Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:Regular practice with complex text and vocabulary.Reading, writing, and speaking grounded in evidence from texts. Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. “The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.02262505KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)00KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English Common Core State Standards: Focus on VocabularyEffective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts. Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction. Teaching Vocabulary for Mastery…Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.Provide a student-friendly definition of the word.Suggest synonyms or antonyms for the word.Put the new word into a context or connect it to a known concept, morpheme, or root.Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written word on the wall.Use the new words in context of the lesson.Ask questions that contain the new word; so, students must process its meaning in multiple ways.Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.Expect pairs of students to construct semantic word maps for new vocabulary.Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.? DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.?? Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills. TDQ ResourcesUnderstanding Text-Dependent QuestionsA Guide to Creating Text Dependent and Specific Questions for Close Analytic ReadingWIDAWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.WIDA ”Can Do” Name charts may be located here: ??(password: SCS-ESL)WIDA is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Reading 3-5 “Historical events, figures, and leaders”Entering:Match examples of historical events with illustrations and labelsBeginning:Identify features, people, or events depicted in illustrations and phrasesDeveloping:Identify features, people, or events depicted in illustrations and phrasesExpanding:Interpret effects of historical events on people's lives during different time periods using graphic organizers and textBridging:Detect trends based on historical events or people's actions using grade-level textA Word About Vocabulary InstructionEffective Tier 2 academic vocabulary development necessitates daily direct and explicit instruction in vocabulary that includes systematic practice, review, and deep processing. Teachers must immerse students in word-rich environments, while teaching and modeling word learning strategies. In all content areas, academic vocabulary instruction must be cumulative, and the terms should be integrated into increasingly complex tasks. In language arts, more time should be spent on instruction about the nuance of the word, its origin, root, and/or affixes. Additionally, language arts teachers should use word work strategies such as parts of speech, semantic word webs, and other evidence-based vocabulary practiceVocabulary Common Core State Standards: Focus on Tier 2 & Tier 3 Academic VocabularyTier 1 Basic words that commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction.. Examples of Tier 1 words are clock, baby, happy and walk.Tier 2 High frequency words used by mature language users across several content areas. Because of their lack of redundancy in oral language, Tier 2 words present challenges to students who primarily meet them in print. Examples of Tier 2 words are obvious, complex, establish and verify.Tier 3 Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.Explicit instruction of the Tier 2 academic words is required in order for students to know and use the words accurately in reading, writing, and speaking. Multiple exposures and practice are key characteristics of effective vocabulary instruction. Teachers are expected to use evidence-based vocabulary strategies, such as those found in the SCS curriculum maps.Links to Support Vocabulary Instruction & Development 5 Pacing GuideTime1st QuarterTime3rd QuarterWeeks 1-3U.S. Prior to Civil WarCompare and contrast the differences between the North and South prior to the Civil WarWeeks 1-3World War I and Women’s SuffrageAnalyze the involvement of the US during World War I.Evaluate the role of Tennessee and specific people in women's fight for equal rights.Weeks 4-6U.S. Prior to Civil WarEvaluate the election of 1860 and states decisions to secede from the UnionWeeks 4-6The Roaring Twenties and The Great DepressionSummarize the growth of popular culture and the economy in the 1920s.Analyze the events that caused the Great Depressions and examine how the country recoveredWeeks 7-9The Civil WarUnderstands the causes, courses, and consequences of the Civil War. Weeks 7-9World War IIResearch and analyze the cultural, economic, and political developments that