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971550704850The mission of the Washington Township Public Schools is to provide a safe, positive, and progressive educational environment that provides opportunity for all students to attain the knowledge and skills specified in the NJ Learning Standards at all grade levels, so as to ensure their full participation in an ever-changing world as responsible, self-directed and civic-minded citizens.020000The mission of the Washington Township Public Schools is to provide a safe, positive, and progressive educational environment that provides opportunity for all students to attain the knowledge and skills specified in the NJ Learning Standards at all grade levels, so as to ensure their full participation in an ever-changing world as responsible, self-directed and civic-minded citizens.5934075000-123825000Washington Township School DistrictCourse Title:Social StudiesGrade Level(s):Fifth GradeDuration:Full Year:Semester:xMarking Period:Course Description:The purpose of Social Studies education is to provide students with the knowledge, skills, and attitudes they need to be active, informed, self-directed, responsible citizens, and contributing members of their communities, state, nation, and world. Effective social studies education promotes the understanding of global relation and makes connections from the past, to the present, and into the future. It is our belief that social studies teaching and learning become powerful when they are meaningful, integrative, values-based, challenging, and active.Grading Procedures:Grading Weights/CategoriesSummative Assessment 40%Formative Assessment 30%Supportive/Classwork 20%Supplemental 10%Primary Resources: Primary Source Readers: Early America (Teacher Created Materials, Inc.)Primary Source Readers: Expanding and Preserving the Union (Teacher Created Materials, Inc.)Leveled Texts for Differentiated Content-Area Literacy: Early America (Teacher Created Materials, Inc.)Leveled Texts for Differentiated Content-Area Literacy: Early America (Teacher Created Materials, Inc.)The Nystrom Atlas of Our Country’s History (Nystrom:Herff Jones Education Division)Varied Digital ResourcesFor Additional Reference: Oxford University Press: Freedom, a History of USScott Foresman Social Studies Text The United StatesWashington Township Principles for Effective Teaching and LearningImplementing a standards-based curriculumFacilitating a learner-centered environmentUsing academic target language and providing comprehensible instructionAdapting and using age-appropriate authentic materialsProviding performance-based assessment experiencesInfusing 21st century skills for College and Career Readiness in a global societyDesigned by:Mary ByattUnder the Direction of:Christine Gehringer; Gretchen GerberWritten: __Summer 2011_______________________Revised: __August 2018________________________BOE Approval: _______________________________Unit Title: Three Worlds Meet to the American Revolution Unit Description: A chronological approach is used as students examine both positive and negative influences of “Three Worlds Meeting” (The Americans, Europe, Africa) with a focus on the impact European explorers, Native Americans and enslaved Africans had upon each other. Students are introduced to the traditions and perspectives held by the native peoples, the European ideologies that explorers brought with them, the forced migration of people from Africa , and the inevitable collision of cultures.Students also examine early land claims by European countries leading to colonization and settlement of North America with a focus on the English establishment of the 13 colonies along the eastern seaboard. Students compare and contrast the natural resources, economic development, political, social and religious structures of the New England, Middle and Southern Colonies. The unit concludes by analyzing cooperation and conflict between groups of people. Students examine events leading to the American Revolution, analyze the roles of revolutionary leaders and others in the birth of a new nation, and interpret the extent to which the ideals of the new nation were applied to all people living in America. Through this sequential approach, a strong foundation is being built for future learning.Unit Duration: 1 marking period (60 minutes per class period)Desired ResultsStandard(s): 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.Indicators:6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.6.1.8.B.1.a Describe migration and settlement patterns of Native American groups, and explain how these patterns affected interactions in different regions of the Western Hemisphere.6.1.8.B.1.b Analyze the world in spatial terms (e.g., longitude, latitude) using historical maps to determine what led to the exploration of new water and land routes.6.1.8.C.1.a Evaluate the impact of science, religion, and technology innovations on Europeanexploration6.1.8.C.1.b Explain why individuals and societies trade, how trade functions, and the role of trade during this period6.1.8.D.1.a Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups6.1.8.D.1.b Explain how interactions among African, European, and Native American groupsbegan a cultural transformation6.1.8.D.1.c Evaluate the impact of the Columbian Exchange on ecology, agriculture, and culture6.1.8.A.2.c Explain how demographics (i.e., race, gender, and economic status) affected social, economic, and political opportunities during the Colonial era6.1.8.B.2.a Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies6.1.8.B.2.b Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World.6.1.8.C.2.a Compare the practice of slavery and indentured servitude in Colonial labor systems.6.1.8.C.2.b Explain the system of mercantilism and its impact on the economies of the colonies and European countries.6.1.8.C.2.c Analyze the impact of triangular trade on multiple nations and groups.6.1.8.D.2.a Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed.6.1.8.A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period.6.1.8.B.3.cUse maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War.6.1.8.B.3.d Explain why New Jersey’s location played an integral role in the American Revolution6.1.8.C.3.a Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies.6.1.8.D.3.a Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution.6.1.8.D.3.b Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.6.1.8.D.3.d Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.6.1.8.D.3.e Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.6.1.8.D.3.f Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America.Understandings:Students will understand that…UIndigenous societies in the Western Hemisphere migrated and changed in response to the physical environment and due to their interactions with Europeans.European exploration expanded global economic and cultural exchange into the Western Hemisphere.Colonies were developed and colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious institutions and economic systems.The slave labor system and the loss of Native American lives had a lasting impact on the development of the United States and American culture.Disputes over political authority and economic issues contributed to a movement for independence in the colonies and the American Revolutionary War.As a result of the American victory in the Revolutionary War, a new nation was established.Essential Questions:Civics, Government, and Human RightsHow do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good?How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity?Geography, People, and the EnvironmentHow do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?Economics, Innovation, and TechnologyHow can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources?What are the possible consequences of these decisions for individuals, groups, and societies?How have scientific and technological developments over the course of history changed the way people live and economies and goverments function?History, Culture, and PerspectivesHow do our interpretations of past events inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?QAssessment EvidencePerformance Tasks May Include:TAtlas/Map Work, Charts, Graphic Organizers, Concept Mapping , Quiz, Differentiated Assessment Activities, Essays, Short Answer, Poem, Report, Accountable Talk, Debate, Socratic Seminar, Oral Role Playing, Think-Pair-Share, Vocabulary Rating Scales, K-W-Ls, Projects, Presentations, Primary and Secondary Source analysis, Photo, Video, Political Cartoon, Song Analysis, HomeworkOther EvidenceChronological Thinking:Construct and add to timelines of the events occurring during major erasExplain how major events are related to one another in timeIdenitify cause-effect relationship using timelinesSpatial ThinkingSelect and use various geographic representations to compare information about people, places, regions, and environments.Use maps and other documents to explain the historical migration of people, expansion, and disintegration of empires, and growth of economic and political systemsCritical ThinkingRecignize and analyze “point of view” from multiple perspectivesCompare and contrast differing interpretations Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated informationAnalyze primary and secondary sources for reconstructing the past and understanding historical perspectives (i.e., documents, letters, diaries, maps, images, etc.)Presentational SkillsSelect and analyze information from a variety of sources to locate evidence and present a reasoned argument or position in a written or oral format.Present information in a logical manner using evidence and reasoning to support a claim.Present information in a