Shelby County Schools



Introduction

In 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 ready

▪ 90% of students will graduate on time

▪ 100% 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:

1) Regular practice with complex text and vocabulary.

2) Reading, writing, and speaking grounded in evidence from texts.

3) 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:



To 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.

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Using the WIDA MPIs

WIDA 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 sample

WIDA – 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 Vocabulary

Effective 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…

1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.

2. Provide a student-friendly definition of the word.

3. Suggest synonyms or antonyms for the word.

4. Put the new word into a context or connect it to a known concept, morpheme, or root.

5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).

6. 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.

7. Use the new words in context of the lesson.

8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.

9. 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.

10. Expect pairs of students to construct semantic word maps for new vocabulary.

11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.

References

McEwan, 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 Resources

Understanding Text-Dependent Questions

A Guide to Creating Text Dependent and Specific Questions for Close Analytic Reading

WIDA

WIDA 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 |

| |

|Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. |

|Example: 3-5 Writing Historical Events | | | | |

|Example: 3-5 Reading | | | | |

|Historical events, figures, and leaders | | | | |

Grade 4 Pacing Guide

|Time |1st Quarter | |Time |3rd Quarter |

|Weeks 1-3 |Geography – America before European Exploration | |Weeks 1-3 |Creating a New Government |

| |Using maps, locating places using latitudes and longitudes, identifying | | |Analyze the principles of the documents of the new government and the ratification |

| |rivers, states, cities, and continents. | | |process. |

| |Summarizes the ancient civilizations, and early Indian tribes. | | | |

|Weeks 4-6 |First Tennesseans – Exploration of 15th and 16th Centuries | |Weeks 4-6 |Westward Expansion |

| |Identify the 4 TN tribes and analyze the effects of exploration, migration, | | |Explain the events and successes of the presidency of George Washington. Describe |

| |and resources on the growth of TN. | | |the events, struggles, and successes of the Louisiana Purchase. |

| |Identify routes of early explorers and analyze their impact on indigenous | | | |

| |peoples and the environment. | | | |

|Weeks 7-9 |European Colonization | |Weeks 7-9 |Texas Independence/Mexican War |

| |Understand the successes and failures of European colonization and the | | |Explain the fight for Texas independence against Mexico. |

| |differing views of the colonists and American Indians. | | |Explain the causes and consequences of the Mexican War. |

|Time |2nd Quarter | |Time |4th Quarter |

|Weeks 1-2 |European Colonization | |Weeks 1-4 |Growth of the Republic |

| |Identify the major leaders and groups of the 13 colonies. | | |Explain the factors of the Industrial Revolution |

| | | | |Causes and effects of the expansion of the plantation system and slavery. |

| | | | |Discuss important people of the reform movement and the Compromise of 1850. |

|Weeks 3-4 |Early Settlers | |Weeks 5-9 |Culture – Geography – History - Economics |

| |Analyze the reasons for people coming to the colonies and the early | | |Recognize Global and Environmental Issues |

| |democratic ideas and practices of the colonial period. | | |Africa in April and Memphis in May |

| | | | |Locate AA and MM country on a map/globe. |

| | | | |Compare and contrast culture, holidays, and national symbols. |

|Weeks 5-9 |The War for Independence | | | |

| |Explain causes and consequences of the French and Indian War. | | | |

| |Explain how political, religious, and economic ideas and interests brought | | | |

| |about the Revolution. | | | |

* Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.

