Grade: 5th Grade



Grade: 5th Grade

Course: Social Studies

Discipline: Social Studies

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Objectives:

|Unit |

|Westward Movement: What were the causes and consequences of Westward Expansion? |

|Local Objective |

|*Investigate the causes and consequences of Westward Expansion, including: Texas and the Mexican War, the California Gold Rush, and the Oregon Territory. *Essential Vocabulary: Oregon |

|Territory, Gold Rush |

|Unit |

|American Revolution |

|Local Objective |

|(PD1A, US3aD, R6I) |

|The students will be able to describe and explain key events related to the American Revolution, including: |

|Causes of the War |

|Declaration of Independence |

|Patriots and Loyalist: What are the Differences? Strengths and Weaknesses? |

|Battles of Lexington/Concord, Saratoga, Yorktown -What is the importance? |

|Contributions of Minority Groups (Native, African Slaves, Women) |

|Results of the War |

|Unit |

|Colonial America: How did the similarities and differences of colonial settlements in America affect our country? |

|Local Objective |

|*Outline the discovery, exploration, and early settlement of America. *Discuss and identify how ideas, concepts and traditions have changed over time in the United States. *Create maps, |

|graphs, timelines, charts, and diagrams to communicate information *Essential Vocabulary: colonists, immigrants, technology and timeline. |

|Unit |

|Explorers: How did the Explorers affect the world and its history? |

|Local Objective |

|*Outline the discovery, exploration and early settlement of America. *Essential Vocabulary: demand, economy, exploration, opportunity cost, primary source, secondary source, and supply. |

|Unit |

|Explorers: How did the Explorers affect the world and its history? |

|Local Objective |

|*Examine cultural interactions among these groups: Native Americans, Immigrants from Europe, and Africans brought to America. |

|Unit |

|Explorers: How did the Explorers affect the world and its history? |

|Local Objective |

|*Apply the following economic concepts: scarcity, supply and demand, and trade-offs (opportunity cost). |

|Unit |

|Geography, Concept: Human Systems How does the geography of the United States affect its people and culture? |

|Local Objective |

|*The students will be able to identify major patterns of population distribution, demographics, and migrations in the United States.  * The students will be able to identify human |

|characteristics, such as people's education, language, diversity, economies, religions, settlement patterns, ethnic background and political system. |

|Unit |

|Geography, Concept: Geographic research sources - How does the geography of the United States affect its people and culture? |

|Local Objective |

|*Use geographic research sources to acquire information, and answer questions. *Construct maps *Essential Vocabulary: absolute location, demographics, human characteristics, natural resources,|

|physical characteristics, places, relative location. |

|Unit |

|Geography, Concept: Location - How does the geography of the United States affect its people and their culture? |

|Local Objective |

|*The students will be able to locate cities of Missouri and the United States. *The students will be able to locate andd describe real places, using absolute and relative location. *Essential |

|Vocabulary: absolute location, natural resources, relative location, cardinal and intermediate directions. |

|Unit |

|Geography, Concept: Place How does the geography of the United States affect the people and its culture? |

|Local Objective |

|*The students wil be able to identify physical characteristics, such as climate, topography, relationship to water and ecosystem. *The students will be able to locate states and major |

|topographic features of the United States. * The students will be able to identify different regions in the United States.  * Create Maps to communicate information.  GS5B2, GS5C1, GS5F, |

|SSI7B2  DOK- 1/2 |

|Unit |

|Geography, Concept: Uses of Geography How does the geography of the United States affect its culture and people? |

|Local Objective |

|*The students will be able to use geography to interpret the past, explain the present and plan for the future (e.g. physical processes that continue to reshape the earth) |

|Unit |

|Immigration: How did westward migration and European immigrants change America? |

|Local Objective |

|*Identify how a person becomes a member of a group and factors contributing to inclusion/exclusion from a group. *Identify how ideas, concepts, and traditions have changed over time. *Apply |

|the following concepts: scarcity, supply and demand, trade-offs. *Essential Vocabulary: immigrants, traditions. |

|Unit |

|Native Americans: How did Native Americans affect the history of our nation? |

|Local Objective |

|*Summarize the viability and diversity of Native American cultures before Europeans came.  US3aA * Investigate and present a topic using primary and secondary resources.  SSI7A  * Use |

|technological tools for research and presentation.  SSI7D *Essential Vocabulary: artifacts, Native Americans, natural resources and traditions.    DOK 2-4 |

|Unit |

|New American Government - Bill of Rights |

|Local Objective |

|*Identify important principles in the Bill of Rights, such as basic rights and freedoms *Essential Vocabulary: Bill of Rights, |

|Unit |

|New American Government: Constitution |

|Local Objective |

|*Identify important principles in the Constitution included: limited government, rule of law, majority rule, minority rights, and separation of powers, checks and balances.  *Distinguish |

|between powers and functions of local, state, and national government.  *Essential vocabulary: checks and balances, Constitution, Constitutional Convention, limited government, majority rule, |

|minority rule, rule of law, separation of powers, and unlimited government. |

|Unit |

|School of Economics |

|Local Objective |

|Investigate key economic principals such as scarcity, supply and demand, profit, and trade-offs by analyzing key decisions in American history. (EC 4A, 4E and 4F) |

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