Dallas: Harcourt School Publishers, 2003. First Semester Timeline ... Sally M. Walker. â Blood on the River by ... Eli
Independent School District of Boise City Course Title: 513 Fifth Grade Social Studies Course Overview: Fifth grade students will address change and continuity in United States history. Students begin the study of United States history with the exploration and the arrival of European settlers and conclude with Westward Expansion and the Civil War. Teachers are encouraged to guide students in drawing parallels between contemporary issues and their historical origins throughout the course. Using primary and secondary sources, students will learn about the individuals who envisioned the path for our democratic republic, while also exploring the contributions of diverse groups to the building of our nation. Students expand their knowledge of human systems as they understand push/pull factors of migration and immigration and their influence on culture in the United States. Students deepen their understanding of human-environment interactions by assessing positive and negative effects of human activities on the physical environment of the United States. Building on their knowledge of economic principles, students focus on economic growth in the United States and develop an understanding of production, specialization, and the division of labor. Adopted Materials: ● United States History, Berson, Michael, et al. Dallas: Harcourt School Publishers, 2003.
First Semester Timeline Ongoing Unit 1 Unit 2
Second Semester Timeline
Historical Thinking Exploration and Colonization The Fight for Independence
Unit 3 Unit 4
A Growing Nation Westward Expansion & Civil War
Quarter 1
Possible Report Card Alignment Quarter 2 Quarter 3
Geography
Economics
Civics/Government
Quarter 4 History
Ongoing Historical Thinking Goal: Students will analyze primary sources for point of view and bias. Objectives 01
Introduce more complex historical documents (e.g., the Declaration of Independence) and different types of maps. ● Include primary sources in multiple formats on the same topic.
02
Expand primary source connections to nation. ● Compare multiple points of view and bias in sources. ● Synthesize learning and construct new knowledge from multiple sources.
Essential Questions ● How do we know what happened in the past? ● Whose “story” is it? ● How do we know information is reliable (accurate, unbiased, current, and appropriate)? ● Is history inevitably biased? ● How can we know if we weren’t there? Vocabulary History Observe Compare Categorize Artifact Primary Source Secondary Source Document Point of View Bias
Idaho Content Standards and Suggested Learning Experiences Historical Thinking learning activities are integrated throughout the units 1-4.
Suggested Resources Boise School District: Historical Thinking Folder Online Resources: ● Library of Congress: Teaching With Primary Sources ● Gilder Lehrman Institute of American History ● Smithsonian Learning Lab ● Document Analysis Worksheets ● Teaching History ● United States History Map-Interactive
Unit 1 Exploration and Colonization Goal: Students will examine the origins of the American colonies, demonstrate knowledge of some of the beliefs brought to the new world, and investigate how those beliefs have evolved over time. Objectives (Idaho State Standards) 01
Develop and use different kinds of maps, globes, graphs, charts, databases, and models to display and obtain information. Note: These skills should be taught within the context of giving students a frame of reference for where historical places were/are located. ● Identify the regions of the United States and their resources. ● Use latitude and longitude coordinates to find specific locations on a map. ● Name and locate the 50 States and their Capitals, and U.S. Territories. ● Show on a map of the world the continents, oceans, landforms, poles, hemispheres, equator, and prime meridian.
02
Describe the interactions between European colonists and established societies in North America. ● Discuss that American Indians were the first inhabitants of the United States. ● Identify examples of American Indian individual and collective contributions and influences in the development of the United States. Discuss the religious, political, and economic motives of immigrants to the United States. ● Identify different examples of how religion has been an important influence in American history.
03
04
Discuss how the establishment of the 13 original colonies contributed to the founding of the nation.
