's inventions

The students will be able to use climographs to obtain information about precipitation and temperature of a specific place.

-Use climographs to obtain information about precipitation and temperature of a specific place. -Apply critical thinking skills to analyze information from climographs. -Compare climographs of different places.

A. B. C. D. E. F.

Reconstruction The Postwar South Settling the West Economic Growth Changes in the U.S. Population Skills 1. Using a climograph 2. Edison's inventions

The students will be able to critique the difficulties faced by immigrants to the United States.

-Analyze how the population -study guides grew and changed after the -activity book lessons Civil War. -vocabulary -Compare new and old development immigrants and describe the -trade books challenges they both faced. -classroom discussion -Explain how prejudice against -written responses immigrants led to regulations on -map activities immigration. -role play -Analyze the Great Migration of -class projects African Americans to the North -graphic organizers in the early 1900's.

Friday, January 23, 2004

State Standards Code: 8.1.6.B, 8.3.6.B, 8.4.6.B; 7.2.6AB;

8.1.6.A.C.D, 8.3.6.A.C.D; 7.4.6B

Page 10 of 27

Instructional Unit Fifth Grade SS Unit Content

The Civil War-Reuniting the Nation Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E. F.

Reconstruction The Postwar South Settling the West Economic Growth Changes in the U.S. Population Skills 1. Using a climograph 2. Edison's inventions

The students will be able to evaluate the growth and change of the United States economy in the late 1800's.

-Analyze how new industries, including the transcontinental railroad, led to economic growth in the late 1800's. -Describe the contributions of entrepreneurs to the economy.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -Analyze the effect of Thomas -map activities Edison's inventions on life -role play in the United States -class projects -graphic organizers

8.1.6.A.C.D, 8.3.6.A.C.D; 6.2.6A,B,C,D,J

A. B. C. D. E. F.

Reconstruction The Postwar South Settling the West Economic Growth Changes in the U.S. Population Skills 1. Using a climograph 2. Edison's inventions

The students will be able to analyze the importance of some of Edison's inventions.

-Identify Thomas Edison as one of America's most important inventors. -Explain the importance of some of Edison's inventions.

8.1.6.A.B, 8.3.6.A.B, 8.4.6.A.B

Friday, January 23, 2004

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -role play -class projects -graphic organizers

Page 11 of 27

Instructional Unit Fifth Grade SS Unit Content A. B. C. D. E. F.

The Civil War-Reuniting the Nation

Reconstruction The Postwar South Settling the West Economic Growth Changes in the U.S. Population Skills 1. Using a climograph 2. Edison's inventions

Friday, January 23, 2004

Objective

Performance Indicator

Performance Task

The students will be able to analyze plans for Reconstruction of the United States after the Civil War.

-Describe the events -study guides surrounding President Lincoln's-activity book lessons death. -vocabulary -Analyze plans for the development Reconstruction of the United -trade books States. -classroom discussion -Analyze the reactions of both -written responses Southerners and Northerners -map activities to Reconstruction efforts. -role play -Identify problems with -class projects Reconstruction governments. -graphic organizers

State Standards Code: 8.1.6.A.C.D, 8.3.6.A.C.D

Page 12 of 27

Instructional Unit Fifth Grade SS Unit Content

The Civil War-The Nation Divided Objective

Performance Indicator

Performance Task -study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

A. B. C. D. E. F.

Regional Disagreements Slavery and Freedom The Union Breaks Apart The Civil War Union Victory Skills 1. Frame of Reference 2. Comparing maps with different scales

The students will be able to critique the tension between the North and the South over states' rights, tariffs, and slavery.

-Analyze events leading to the Civil War. -Describe legislative acts that dealt with slavery, such as the Missouri Compromise and the Kansas-Nebraska Act. -Explain how the Kansas-Nebraska Act led to conflict. -Analyze how the Dred Scott decision affected the US

A. B. C. D. E. F.

Regional Disagreements Slavery and Freedom The Union Breaks Apart The Civil War Union Victory Skills 1. Frame of Reference 2. Comparing maps with different scales

The students will be able to trace and analyze the major events in the early years of the Civil War.