| State Standards |Guiding Questions/Vocabulary |Instructional Activities & Resources |

| |Tier 2 & 3 | |

|Creating a New Government |

|Weeks 1-3 |

|Suggested Texts: |

|In Search of Franklin State (960L): |

|The Articles of Confederations (940 L): |

|Constitutional Convention (900L): (username: shelby password: county) |

|Constitutional Convention for Kids(1400L): |

|Bill of Rights (960L)- Whole Nations Melt Away: The Volunteer State Through 1850 page 65 |

|Day –by- Day Summary of the convention by Gordon Lloyd (950L): |

|Three Branches of Government (1210L): |

|New Madrid earthquakes of 1811-1812 (n/p) |

|Shays’ Rebellion (890L) (username: shelby password: county) |

|4.37 Analyze the weaknesses of the Articles of |4.37 What was the purpose of the Articles of Confederation? What |4.37 The teacher and students will read about The Articles of Confederation using the |

|Confederation, including no power to tax, weak central |were the weaknesses of the Articles of Confederation? |article Freedom: How We Got It. Students will work in groups or pairs to complete a t-chart |

|government, and the impact of Shays’ Rebellion. (P) |I can explain the purpose of the Articles of Confederation. What |on the strengths and weaknesses of the Article of Confederation. Students will hen answer |

| |was the Shays’ Rebellion? What was the impact of Shay’s |the following questions: |

| |Rebellion? |What caused the Sugar Act to come into effect? |

| |I can analyze the weaknesses of the Articles of Confederation, |What evidence from the text leads readers to the understanding of the term patriot? |

| |including the power to tax and weak central government. | |

| |I can describe and explain the impact of Shay’s Rebellion. | |

| | |Literacy RI.4.3 |

| | | |

| | |4.37 The students will partner read the article Shays’ Rebellion |

| | |( ) and answer the following questions: |

| | |According to the text, what war led to unsettling conditions and a severe depression? |

| | |In Massachusetts, what type of men controlled the government? |

| | |Who was Daniel Shays? |

| | |What was Shays’ Rebellion? |

| | |What was the result of the rebellion? |

| | | |

| | |4.37 After the students have gathered information from reading about the Articles and |

| | |Confederation and Shays’ Rebellion, students will refer to the chart they created and the |

| | |comprehension questions they answered to respond the following writing prompt: |

| | |Do you believe the Articles of Confederation was negatively or positively affected by Shays’|

| | |Rebellion? Use evidence from the text to support your claim? |

| | | |

| | |4.38 After reading about the lost state of Franklin, the students will create a state flag |

| | |for the state. On the back of their flag, the student will write a paragraph that explains |

| |4.38 What events led to the creation of the state of Franklin and|how their design related to the information they have learned about the State of Franklin. |

|4.38 Explain the events that led to the creation and |what happened to it? |Literacy RW4.2 |

|failure of the Lost State of Franklin. (G, P, TN) |I can explain the events that led to the creation and failure of |In pairs, student can read more information about the State of Franklin using |

| |the Lost State of Franklin. |. The students will also answer the |

| | |following questions during their navigation: |

| | |What was the original name of Tennessee? |

| | |What was King George III’s order in the Proclamation of 1763? |

| | |Why was “Frankland” changed to Franklin? |

| | |What did people who lived in Franklin use in place of paper money and coins? |

| | | |

| | | |

| | |4.39 After reading the Constitutional Convention, students will answer questions to reach an|

| | |understanding of the Constitutional Convention. |

| | |What was the purpose of the Constitutional Convention? |

| |4.39 How were the issues the delegates debated as they wrote the |What was the tone of the Constitutional Convention? Use evidence from the text to support |

|4.39 Identify the various leaders of the Constitutional |Constitution, including the distribution of power, The Great |your determination. |

|Convention and analyze the major issues they debated, |Compromise, Slavery and the 3/5 Compromise? |What role did James Madison play at the Constitutional Convention? Was his role significant?|

|including: (C, E, H) |I can identify the various leaders of the Constitutional |Use text the text to describe why or why not? |

|• distribution of power between the states and federal |Convention and analyze the major issues they debated. |Summarize the Great Compromise. |

|government
 | |Literacy W.4.8 |

|• Great Compromise
 | | |

|• Slavery and the 3/5 Compromise | |4.39 After reading Birth of Nation, Constitution: The Branches of Government and referring |

|• George Washington and James Madison | |to Constitutional Convention, the students will respond to the writing prompt below: |

| | |What was the purpose of the 3/5 Compromise? Why was it considered a compromise? Who |