contributed to the causes and courses of WWII. Testing BLITZ (Review)Time2nd QuarterTime4th QuarterWeeks 1-3ReconstructionUnderstand the successes and failures of Reconstruction.Weeks 1-2History and CultureTesting BLITZ (continues)Analyze key events of the Civil Rights MovementSummarize contributions of innovators and musicians of 20th centuryWeeks 4-6Industrial America & Westward ExpansionExplains the various causes and consequences of Second Industrial Revolution and events in TN, and describe the nation’s growing role in world affairs.Weeks 3-6HistoryExamine the history of the United States since the conclusion of WWII.Weeks 7-9Progressive Era & Jim Crow LawsResearch major topics on Westward Expansion, Spanish American War; Progressive Era, Jim Crow Laws Weeks 7-9Culture – Geography – History – EconomicsRecognize Global and Environmental Issues Africa in April and Memphis in May Locate AA and MM country on a map/pare and contrast culture, holidays, and national symbols. * Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors. State StandardsGuiding Questions/VocabularyTier 2 & 3 Instructional Activities & ResourcesWorld War I and Women’s SuffrageWeeks 1-3Suggested Texts:World War I f: Zimmerman Telegram (N/P) Perfect 36: Tennessee Delivers Women Suffrage (N/P)You Want Women to Vote, Lizzie Stanton? (870)Telegram to Harry Burn from his mother (650)Why Women Should Vote by Alice Stone Blackwell (730)World War I: Alliance Powers War I: United States in WWI (NP) . Entry into WWI, 1917 War I: End of World War I and Post War War’s Last Soldier (980L): Locate and map the countries of theCentral and Allied Powers during World WarI. (G)5.42 Summarize the reasons for Americanentry into World War I, including submarineattacks on the Lusitania and the ZimmermanTelegram. (H, P)5.44 Explain the roles of significant peopleand groups in World War I, including HerbertHoover, John J. Pershing, doughboys,Lawrence Tyson, and Alvin C. York. (H, TN)5.45 Refer to details and examples in a textto explain the aims of world leaders in theTreaty of Versailles and why the UnitedStates rejected Wilson’s League of Nations.(C, E, G, H, P)5.46 Evaluate the role of Tennessee as the“Perfect 36” and the work of Anne DallasDudley, Harry Burn, and Governor Robertsin the fight for women’s suffrage andJosephine Pearson’s opposition. (C, P, TN)5.43 How have alliances impacted world events throughout history?I can define alliance and explain its importance.I can explain the impact the alliance system had on World War I.5.42 Why did the United States enter into World War I? I can sequence the events that led up to the U.S. entering WWI.I can use textual evidence to explain the reason the U.S. entered into WWI.I can summarize the reasons the U.S. entered into WWI.5.44 How were the following Americans significant in WWI?Herbert HooverJohn J. PershingLawrence TysonAlvin C. YorkThe Doughboys I can explain the role of significant people and groups in WWI. 5.45 Why were the Treaty of Versailles and the League of Nations created?Why did the United States reject theLeague of Nations?I can explain the aims of world leaders in the Treaty of Versailles.I can describe the three things Woodrow Wilson said the U.S. should fight for. (democracy, the right for free people to bring peace and safety to all nations, and rights and liberties of small nations)I can explain why the United States rejected Wilson’s League of Nation.I can describe the three ways in which the Treaty of Versailles affected Germany. (took away Germany’s colonies, redrew Germany’s nation borders, and required Germany to pay fines to the Allied Powers) I can describe the way the U.S. was affected after WWI. 5.46 Why did women ask for the right to vote? What were the arguments for and against allowing women to vote?How did certain people and events lead to the passing of the 19th Amendment?Content Vocabulary Tier 3: Nationalism, militarism, propaganda, alliance, armistice, warfare, isolationism, suffrage, civil rights, equality, enfranchise, petition, prejudiceAcademic Vocabulary Tier 2: rations, opposition, tolerance, evaluate, refer, summarize, explain, Vocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies Students will view, discuss, and analyze the map of Central and Allie powers during WWI. Students will answer the following questions:What do you notice about the location of the Central and Allied Powers?What could have been benefits for the countries due to the location of the Central and Allied Powers? What could have been disadvantages to the countries due to the location of the Central and Allied Powers?5.43 Using a blank map of Europe (just before WWI), identify the nations involved in WWI. Label these nations on the map and color-code them to identify the allies, central powers, and neutral nations. 