-Analyze early battles of the -study guides Civil War. -activity book lessons -Describe the actions President -vocabulary Lincoln took during the Civil development War. -trade books -Compare the resources and -classroom discussion battle strategies of the United -written responses States and the Confederacy. -map activities -Explain the Emancipation -role play Proclamation and describe its -class projects effects on the country. -graphic organizers -Analyze how different groups of Americans contributed to the Civil War effort.

Friday, January 23, 2004

State Standards Code: 8.1.6.A.B.C.D, 8.3.6.A.B.C.D

8.1.6.A.C.D, 8.3.6.A.C.D; 7.1.6.A,B

Page 13 of 27

Instructional Unit Fifth Grade SS Unit Content

The Civil War-The Nation Divided Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E. F.

Regional Disagreements Slavery and Freedom The Union Breaks Apart The Civil War Union Victory Skills 1. Frame of Reference 2. Comparing maps with different scales

The students will be -Describe Abraham Lincoln's -study guides able to analyze how political career. -activity book lessons the election of 1860 led-Identify the states that made -vocabulary to the dissolution of up the Confederate States of development the Union. America. -trade books -Analyze the dynamics of the -classroom discussion election of 1860. -written responses -Identify the reasons that some -map activities Southern States left the Union. -role play -class projects -Describe the events at Fort -graphic organizers Sumter that marked the beginning of the Civil War.

8.1.6.A.C.D, 8.3.6.A.C.D

A. B. C. D. E. F.

Regional Disagreements Slavery and Freedom The Union Breaks Apart The Civil War Union Victory Skills 1. Frame of Reference 2. Comparing maps with different scales

The students will be able to use map scale to find distances on a map.

8.1.6.B, 8.3.6.B, 8.4.6.B; 7.1.6A,B

Friday, January 23, 2004

-Apply critical thinking skills to organize and use information from maps. -Use map scales to find distances on a map.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -class projects -graphic organizers

Page 14 of 27

Instructional Unit Fifth Grade SS Unit Content

The Civil War-The Nation Divided Objective

Performance Indicator

Performance Task -study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.C.D, 8.3.6.A.C.D

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play General Lee to General Grant -class projects at Appomattox. -graphic organizers

8.1.6.A.C.D, 8.3.6.A.C.D

A. B. C. D. E. F.

Regional Disagreements Slavery and Freedom The Union Breaks Apart The Civil War Union Victory Skills 1. Frame of Reference 2. Comparing maps with different scales

The students will be able to evaluate proslavery legislation and the work of abolitionists before the Civil War.

-Describe the importance of slavery to the Southern economy. -Analyze laws pertaining to slavery. -Describe the purpose of the Underground Railroad and how it worked. -Analyze the contributions of women to the antislavery movement. -Identify important abolitionists and what they did to try to end slavery.

A. B. C. D. E. F.

Regional Disagreements Slavery and Freedom The Union Breaks Apart The Civil War Union Victory Skills 1. Frame of Reference 2. Comparing maps with -Describe the surrender of different scales

The students will be able to recognize and evaluate the key events that led to a Union victory during the final two years of the Civil War.

-Identify major battles of the Civil War and their results. -Describe actions President Lincoln took during the Civil War. -Analyze the Gettysburg Address and its impact on the Civil War.

Friday, January 23, 2004

State Standards Code:

Page 15 of 27

Instructional Unit Fifth Grade SS Unit Content

The Constitution Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E. F.

The Confederation Period The Constitutional Convention Three Branches of Government Ratification and The Bill of Rights The New Government Skills 1. Reading a flow chart 2. Responsible citizenship

The students will be able to recognize the struggles encountered during the ratification of the Constitution and how they were resolved.