| | |benefited the most from the 3/5 Compromise? Use evidence from both texts to support you |

| | |answer. |

| | | |

| | |4.40 The teacher and students will read the section Fight for Ratification in the article |

| | |United States Constitution. After the reading, the teacher will break the students into |

| | |teams to conduct a class debate as Federalists and Anti-Federalists. The students will work |

| |4.40 How did the ratification process and conflict between |to express the problems over ratification of the Constitution. During the debate students |

| |Federalists and Anti-Federalist over ratification led to the need|should answer the following questions: |

|4.40 Explain the ratification process and describe the |for a Bill of Rights? |What was the ratification process? |

|conflict between Federalists and Anti-Federalists over |I can explain the ratification process and describe the conflict |What was the conflict between the Federalists and Anti-Federalists over the ratification? |

|ratification, including the need for a Bill of Rights. (H,|between Federalists and Anti-Federalists over the ratification |Why was there a need for a Bill of Rights? |

|P) |and the need for a Bill of Rights. |After the debate, the students should write a summary detailing if they agree with the |

| | |Federalists or the Anti-Federalists. Literacy SL.4.3 |

| | |4.41 As a group, the teacher and students will read the section Objectives of the |

| | |Constitution in the article United States Constitution |

| | |( ). |

| | | |

| |4.41 What are the principles embedded in the Constitution? | |

| |I can describe the principles embedded in the Constitution. |4.41 The students will create a 3-flap flipbook for the 3 Branches of Government answering |

| | |the following questions: |

|4.41 Describe the principles embedded in the Constitution,|What are the purposes of government listed in the Preamble? |Who wanted to form a government that did not allow one person to have too much control? |

|including: (P) |I can describe the purposes of government listed in the preamble.|What did the framers write to control power? |

|• purposes of government listed in the Preamble
 | |What is used to check the power of each separation of power? |

|• separation of powers
 |What are the three branches of government and their functions? |The information answers from the questions should be included in the 3-flap flipbook along |

|• branches of government |I can identify the three branches of government and their |the Structure and Function of each branch using |

|• check and balances |functions. | |

|• the amendment process
 | |Literacy SL4.4 |

|• principle of judicial review
 | | |

|• recognition of and protection of individual rights in | |4.41 The students will work in small groups to design an advertisement poster (think movie |

|the 1st Amendment | |poster) that explains the importance of an amendment from the Bill of Rights. Literacy |

| | |SL.4.1 |

| | |Extended Reading: Bill of Rights (960L)- Whole Nations Melt Away: The Volunteer State |

| | |Through 1850 page 65 |

| |4.42 How can the ratification of the Constitution be defended? | |

| |I can describe how the ratification of the Constitution be |4.42 The students will to write a coherent 5-paragraph essay expressing their opinions about|

| |defended? |the ratification of the Constitution. The students are to cite examples from their research|

| | |that explains how the Federalists convinced the Anti-Federalists to ratify. Literacy W.4.1 |

| | | |

| | | |

|4.42 Write an opinion piece with supporting detail from | | |

|primary sources that defends the ratification of the |Content Vocabulary Tier 3: Constitution, Articles of | |

|Constitution. |Confederation, territory, Ordinance, federal, public, compromise,| |