5.43 The students will read World War I: Alliance Powers to gather information about the alliances that were formed before World War I. A three tab foldable will be created using this information.the key facts and advantages/ disadvantages of alliances. 5.43 An alliance is an agreement nations make to support and defend each other. Write a 3-5 paragraph essay to describe how the interactions between the allies, central powers, and neutral nations affected the world. Use textual evidence to support your description of the impact. Literacy RI.5.3, W.5.95.42 Students will read Global Upheavals: A War’s Last Soldier using the link HYPERLINK "" . Students will then answer text dependent question and respond to a writing prompt.What is the article mainly about?What information from the text leads readers to infer that Frank Buckles was a proud American?What were the events leading up to the beginning of World War I??Why did the United States finally join the war in 1917??What could be an alternate title to the article and why?"He lived a long and rich life as a true American patriot," said U.S. Senator Joe Manchin. Do you agree or disagree with Senator Joe Manchin’s statement? Please use evidence from the text to support your agreement to disagreement.5.42 The students will create an accordion book from page 32-Foldable guide– to create a timeline of “Key Events of World War I”. 5.42 After reading , the students will complete graphic organizers to collect data about the reasons the U.S. entered into WWI. The students will use the information to write a summary of the reasons the U. S. entered into WWI. Literacy W.5.2, RI.5.85.42 The students will use write a letter from the point of view of a soldier aboard the Lusitania on the day of the submarine attack, include the purpose of the Zimmerman Telegram and what happened in the U.S. as a result of the attack. Literacy RL.5.6, RI.5.9, W.5.15.42-5.45 Create a Powerpoint presentation that summarizes the events that led to American entry into WWI (5.42), significant people involved in the war (5.44), a map of the central and allied powers (5.43), and the Treaty of Versailles and League of Nations (5.45). Literacy RI.5.2, RI.5.9, W.5.7 5.42-5.45 The students will use the websites and text materials supplied during lessons to create a Top-tab book from page 30-Foldable guide. Use the tab titles What, When, Where, Why/How to give details on each page about the Lusitania, Zimmerman Telegram, Treaty of Versailles, and League of Nations. 5.44 The teacher will provide access to newspaper articles via The Stars and Stripes: American Soldiers' Newspapers of WWI- in order to supply multiple readings of facts for the time period. 5.44 The students will read biographies to create biography trading cards for each of the Americans who were significant in WWI, include a photograph/illustration of the person, facts about the person’s role in WWI, and why they are important today. Literacy W.5.7 John Pershing York Hoover Tyson After reading World War I: End of World War I and Post War , the students will write a summary paragraph for the aim of world leaders in the Treaty of Versailles. Literacy RI.5.9, W.5.25.45 The teacher will distribute primary sources and maps for the students to analyze to learn how the map of Europe changed as a result of the end of World War I and the signing of the Versailles Treaty.5.45 The students will investigate how the re-drawing of the map of Europe by the Big Four helped develop the foundation for the rise of Adolf Hitler and after the Allied victory in World War II. 5.45 Woodrow Wilson and the United States Congress did not agree on the need for the League of Nations. Write an essay to compare and contrast their points of view about the League of Nations, include textual evidence to support your conclusions about their perspectives. Literacy RI.5.6, W.5.15.45 The teacher will put the students into groups to determine ways the U.S. was affected after WWI. The students will analyze/examine primary and secondary sources to determine the ways the U.S. was affected after WWI. After locating key details, the groups will compile a summary and present their summaries to the entire class. Literacy RI.5.2After reading the Paris Peace Conference and the Treaty of Versailles and The League of Nations 1920 HYPERLINK "" , students will write to take a stance either opposing or supporting the League of Nations. Cite details from texts to support your stance. Literacy W.5.1 5.46 The teacher will use the Scholastic Teacher articles and unit plan via to develop student understanding of the fight for women to have the right to vote. Additional resources include: Literacy RI.5.319th Amendment Women’s Suffrage Movement The Perfect 36: Tennessee Delivers