Social Studies - Fifth Grade

SOCIAL STUDIES GRADE 5

THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618

BOE Approval Date: Revised by:

August 29, 2016 K-5 Teachers

Michael Nitti Superintendent

In accordance with The Ewing Public Schools' Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

TABLE OF CONTENTS

Scope of Essential Learning: Unit 1: Our Democratic System (15 days) Unit 2: Age of Exploration (15 days) Unit 3: Human and Civil Rights (15 days) Unit 4: The American Economy (10 days) Unit 5: War and Peace (15 days)

Economic Skills ? Grades 2-5 Map and Globe Skills K-5

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1 3 5 8 11

13

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Unit 1: Our Democratic System Number of Days: 15

Why Is This Unit Important? (Big Idea) The United States government is guided by a constitution. That document defines the role of its three branches of government and identifies the rights and responsibilities of its citizens. This unit will introduce students to our system of government.

Enduring Understandings 1. Societies require rules, laws and government 2. Governments change in order to meet the needs of the people 3. Our government system was influenced by other civilizations and written

documents 4. The U.S. Constitution is a document that defines the roles and responsibilities of

the government and its citizens

Essential Questions 1. What is a democracy? What is a government? 2. How and why do we provide checks and balances on government power? 3. Why do we have rules and laws and who should make them? 4. What are the roles and responsibilities of citizens in a democracy?

Acquired Knowledge 1. There are three branches of government, each with a different responsibility 2. The three branches work under a system of checks and balances 3. The U.S. Constitution tells how the United States government is organized,

describes the duties of the three branches of government and describes the rights and freedoms of its citizens 4. The Constitution can be modified in order to meet the needs of the people through the legislative process 5. Democracy is a participatory government system

Acquired Skills 1. List the roles of each of the three branches of government 2. Explain the terms democracy and government 3. Demonstrate a general understanding of the Bill of Rights (Freedom of Press,

Assembly, Religion, Speech, etc.) 4. Know that Washington, D.C. is the capital of the United States and the center of

our government 5. Explain how citizens can participate in the political process

Benchmark or Major Assessments (assignments, quizzes, tests, projects, performance tasks)

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Formative Assessments 1. Using a three column graphic organizer, students will fill in information on

each of the three branches of government 2. Class or small group discussion- select one topic of the Bill of Rights and

discuss how their life would be different if that right did not exist Summative Assessments 1. Test: Multiple Choice, matching, fill in the blank, true/false, open-ended

Interdisciplinary Connections 1. Write a letter to the president or member of Congress about an issue that is

relative to the student ? Language Arts

Accommodations and Modifications 1. Provide pictures/chart on how the three branches of government are related 2. Provide a word bank for unit vocabulary 3. Provide guided notes on this unit 4. Create flashcards for vocabulary for this unit 5. Provide a study guide for this unit 6. Shorten or modify text

Extensions 1. Read a book of a country that does not a democratic form of government and

present information to the class

Core Content Standards

6.1.8.A.3.b

6.1.8.A.3.g

6.3.8.A.1

6.3.8.A.1

Teacher Resources 1. America Will Be, Houghton Mifflin, 1997 p. 301-2 (checks and balances), 303

(Bill of Rights), 292-302 (forming a government, the Constitution) 2. 3. 4. 5. 6. (First Amendment

Rights) 7. 8. Grodin, Elissa. D Is for Democracy: A Citizen's Alphabet. Victor Juhasz (illustrator) 9. Finkelman, Paul. Documents of Freedom: The Constitution. National Geographic, 2002

Technology Integration 1. Research a country that does not have the rights that are granted in our

Constitution; use Microsoft Word or Libre to write a report on the findings 2. Use Microsoft Word or Libre to write a letter to the president or member of

congress

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Unit 2: Age of Exploration Number of Days: 15

Why Is This Unit Important? (Big Idea) Explorers came to the new world in search of new land while immigrants came for a better life. This unit will concentrate on the European Exploration of the new world.

Enduring Understandings 1. Explorers came to the new world for different reasons 2. Exploration brought about changes in technology 3. The exploration of these lands caused its early civilizations to be destroyed

Essential Questions 1. Why do people/governments feel the need to explore new territories? 2. How does exploration impact the people that inhabit the land? 3. Do the benefits of exploration outweigh the negative effects of exploration?

Acquired Knowledge 1. Explorers came to the new world for wealth, religion and land 2. Explorers had an effect on the people that were inhabitants of the land they came

to explore 3. Explorers came from different European countries and by different routes 4. Review map skills (see map skills chart on Synergy)

Acquired Skills 1. Trace the land and sea routes of European Explorers (review map skills ? see

chart) 2. Formulate reasons why Europeans began to explore new areas 3. Evaluate the impact of new technology on exploration

Benchmark or Major Assessments (assignments, quizzes, tests, projects, performance tasks)

Formative Assessments 1. Using map skills from unit, trace an explorers route indentifying the bodies

of water, continents, directions traveled, etc. as well as the route 2. Discuss in small groups the reasons why explorers traveled to new areas

Summative Assessments 1. Test: Test: Multiple Choice, matching, fill in the blank, true/false, open-

ended, compare and contrast the exploration journey of two explorers from different countries

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