logical manner while demonstrating presentation skills (e.g., eye contact, adequate volume, clear pronunciation)Benchmarks:Benchmark assessment will be administered at the end of the marking period.Learning PlanLessonsIndicators6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.1.6.1.8.B.1.aIntroduce the Big Ideas of the Marking Period: Diversity, Movement, Adaptation, Change Identify the seven continents and the major bodies of water on a globe and a world map.Atlas p80-81Movement activity to memorize continents. questions: Who were the first Americans? How did the first Americans get to the America? Where did they travel from? Why did they migrate to the Americas? What happened to the first Americans?Use map to identify American Indian tribes. vocabulary using Vocabulary Rating Scale.Provide opportunities for vocabulary development throughout unit. the Native American tribes of North America on a map and describe the distinctive characteristics of geographical regions (Tribes of the East, Plains, and West).Atlas of Our Country’s History: Who were the first Americans? p. 8-9Atlas Activity #4Read and respond: Early American Indian Tribes (PSR) and contrast gender roles, belief systems, cultural practices, and political systems of Native American groups.Read, reflect, and respond to text Stop and Jot activity using Leveled Text Sheets: Early AmericaAmerican Indian Tribes of the East, American Indian Tribes of the Plains, American Indian Tribes of the WestFind evidence using Leveled Text Sheets:American Indian Tribes of the East, American Indian Tribes of the Plains, American Indian Tribes of the WestCreate a graphic organizer with symbols / pictures for each region. and contrast gender roles, belief systems, cultural practices, and political systems of Native American groups.Read, reflect, and respond to text Stop and Jot activity using Leveled Text Sheets: Early AmericaAmerican Indian Tribes of the East, American Indian Tribes of the Plains, American Indian Tribes of the WestCreate a claim and support with evidence using Leveled Text Sheets: American Indian Tribes of the East, American Indian Tribes of the Plains, American Indian Tribes of the WestCreate a graphic organizer with symbols / pictures for each region. Options/ Celebrating Learning:(PSR) Early America Teacher’s Guide, Early American Indian Tribes Quiz p56Leveled Texts: Early AmericaTribes of the East Finding Details in the Text Graphic Organizer p63-65The American Indian Tribes of the East and Bloom’s Taxonomy p66The American Indian Tribes of the East Quiz p67\Plains Indians T-Chart Graphic Organizer p75-77America Indian Tribes of the Plains Assessment Questions p78America Indian Tribes of the Plains QuizAmerican Indian Tribes of the West Semantic Maps Graphic Organizer p85-87American Indian Tribes of the West Assessment Questions p88American Indian Tribes of the West Quiz p896.6.1.8.B.1.b6.1.8.C.1.a6.1.8.C.1.bReview world map. Identify 7 continents and 5 oceans. Atlas p80-81. World Map quiz.Present questions: Why did European countries compete for power in the Americas? What was an impact of European exploration? How did European exploration affect the American Indians living on the land being explored?Use a map to trace early European and African trade routes, and discuss why people trade and the function of trade.Atlas of Our Country’s History: Which Europeans and Africans went to America first? p10-11 Atlas Activity #5Brainstorm a list of factors that influenced exploration to the 1600s, including the impact of science, religion, and technological innovations on European exploration. Atlas of Our Country’s History: What were Europeans searching for? p12-13 Atlas Activity #6Introduce vocabulary using Vocabulary Rating Scale.Provide opportunities for vocabulary development throughout unit. questions: What was the impact of Christopher Columbus’ exploration on the American Indians? What was the impact of Christopher Columbus’ exploration on the world?Read about Columbus’s journey and explain the impact of the Columbian Exchange on ecology, agriculture, and culture form varied perspectives question: How did exploration impact the world?Read about early explores and create a timeline of significant events and places. Use world map to locate places and travel routes.Read Exploring the New World (PSR)Atlas of Our Country’s History: Why did Europeans explore America? p14-15 Atlas Activity #79.6.1.8.B.1.b6.1.8.C.1.a6.1.8.D.1.b6.1.8.D.1.cRead about early explores and create a timeline of significant events and places.List the positive and negative impacts of early exploration including exchanged goods and ideas, improved navigational tools and ships and new claimed territories. Atlas of Our Country’s History: What happened when three worlds met? p16-17 Atlas Activity #7Conduct simulation of the Columbian Exchange.10.6.1.8.B.1.b6.1.8.C.1.a6.1.8.D.1.b6.1.8.D.1.cPresent questions: How did the American Indians and Europeans interact with each other and what were some lasting consequences? What was the impact of the Columbian Exchange on the world?Read about early explores and create a timeline of significant events and places.Review the positive and negative impacts of early exploration including exchanged goods and ideas, improved navigational tools and ships and new claimed territories. Write an explanation of the Columbian Exchange from different points of view.Read aloud Encounter by Jane Yolen / Analyze pictures ( see appendix)11.6.1.8.B.1.b6.1.8.C.1.a6.1.8.D.1.b6.1.8.D.1.cMake a claim related to the impact of exploration. Locate evidence in text to support a claim.Leveled Text: Exploring the New World (TCM: Early America)Leveled Text: Explorers (TCM: Early America)12.Assessment Options: Leveled Text: Early America Teacher’s GuideExploring the New World Through Multiple Intelligences p44Exploring the New World Quiz p45Explorers Assessment Questions p56Explorers Quiz p5713.6.1.8.D.1.b6.1.8.D.1.cPresent questions: What regions of North America were explored and settled by Spain, France, and England?Locate New Spain on map and explain the encomienda system and how African enslavement is established. Locate the water and land routes explored and settled by France, England, Spain, and Portugal.Discuss the cultural interactions, including areas of cooperation and areas of conflict, between the American Indians and Europeans.14.6.1.8.B.2.a6.1.8.B.2.bDiscuss the power struggle between European countries and the establishment of colonies in North America Describe successes and failures of the early English attempts at settlement, including Roanoke and Jamestown.Jamestown Adventure Game : flash.htmlOn the Trail of Captain John Smith of Our Country’s History: Where did the English and other Europeans settle? p20-21 Atlas Activity #915.6.1.8.A.2.a6.1.8.A.2.bDiscuss the development of participatory government from John Smith to the House of Burgesses the cause and effect chart to show the impact of tobacco, Virginia's first cash crop. Colonial Williamsburg: Historic Farming/ Tobacco the role of religious freedom in the development of various North American colonies, including the Pilgrims and the Puritans. the Mayflower Compact. Relate to the concept of participaqtory government. question: Which colonies became the United States? Locate and label the 13 English colonies on a map. of Our Country’s History: Which colonies became the United States? p22-23 Atlas Activity #10Read Leveled Text Sheets: The New England Colonies, The Middle Colonies, The Southern Colonies18.6.1.8.B.2.aMake a chart depicting the factors that impacted emigration, settlement patterns, and regional identities of the New England, Middle Colonies, and Southern Colonies, including political life.Read Life in the Colonies (PSR) / Phillis Wheatley (PSR)Atlas of Our Country’s History: Which were the New England Colonies? p24-25 Atlas Activity #11Atlas of Our Country’s History: Which were the Middle Colonies? p26-27 Atlas Activity #12Atlas of Our Country’s History: Which were the Southern Colonies? p28-29 Atlas Activity #1319.6.1.8.B.2.aCreate chart depicting the factors that impacted emigration, settlement patterns, and regional identities of the New England , Middle Colonies, and Southern Colonies, including political life.Read Life in the Colonies (PSR) / Phillis Wheatley (PSR)Atlas of Our Country’s History: Which were the New England Colonies? p24-25 Atlas Activity #11Atlas of Our Country’s History: Which were the Middle Colonies? p26-27 Atlas Activity #12Atlas of Our Country’s History: Which were the Southern Colonies? p28-29 Atlas Activity #1320.6.1.8.A.2.c6.1.8.C.2.aIdentify groups of people living in colonial America and describe their varied social positions, including enslaved people, indentured servants, free blacks, farmers, middling, and gentry. of Our Country’s History: Where did slaves work in the Thirteen Colonies? p30-31 Atlas Activity #1421.6.1.8.C.2.c6.1.8.D.2.bAnalyze the impact of triangular trade on multiple nations and groups.Read, reflect, and respond. Leveled Text: Slavery in the New World Take Note? Graphic Organizer and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed.22.Assessment Options: Leveled Text: Early America Teacher’s GuideThe New England Colonies Choices Board p98The New England Colonies Quiz p99The Middle Colonies Activities p110The Middle Colonies Qui p111The Southern Colonies Assessment Questions p122The Southern Colonies Quiz p123Slavery in the New World Quiz p133Primary Source Readers: Early America Teacher’s Guide Life in the Colonies Quiz p8023.6.1.8.D.3.aExplain the conflict between England and France caused by a quest for land, the French and Indian War.Identify both the cost and result of the war, including land claims.Discuss the reasons for England's