Woman SuffrageThe students will create a t-chart that summarizes the events both for and against the women’s suffrage movement including Tennessee becoming the “Perfect 36”.You Want Women to Vote, Lizzie Stanton?Why Women Should Vote by Alice Stone Blackwell5.46 The students will create posters with slogans that suffragettes could have used in a march. Write a paragraph explaining how your slogan will help them win equal rights.The Roaring Twenties and The Great DepressionWeeks 4-6Suggested Texts:Roaring 20s & the Depression: 1920-1940- Graphic U.S. History (GN710)The Roaring Twenties (World History Series) (1300) by David PietruszaLangston Hughes Poems (NP)The Great American Dream and Consumer Credit (1550) by Stephen SmithGreat Depression (1540) by Gene SmileyHarlem Renaissance (NP) of the 1920s (NP) Community Economy (NP) Evaluation of the New Deal (NP) . History: The Great Depression of the Great Depression & The Great Depression: Great Depression (790) Dorothea Lange and John Steinbeck Captured California in the 1930s (1050) Great Depression (990) Kids Discover Magazine Lesson Plan free download New Deal (1570) contains paired texts Time of Dust Storms (600) Bowl and the New Deal Response to an Environmental Catastrophe Origins of FDR’s New Deal, 1932 (text set) (1490) Make connections with the growth of popular culture of the “Roaring Twenties” with the following: (C, E, TN)? W.C. Handy, Bessie Smith? Automobiles, radios, and nickelodeons? Harlem Renaissance? WSM, Grand Ole Opry? Charles Lindbergh and the Spirit of St. Louis? mass production, “just in time” inventory, appliances5.48 Determine the meaning and use of economic terms credit, interest, and debt and the role these played in the economy of the 1920s. (E)5.49 Analyze the events that caused the Great Depression and its impact on the nation and Tennessee, including mass unemployment, Hoovervilles, and soup kitchens. (C, E, H, TN)5.50 Use specific textual evidence from primary and secondary source to summarize the success, failures, and challenges of President Roosevelt’s New Deal policies, including: (C, E, G,H, TN)? Social Security? Civilian Conservation Corps? Federal Deposit Insurance Corporation? Tennessee Valley Authority? Cumberland Homesteads? Great Smoky Mountains National Park5.51 Compare and contrast a first hand and second-hand account of the impact of the Dust Bowl of the 1930s. (E, G, C)5.47 How did American culture change in the 1920’s? What developments impacted this change?I can explain the purpose and impact of items invented in the 1920s. I can explain what the Harlem Renaissance was and how it developed.I can describe the way Americans enjoyed leisure time.I can describe the role of women in the Roaring Twenties. I can describe the development and effects of Prohibition.I can describe the changes that occurred in the 1920s.5.48 How did buying on credit and installment payments change the economy in the 1920’s?I can describe the impact that buying on credit and installment payments had on the economy in the 1920s. 5.49 What events caused the Great Depression?How did the Great Depression impact the nation?I can sequence and summarize the major events that caused the Great Depression.I can describe the impact of the Great Depression on the nation.5.50 Using primary and secondary sources, can you summarize the policies of President Roosevelt’s New Deal?I can analyze primary and secondary sources for President Roosevelt’s New Deal Policies. I can summarize the successes, failures, and challenges of President Roosevelt’s New Deal policies. 5.51 How did the people’s interaction with the environment result in the Dust Bowl?How did the people adapt to their environment?I can summarize the events and actions that led to the Dust Bowl. I can analyze first and second hand accounts of the same event to understand the event.I can describe the dust storms, what people did during the storms, and the impact the storms had on the people’s daily lives.Content Vocabulary Tier 3: economic bust, hydroelectricity, Social Security, minimum wage, charity, debt, unemployment, regulation. Poverty, economyAcademic Vocabulary Tier 2: policies,, impact, analyzeVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies The students will create a newspaper with articles concerning all of the things that shaped popular culture of the 1920’s. Include advertisements and pictures for that era. Use advertisements for cars, homes, appliances, etc. to show how the items altered daily life.5.47 People got around Prohibition illegally and legally. The Constitution was amended to address this issue. Write 2 to 4 paragraphs to explain the goal and outcome of the 18th Amendment. Cite evidence to support your explanation. Literacy RI.5.1, RI.5.3, W.5.25.47 The 1920s was a time