-Describe the struggle to ratify -study guides the Constitution. -activity book lessons -Explain the role the Bill of -vocabulary Rights played in the approval development process. -trade books -Explain the individual rights of -classroom discussion every American citizen as -written responses guaranteed in the Bill of Rights. -map activities -role play -class projects -graphic organizers

8.1.6.A.B.C.D, 8.3.6.A.B.C.D

A. B. C. D. E. F.

The Confederation Period The Constitutional Convention Three Branches of Government Ratification and The Bill of Rights The New Government Skills 1. Reading a flow chart 2. Responsible citizenship

The students will be able to recognize how the nation's early leaders worked together to strengthen the United States.

-Describe President Washington's decisions for the executive branch. -Identify individual members of the first presidential cabinet and their contributions. -Discuss the formation of the nation's first political parties. -Explain the significance of John Adams's election.

8.1.6.A.B.C.D, 8.3.6.A.B.C.D;5. 2.6A,B

Friday, January 23, 2004

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

Page 16 of 27

Instructional Unit Fifth Grade SS Unit Content

The Constitution Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E. F.

The Confederation Period The Constitutional Convention Three Branches of Government Ratification and The Bill of Rights The New Government Skills 1. Reading a flow chart 2. Responsible citizenship

The students will be able to determine the reasoning behind a checks and balance system of government.

-Explain the purpose of the Constitution as stated in the Preamble. -Identify the three branches of the federal government and differentiate between the function of each. -Explain checks and balances and the reasons for them.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.B.C.D, 8.3.6.A.B.C.D

A. B. C. D. E. F.

The Confederation Period The Constitutional Convention Three Branches of Government Ratification and The Bill of Rights The New Government Skills 1. Reading a flow chart 2. Responsible citizenship

The students will be able to recognize the importance of voluntary individual participation in the democratic process.

-Summarize a historical and peaceful compromise.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.B.C.D, 8.3.6.A.B.C.D

Friday, January 23, 2004

Page 17 of 27

Instructional Unit Fifth Grade SS Unit Content

The Constitution Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E. F.

The Confederation Period The Constitutional Convention Three Branches of Government Ratification and The Bill of Rights The New Government Skills 1. Reading a flow chart 2. Responsible citizenship

The students will be -Describe the events that led able to justify how up to the Constitutional leaders compromised Convention. to create a new form -Discuss the Constitutional of national government.Convention and its influence on the democratic process. -Identify the contributions of those who helped write the Constitution. -Explain the "Great Compromise" and its importance in representative government.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.B.C.D, 8.3.6.A.B.C.D

A. B. C. D. E. F.

The Confederation Period The Constitutional Convention Three Branches of Government Ratification and The Bill of Rights The New Government Skills 1. Reading a flow chart 2. Responsible citizenship

The students will be able to defend the factors behind the formation of a strong central government in the United States.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.B.C.D, 8.3.6.A.B.C.D

Friday, January 23, 2004

-Summarize the events that led to the Constitution. -Examine the role of governments in economic systems. -Identify the contributions of individuals to the democratic process. -Explain the Northwest Ordinance and its importance in governing the Northwest Territory.

Page 18 of 27

Instructional Unit Fifth Grade SS Unit Content A. B. C. D. E. F.

The Constitution

The Confederation Period The Constitutional Convention Three Branches of Government Ratification and The Bill of Rights The New Government Skills 1. Reading a flow chart 2. Responsible citizenship

Friday, January 23, 2004

Objective

Performance Indicator

Performance Task

The students will be able to organize and interpret information from charts.

-The students will be able to create thematic charts representing various aspects of the United States.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

State Standards Code: 8.1.6.A.B.C.D, 8.3.6.A.B.C.D

Page 19 of 27

Instructional Unit Fifth Grade SS Unit Content

The Revolutionary War Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E.

Declaring Independence American Take Sides Revolutionary War Battles Independence Skills 1. Making a decision 2. Washington's Mess Chest 3. Comparing Graphs

The students will be able to compare and contrast the differing views of American colonists concerning independence and the Revolutionary War.

