GATEWAY GROUP CURRICULUM OVERVIEW

Grade 5

Social Studies

Revolution and the New Nation (1754-1820s)

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Focus of this Unit:

  • Disputes over political authority and economic issues contributed to a movement for independence in the colonies.
  • The fundamental principles of the United States Constitution serve as the foundation of the United States government today

NJ STUDENT LEARNING STANDARDS

6.1.8.A.3.a      Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native

                        Americans during this time period.

6.1.8.A.3.b      Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation

                        of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.

6.1.8.A.3.c      Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.

6.1.8.A.3.d      Compare and contrast the Articles of Confederation and the UNITED STATES Constitution in terms of the decision-making powers of national government.

6.1.8.A.3.e      Determine why the Alien and Sedition Acts were enacted and whether they undermined civil liberties.

6.1.8.A.3.f       Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.

6.1.8.A.3.g      Evaluate the impact of the Constitution and Bill of Rights on current day issues.

6.1.8.B.3.a      Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies.

6.1.8.B.3.b      Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New  

                        Jersey and Virginia plans.

6.1.8.B.3.c       Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War.

6.1.8.B.3.d       Explain why New Jersey’s location played an integral role in the American Revolution.

6.1.8.C.3.a       Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North

                         American colonies.

6.1.8.C.3.b      Summarize the effect of inflation and debt on the American people and the response of state and national governments during this time.

6.1.8.C.3.c       Evaluate the impact of the cotton gin and other innovations on the institution of slavery and on the economic and political development of the country.

6.1.8.D.3.a       Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals

                         in the North American colonies led to the American Revolution.

6.1.8.D.3.b       Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.

6.1.8.D.3.c       Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.

6.1.8.D.3.d       Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.

6.1.8.D.3.e       Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African

                         Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.

6.1.8.D.3.f        Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that

                         had territories in North America.

6.1.8.D.3.g       Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the

                         Constitution

Enduring Understandings (The big ideas)

Essential Questions

  • Disputes over political authority and economic issues contributed to a movement for independence in the colonies.

  • The fundamental principles of the United States Constitution serve as the foundation of the United States government today.

  • What political and economic influences caused the American colonists to seek independence from Britain?
  • How did American colonists achieve independence from Britain?
  • How does the Constitution and Bill of Rights affect our lives today?
  • How did the Constitution serve as the foundation for the United States government?
  • What impact did the addition of the Bill of Rights to the Constitution have on American liberties?
  • What factors played a role in the fundamental ideals preserved in the Declaration of Independence?

Civics, Government, and Human Rights

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- The ideals of the Declaration of Independence and how they were satisfied for women, African Americans, and Native Americans at this time

- The basic principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights)

- Compromise was necessary in the creation and adoption of the Constitution and Bill of Rights

- The Articles of Confederation and the U.S Constitution  were different in terms of decision making powers of the national government

- The Alien and Sedition Acts were enacted and whether or not they undermined civil liberties

- Political parties were initially formed and are continually shaped by differing perspectives on the role of the federal government

- The Constitution and Bill of Rights have a major impact on current day issues

- Explain how each group of people in the colonies (women, Native Americans, and African Americans) were affected by what was written in the Declaration of Independence

- Explain why the basic principles of the Constitution were included and their importance

- Analyze the role of compromise in the creation of the Constitution and Bill of Rights

- Evaluate the importance of checks and balances in a working government

- Explain the differences between the Articles of Confederation and the U.S Constitution

- Determine how the first political parties were formed and how they have transformed over time

- Analyze the importance of the U.S Constitution and Bill of Rights on modern day situations

-History Alive Lesson 12- Declaration of Independence

- History Alive Lesson 14- Basic Principles of the Constitution

- Students will write a classroom Constitution

- American History Simulations(Publisher: Teacher Created Materials) page 49-50 “Compromise”

- American History Simulations(Publisher: Teacher Created Materials) pages 43-44 “Consensus”

- Student created poster of pictures of each right in the Bill of Rights

- Bill of Rights violation skits- student created

- Build Our Nation Chapter 12 Lesson 4- Political Parties

- Political party voting- Democratic Republicans  

- Writing and participation during classroom Constitution

- Bill of Rights violation skits summary and explanation

- Formative Assessments (quick writes, Think Pair Share, exit ticket, observations)

- Venn Diagram- Articles of Confederation and Declaration of Independence

- Student made picture of each right from the Bill of Rights

Geography, People, and the Environment

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- Conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies.

- The geography of the United States influenced the debate on representation in Congress and federalism

- Maps and other geographic tools impacted the execution and outcome of the American Revolutionary War.

- New Jersey’s location played an integral role in the American Revolution.