of cultural growth in America. Write an opinion essay about which people, events, or items impacted American culture the most. Be sure to develop your point of view with reasons that are supported by facts and details from two informational texts studied in class. Cite the textual evidence to support your perspective. Literacy W.5.15.47 The students will create newspaper articles concerning all of the things that shaped popular culture of the 1920s. Students will also include advertisements and pictures from that era. Use Overview of the 1920s to assist in completing this task. 5.48 The teacher will distribute a 2-column comparison chart for the strengths and weaknesses of the Roaring Twenties- economic status, labor/work force status/ women’s status, social status, racial status, and political status. The students will gather information and complete the comparison chart. 5.48 The students will create a foldable or three column chart differentiating credit, installment payments, and debt.5.48 The economy changed after WWI. Write an essay to describe the ways installment payments, credit, interest, and debt impacted the American culture, include vocabulary terms and key details in accurately your writing. RI.5.1, W.5.25.49 The students will use U.S. History: The Great Depression andCauses of the Great Depression to complete an accordion book/timeline to sequence the events caused the Great Depression. 5.49 The students will write an essay that summarizes the causes and effects of the Great Depression that impacted the nation. Literacy W.5.2, RI.5.3 5.49 The students will analyze photos- How Dorothea Lange and John Steinbeck Captured California in the 1930s (1050) and create a photo journal of the Great Depression that includes written summaries for each picture. 5.50 Based on The New Deal (1570) contains paired texts and The New Deal video , the students will create a layered book from pg. 25- Foldable guide- to summarize the successes, failures, and challenges of the policies in President Roosevelt’s New Deal. Literacy RI.5.9, W.5.25.50 The New Deal policies were designed to raise America up out of the depression. Write an essay to state whether the New Deal policies were effective to the problems of the Great Depression. Cite evidence to support your perspective. FDR and the New Deal Response to an Environmental Catastrophe Literacy W.5.1, RI.5.1, RI.5.35.51 The students will create a shutter fold from pg. 21-Foldable guide- to compare and contrast a first and second hand account of the Dust Bowl. 5.51 The teacher will organize the students into groups to enable them to analyze and collaborate on what the photographer wanted to capture and reveal in the image. The students will analyze photos of experiences that occurred during the Dust Bowl to make inferences about the effects of the event. A Time of Dust Storms (600) Bowl Bowl- first hand account: Bowl- second hand account: Bowl lesson plan Great Plains/Dust Bowl Site - The teacher will use The Dust Bowl in the Classroom to facilitate lessons on the Dust Bowl.Please ensure to differentiate life on the Great Plains from the event- the Dust Bowl.World War IIWeeks 7-9Suggested Texts:Articles about Pearl Harbor (1220)World War II for Kids: A History with 21 Activities (1030) by Richard PanchykDay of Infamy, 60th Anniversary: The Classic Account of the Bombing of Pearl Harbor (1030) by Walter LordAnne Frank: The Diary of a Young Girl (1490) by Anne Frank World War II History (NP) War II Facts War II in the Shadows (1050) (1020) Ridge (NP) Heritage Foundation: Oak Ridge, Tn. (NP) . Government Top Secret Town: Manhattan Project ‘Atomic City’ aka Oak Ridge, Tn. (NP) Remembering the Holocaust (980L): The Holocaust (NP) Is the United Nation? (780L): Cordell Hull (NP) World War II: After War (NP) Using a graphic organizer to compare and contrast the rise of fascism, totalitarianism, and Nazism in Europe and Japan, the leaders and the goals of the Germany, Italy, and Japan. (P, H)5.53 Compare and contrast different stories from media, and informational text regarding the bombing of Pearl Harbor and its impact on the United States, including the USS Arizona and USS Tennessee and America’s entry in the war. (H, TN)5.54 Evaluate the constitutionality of Japanese internment during the war.