| |ratify, Bill of Rights, Preamble, democracy, legislative, | |

| |Executive, judicial, amendment | |

| |Academic Vocabulary Tier 2: elect, federate, official, term, | |

| |reform, adapt, alter, diverse | |

| |Vocabulary Strategies: | |

| |See Page 4 of the Curriculum Map | |

| |Vocabulary teaching: Effective Methodologies | |

| | | |

| |Teaching Vocabulary | |

| | | |

| |Strategies for Vocabulary Development | |

| | | |

| |Vocabulary Building Strategies | |

| | |

| |Reading/SecondaryReading/VocabularyBuilding.aspx | |

|Topic: Westward Expansion |

|Weeks 4-7 |

|Suggested Texts: |

|“The Star Spangled Banner”, Francis Scott Key (Lexile – 550L) |

|The Oregon Trail. By Francis Parkman (Lexile - 870L) |

|Cabinet Members (1390L): |

|Establishing Precedents (710L): |

|Letters from Forgotten Ancestors Pre 1920 Letters(1700L): |

|Jefferson versus Hamilton (1640L): |

|Background Information Reading Alexander Hamilton (970L): |

|Jump in to Discovering Lewis & Clark! (2090L): (Click on image for article) |

|Lewis and Clark (n/p): |

|The Oregon Trail (n/p): |

|War of 1812 (1500L): |

|Tennessee State Library (n/p): |

| |

|The Star-Spangled Banner (1480L): |

|Tennessee Frontier: (n/p): |

|Sequoyah (1250L): |

|Andrew Jackson (1460L): |

|The Place Where They Cried(960L) - Whole Nations Melt Away: The Volunteer State Through 1850 pages 55-58 |

|Franklin and the Southwest Territory - Whole Nations Melt Away: The Volunteer State Through 1850 pages 37-39 |

|4.43 Describe the events, precedents, and successes of the|4.43 What were the events, precedents, and successes of the |4.43 Teacher and student will read the article Cabinet members’ whole group. The following|

|presidency of George Washington and list his cabinet |presidency of George Washington? Who were his cabinet members? |questions could be used as a part of discussion: |

|members. (H) |I can describe the events, precedents, and successes of the |Who were the original four cabinet members? |

| |presidency of George Washington and list his cabinet members. |What were there positions? |

| | |What date did George Washington send his first nomination cabinet nomination to the Senate? |

| | |How did George Washington establish credibility and balance during the selection of his |

| | |cabinet members? |

| | |Which individual did not feel the need to attend cabinet meetings? Why? |

| | | |

| | |4.43 After the reading and discussion, the students will create a graphic organizer of |

| | |George Washington and his cabinet members including major events, successes, and precedents |

| | |set by our nation’s first Executive Branch. Upon completion of the graphic organizer, the |

|4.44 Explain the purpose for creating the federal district| |students will write an informative essay using the information from the graphic organizer. |

|of Washington D.C., including the role of Pierre L’Enfant.| |Literacy RI.4.3 |

|(H) | |Cabinet Members: |

| | |

| | |/ |

| | |4.44 After a whole group reading and discussion on the article Establishing Precedents, the|

| |4.44 What was the purpose for creating the federal district of |students will write an explanatory essay that explains the creation of the federal district |

|4.45 Label and locate the Territory South of the River |Washington D.C., including the role of Pierre L’Enfant? |of Washington D.C. Literacy W.4.2 |

|Ohio (Southwest Territory) on a map, identify its leaders,|I can explain the purpose for creating the federal district of | |

|and explain how it was the first step to statehood, |Washington D.C., including the role of Pierre L`Enfant. | |

|including William Blount, John Sevier, Rocky Mount, and | | |

|the Treaty of Holston. (G, P, TN) | |4.45 The students will write a summary that includes specific details about how William |

| | |Blount, John Sevier, Rocky Mount, and the Treaty of Holston paved the way for statehood. |

| |4.45 How can I locate the Territory South of the River Ohio on a |Literacy L.4.7 |

| |map and identify its leaders. How can I explain how it was the |4.45 The students will label and locate the Territory South of the River Ohio on a map. |

| |first step to statehood? | |

|4.46 Write an opinion piece using supporting detail |I can label and locate the Territory South of the River Ohio |Extended Reading: Franklin and the Southwest Territory - Whole Nations Melt Away: The |

|explaining the political beliefs of Alexander Hamilton and|(Southwest Territory) on a map, identify its leaders, and explain|Volunteer State Through 1850 pages 37-39 |

|Thomas Jefferson leading to the political parties. (H, P) |how it was the first step to statehood, including William Blount,|Blount’s Problem (960L) - Whole Nations Melt Away: The Volunteer State Through 1850 pages |