Essential Questions ● Why is “where” important? ● How does geography, climate, and natural resources affect the way people live and work? ● Why do people move? Vocabulary
Idaho Content Standards and Suggested Learning Experiences
Suggested Resources
Geography Regions Latitude Longitude Continents Colonies Landforms Resources Influence Founding Immigrants
SL.5.1 As a class, throw a globe beach ball around room. Where your right thumb touches is the latitude/longitude, country, continent, ocean, etc. the student will name the location. RI.5.10 Using map from textbook, students will follow directions on the Colonies Map Activity to recreate their own 13 colonies map that includes major landforms, oceans, etc. RI.5.2 Pocahontas Myth: students will read article & respond to text (with template assistance). RI.5.1 and RI.5.3 Examining Passenger Lists: Students will explore adapted primary source documents to analyze what passenger lists can tell us about who settled in the New World and where they settled. W.5.9 ELA Writing Activity: Who Discovered North America? See Summative ELA Assessment Quarter 1 Possible Assessments: Possible assessments for 50 states & capitals: quiz by section; retake maps with different numbers on states available Possible Assessment: After studying the how European exploration led to the discovery of the new world, students rewrite the story in comic strip form. Possible Assessment for Economics: Why did so many colonists to America? Guided DBQ
Boise School District: Unit 1 Resource Folder Social Studies Textbook: ● Atlas A2-A19 ● Unit 1, Chapter 1 ● Unit 1, Chapter 2 ● Unit 2, Chapters 3-4 ● Unit 2, Chapters 5-7 Books: ● Did Columbus Really Discover America? by Peter Roop ● You Wouldn’t Want to Be a Salem Witch by Jim Pipe ● Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally M. Walker ● Blood on the River by Elisa Carbone ● The Witch of Blackbird Pond by Elizabeth George Speare Online Resources: ● The Gilder Lehrman Institute Of American History ● Historic Jamestown ○ Jamestown Rediscovery Videos ● Colonial Williamsburg ● PBS: Colonial House ● Book Units Resources: Colonial America
Unit 2 The Fight for Independence Goal: Students will examine the causes that led to the American Revolution, analyzing multiple perspectives and biases on the issue. Objectives 01
Identify and explain influential political and cultural groups and their impact on American history. ● Discuss significant individuals who have been responsible for bringing about cultural and social changes in the United States. ● Analyze the causes and effects of various compromises and conflicts in American history.
02
Discuss the economic policies that contributed to rebellion within the North American colonies. ● Identify economic incentives and risks of entrepreneurship. ● Explain the impact of taxation on personal finance. ● Explain the concepts of tariffs, taxation, and embargo. ● Describe the basic characteristics of a market. ● Describe examples of improved transportation and communication networks and how they encourage economic growth.
03
Identify and explain the important concepts in the Declaration of Independence.
Essential Questions ● Whom do we believe and why? Or is history the story told by the “winners?” ● How do people's beliefs (both individually and collectively) influence action? ● What causes people to ‘revolt’? ● Should government regulate business/economy? Vocabulary Declaration of Independence Economics
Idaho Content Standards and Suggested Learning Experiences RL.5.2 American Revolution Literature Circle Groups: students can be broken into groups utilizing various American Revolution themed novels (book suggestions on right column).
Suggested Resources Boise School District: Unit 2 Resource Folder Social Studies Textbook:
Tariffs Taxation Finance Rebellion Conflict Political Cultural
RI.5.6 and W.5.9 Students will analyze multiple perspectives/biases on the Boston Massacre (using primary sources and/or paintings). After marking and analyzing sources, students write their own version of what actually happened during the massacre. SL.5.1.B No Taxation Without Representation M&M Tax Experiment: students get first hand feel of how some colonists felt King George III laws and taxes were unfair. RI.5.6 Students will read and analyze General Gage’s orders on the march to Lexington/Concord. They will then analyze the first-hand accounts of soldiers fighting in the battle on opposing sides. Students will look for any bias and/or stories that don’t “line up,” and determine who fired the first “shot heard round the world.” Read Let it Begin Here: Lexington & Concord by Dennis Brindell Fradin following the lesson. RL.5.2 Students will read & mark the poem Paul Revere’s Ride by Henry Wadsworth Longfellow. Possible Assessments: RI.5.6 Possible Assessment Summative ELA Assessment Quarter 2: Patriot, Loyalist, or Neutral? After reading mini biographies of colonists, students determine whether these people would be patriots, loyalists, or neutrals. Include lessons on non-colonists and their viewpoints as well. W.5.9 Possible Assessment for Economics: See Economic Reasons for Rebellion document. Students read about the various taxes imposed on colonists and some colonial responses to these acts. Write paragraph about main complaint with these acts citing sources.