-Analyze the causes and effects of Americans taking sides during the Revolution. -Understand how information and experiences may be understood differently by people with diverse cultural perspectives. -Examine the role of women during the Revolution.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.C.D, 8.3.6.A.C.D, 8.4.6.A.C.D

A. B. C. D. E.

Declaring Independence American Take Sides Revolutionary War Battles Independence Skills 1. Making a decision 2. Washington's Mess Chest 3. Comparing Graphs

The students will be able to summarize why the Declaration of Independence was written.

-Identify the contributions of significant individuals during the Revolutionary War period. -Explain the importance of the Declaration of Independence. -Summarize the democratic ideas and practices that emerged during the colonial period.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.B.C, 8.3.6.A.B.C

Friday, January 23, 2004

Page 20 of 27

Instructional Unit Fifth Grade SS Unit Content

The Revolutionary War Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E.

Declaring Independence American Take Sides Revolutionary War Battles Independence Skills 1. Making a decision 2. Washington's Mess Chest 3. Comparing Graphs

The students will be able to determine geographic distributions and patterns shown on maps and graphs.

-Utilize geographic tools to analyze and interpret data. -Discuss geographic distributions and patterns shown on maps and graphs.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.B, 8.3.6.B, 8.4.6.B

A. B. C. D. E.

Declaring Independence American Take Sides Revolutionary War Battles Independence Skills 1. Making a decision 2. Washington's Mess Chest 3. Comparing Graphs

The students will be able to compare and contrast artifacts used during the Revolutionary War with items used today.

-Identify the purposes of items -study guides used by General Washington. -activity book lessons -Compare artifacts used during -vocabulary the Revolutionary War with development items used today. -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.B, 8.3.6.B, 8.4.6.B

Friday, January 23, 2004

Page 21 of 27

Instructional Unit Fifth Grade SS Unit Content

The Revolutionary War Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E.

Declaring Independence American Take Sides Revolutionary War Battles Independence Skills 1. Making a decision 2. Washington's Mess Chest 3. Comparing Graphs

The students will be able to assess the growing confidence of the colonists during the first years of the Revolutionary War.

-Identify the contributions of significant individuals during the Revolutionary War period. -Analyze the effects of the Battle of Saratoga. -Explain the contributions of other countries to the Patriots' cause during the Revolutionary War.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.B.D, 8.3.6.A.B.D, 8.4.6.A.B.D

A. B. C. D. E.

Declaring Independence American Take Sides Revolutionary War Battles Independence Skills 1. Making a decision 2. Washington's Mess Chest 3. Comparing Graphs

The students will be able to apply the steps in the decision-making process to historic and present-day situations.

-Apply the steps in the decision-making process to historic and present-day situations.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.C.D, 8.3.6.C.D, 8.4.6.C.D

Friday, January 23, 2004

Page 22 of 27

Instructional Unit Fifth Grade SS Unit Content A. B. C. D. E.

The Revolutionary War

Declaring Independence American Take Sides Revolutionary War Battles Independence Skills 1. Making a decision 2. Washington's Mess Chest 3. Comparing Graphs

Friday, January 23, 2004

Objective

Performance Indicator

Performance Task

The students will be able to evaluate the final years and effects of the Revolutionary War on the growth of a new country.

-Analyze the causes and effects of the victory at Yorktown. -Explain the contributions of other nations and individuals to the outcome of the American Revolution. -Summarize the results of the American Revolution.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

State Standards Code: 8.1.6.A.B.C.D, 8.3.6.A.B.C.D, 8.4.6.A.B.C.D

Page 23 of 27

Instructional Unit Fifth Grade SS Unit Content

Westward Expansion Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E. F.

The Louisiana Purchase War of 1812 Andrew Jackson's Presidency Coast to Coast Expansion The Industrial Revolution Skills 1. Audubon's paintings 2. Identifying the change of U.S. borders

The students will be able to compare and contrast the new technologies that were developed during the Industrial Revolution.