(C,E, P, H) 5.55 Locate the Axis and Allied Powers and the major theaters of war on a map. (G)5.56 With supporting facts and details provide reasons for rationing, victory gardens, the design of The Rosie the Riveter ideal (Avco jobs for Tennessee women) and the Women Air Force Service Pilots-Cornelia Fort. (C, E, H, TN)5.57 Write an informative text about the Holocaust and its impact. (C, P, H)5.58 Clarify the reasons for the German surrender and reasons for the European division of Germany. (G, H)5.59 Describe the role of the Manhattan Project and Oak Ridge, Tennessee in ending World War II and the decision to drop the atom bomb on Japan. (H, TN)5.60 Explain the purpose of the formation of the United Nations and the role of Cordell Hull. (H, TN)5.52 How did the end of World War I help cause World War II? What were the goals of the leaders of the Allied and Axis Powers during WWII?I can explain how the end of WWI influenced WWII.I can differentiate fascism, totalitarianism, and Nazism.I can explain the significance of the leaders of the Allied and Axis powers.I can sequence and summarize the events of WWII.I can compare and contrast World War II before and after the U.S. entered the war.5.53 According to the texts, how did the bombing of Pearl Harbor impact the United States? I can explain the 5Ws of Pearl Harbor.I can describe the significance of the USS Arizona and USS Tennessee to WWII.I can explain the cause and effect relationship of the bombing of Pearl Harbor.I can analyze cartoons to infer what everyday life was like during WWII. 5.54 Was it Constitutional to place Japanese Americans in Internment Camps after the Pearl Harbor attacks?I can describe the way the war affected the Japanese Americans. 5.55 Who were the Axis Powers and who were the Allies? How did these alliances impact the war?I can locate and explain the significance of the strategic locations of the Allied Powers, Axis Powers, and major theaters of war on a map.5.56 How did life change for Americans during WWII? Why did these changes occur?I can explain the sacrifices that were made on the home front.I can describe the changes that occurred in America during WWII.I can explain the sacrifices that were made on the home front during WWII.I can evaluate the battle that served as the turning point of the war.I can explain how the war changed the daily lives of Tennesseans.I can summarize contributions made by Tennesseans during WWII. 5.57 How did the Holocaust impact the world?I determine two or more main ideas in an informational text on the Holocaust.I can analyze and explain how the Holocaust impacted the world.I can integrate information from eyewitness accounts and other informational texts to determine the ways people/children handled challenges during the Holocaust.I can evaluate charts and maps to conclude the affects the Holocaust had on the survivors of the Holocaust and ways that the Holocaust impacts the world today.5.58 Why did Germany surrender and a European division of Germany?I can clarify the reasons for the Germans and for the European division of Germany.5.59 What role did the Manhattan Project, Oak Ridge, TN, and the atomic bomb have in ending WWII?I can summarize the goal and outcome of the Manhattan Project. I can explain the role and significance of Oak Ridge, Tennessee in ending WWII.I can analyze the decision to drop the atom bomb on Japan and describe its effects on Japan. 5.60 What was the purpose of the United Nations? What role did Cordell Hull play in the formation of the UN?I can explain the role of Cordell Hull in government and with the formation of the United Nations.I can summarize the purpose of the United Nation. Content Vocabulary Tier 3: Fascism, totalitarianism, internment camp, racism, aircraft carrier, dictator, atomic bomb, concentration campAcademic Vocabulary Tier 2: Mobilize, disintegrate, formation, clarify Vocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies The students will create a project board with tabs pg.44-Foldable guide-You could use this project board to incorporate all standards from WWII. Literacy W.5.75.52 The students will integrate information from multiple texts to write a summary that connects the end of WWI to the cause of WWII. Literacy W.5.9, W.5.2, RI.5.2, RI.5.35.52 The students will create a Concept Map Book pg.38 -Foldable guide-label the top Axis Powers of WWII with Germany, Italy, and Japan on each tab. Have students write a summarization for the leaders, form of government, and goals of each country, including a triple Venn diagram on the inside to compare and contrast all three.5.52 The students will read World War II Facts and World War II to create an accordion book for the major events of WWII. The students will also create a Shutter Fold foldable for the comparison of WWII before and after the U.S. entered the war. 5.53 The students will write a letter from the point of view of a soldier describing the events that occurred the day of the attacks on Pearl Harbor and America’s entry into the war after reading the articles and researching the attack. Literacy RL.5.6, RI.5.3, W.5.25.53 The teacher will model making entries into a T-Chart to develop student understanding of the cause and effect relationship of the bombing of Pearl Harbor. The students will complete the T-chart and use the facts in the chart to explain the cause and effect relationship of the event in their own words. 