strict control over trade and the taxes imposed after the French and Indian War and changes in British policies toward American colonies.Locate the Proclamation Line of 1763 on a map, and analyze reactions from different points of view.Atlas of Our Country’s History: What led to the Revolutionary War? p32 (will complete Atlas Activity #15 in upcoming lesson).24.6.1.8.C.2.b6.1.8.C.3.a6.1.8.C.3.bDescribe system of Mercantilism.Summarize the effect of inflation and debt on the American people and the response of state and national governments during this time.Predict how the political and economic relationship between England and the colonies may change. the cause and effect graphic organizer to identify the causes of the American Revolution.Access prior knowledge using K-W-L chart.Introduce vocabulary using Vocabulary Rating Scale.Provide opportunities for vocabulary development throughout unit. how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies.Atlas of Our Country’s History: What led to the Revolutionary War? p32-33 Atlas Activity #15 examples of individuals who modeled active participation in the process of bringing about change, including Patrick Henry, Samuel Adams, Thomas Paine.Read Causes of the Revolution (PSR)Analyze primary sources (political cartoon Bury the Tax!, Paul Revere’s etching of the Boston Massacre, picture of Boston Tea Party) the impact of Thomas Paine's Common Sense and the sentiment that it was “time to part” with BritainAnalyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American RevolutionRead, reflect, and respond. Causes of the Revolution (PSR) the impact of groups such as the Sons of Liberty and the Daughters of Liberty. Differentiate between the political ideas of Patriots and Loyalists. and respond. Leveled Texts: Causes of the Revolution purpose of early Congresses. Describe the decisions made by the First and Second Continental Congress.Identify prominent individuals who contributed to the causes, execution, and outcomes of the American Revolution, highlighting George Washington’s role as commander. a timeline of key early battles of the American Revolution. Present questions: What were some of the key events that occurred during the American Revolutionary War? What important role did New Jersey play in the American Revolution?Add to knowledge base using K-W-L chart, of Our Country’s History: Where was the Revolutionary War fought?? p34 (Early Battles) (Will complete Atlas Activity #16 in upcoming lesson). Highlight why New Jersey’s location played an integral role in the American Revolution and why New?Jersey is known as the "Crossroads of the?American Revolution." why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.Analyze Thomas Jefferson's role in the drafting of the Declaration of Independence and write a summary of the key principles and ideals expressed in the Declaration of Independence. the impact of George Washington's role in the American Revolution as general of the American revolutionary forces.Read The American Revolution (PSR) George Washington (PSR)A River to Cross activity ((TCM Primary Source Readers: Early America Teacher’s Guide p159) the impact of George Washington's role in the American Revolution as general of the American revolutionary forces.Read The American Revolution (PSR) George Washington (PSR)A River to Cross activity ((TCM Primary Source Readers: Early America Teacher’s Guide p159) examples of the roles and perspectives of various socioeconomic groups, (including farmers, craftsmen, merchants, planters) African Americans, Native Americas, and women in the American Revolution. Research roles of African Americans, Native Americas, and women in the American Revolution. the factors, including prominent individuals and nations that turned the tide of war for the Continental Army including the victories at Saratoga and Yorktown and French and Spanish involvement. Leveled Text: The American Revolution (TCM: Early America ) atlas and other geographic tools to determine the execution and outcome of the war.Atlas of Our Country’s History: Where was the Revolutionary War fought?? p34-35 Atlas Activity #16 the terms and effects of the Treaty of Paris from multiple perspectives, including the American Indians and European powers that had territories in North America.Identify on a map the land acquired as a result of the Treaty of Paris of 1783, and analyze the impact of “the Shot Heard Around the World”. Options: Leveled Text: Early America Teacher’s GuideCauses of the American Revolution Graphic Organizer p141-143American Revolution Menu of Options p144Causes of the American Revolution Quiz p145The Declaration of Independence Graphic Organizer p153-155The Declaration of Independence Assessment Questions p156The Declaration of Independence Quiz p157The American Revolution Picturing the Events Graphic Organizer p163-165The American Revolution Assessment Questions p166The American Revolution Quiz p167Unit Document-Based Assessment (Primary Source Readers: Early America Teacher’s Guide p212-225)Socratic Seminar of Marking Period plete Benchmark Assessment A/Celecbration of LearningUnit Learning Goal and Scale(Level 2.0 reflects a minimal level of proficiency)Standard(s): 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.Three Worlds Meet (Beginnings to 1620)Indicator(s): 6.1.8.B.1.a, 6.1.8.B.1.b, 6.1.8.C.1.b, 6.1.8.C.1.4.0Students will be able to: Research an explorer and investigate historical maps to discover the causes and outcomes of exploration of new water and land routes.Research to discover the purpose, procedure, and consequence of trade during the Age of DiscoveryResearch, design, and create a model of an artifact representing American Indian culture.3.0Students will be able to: Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups.Infer what led to the exploration of new water and land routes by analyzing historical mapsEvaluate the impact of science, religion, and technology innovations on European exploration2.0Students will be able to:Label an accurate map of the world, including 7 continents and 5 oceans.Explain the migration (movement) and settlement patterns of early Americans, including a focus on the use of natural resources found in different settlement regions (Northeast, Southeast, Great Plains, Northwest, Southwest)Identify gender roles, religion, values, cultural practices, and political systems of some Native American groupsIdentify early water and land routes by accurately reading historical maps Explain why individuals and societies trade, how trade functions, and the role of trade during the Age of DiscoveryDescribe the impact of science, religion, and/or technology innovations on European exploration.1.0With help, partial success at level 2.0 content and level 3.0 content:0.0Even with help, no successStandard(s):6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.Three Worlds Meet (Beginnings to 1620)Indicator(s):6.1.8.D.1.b , 6.1.8.D.1.c, 6.1.8.D.2.a , 6.1.8.B.2.b 4.0Students will be able to: Take a position of the long range outcome of the Columbian Exchange and support my position with clear evidenceCreate a scenario which would have resulted in greater cooperation and peace among European colonists and Native Americans groups in the New World3.0Students will be able to: Evaluate the impact of the Columbian Exchange on ecology, agriculture, and culture from different perspectives by analyzing changes that impacted Africans, Europeans, and American IndiansCompare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and American Indian groups in the New World.2.0Students will be able to:Explain the Columbian Exchange and identify the impact of the Columbian Exchange.Explain how encounters/interactions among African, European, and Native American groups began a cultural transformation.Locate European countries, including England, Spain, and France, on a world map and label land claims made by each country in the New World (English colonies, New France, New Spain)Give examples of how the search for natural resources resulted in cooperation and/or conflict among European colonists and Native Americans groups in the New World (Roanoke / Jamestown / Plymouth) 1.0With help, partial success at level 2.0 content and level 3.0 content:0.0Even with help, no successStandard(s):6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.Colonization and Settlement (1585-1763) Indicator(s):6.1.8.B.2.a , 6.1.8.A.2.a ,6.1.8.A.2.b .4.0Students will be able to: Create a skit that reflects the emigration, settlement patterns, and regional identities of an English colony or region.Research a leader in the House of Burgesses and create a realistic monologue.3.0Students will be able to: Determine factors that impacted emigration, settlement patterns, and regional identities of the English colonies.Determine the roles of religious freedom and participatory government in various North American colonies.Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and institutions.2.0Students will be able to:Identify the colonies by region, New England, Middle and Southern, and list characteristics of each region. Explain the role of religion played in the settlement of colonies. Describe the term “participatory government” and explain purpose of the Mayflower Compact in Massachusetts and the House of Burgesses in Virginia1.0With help, partial success at level 2.0 content and level 3.0 content:0.0Even with help, no successStandard(s):6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.6.1.8.C.2.b Explain the system of mercantilism and its impact on the economies of the colonies and European countries. Colonization and Settlement (1585-1763) Indicator(s):6.1.8.C.2.a ,6.1.8.C.2.c, 6.1.8.D.2.b, 6.1.8.A.2.c 4.0Students will be able to: Research the contributions of enslaved people and indentured servants who helped to build the colonies and write a report. Create a profile of at least four specific individuals to illustrate the different social, economic, and political opportunities afforded to individuals during Colonial times.3.0Students will be able to: Explain the system of mercantilism and its impact on the economies of the colonies and European countries. Analyze the impact of triangular trade on multiple nations and groupsCompare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed 2.0Students will be able to:Explain the terms: economy, mercantilism, import, and export.Describe the similarities and differences between indentured servitude and enslavementDraw the routes of triangular trade, including locations of nations involved and goods traded, on a mapExplain how race, gender, and status affected social, economic, and political opportunities during Colonial times1.0With help, partial success at level 2.0 content and level 3.0 content:0.0Even with help, no successStandard(s):6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.Revolution (1754 – 1783)Indicator(s):6.1.8.A.3.a , 6.1.8.B.3., 6.1.8.B.3.d, 6.1.8.C.3.a, 6.1.8.D.3.a,. 6.1.8.D.3.b, 6.1.8.D.3.c , 6.1.8.D.3.d, 6.1.8.D.3.e, 6.1.8.D.3.f 4.0Students will be able to: Complete an analysis of a book related to the American Revolution.Create a game board that includes references to prominent individuals, causes, execution, and outcomes of the American RevolutionAssess reactions to the words of the Declaration of Independence from several perspectives, including colonists, British soldiers, American soldiers, enslaved people, signers of the Declaration, and Royal governors appointed by King George III.3.0Students will be able to: Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies. Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies. Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution. Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy. Examine the ideals found in the Declaration of Independence, and determine the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period. Analyze how prominent individuals, including George Washington, and other nations contributed to the causes, execution, and outcomes of the American Revolution.Explain why New Jersey’s location played an integral role in the American Revolution. Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war. Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America. 2.0Students will be able to:Identify conflicts and alliances among European countries and Native American groups of the American colonies. List taxes and government regulation imposed by Britain on its North American colonies. Explain how the British and Americans fought against the French and the Indians during the Seven Years War and that the British and Americans won the war.State who wrote the Declaration of Independence and why it was written.Identify the three unalienable rights mentioned in the Declaration of Independence (Life, Liberty, the Pursuit of Happiness)Identify important individuals and nations that contributed to the causes and outcome of the American Revolution.Identify key battles on a map, including several locations in New Jersey, and determine the outcomes of these battlesIdentify roles of different groups of people (rural farmers, urban craftsmen, northern merchants, southern planters, African Americans, Native Americans, and women) in the war. State the purpose of a treaty and use a map to identify the land gained by the British as a consequence of the French and Indian War.1.0With help, partial success at level 2.0 content and level 3.0 content:0.0Even with help, no successUnit Modifications for Special Population StudentsAdvanced LearnersProvide opportunity and resources to support level 4 and independent activities.Provide independent student learning optionsSelf selection of researchEncourage further explore topics of interest that arise during instruction using the internet, classroom library, school and local libraries, and resources from homeCreate assignments and projects for which require students to apply concepts through multi-mediaProvide differentiated texts (advanced reading level) Utilize differentiated instruction strategiesProvide primary source extension activitiesEvaluate VocabularyElevate Text ComplexityTiered/Multilevel ActivitiesLearning CentersIndependent Book StudiesOpen-ended activities“What If” activitiesStruggling LearnersPreview vocabulary Create a word wallTeach study skill strategies such as RCRC and SQ3RPre-read passageRead with a partnerProvide books on tape or compact disc for students to listen to passages, hear standard pronunciation, and increase understandingProvide graphic organizersOffer one-on-one support by enlisting instructional assistants, and parents to read with students Provide timeline to “bracket” major events in historyProvide differentiated texts Utilize differentiated instruction strategiesEnglish Language LearnersProvide multi-media resources for developing an understanding of historyScaffold lessonsUse real life examples that relate to students’ lives and experiencesCreate student generated visuals and graphic organizers that serve as home involvement toolsProvide accessible, varied vocabulary instruction and reviewProvide content based chartsModel expected tasksTeach and review key comprehension strategiesSpecial Needs LearnersRefer to child’s individual IEP modification section and adhere to all modificationsReword, repeat, and rephrase instructionsModify assessmentsProvided variety of assessments utilizing multiple intelligencesHighlight graphic organizers and provide scaffoldingUse visuals and concrete manipulatives to convey conceptHave students draw pictures on graphic organizers rather than write wordsCoach students to pause and reflect at the end of each paragraph and at the end of each pageHave the students explain or dictate their answers on the assessmentsProvide pictures clues for vocabulary wordsProvide completed timeline to “bracket” major events in historySpiral and build upon prior lessons with multiple exposures to key conceptsInterdisciplinary ConnectionsReading Literature – Incuding literature that is part of the Grade 5 Wit and Wisdom ProgramRL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).Craft and StructureRL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.Reading Informational TextKey Ideas and DetailsRI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Craft and StructureRI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Integration of Knowledge and IdeasRI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).RI.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably. Range of Reading and Level of Text ComplexityRI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.WritingText Types and PurposesNJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Production and Distribution of WritingNJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present KnowledgeNJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of WritingNJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Integration of 21st Century SkillsIndicators:Social Studies education supports the development of active citizens in the 21st century by teaching students to:Recognize the causes and effects of prejudice on individuals, groups, and society.Recognize the value of cultural diversity, as well as the potential for misunderstanding. Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes.Listen open-mindedly to views contrary to their own. Collaboratively develop and practice strategies for managing and resolving conflict.Demonstrate understanding of democratic values and processes. Recognize that the actions or inactions of individuals, groups, and nations can have intended and unintended consequences.Challenge unfair viewpoints and behaviors by taking action.Make informed and reasoned decisions. Accept decisions that are made for the common good.21st-Century Life & Career Skills9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.Career Ready PracticesCareer Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.CRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP9. Model integrity, ethical leadership and effective management.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.9.1 Personal Financial LiteracyThis standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.9.1.8.A.1 Explain the meaning and purposes of taxes and tax deductions and why fees for various benefits (e.g., medical benefits) are taken out of pay.9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.9.1.8.A.3 Differentiate among ways that workers can improve earning power through the acquisitionof new knowledge and skills.9.1.8.A.4 Relate earning power to quality of life across cultures.9.1.8.A.5 Relate how the demand for certain skills determines an individual’s earning power.9.1.8.A.6 Explain how income affects spending decisions.9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career. Title: A New Nation Expands and Reform to Civil WarUnit Description:Students continue their chronological study of American history by studying the formation of the New Nation with a focus on the development of its unique government. An emphasis is on compromises and legislation that led to the birth of a republicThe unit continues with an overview of significant historical events and examines the role these events and individuals involved played in the Expansion and Reform of America. Maps are utilized to illustrate the acquisition of land, and students analyze the concept of Manifest Destiny and iots impact on multiple groups of people. Students examine the effect of new technology on industrial growth and