● Unit 4, Chapters 8-9 Treasures: ● Story: Sleds on Boston Common ● Leveled Reader: Battle of Saratoga ● Leveled Reader: Bunker Hill ● Leveled Reader: Shot Heard Round the World Books: ● King George: What Was His Problem? by Steve Sheinkin ● The Boston Tea Party by Russell Freedman ● Give me Liberty by Russell Freedman ● Let it Begin Here: Lexington & Concord by Dennis Brindell Fradin ● George Washington’s Socks by Elvira Woodruff ● The Notorious Benedict Arnold by Steve Sheinkin ● My Brother Sam is Dead by James Lincoln Collier ● George vs. George: The American Revolution as Seen From Both Sides by Rosalyn Schanzer ● The Year of the Hangman by Gary Blackwood ● Chains by Laurie Anderson ● Sophia's War: A Tale of the Revolution by Avi ● Woods Runner by Gary Paulsen Online Resources:
● ● ● ●
Liberty Kids Pups of Liberty Schoolhouse Rock: No More Kings Schoolhouse Rock: Shot Heard Round the World ● Choose Your Own Adventure: Indentured Servants
Unit 3 A Growing Nation Goal: Students will examine how the history of the United States influenced the creation of a new government. Objectives 01
Define the terms treaty, reservation, and sovereignty.
02
Explain that reservations are lands that have been reserved by the tribes for their own use through treaties or executive orders and were not “given” to them. The principle that land should be acquired from the Indians only through their consent with treaties involved three assumptions: ● That both parties to treaties were sovereign powers. ● That Indian tribes had some form of transferable title to the Land. ● That acquisition of Indian land was solely a government matter not to be left to individual colonists or to the States.
03
Identify the basic principles of the United States Constitution and Bill of Rights, including popular sovereignty, limited government, separation of powers, checks and balances, judicial review, and federalism. ● Identify the people and groups who make, apply, and enforce laws within federal and tribal governments. ● Discuss the significance of the Articles of Confederation as the transitional form of government. ● Distinguish and compare responsibilities among state, national, and tribal governments in a federal system. ● Identify the three branches of government and the functions and powers of each. ● Explain the difference between State public lands and Federal public lands.
04
Explain how the United States is a republic. ● Identify the President and Vice President of the United States and the U.S. Senators and Representatives to Congress from Idaho. ● Identify some of the personal responsibilities and basic rights of individual freedoms that belong to American citizens. ● Describe ways in which citizens participate in public life.