5.53 The teacher will divide the students into groups and distribute Mauldin’s Cartoons about the everyday life of a soldier to the groups. The students will analyze and evaluate the cartoons during collaborative discussions to draw a conclusion about what life was like during WWII. The groups will compose 2 to 3 statements to summarize the cartoon(s). Mauldin Cartoons and 5.54 The teacher will lead a class discussion about the Constitutionality of Japanese Internment camps using the 14th Amendment as a guideline. The students will write an opinion piece to make a claim about the action taken by the U.S. government against Japanese Americans. Use textual evidence from both the Constitution and research materials on internment camps. Literacy RI.5.8, W.5.15.55 Using a blank map of Europe WWII, the teacher will use to model locating a nation in one of the powers and explaining the importance of its location to the war efforts. The students will interact with a map of the world to develop an understanding of the location as it pertains to the war efforts. The students may refer to Map of Europe WWII: . The students will label a map for WWII and explain the reasons the locations impacted the outcome of the battles during the war. Literacy RI.5.35.56 The teacher will use the Rosie the Riveter poster to explain the purpose of the use of propaganda. The students will create propaganda posters for ideals of the era similar to the Rosie the Riveter poster which includes reasons supported by facts and details found in their research.5.56 The students will create a layered flip book titled Ways Tennessee Helped during WWII. Include explanations for the reasons rationing, victory gardens, jobs for women, and women Air Force pilots were helpful. Use textual evidence to support the reasons.5.57 The students will read Remembering the Holocaust using the link . Literacy W.5.25.57 The teacher will distribute Eyewitness to History: Children of War and Holocaust for the students to examine. The students will be divided into groups or partnered in order to examine and discuss the challenges the Jews faced (both adult and children). The students will explain what happened to the people and the effect it had on the world. Literacy W.5.2, RI.5.35.58 The teacher will model compiling key details in a graphic organizer to provide reasons for the division of Germany. The students will work in groups to analyze the text further and complete the graphic organizer. Each group of students will use their graphic organizers to share their noted reasons for the division of Germany in a whole group discussion. 5.58 The students will also provide reasons for Germany’s surrender and the European division of Germany with supported textual evidence. Literacy RI.5.3, W.5.25.59 The students will read , , and analyze images from to create a Half book pg. 14-Foldable guide-Title Ending World War II. Inside have students write a summarization to explain how the Manhattan Project and Oak Ridge, TN contributed to ending World War II and the decision for dropping the atomic bomb on Japan, include images to enhance the explanations. Literacy RI.5.3, RI.5.25.60 The students will create a Matchbook pg. 20-Foldable guide-Title United Nations-inside explain the purpose of the United Nations and Cordell Hull’s role in the formation of the UN. Use information from:What Is the United Nation? Cordell Hull and World War II: After War to research information for this task. Additional ResourcesSmart Exchange Learning Fun York State K-12 Social Studies Resource Toolkit: Kindergarten-Grade 4 Celebrating Patriotic Holidays Tennessee State Symbols World Book Kids Make Learning Fun 10 Children’s books that teach diversity Social Studies Games and Movies Kid’s Encyclopedia Time for KidsTennessee History for Kids Studies Practice Tests History Atlas: Primary documents, Short Passages, Photos, Timelines: Photos, maps, graphs of Congress: Lesson Plans, Photos, Primary Documents Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheets Digital Learning (username: shelby / password: county) Works: Social Studies Reading Passages Book Resources (Must Be Purchased) GUIDE TO WRITING A DBQ Based Questions and Constructed Response Questions Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents): Released Test Questions (All Content Areas): Launch Packs (username: shelby password: county) History Project: Lesson and Primary Documents Grade Practice Test: Document Based Question, Multiple Choice, Constructed Response Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ) ................
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