Social Science
5th Grade Curriculum Guide
Our Nation, Our World
Trimester 1: Colonies and the French and Indian War
Trimester 2: Causes of the American Revolution and Major Revolutionary Battles
Trimester 3: The Constitution and the influence of Westward Expansion on the Constitution
Civic Standards: Understand Political Systems, With an Emphasis on the United States | ||||
Disciplinary Concepts | Standards | Inquiry Skills | Where is this standard currently met? Resources / Assessment | Essential Questions |
Civic and Political Institutions | SS.CV.1.5. Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places. SS.CV.2.5. Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions. SS.CV.3.5. Compare the origins, functions, and structure of different systems of government. | Constructing Essential Questions SS.IS.1.3-5. Develop essential questions and explain the importance of the questions to self and others. Constructing Supporting Questions SS.IS.2.3-5. Create supporting questions to help answer essential questions in an inquiry Determining Helpful Sources SS.IS.3.3-5. Determine sources representing multiple points of view that will assist in answering essential questions. Gathering and Evaluating Sources SS.IS.4.3-5. Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources. Developing Claims and Using Evidence SS.IS.5.3-5. Develop claims using evidence from multiple sources to answer essential questions. Communicating Conclusions SS.IS.6.3-5. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Critiquing Conclusions SS.IS.7.3-5. Identify a range of local problems and some ways in which people are trying to address these problems Taking Informed Action SS.IS.8.3-5. Use listening, consensus-building, and voting procedures to decide on and take action in their classroom and school. | Trimester 3 Chapters 10 and 11 of “The United States” Textbook Unit on the Articles of Confederation and the Constitution |
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Processes, Rules, and Laws | SS.CV.4.5. Explain how policies are developed to address public problems. | Trimester 3 Chapter 12 of “The United States” Units: Westward Expansion, Industrial Revolution, The Constitution (The Bill of Rights), Large States Vs Small States |
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Economic Standards | ||||
Disciplinary Concepts | Standards | Inquiry Skills | Where is this standard currently met? Resources | Essential Questions |
Exchange and Markets | SS.EC.1.5. Analyze why and how individuals, businesses, and nations around the world specialize and trade. | Constructing Essential Questions SS.IS.1.3-5. Develop essential questions and explain the importance of the questions to self and others. Constructing Supporting Questions SS.IS.2.3-5. Create supporting questions to help answer essential questions in an inquiry Determining Helpful Sources SS.IS.3.3-5. Determine sources representing multiple points of view that will assist in answering essential questions. Gathering and Evaluating Sources SS.IS.4.3-5. Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources. Developing Claims and Using Evidence SS.IS.5.3-5. Develop claims using evidence from multiple sources to answer essential questions. Communicating Conclusions SS.IS.6.3-5. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Critiquing Conclusions SS.IS.7.3-5. Identify a range of local problems and some ways in which people are trying to address these problems Taking Informed Action SS.IS.8.3-5. Use listening, consensus-building, and voting procedures to decide on and take action in their classroom and school... | Trimester 1 Cash Crops in the Colonies Triangular Trade Routes Taxation Pre-Revolutionary War -Trimester 2 War of 1812-Trimester |
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National and Global Economy | SS.EC.2.5: Discover how positive incentives (e.g. sale prices and earning money) and negative incentives influence behavior in our nation’s economy and around the world. SS.EC.2.5. Determine the ways in which the government pays for the goods and services it provides. | Trimester 2 Taxation Pre-Revolutionary War (The Sugar Act, The Stamp Act, the Townshend Acts, etc.) French and Indian War leading to taxation in the colonies Navigation Acts-Limiting trade between the Colonies and England. Teacher Notes Revolutionary War Unit Matrix with Texts Timeline of the Revolutionary War Any of the Liberty Kids videos Let it Begin Here by Dennis Bridwell Fraden http://www.mission-us.org/ “For Crown or Colony?” puts players in the shoes of Nat Wheeler, a printer’s apprentice in 1770 Boston. They encounter both Patriots and Loyalists, and when rising tensions result in the Boston Massacre, they must choose where their loyalties lie. |