| |John Sevier, Rocky Mount, and the Treaty of Holston. |40-43 |

| | | |

|4.47 Detail the events, struggles, success, and main |4.46 How did the political beliefs of Alexander Hamilton and |4.46 The students will create a shutter fold book that details the political beliefs of |

|people of the exploration of the Louisiana Purchase and |Thomas Jefferson lead to the political parties? |Alexander Hamilton and Thomas Jefferson and the formation of political parties. Literacy |

|map the routes across the continent, including the Corps |I can explain how the political beliefs of Alexander Hamilton and|RI.4.6 |

|of Discovery, Lewis and Clark, Sacagawea, Zebulon Pike, |Thomas Jefferson lead to the political parties. | |

|and John Frémont. (G, H, P) | | |

| | |The students will write an opinion piece using supporting using detail explaining the |

| | |political beliefs of Alexander Hamilton and Thomas Jefferson leading to the political |

| | |parties. |

| | |4.46 Read Alexander Hamilton’s first Federalist newspaper essay. |

| | | |

|4.48 Use concrete words, phrases, and sensory details to |4.47 How was life for those main people during the exploration of|After reading, have students write a response to literature that answers these questions: |

|convey the experiences of settlers on the overland trails |the Louisiana Purchase? |Why is it critically important for Americans to ratify the Constitution? If Americans fail |

|to the West, including location of the routes; purpose of |I can detail the events, struggles, success, and main people of |to choose well in the ratification process, what will they have proven to the world and |

|the journeys; the influence of the terrain, rivers, |the exploration of the Louisiana Purchases and map the routes |their posterity? Why does Hamilton expect strong opposition to the Constitution from some? |

|vegetation, and climate. (C, E, G) |across the continent, including the Corps of Discovery, Lewis and|Americans? Literacy RI.4.1, W.4.2 |

| |Clark, Sacagawea, Zebulon Pike, and John Frémont. | |

| | |4.47 The students will create a four-door book that details the exploration of the Louisiana|

|4.49 Explain the causes, course, and consequences of the | |Purchase. On the front draw a map that shows the routes across the country and inside each |

|War of 1812, including: (H, P)
trade restrictions, | |door tell about one of the exploration groups included in the standard. Literacy RI.4.3 Use |

|impressment, war hawks, Tecumseh, Tippecanoe, William | |links listed |

|Henry Harrison, burning of Washington D.C., Francis Scott | | |

|Key, Dolly Madison, Battle of New Orleans | | |

| |4.48 What was the experience of the overland trails to the West? |The students will write a narrative piece as if they were a part of the exploration of the |

|4.50 Interpret the meaning of the lyrics of the song “The |I can use concrete words, phrases, and sensory details to convey |Louise and Clark exploration detailing the events, struggles, success, and main people of |

|Star-Spangled Banner.” (P) |the experiences of settlers on the overland trails to the West, |the exploration of the Louisiana Purchase and map the routes across the continent, including|

| |including location of the routes; purpose of the journeys; the |the Corps of Discovery, Lewis and Clark, Sacagawea, Zebulon Pike, and John Frémont from |

| |influence of the terrain, rivers, vegetation, and climate. |their point of view. |

| | |4.47 Read How the Louisiana Purchase Changed the World using the ink |

| | |

|4.51 Analyze and describe the role of Tennessee in the War|4.49 How did the War of 1812 have an impact on Westward |After reading the text, have students write to explain how the Louisiana purchase impacted |

|of 1812, including: (H, TN) • Andrew Jackson
• Battle of |Expansion? |the history of America and the world. Was it a good deal? Use evidence from the text to |

|Horseshoe Bend • Sam Houston |I can explain the causes, course, and consequences of the War of |support you opinion. Literacy RI.4.3, W.4.1, W.4.2 |

| |1812. |4.48 The students will have to research the journey to the west and create a diary of their |

| | |trip. The students will use concrete words, phrases, and sensory details to convey the |