transportation systems, increased immigration, and the expansion of slavery.The unit concludes by examining the cause and effect of events that pulled the nation apart and led to the American Civil War. Students compare and contrast the social, political, and economic views of the north and south. Key battles and important documents and legislation from the Civil War are analyzed. Individuals who accepted leadership positions in the Civil War are highlighted, as well as the significant roles of women, African Americans, and Native Americans. The unit concludes with an analysis of the purpose and outcome of Reconstruction and the 13th, 14th and 15th amendments, The importance of social studies education is emphasized as students are encouraged to related the lessons of history to their life journeys and their roles as an active citizens.Unit Duration: 1 marking period (60 minutes per class period)Desired ResultsStandard(s):6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.Indicators:6.1.8.A.3.b Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights6.1.8.A.3.d Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government6.1.8.A.3.f Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues.6.1.8.B.3.a Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies6.1.8.B.3.b Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans.6.1.8.C.3.c Evaluate the impact of the cotton gin and other innovations on the institution of slavery and on the economic and political development of the country.6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.6.1.8.D.3.g Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution.6.1.8.A.4.a Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements6.1.8.A.4.b Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war6.1.8.A.4.c Assess the extent to which voting rights were expanded during the Jacksonian period.6.1.8.B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.6.1.8.B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and resettlement of Native Americans.6.1.8.C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and the nation.6.1.8.D.4.b Describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.6.1.8.D.4.c Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.6.1.8.A.5.a Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life.6.1.8.A.5.b Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South.6.1.8.B.5.a Assess the role of various factors (i.e., geography, natural resources, demographics, transportation, leadership, and technology) that affected the course and outcome of the Civil War6.1.8.C.5.a Assess the human and material costs of the Civil War in the North and South6.1.8.C.5.b Analyze the economic impact of Reconstruction on the South from different perspectives.6.1.8.D.5.a Prioritize the causes and events that led to the Civil War from different perspectives.6.1.8.D.5.b Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war.6.1.8.D.5.c Examine the roles of women, African Americans, and Native Americans in the Civil War.6.1.8.D.5.d Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.Understandings:Students will understand that…A constitution is a basic framework of government, and a great deal of debate and compromise led to the creation of a republic and the US Constitution.The fundamental principles of the United States Constitution serve as the foundation of the United States government today.The Constitution outlines the federal laws, the 3 branches of government, and the amendments outline basic and essential human rights that each citizen can enjoy.Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions.The Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery. The Civil War and Reconstruction had a lasting impact on the development of the United States.Essential Questions:Civics, Government, and Human RightsHow do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the commone good?How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity?Georgraphy, People, and the EnvironmentHow do physical geography, human geography, and the huan environment interact to influence or determine the development of cultures, societies, and nations?Economics, Innovation, and TechnologyHow can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources?What are the possible consequenses of these decisions for individuals, groups, and societies?How have scientific and technological developments over the course of history changed the way people live and economies and governments function?History, Culture, and PerspectivesHow do our interpretations of past events inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?Assessment EvidencePerformance Tasks:TAtlas/Map Work, Charts, Graphic Organizers, Concept Mapping, Quiz, Differentiated Assessment Activities, Essays, Short Answer, Poem, Report, Accountable Talk, Debate, Socratic Seminar, Oral Role Playing, Think-Pair-Share, Vocabulary Rating Scales, K-W-Ls, Projects, Presentations Primary and Secondary Source analysis, Photo, Video, Political Cartoon, Song Analysis, HomeworkAtlas / Map Work, Charts, Graphic Organizers, Concept Mapping , Quiz, Differentiated Assessment Activities, Essays, Short Answer, Poem Atlas / Map Work, Charts, Graphic Organizers, Concept Mapping , Quiz, Differentiated Assessment Activities, Essays, Short Answer, Poem, Report, Accountable Talk, Debate,Socratic Seminar, Oral Role Playing, Think- Pair -Share , Vocabulary Rating Scales, K-W-Ls, Projects, PresentationsPrimary and Secondary Source analysis Photo, Video, Political Cartoon, Song Analysis,Homework, Report, Accountable Talk, Debate,Socratic Seminar, Oral Role Playing, Think- Pair -Share , Vocabulary Rating Scales, K-W-Ls, Projects, PresentationsPrimary and Secondary Source analysis Photo, Video, Political Cartoon, Song Analysis,HomeworkOther Evidence:Chronological ThinkingConstruct and add to timelines of the events occurring during major erasExplain how major events are related to one another in timeIdenitify cause-effect relationship using timelinesSpatial ThinkingSelect and use various geographic representations to compare information about people, places, regions, and environments.Use maps and other documents to explain the historical migration of people, expansion, and disintegration of empires, and growth of economic and political systemsCritical ThinkingRecignize and analyze “point of view” from multiple perspectivesCompare and contrast differing interpretations Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated informationAnalyze primary and secondary sources for reconstructing the past and understanding historical perspectives (i.e., documents, letters, diaries, maps, images, etc.)Presentational SkillsSelect and analyze information from a variety of sources to locate evidence and present a reasoned argument or position in a written or oral format.Present information in a logical manner using evidence and reasoning to support a claim.Present information in a logical manner while demonstrating presentation skills (e.g., eye contact, adequate volume, clear pronunciation)Benchmarks:Benchmark assessment will be administered at the end of the marking period.Learning PlanLessonsIndicators6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.1.6.1.8.A.3.dReview the Big Ideas of the previous marking period: Diversity, Movement, Adaptation, Change using a chronological approachIntroduce the Big Ideas of the new marking period: Compromise, Conflict, CooperationIdentify the purpose of the Articles of Confederation and describe the weaknesses it manifested. Make a chart to compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government.Present questions: Why is government important? What are the basic principles of government expressed in the Constitution of the United States and the Bill of Rights?Introduce vocabulary using Vocabulary Rating Scale.Provide opportunities for vocabulary development throughout unit. Text: Early Congresses (TCM: Early America ) the location and purpose of the Constitutional Convention. Compare and contrast the Virginia Plan and the New Jersey Plan with a focus on the extent to which the geography of the United States influenced the debate on representation in Congress and federalism Explain the role of compromise in the creation of the Constitution including the Great Compromise and the Three-Fifths Compromise. the goals established in the Preamble to the Constitution and evaluate the extent to which the Constitution supported these goals. SchoolHouse Rock: The PreambleCreate a chart describing the basic structure of the federal system including the three branches of government and the separation of powerRead Leveled Text: The Constitution of the United States (TCM: Early America)4.6.1.8.A.3.bComplete a chart describing the basic structure of the federal system including the three branches of government and the separation of power – fundamental principles of the Constitution.Stating Our Rights Graphic Organizer (Before Reading column)Leveled Text: Early America p197-199Read The Constitution and the Bill of Rights (PSR) and contrast the views of the Federalists and AntifederalistEvaluate the effects of the rise of political parties on the American government system and the role of the active citizen and the importance of civil liberties the process for ratification of the US Constitution.Discuss how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal.Atlas of Our Country’s History: How did the United States get its start? p36 -37 Atlas Activity #17Determine the importance of the Bill of Rights.Read Leveled Text: The Bill of Rights (TCM: Early America )Complete Stating Our Rights Graphic Organizer (p197-199)7.6.1.8.A.3.gEvaluate the impact of the Constitution and Bill of Rights on current day issues.The Bill of Rights