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Financial Literacy | SS.EC.FL.1.5. Explain that interest is the price the borrower pays for using someone else’s money. GAP | Trimester 2 Shay’s Rebellion National Bank System |
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Geography Standards | ||||
Disciplinary Concepts | Standards | Inquiry Skills | Where is this standard currently met? Resources | Essential Questions |
Human- Environment Interaction | SS.G.1.5. Investigate how the cultural and environmental characteristics of places within the United States change over time. GAP | Constructing Essential Questions SS.IS.1.3-5. Develop essential questions and explain the importance of the questions to self and others. Constructing Supporting Questions SS.IS.2.3-5. Create supporting questions to help answer essential questions in an inquiry Determining Helpful Sources SS.IS.3.3-5. Determine sources representing multiple points of view that will assist in answering essential questions. Gathering and Evaluating Sources SS.IS.4.3-5. Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources. Developing Claims and Using Evidence SS.IS.5.3-5. Develop claims using evidence from multiple sources to answer essential questions. Communicating Conclusions SS.IS.6.3-5. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Critiquing Conclusions SS.IS.7.3-5. Identify a range of local problems and some ways in which people are trying to address these problems Taking Informed Action SS.IS.8.3-5. Use listening, consensus-building, and voting procedures to decide on and take action in their classroom and school. | Trimester 1 Colonial Growth: New France/New Netherlands Immigration 1800’s Reasons people traveled to the Colonies video “Street view” of historic Jamestown and other colonial landmarks YouTube: Life as a child in the 18th Century My America: The Starving Time: Elizabeth's Jamestown Colony Diary, Book Two by Patricia HermesReasons people traveled to the Colonies |
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Human Population | SS.G.2.5. Describe how humans have utilized natural resources in the United States. SS.G.3.5. Analyze the effects of specific catastrophic and environmental events as well as technological developments that have impacted our nation and compare to other places. | Chapter Five, “ The Struggle to Found the Colonies”, and Six, “Life in the Colonies” Colonial Development-Trimester 1 The Industrial Revolution-Trimester 3 Westward Movement- Trail of Tears, Oregon Trail Immigration Removal/Killing of Native Americans/ Smallpox Indian Removal Act |
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History Standards | ||||
Disciplinary Concepts | Standards | Inquiry Skills | Where is this standard currently met? Resources | Essential Questions |
Change, Continuity, and Context | SS.H.1.5.What Create and use a chronological sequence of related events to compare developments that happened at the same time. (Layering of events) | Constructing Essential Questions SS.IS.1.3-5. Develop essential questions and explain the importance of the questions to self and others. Constructing Supporting Questions SS.IS.2.3-5. Create supporting questions to help answer essential questions in an inquiry Determining Helpful Sources SS.IS.3.3-5. Determine sources representing multiple points of view that will assist in answering essential questions. Gathering and Evaluating Sources SS.IS.4.3-5. Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources. Developing Claims and Using Evidence SS.IS.5.3-5. Develop claims using evidence from multiple sources to answer essential questions. Communicating Conclusions SS.IS.6.3-5. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Critiquing Conclusions SS.IS.7.3-5. Identify a range of local problems and some ways in which people are trying to address these problems Taking Informed Action SS.IS.8.3-5. Use listening, consensus-building, and voting procedures to decide on and take action in their classroom and school. | Trimester 3 Westward Expansion- Industrial Revolution- Fever 1793 by Laurie Halse Anderson Trimester 1 Development of slavery in America- Cash crops, trade, Industrial Revolution, |
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Historical Sources and Evidence | SS.H.2.5. Use information about a historical source-including the maker, date, place of origin, intended audience, and purpose-to judge the extent to which the source is useful for studying a particular topic. | Trimester 2 Testimony and diary entries related to who fired the first shot during the American Revolution- |
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Causation and Augmentation | SS.H.3.5. Explain probable causes and effects of events and developments in U.S. history. |
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