| | |experiences of settlers on the overland trails to the West, including location of the |

| | |routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and |

| | |climate. |

| |4.50 What is the meaning of the lyrics of the song “The |Literacy RI.4.3 |

|4.52 Write a short story with supporting text describing |Star-Spangled Banner”? |The Oregon Trail. By Francis Parkman |

|the effects of the New Madrid Earthquakes of 1811-12 on |I can interpret the meaning of the lyrics of the song, “The | |

|the land and people of Tennessee. (G, H, TN) |Star-Spangled Banner.” | |

| | | |

| | | |

| | | |

|4.53 Write a narrative piece summarizing life on the |4.51 What was the role of Tennessee in the War of 1812? |4.49 The students will create an oral presentation that explains the causes, course, and |

|frontier of Tennessee and reasons why pioneers moved west,|I can analyze and describe the role of Tennessee in the War of |consequences of the War of 1812 and the involvement of Tennessee. Literacy W.4.1 |

|including: (C, G, H, P, TN) Cumberland Gap, Natchez Trace,|1912. | |

|Jackson Purchase, transportation, housing, food, clothing,| | |

|gender roles, education, entertainment | | |

| | | |

| | |4.50 The teacher will have students create a poster about the original Star-Spangled Banner.|

|4.54 Describe and explain the contributions of Sequoyah. | |Have students include information about what it represents, and why we should preserve it |

|(C, H, TN) | |for the future. (Literacy W.4.4) |

| | | |

| | |Journeys: Riding Freedom (Lexile Level 640) |

| |4.52 How did the New Madrid Earthquakes affect the land and the |“The Star Spangled Banner”, Francis Scott Key (Lexile – 550L) |

| |people of Tennessee? | |

|4.55 Describe the major events in Jackson’s presidency, |I can write a short story with supporting text describing the |4.51 The students will create a top-tab book that describes Tennessee’s role in the War of |

|including the corrupt bargain, the Indian Removal Act, |effects of the New Madrid Earthquakes effect the land and the |1812. Literacy W.4.4 |

|reducing the national debt, preserving the union, and |people of Tennessee. | |

|abolishing the national bank. (C, E, G, H, P, TN) | |Using the information from the student created top-tab book, the students will write an |

| | |informative essay on Tennessee’s role in the War of 1812. |

| | |Books: The Oregon Trail. By Francis Parkman |

| | |Primary Documents and Supporting Texts to Read: “The Star Spangled Banner”, Francis Scott |

|4.56 Analyze the impact of the Indian Removal Act on the |4.53 How was life like on the Tennessee frontier? |Key; excerpts from letters of Meriwether Lewis from the Corp of Discovery; excerpts from |

|Cherokee, detail their resistance to being removed, and |I can write a narrative piece summarizing the life on the |Eliza Bryan of the New Madrid Earthquakes |

|map the movement west, including: (C, G, H, TN) |frontier of Tennessee and reasons why pioneers moved west. | |

|• Treaty of New Echota | |4.52 The teacher will lead the students in reading the first section of the article New |

|• John Ross
 | |Madrid earthquakes of 1811-1812 |

|• Trail of Tears | | After the reading to |

| | |the article, the students will create a map with a legend that depicts the effects of the |

| | |New Madrid Earthquakes of 1811-1812. The students should use the map and legend found in |

| | |the article as a guide for create their map. Students should also write a short story with |

| |4.54 What were the contributions of Sequoyah? |supporting text describing the effects of the New Madrid Earthquakes of 1811-12 on the land |

| |I can describe and explain the contributions of Sequoyah. |and people of Tennessee. . Literacy RI.4.7 |

| | | |

| | |4.53 The students will to write a narrative that summarizes life on the Tennessee frontier |

| | |and reasons why pioneers moved west. Include details from your research in their story. |

| | |Literacy W.4.3 |

| | | |

| | | |

| |4.55 How can the major events of Andrew Jackson’s Presidency be |4.54 The teacher will have the students to create symbols for written communication as |