Assessment Questions (TCM: Early America, p 200) Options:Leveled Text: Early America Teacher’s GuideThe Government Tree Graphic Organizer p185-187The Constitution and Multiple Intelligences p188The Constitution of the United States Quiz p189The Bill of Rights Assessment Questions p200The Bill of Rights Quiz p201Primary Source Readers: Early America Teacher’s GuideRatifying the Constitution Activity p 198Constitution and the Bill of Rights Quiz p200Unit Document –Based Assessment p212-2259.6.1.8.B.4.bAnalyze the factors leading to westward expansion and predict impact of westward growth.Present question: What factors influenced westward expansion and reform in America? How could inventions affect the lives of the Americans and lead to distinct regions?Introduce vocabulary using Vocabulary Rating Scale.Provide opportunities for vocabulary development throughout unit. land that was “the west” in the late 1700s.Atlas of Our Country’s History: How did settlers move west in the late 1700s? p38-39 Atlas Activity #18Discuss how industry, agriculture, and inventions such as the cotton gin impacted life in the United States.Atlas of Our Country’s History: How did growth change the United States? p40 -41 Atlas Activity #1910.6.1.8.A.4.a6.1.8.B.4.aDiscuss European conflicts with the US (French control of the Louisiana Territory) and evaluate the importance of the Mississippi River and the port of New Orleans. Analyze the effect the Louisiana Purchase had on the nation. Read Expanding the Nation (PSR)Leveled Text: The Louisiana Purchase (TCM: Expanding and Preserving the Union)Leveled Text:(TCM)Expanding and Preserving the Union Teacher’s Guide Activity: 5Ws + H Graphic Organizer p 41-4311.6.1.8.B.4.a6.1.8.B.4.bEvaluate the impact of the Louisiana Purchase. List the goals Jefferson set for the Lewis and Clark expedition.Read Lewis and Clark (PSR). Trace river and land routes taken by Lewis and Clark.Atlas of Our Country’s History: Who explored the Far West? p42-43 Atlas Activity #2012.6.1.8.B.4.a6.1.8.B.4.bList the goals Jefferson set for the Lewis and Clark expedition, and evaluate the extent to which these goals were met. Leveled Text: The Westward Journey of Lewis and Clark (TCM: Expanding and Preserving the Union)Leveled Text: Lewis and Clark Return Home (TCM: Expanding and Preserving the Union)Leveled Text:(TCM)Expanding and Preserving the Union Teacher’s Guide Activity: Apply Today! p66Activity: Into the Unknown the concept Manifest Destiny from multiple perspectives.Read Expanding the Nation (PSR)Analyze painting called American Progress "Spirit of the Frontier" painted in 1872 by John Gast. Options: Leveled Text: Expanding and Preserving the Union Teacher’s GuideLouisiana Purchase Quiz p45Finding Details with Questions Graphic Organizer p 53-55The Westward Journey of Lewis and Clark Assessment Questions p56Primary Source Readers: : Expanding and Preserving the Union Teacher’s GuideGoing West p30 (use painting America Progress by John Gast)The Lewis and Clark Journals p40Lewis and Clark Quiz p4215.6.1.8.A.4.aOutline the causes, main battles, and outcomes of the War of 1812. Present questions: Why did America get involved in the War of 1812? Who did America fight against? What famous song was a result of this war? Who won the war? Why did it matter?Read The War of 1812 (PSR)Leveled Text: The War of 1812 Begins (TCM: Expanding and Preserving the Union)Leveled Text: The War of 1812 Ends (TCM: Expanding and Preserving the Union) how the Industrial Revolution changed the way goods were made and the impact it had on the status and social class of people,Explain how technological developments led to new forms of road, river, and rail transportation and the effect on America’s expansion.Atlas of Our Country’s History: How did ways of travel change? p44-45 Atlas Activity #21 major changes that took place during Andrew Jackson's Presidency, including voting rights and land pare Andrew Jackson’s background to the previous six presidents who served before him. Discuss the expansion of voting rights. Identify Andrew Jackson’s view point towards the American Indians. territorial expansion and the movement of Native Americans to Indian TerritoryAmerican Indians in the 1800s (PSR) Indian Removal. Answer questions about the conflict: Who was involved? Where did it happen? When did the conflict occur? How did it end?Leveled Text: Early America Teacher’s Guide. Guess and Check Graphic Organizer p121-123Atlas of Our Country’s History: How did the United States grow in the mid-1800s? p46 (Will complete Atlas Activity #22 in upcoming lesson)19.Critique the Indian Removal Act from a Native American's point of view. Respond to the reality of the Trail of Tears.“I Am” Poem from point of view of American Indian or soldier enforcing the removal of American Indians20.Assessment Options: Leveled Text: Expansion and Reform Teacher’s GuideThe War of 1812 Begins QuizCause and Effect Graphic Organizer p75-77Take a Stand activity p78Thinking About the War of 1812 p90Relocation of American Indians Quiz p125Primary Source Readers: Early America Teacher’s GuideWar of 1812 p56American Indians in the 1800s Quiz p12821.6.1.8.A.4.bIdentify the push-pull factors that led to Texas statehood and the Mexican War.Read Expanding the Nation (PSR)Leveled Text: The Texas Revolution (TCM: Expanding and Preserving the Union) the results of the Mexican War and use a map to show lands acquired as a result of the Treaty of Guadalupe Hidalgo (1848) and the Gadsden Purchase (1853).Read Expanding the Nation (PSR)Leveled Text: The Mexican-American War(TCM: Expanding and Preserving the Union)Atlas of Our Country’s History: How did the United States grow in the mid-1800s? p46-47 Atlas Activity #22 the push-pull factors that led to pioneers moving west. Locate the network of trails leading west on a map and indicate starting points and destinations.Read Pioneer Trails (PSR)Leveled Text: Pioneer Trails (TCM: Expanding and Preserving the Union) Activity: Pioneer Trail Riddles Graphic Organizer p133-135Atlas of Our Country’s History: Why did Americans move to the Far West? p48-49 Atlas Activity #2324.Assessment Options:Leveled Text: Expanding and Preserving the Union Teacher’s GuideThe Texas Revolution Points of View Graphic Organizer p 99-101Leveled Text: Expansion and Reform Teacher’s GuideThe Texas Revolution Quiz p103The Mexican-American War Assessment Questions p114The Mexican-American War Quiz p115The Relocation of American Indian Quiz p125Pioneer Postcard P136Primary Source Readers: : Expanding and Preserving the Union Teacher’s GuideExpanding the Nation Quiz p32Pioneers Trails Quiz p8025.Review Big Ideas of the Marking Period: compromise, conflict, cooperationDescribe the struggle for reform taking place in the Antebellum period including education reform, women’s rights, and slavery. Read Slavery in America (PSR)Read Harriet Tubman (PSR) vocabulary using Vocabulary Rating Scale.Provide opportunities for vocabulary development throughout unit. sectionalism and identify compromises associated with westward expansion and the issue of slavery. Analyze purpose and impact of Fugitive Slave Act. Discuss growing resistance to slavery and New Jersey’s role in the Underground Railroad, including the role of Harriett Tubman and William Still.Read Slavery in America (PSR)Read Harriet Tubman (PSR) rebellions that took place in resistance to slavery, including the Amistad rebellion (1839). Discuss how the Amistad rebellion pushed the country into a debate about slavery, freedom, and the meaning of citizenship. Court Case Part 1 and 228.6.1.8.D.4.cIdentify how and why views about slavery differed in the North and the South, including federal legislation involving the issue of slavery. Discuss the Missouri Compromise, Compromise of 1850, Fugitive Slave Act, and Dred Scott Decision.Leveled Text: Abolitionists and the Underground Railroad(TCM: Expanding and Preserving the Union)Atlas of Our Country’s History: How did slavery divide the nation? p50-51Atlas Activity #24 ( Missouri Compromise / Dred Scott Decision / Slavery and Cotton29.6.1.8.C.3.c6.1.8.C.4.b6.1.8.B.5.aEvaluate the impact of the cotton gin and other innovations on the institution of slavery and on the economic and political development Analyze the difference between the North and the South by comparing the North and South's natural resources, economy, labor force, and population opposing views of the North and South regarding states' rights, property rights, and slavery and the effect on political parties in America Describe the election of 1860 and the view points of the major candidates. Summarize the views held by Abraham Lincoln and Stephen Douglass.Prioritize the causes and events that led to the Civil War from different perspectivesIntroduce Civil War Journal writing project. Write journal from the point of view of a soldier during the Civil War.Civil War is Coming (PSR) Abraham Lincoln (PSR)Leveled Text: The Civil War Begins (TCM: Expanding and Preserving the Union) maps to explain the early battles and events of the war including but not limited to the following: States secede and form the Confederate States of America Firing on Fort Sumter Battle of Bull Run Battle of Antietam Battles of the Civil War (PSR)Atlas of Our Country’s History: Where were early Civil War battles fought? p52-53 Atlas Activity #25 an entry about the secession or the firing on Fort Sumter in the Civil War Journal.32.6.1.8.D.5.b6.1.8.A.5.aExplain the Emancipation Proclamation and its purpose. Analyze the effect of the Emancipation Proclamation on both the North and the South. maps to explain the later battles and events of the war including but not limited to the following: Battle of Gettysburg, Siege of PetersburgAssess the human and material costs