Essential Questions ● How is power gained, used, and justified? ● What would happen if we had no government? ● How are governments created, structured, maintained, and changed? ● Who should govern/rule? Vocabulary Idaho Content Standards and Suggested Learning Experiences Republic RI.5.4 As a class, break down the Preamble to the Constitution and its Democracy meanings. Students can create kid friendly phrases to rewrite the Constitution preamble and draw a picture symbolizing each section. Checks and Balances Legislative W.5.10 After research and discussion, students will create a chart listing Executive the strengths and weaknesses of the Articles of Confederation as a plan Judicial of government. Federal Articles of W.5.2.D Use a graphic organizer or thinking map to compare and Confederation contrast the major conflicts between American Indians and settlers and Government the result of each conflict. Treaty Sovereignty W.5.9.B American Indian/Pioneer Similarities: students will read, mark, Reservation and analyze two primary sources from an American Indian and a pioneer. Though their experience with the other group is significantly different, students will write a paragraph (with template assistance) noting the similar accusations they have against the other. W.5.8 Students will find an article that demonstrate responsible citizenship in your local newspaper. Summarize an article and share it with the class. Possible Assessments: W.5.4 Possible Assessment for Civics/Government: Government DBQ (see folder)
Suggested Resources Boise School District: Unit 3 Resource Folder Social Studies Textbook: ● Unit 5, Chapters 10-11 ● Unit 6, Chapter 11 Books: ● Shh! We're Writing the Constitution by Jean Fritz ● Branches of Government (Government in Action!) by John Hamilton Online Resources: ● Schoolhouse Rock: Preamble ● Schoolhouse Rock: 3 Ring Circus ● Schoolhouse Rock: I’m Just a Bill ● The Story of the Bill of Rights ● Kids.gov 3 Branches of Government lessons ● Icivics.org National Museum for American Indian Video Link 1.Intro. 2.Indian Problem. 3.Sovereign Rights/Sovereign People
Unit 4 Western Expansion and Civil War Goal: Students will analyze the impact of Western Expansion on the United States economy and understand how events, trends, individuals, and movements shaped United States history. Objectives 01
Analyze and discuss the motives of the major groups who participated in western expansion. ● Discuss the American Indian groups encountered in western expansion. ● Discuss significant individuals who took part in western expansion. ● Describe the impact of scientific and technological advances on westward expansion.
02
Explain how the world is divided into many different nations and that each has its own government. ● Define a nation. ● Explain how the United States is one nation and how it interacts with other nations in the world. ● Discuss how nations try to resolve problems. ● Identify the role of the United States in a global economy.
03
Identify and explain influential political and cultural groups and their impact on American history. ● Discuss significant individuals who have been responsible for bringing about cultural and social changes in the United States. ● Analyze the causes and effects of various compromises and conflicts in American history. ● Explain the history of indentured servitude and the slave trade in the United States.
Essential Questions ● How is power gained, used, and justified? ● What implications does change have for people? ● What are “inalienable rights”? ● What is the role of a citizen in a community and the nation, and as a member of the world community? Vocabulary Expansion Manifest Destiny
Idaho Content Standards and Suggested Learning Experiences SL.5.4 Students will choose a significant person from the expansion period and perform a short, first person, oral report in character.
Suggested Resources Boise School District: Unit 4 Resource Folder
Equality Nation Liberty Global Economy Secede/Secession Confederate Union Emancipate Indentured Servant Slave Abolitionist
W.5.9 Indentured Servitude and Slavery: Students read “Slavery in Illinois” article. Then fill out a venn diagram to compare/contrast slaves and indentured servants. W.5.4 Students will respond to the idea of Manifest Destiny by creating a product (painting, journal entry, propaganda poster, etc.) from the perspective of an individual who is being displaced from their ancestral land. Possible Assessment: W.5.5 Possible Assessment (ELA): Create an informative/narrative writing piece using research/learning about the Civil War and choose a perspective--Northern, Southerner, or Slave as the basis for a multiple paragraph essay of what their life was like before and during the war. It can include the character’s personal thoughts about the war, details of routine life during the war, and reasonings for their side being involved in the Civil War.
Social Studies Textbook: ● Unit 6, Chapters 12-13 ● Unit 8, Chapter 17, Lesson 3-4 Books: ● A True Book: Westward Expansion by Teresa Domnauer. ● Bull Run by Paul Fleischman ● Pink and Say by Patricia Polacco ● Ghost Cadet by Elaine Marie Alphin ● Girl in Blue by Ann Rinaldi ● Ghosts of the Civil War by Cheryl Harness ● The Last Brother by Trinka Hakes Noble Online: ● Smithsoniansource.org ● Westward Expansion: Impact on Native Americans ● United States History Map-The Nation Expands ● Civil War Poetry--Library of Congress ● Poems and Songs of the Civil War ● Kids Discover-magazine: Civil War