| |described? |Sequoyah did and explain it to a partner. Students will also include a summary of how |

| |I can describe the major events in Jackson’s presidency. |Sequoyah invented the Cherokee syllabary. Literacy RW.4.4 |

| | | |

| | |Extended Reading: The Place Where They Cried - Whole Nations Melt Away: The Volunteer State |

| |4.56 How did the Indian Removal Act on the affect the Cherokee? |Through 1850 pages 55-58 |

| |I can analyze the impact of the Indian Removal Act on the | |

| |Cherokee. |4.55 The students will to create a project board with tabs that describe the major events in|

| |Content Vocabulary Tier 3: Westward, Expansion, Presidency, |Jackson’s Presidency including the events of the Indian Removal Act as well as other events |

| |Political, Louisiana Purchase, Precedents, Abolish, Treaty, |listed in the standard. Literacy RI.4.3 |

| |National anthem, “Star-Spangled Banner” | |

| | | |

| |Academic Vocabulary Tier 2: elect, influence, majority, |4.56 The teacher will have the students to map the Trail of Tears and detail the resistance |

| |overturn, bias, clarify, decree, govern, endorse, issue, |of the Cherokee on their removal. Literacy W.4.9 |

| |editorial, opinion, controversy, principle | |

| |Vocabulary Strategies: | |

| |See Page 4 of the Curriculum Map |Read the article about the struggles between the President |

| |Vocabulary teaching: Effective Methodologies |and the Cherokee tribes using the link |

| | |. After |

| |Teaching Vocabulary |reading the article, choose a side and use the information from the article to defend your |

| | |position. Which side can you most identify with? Write an opinion essay that summarizes your|

| |Strategies for Vocabulary Development |position. Be sure to cite textual evidence to support you answer. Literacy RI.4.1, W.4.1 |

| | | |

| |Vocabulary Building Strategies | |

| | |

| |Reading/SecondaryReading/VocabularyBuilding.aspx4) | |

| | | |

|The War for Independence (1760-1789) |

|Weeks 5-9 |

|Suggested Texts |

|James K. Polk: Eleventh President, 1845-1849 By Mike Venezia Publisher: Children’s Press, 2005 (Lexile – 980L) |

|The Picture Book of David Crockett by David Adler Publisher: Holiday House, 1996 (Lexile – 690L) |

|Autobiography of David Crockett (Lexile - 1160L) |

|Texas Revolution (930L): |

|David Crockett (960L): |

|Sam Houston (960L) |

|James Polk (960L): |

|Old, Young Hickory(960L) - Whole Nations Melt Away: The Volunteer State Through 1850 pages 59-61 |

|Causes of the Texas Independence (1210L): |

|Mexican-American War by Steve Johnson, 1846-1848 (1040L): |

|Winfield Scott(970L): |

|Journeys Riding Freedom (Lexile Level 640) |

|4.62 Using informational texts explain the fight for Texas|4.62 How did Sam Houston and David Crockett play roles in the |4.62 As a whole group, the teacher and students will read and discuss the causes of Texas |

|independence against Mexico and the contributions of |fight for independence? |Independence. Literacy SL.4.1 |

|Tennesseans Sam Houston and David Crockett. |I can use informational texts to explain the fight for Texas |The Picture Book of David Crockett by David Adler Publisher: Holiday House, 1996 (Lexile – |

| |independence against Mexico and the contributions of the |690L) |

| |Tennesseans Sam Houston and David Crockett. |Autobiography of David Crockett (Lexile - 1160L) |

| | |4.62 The students will create a foldable/flip chart listing the Texas War of Independence |

| | |battles in chronological order adding information from each battle. Literacy W.4.8 |

| | | |

| | | |

| | | |

| | |Using the information that was obtain through previous readings, the students will write an |

| | |informative essay that explain the fight for Texas independence against Mexico and the |