- Explore the alliances made between various Native American groups and European countries.

- Analyze the conflicts between European countries and Native American groups in the colonies.

- Examine the differences between the New Jersey and Virginia plans in terms of representation.

- Use maps to locate major battles sites and the routes taken by the United States and the British armies

- Evaluate the importance of New Jersey’s location and role in the American Revolution

- Constitutional Convention Simulation- speeches and voting

- Map the major battles of the American Revolution

- Investigate the Battle of Red Bank

- Create a timeline  of the major battles and events of the American Revolution

- History Alive Lesson 10

- History Alive Lesson 11

- History Alive Lesson 13

- History Alive Lesson 14

- History Alive Lesson 15

- Formative assessments (quick writes, exit tickets, observations)

- Constitutional Convention simulation speeches, reflection, and voting

- Timeline

- History Alive Lesson 10- Metaphor Activity

- History Alive Lesson 11- Panel debate

- History Alive Lesson 12- Tug of War simulation/ graphic organizer

- History Alive Lesson 14- Power Card Matching Game/ graphic organizer

- History Alive Lesson 15- graphic organizer

Economics, Innovation, and Technology

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- Taxes and government regulation affected economic opportunities, and the impact of these on relations between Britain and its North American colonies.

- Inflation and debt affected the American people and how the state and national governments responded

- The cotton gin and other innovations impacted the institution of slavery and the economic and political development of the country.

- Analyze the impact of taxes on relations between Britain and the North American colonies

- Evaluate the response that state and national governments had on the inflation and debt of North American colonies

- Investigate the cotton gin and other inventions on slavery and the economic and political developments.

- History Alive Lesson 10

- Research the inventions that affected slavery and slave labor

- Water tax simulation

- Timeline of the pre Revolutionary taxes

- Industrial Revolution flow chart of causes and effects

- Formative assessments ( quick writes, exit tickets, observations)

- Timeline

History, Culture, and Perspectives

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- The Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies that led to the American Revolution.

- Why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.

-  George Washington as general of the American revolutionary forces and as the first president of the United States.

- Prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.

- The roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and how these groups were impacted by the war.

- The Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America.

- The leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution

- Explain the Seven Years War and how it affected various groups and individuals

- Identify the key principles of the Declaration of Independence

- Evaluate the importance of George Washington as a leader of the military and the country

- Explain how many individuals and groups contributed to the American Revolution

- Compare/ contrast various socioeconomic groups and how they were impacted by the war

- Analyze the effect the Treaty of Paris had on relations with Native Americans and European powers in America

- Explain how the goals of the Preamble of the Constitution were met by the first leaders of the country

- Building Our Nation Unit 4 Chapter 9

- History Alive Lesson 12- Declaration of Independence

- Internet activity on George Washington life/ war strategies/etc.

- History Alive Lesson 13

- Graphic organizer on Declaration of Independence

- Internet activity on George Washington

- Tug of war participation

- Compare/ Contrast of George Washington and British war tactics

                Evidence of Learning

Assessment:

Equipment Needed:

  • Build Our Nation: American History and Geography
  • History Alive

Teacher Resources:

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

  • teaching key aspects of a topic.
  • Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning; .
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing .
  • decreasing the amount of work presented or required

G/T

  • teaching key aspects of a topic. Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing . decreasing the amount of work presented or required

At-Risk Failure

  • Projects designed so teacher may add or omit criteria based on student need
  • Shortened assignments
  • Extended time allotted for students
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
  • Collaborate with after-school programs or clubs to extend learning opportunities and support
  • Various online learning opportunities to reinforce skills based on student needs
  • Provide students multiple choices for how they can represent their understandings
  • Additional time for test preparation
  • Directions written and read/explained thoroughly and in chunks
  • Emphasis on successes
  • Graphic organizers and other organizational aides
  • Student Success Team and implementation of RTI Interventions
  • Set goal plan with reachable goals and pathways and collaboration with parents
  • One-on-one conference with teacher to include feedback on work and progress toward meeting goals

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and

      Preparation 

LA.5.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. LA.5.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. LA.5.W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. LA.5.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). LA.5.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally). LA.5.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SOC.5-8.1.3.3 Analyze primary and secondary sources for reconstructing the past and understanding historical perspectives (i.e., documents, letters, diaries, maps, images, etc.). LA.5.W.5.1.C Link opinion an

TECH.8.1.8.A Students demonstrate a sound understanding of technology concepts, systems and operations. TECH.8.1.8.B.CS2 Create original works as a means of personal or group expression. TECH.8.1.8.C.CS1 Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. TECH.8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Grade 5