-Analyze the changes in the U.S. brought about by the Industrial Revolution. -Analyze how the transportation of goods changed during the nineteenth century. -Analyze how mass production and interchangeable parts affected the economy of the U.S.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.C, 8.3.6.A.C

A. B. C. D. E. F.

The Louisiana Purchase War of 1812 Andrew Jackson's Presidency Coast to Coast Expansion The Industrial Revolution Skills 1. Audubon's paintings 2. Identifying the change of U.S. borders

The students will be able to describe the Louisiana Purchase and the westward expansion of the United States.

-Analyze how the U.S. expanded beyond the Mississippi River. -Identify lands included in the Louisiana Purchase. -Describe contributions made by Lewis and Clark and Zebulon Pike.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.B.D, 8.3.6.A.B.D

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Instructional Unit Fifth Grade SS Unit Content

Westward Expansion Objective

Performance Indicator

Performance Task

State Standards Code:

A. B. C. D. E. F.

The Louisiana Purchase War of 1812 Andrew Jackson's Presidency Coast to Coast Expansion The Industrial Revolution Skills 1. Audubon's paintings 2. Identifying the change of U.S. borders

The students will examine the War of 1812 and describe the feelings of Americans before, during, and after the war.

-Explain the reasons many -study guides Americans wanted to go to -activity book lessons war with Britain a second time. -vocabulary development -Describe the major battles of -trade books the War of 1812. -classroom discussion -Analyze how nationalism -written responses swept over the United States -map activities after the War of 1812. -role play -Explain the purpose of the -class projects Monroe Doctrine -graphic organizers

8.1.6.C.D, 8.3.6.C.D, 8.4.6.C. D

A. B. C. D. E. F.

The Louisiana Purchase War of 1812 Andrew Jackson's Presidency Coast to Coast Expansion The Industrial Revolution Skills 1. Audubon's paintings 2. Identifying the change of U.S. borders

The students will be able to examine the growth of the U.S. from the Atlantic Ocean to the Pacific Ocean.

-Analyze the westward expansion of the U.S. -Describe Texas's fight for independence. -Identify routes used by settlers moving west. -Analyze reasons why people moved west. -Explain the events leading to the Mexican Cession and the Gadsden Purchase. -Analyze the migration of people to California during the gold rush.

8.1.6.C, 8.3.6.C

Friday, January 23, 2004

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

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Instructional Unit Fifth Grade SS Unit Content

Westward Expansion Objective

Performance Indicator

Performance Task

-Explain the importance of Audubon's paintings to our understanding of several bird species.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.A.B, 8.3.6.A.B

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

8.1.6.B, 8.3.6.B

A. B. C. D. E. F.

The Louisiana Purchase War of 1812 Andrew Jackson's Presidency Coast to Coast Expansion The Industrial Revolution Skills 1. Audubon's paintings 2. Identifying the change of U.S. borders

The students will be able to identify paintings made by John James Audubon.

A. B. C. D. E. F.

The Louisiana Purchase War of 1812 Andrew Jackson's Presidency Coast to Coast Expansion The Industrial Revolution Skills 1. Audubon's paintings 2. Identifying the change of U.S. borders

The students will be -Identify borders on a map. able to compare and -Apply critical thinking skills to contrast data about the organize and use information past using historical from maps. maps.

Friday, January 23, 2004

State Standards Code:

Page 26 of 27

Instructional Unit Fifth Grade SS Unit Content A. B. C. D. E. F.

Westward Expansion

The Louisiana Purchase War of 1812 Andrew Jackson's Presidency Coast to Coast Expansion The Industrial Revolution Skills 1. Audubon's paintings 2. Identifying the change of U.S. borders

Friday, January 23, 2004

Objective

Performance Indicator

Performance Task

The students will be able to evaluate the changes that took place in the United States during the presidency of Andrew Jackson.

-Analyze the growth of democracy in the United States in the 1800's. -Describe major events in Andrew Jackson's presidency.

-study guides -activity book lessons -vocabulary development -trade books -classroom discussion -written responses -map activities -role play -class projects -graphic organizers

-Explain the Indian Removal Act. -Analyze how the growth of the U.S. affected Native Americans

State Standards Code: 8.1.6.A.C.D, 8.3.6.A.C.D; 7.3.6C,E

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