| | |contributions of Tennesseans Sam Houston and David Crockett. |

| |4.63 What was the importance of James K. Polk and his | |

| |accomplishments? | |

| |I can conduct a short research project detailing the surprise | |

| |nomination and election of James K. Polk. |4.63 The students will conduct a short research project detailing the surprise nomination |

| |Content Vocabulary Tier 3: statehood, territorial expansion, one |and election of James K. Polk and list his accomplishments in office including Texas |

| |term promise |statehood, territorial expansion, and one term promise. |

|4.63 Conduct a short research project detailing the |Academic Vocabulary Tier 2: elect, election, research, |Literacy W.4.8 |

|surprise nomination and election of James K. Polk and list|independence, contributions | |

|his accomplishments in office including Texas statehood, |Vocabulary Strategies: |James K. Polk: Eleventh President, 1845-1849 By Mike Venezia Publisher: Children’s Press, |

|territorial expansion, and one term promise. |See Page 4 of the Curriculum Map |2005 (Lexile – 980L) |

| |Vocabulary teaching: Effective Methodologies |Old, Young Hickory - Whole Nations Melt Away: The Volunteer State Through 1850 pages 59-61 |

| | | |

| |Teaching Vocabulary | |

| | | |

| |Strategies for Vocabulary Development | |

| | |4. 64 In small groups, the students will read and discuss the causes of Texas Independence. |

| |Vocabulary Building Strategies |Draw a cartoon illustrating the people representing the different sides during the |

| | War (Texas, Mexico, and the United States). The students will summarize the |

| |Reading/SecondaryReading/VocabularyBuilding.aspx |different points of view. Literacy SL.4.1 |

| | |

| | |m |

| | | |

| | | |

|4.64 Cite evidence from informational texts explaining the| | |

|causes, course, and consequences of the Mexican War, |4.64 What were the causes, course, and consequences of the | |

|including Winfield Scott, Zachary Taylor, and Mexican |Mexican War, including Winfield Scott, Zachary Taylor, and the |4.64 The students will cite evidence from informational texts explaining the causes, course,|

|secession. |Mexican secession? |and consequences of the Mexican War, including Winfield Scott, Zachary Taylor, and Mexican |

| |I can cite evidence from informational texts |secession. Literacy W.4.3.b |

| |explaining the causes, course, and consequences of the Mexican | |

| |War, including Winfield Scott, Zachary Taylor, and Mexican | |

| |secession. | |

| | | |

| | | |

| | |Journeys Riding Freedom (Lexile Level 640) |

|Additional Resources |

|TN History for Kids |

| |

| |

| |

|PBS |

| |

| |

|Teaching History |

| |

| |

| |

|Lewis and Clark |

| |

| |

| |

|WAR OF 1812 |

| |

| |

| |

| |

|EARTHQUAKES IN MISSISSIPPI |

| |

| |

| frontier final2.pdf |

| |

| |

|ANDREW JACKSON |

| |

|TRAIL OF TEARS |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Presidents |

| |

| |

| |

| |

| |

|Smart Exchange |

| |

|Make Learning Fun |

| |

|New 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 Kids |

| |

|Tennessee History for Kids |

| |

|Social Studies Practice Tests |

| |

|US History Atlas: Primary documents, Short Passages, Photos, Timelines |

| |

|Geography: Photos, maps, graphs |

| |

|Library of Congress: Lesson Plans, Photos, Primary Documents |

| |

|National Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheets |

| |

|Britannica Digital Learning (username: shelby / password: county) |

| |

|Read Works: Social Studies Reading Passages |

| |

|Text Book Resources (Must Be Purchased) |

| |

|A GUIDE TO WRITING A DBQ |

| |

|Document Based Questions and Constructed Response Questions |

| |

|The Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents) |

| |

|Texas: Released Test Questions (All Content Areas) |

| |

|Britannica: Launch Packs (username: shelby password: county) |

| |

|The History Project: Lesson and Primary Documents |

| |

|5th Grade Practice Test: Document Based Question, Multiple Choice, Constructed Response |

| |

|17 Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ) |

| |

-----------------------

Key

ATOS: 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)

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