of the Civil War in the North and South. Atlas p 55, text feature D.Atlas of Our Country’s History: Where were later Civil War battles fought? p54-55 Atlas Activity #26 an entry about the Battle at Gettysburg in the Civil War Journal.34.6.1.8.D.5.cExamine the roles of women, African Americans, and American Indians, in the Civil War. an entry about the contributions of women, African Americans or American Indians in the Civil War Journal.35.6.1.8.D.5.bDiscuss the location of critical events and battles and determine how they contributed to the final outcome of the war. Focus on the terms of surrender at Appomattox Court House. Write an entry about the surrender at Appomattox Court House in the Civil War Journal.Leveled Text: The Civil War Ends (TCM: Expanding and Preserving the Union) (Civil War images)366.1.8.A.5.aDiscuss the significance of the Emancipation Proclamation and the Gettysburg Address and how they continue to affect us today.Analyze primary sources. What message(s) did these important documents deliver? Are they important today? How? the goals of Reconstruction and the effect on the South after the pare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South the 13th, 14th, and 15th Amendments and evaluate their impact on the United States from multiple perspectives. Options: Leveled Text: Expanding and Preserving the Union Teacher’s GuideAbolitionists and the Underground Railroad Body Map Graphic Organizer p157-159Abolitionists and the Underground Railroad and Bloom’s Taxonomy p160Abolitionists and the Underground Railroad Quiz p161Events Leading Up to the Civil War Breaking It Down Graphic Organizer p169-171Events Leading Up to the Civil War Quiz p173The Civil War Begins Quiz p185The Civil War Ends Quiz p195Civil War Leaders Quiz p205Civil War JournalSocratic Seminar plete Benchmark Assessment/Celebration of LearningUnit Learning Goal and Scale(Level 2.0 reflects a minimal level of proficiency)Standard(s):6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.The New Nation (1776 - 1820s)Indicator(s):6.1.8.A.3.b, 6.1.8.A.3.c, 6.1.8.A.3.d,6.1.8.A.3.f , 6.1.8.A.3.g, 6.1.8.B.3.b, 6.1.8.D.3.c, 6.1.8.D.3.g 4.0Students will be able to: Evaluate the impact of the US Constitution and Bill of Rights on current day issues.3.0Students will be able to: Compare and contrast the Articles of Confederation and the UNITED STATES Constitution in terms of the decision-making powers of national government.Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans.Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.2.0Students will be able to:Explain how the events (including the Virginia Plan and the New Jersey Plan) leading to The Great Compromise impacted the creation of US Constitution.Explain how the Bill of Rights helped led to the ratification of the US ConstitutionList the decision making powers under the UNITED STATES ConstitutionExplain that political parties developed due to differing opinions on the role of government, including the views of federalists and anti-federalists.State the goals named in the Preamble of the Constitution. (SchoolHouse Rock) Explain the fundamental principles of the Constitution, including consent of the governed, separation of powers, checks and balances, and individual rights.Explain the role and purpose of the 3 branches of government (Legislative, Executive, and Judicial)1.0With help, partial success at level 2.0 content and level 3.0 content:0.0Even with help, no successStandard(s):6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.Expansion and Reform (1801-1861)Indicator(s):6.1.8.A.4.a, 6.1.8.A.4.b, 6.1.8.A.4.c, 6.1.8.B.4.a , 6.1.8.B.4.b, 6.1.8.C.4.b 4.0Students will be able to: Create a piece of artwork which reflects the sentiments of a growing USA in the early 1800s.Investigate a current technological advancement or innovation, and assess positive and/or negative impacts on human beings3.0Students will be able to: Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war.Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States. Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted. 2.0Students will be able to:Explain the meaning of “Manifest Destiny.”Discuss events such as the Louisiana Purchase, the War of 1812, Texas statehood, the Mexican War, Indian Removal Act, and pioneer movement westward.Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native AmericansExplain how major technological developments (such as steamboat, steam engine, canals) revolutionized land and water transportation, as well as the economy, in New Jersey and nation. 1.0With help, partial success at level 2.0 content and level 3.0 content:0.0Even with help, no successStandard(s):6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.Civil War and Reconstruction (1850-1877)Indicator(s):6.1.8.D.4.b,. 6.1.8.D.4.c, 6.1.8.A.5.a, 6.1.8.A.5.b, 6.1.8.B.5.a, 6.1.8.C.5.a, 6.1.8.C.5.b, 6.1.8.D.5.a, 6.1.8.D.5.b, 6.1.8.D.5.c, 6.1.8.D.5.d 4.0Students will be able to: Research New Jersey’s role in the Underground Railroad and summarize the efforts of the people involved in this secret passage to freedom.Consider and respond to the impact of major events leading up to and during the Civil War from the point of view of a Northern or Southern supporter. Assess the human and material costs of the Civil War in the North and South. Compare ideals expressed in the Emancipation Proclamation and/or the Gettysburg Address with current day proclamation or speech.Research and assess the progress of the Civil Rights Movement in America from past to present 3.0Students will be able to: Explore efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period. Prioritize the causes and events that led to the Civil War from different perspectives. Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war.Determine the role of geography, natural resources, demographics, transportation, and technology in the progress and outcome of the Civil War. Examine the roles of women, African Americans, and Native Americans in the Civil War Compare the human and material costs of the Civil War in the North and South. Analyze the economic impact of Reconstruction on the South from different perspectives. Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life 2.0Students will be able to:Identify key individuals involved in reform, women’s rights, and abolitionExplain the growing resistance to slavery and New Jersey’s role in the Underground RailroadDiscuss the main causes and events leading to the Civil War, including states rights, election of Abraham Lincoln, and slavery.Identify the purposeof the Emancipation Proclamation.Identify the purpose of the Gettysburg Address Identify the events leading to the end of the Civil War and the outcome of the warExplain the purpose of Reconstruction.1.0With help, partial success at level 2.0 content and level 3.0 content:0.0Even with help, no successUnit Modifications for Special Population StudentsAdvanced LearnersProvide opportunity and resources to support level 4 and independent activities.Provide independent student learning optionsSelf selection of researchEncourage further explore topics of interest that arise during instruction using the internet, classroom library, school and local libraries, and resources from homeCreate assignments and projects for which require students to apply concepts through multi-mediaProvide differentiated texts (advanced reading level) Utilize differentiated instruction strategiesProvide primary source extension activitiesEvaluate VocabularyElevate Text ComplexityTiered/Multilevel ActivitiesLearning CentersIndependent Book StudiesOpen-ended activities“What If” activitiesStruggling LearnersPreview vocabulary Create a word wallTeach study skill strategies such as RCRC and SQ3RPre-read passageRead with a partnerProvide books on tape or compact disc for students to listen to passages, hear standard pronunciation, and increase understandingProvide graphic organizersOffer one-on-one support by enlisting instructional assistants, and parents to read with students Provide timeline to “bracket” major events in historyProvide differentiated texts Utilize differentiated instruction strategiesEnglish Language LearnersProvide multi-media resources for developing an understanding of historyScaffold lessonsUse real life examples that relate to students’ lives and experiencesCreate student generated visuals and graphic organizers that serve as home involvement toolsProvide accessible, varied vocabulary instruction and reviewProvide content based chartsModel expected tasksTeach and review key comprehension strategiesSpecial Needs LearnersRefer to child’s individual IEP modification section and adhere to all modificationsReword, repeat, and rephrase instructionsModify assessmentsProvided variety of assessments utilizing multiple intelligencesHighlight graphic organizers and provide scaffoldingUse visuals and concrete manipulatives to convey conceptHave students draw pictures on graphic organizers rather than write wordsCoach students to pause and reflect at the end of each paragraph and at the end of each pageHave the students explain or dictate their answers on the assessmentsProvide pictures clues for vocabulary wordsProvide completed timeline to “bracket” major events in historySpiral and build upon prior lessons with multiple exposures to key conceptsInterdisciplinary ConnectionsIndicators:Reading Literature - Incuding literature that is part of the Grade 5 Wit and Wisdom ProgramRL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).Craft and StructureRL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.Reading Informational TextKey Ideas and DetailsRI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Craft and StructureRI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Integration of Knowledge and IdeasRI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).RI.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably.Range of Reading and Level of Text ComplexityRI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.WritingText Types and PurposesNJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Production and Distribution of WritingNJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present KnowledgeNJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation.NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of WritingNJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Integration of 21st Century SkillsIndicators:Social Studies education supports the development of active citizens in the 21st century by teaching students to:Recognize the causes and effects of prejudice on individuals, groups, and society.Recognize the value of cultural diversity, as well as the potential for misunderstanding. Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes. Listen open-mindedly to views contrary to their own. Collaboratively develop and practice strategies for managing and resolving conflictDemonstrate understanding of democratic values and processes. Recognize that the actions or inactions of individuals, groups, and nations can have intended and unintended consequences. Challenge unfair viewpoints and behaviors by taking action.Make informed and reasoned decisions. Accept decisions that are made for the common good.21st-Century Life & Career Skills9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.Career Ready PracticesCareer Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP9. Model integrity, ethical leadership and effective management.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career. UNDERSTANDINGSPresented in Chronological OrderOne of the best reasons to study history is that studying history helps Americans better understand the diverse peoples in our background.Indigenous societies in the Western Hemisphere migrated and changed in response to the physical environment and due to their interactions with Europeans. The first people in the Americas were hunter and gatherers who adapted to their physical environments using resources, the natural world, and technological advancements of their time.European exploration significantly impacted the lives of the first Americans and expanded global economic and cultural exchange into the Western Hemisphere. Land in the Americas was claimed by European nations, and settlements and colonies were established.The Columbian Exchange was the exchange of ways of life and people and animals between the Eastern and Western Hemispheres, and it had a lasting impact.The Spanish, English, French, and Dutch set up types of government in their colonies based on their view of how best to control their colonies, and the way people made a living in the colonies depended on location, climate, natural resources, and topography of the land. Religious conflict, the revival of learning in Europe, the desire for gold and glory, the desire to find a shorter water route to Asia, and the desire to establish colonies were all reasons why Europeans explored. Colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious institutions and economic systems. Jamestown was the first permanent English colony, and it was here that the House of Burgesses was formed, America’s first representative governmentThe colonies were split into three major sections: New England, Middle, and Southern colonies. The practice of enslavement was use in the colonies to gain profits from plantations.The slave labor system and the loss of Native American lives had a lasting impact on the development of the United States and American culture. Disputes over political authority and economic issues contributed to a movement for independence in the colonies. British actions and policy toward its colonies was based on the philosophy of Mercantilism.Both the British and the colonists developed strong arguments in their positions regarding British taxation policy and representation. Most colonists did not support the movement toward Independence prior to the publication of Common Sense. The colonists were divided in their support for the war, putting regional and self-interests ahead of national interest.New?Jersey was the site of a number of critically important battles during the American Revolution. Victories at he Battles of Trenton and Princeton began to turn the tide for the Continental Army. New?Jersey is known as the "Crossroads of the?American Revolution."Previous to the ratification of the American Constitution, the United States was a collection of states living under the Articles of Confederation; a loose collection of laws. The Articles of Confederation were designed to ensure that the central government would have much less power than the states.A constitution is a basic framework of government, and a great deal of debate and compromise led to the creation of a republic and the US Constitution.Northern and southern states had to compromise on major differences if the nation was to survive. Large and small states had to compromise the basis for representation if the nation was to survive. The Constitution would not have been ratified without the promise to add a written Bill of Rights and limitations put on the power of government. The founding fathers set up a process to change the Constitution, since they knew it would have to be flexible in order to adapt for unforeseen events. The writers of the Constitution allowed the ability to amend laws.The Constitution calls for powers to be divided between the central and state governments.The Constitution provided a stronger collection of laws that bound the states together. The Constitution outlines the federal laws, the 3 branches of government, and the amendments outline basic and essential human rights that each citizen can enjoy.The three branches of government are the Executive, Legislative, and Judicial, and these three branches were created to limit power. A system of checks and balances was set up to ensure that no one branch of government became too powerful.The fundamental principles of the United States Constitution serve as the foundation of the United States government today.The US Constitution is the supreme law of the land. Political differences lead to the rise of political parties in America. The Louisiana Purchase doubled the size of the United States, and Lewis and Clark were given set goals by Thomas Jefferson in their exploration of the Louisiana Territory. The United States and Britain waged war against each other again in the War of 1812.Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions.The Industrial Revolution was a time period in which society moved to a focus on machines, factories, and industry. In northern states, factories were built and large machines began to do things people used to do by hand resulting in more goods being produced.As a result of President Andrew Jackson’s policies, many Indians in the South were forced off their lands and relocated to land west of the Mississippi River.Manifest Destiny led to the belief that the United States had the right to take over new lands. The concept of the Manifest Destiny influenced westward movement of settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War (1846-1848). The discovery of precious natural resources and the desire to achieve wealth caused people to migrate west. Expansion had positive economic affects for the country but negatively impacted Native Americans, Chinese Americans, Mexican Americans, and African Americans.The economy in the Northern states was influenced by new inventions and changes in communication and transportation. The survival and prosperity of the economic system in the Southern states depended on the use of slave labor. Anti slavery advocates believed that only by ending slavery could the United States become truly democratic. Abolitionists sought an end to slavery in America.New Jersey played a significant role in the Underground Railroad.Political and social reform in America in the 1840’s was based on the ideals of liberty and equality expressed in the Declaration of Independence.The Civil War began as a struggle to restore the Union after a series of events led to Southern secession, including the election of President Abraham Lincoln.The Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery,Both the North and South had advantages and disadvantages, including technology, geography, economics and human personnel that led to the many outcomes throughout the course of the war. For example, the North had a huge military and economic advantage while the South had great military leadership and strong willingness to defend its homeland Reconstruction was an effort to rebuild and create stability in the post war South.Racism led to African Americans being denied their constitutional rights during the Reconstruction Era.With the passage of the Thirteenth, Fourteenth, and Fifteenth Amendments, African Americans were free citizens and the men could vote.The Civil War and Reconstruction had a lasting impact on the development of the United StatesSocial studies education promotes the ability to recognize a problem, apply critical thinking and problem-solving skills in order to solve the problem, and demonstrate active citizenship by promoting the common good.Name: _____________________________________________________________ HR: _______VOCABULARY KNOWLEDGE RATING SCALEUNIT: ____________________________________TermDON’TKNOW! NOTSUREKNOWIT!!!!!!DEFINITION IN MY OWN WORDSName: _____________________________________________________________ VOCABULARY KNOWLEDGE RATING SCALEUNIT: THREE WORLDS MEETTermDON’TKNOW! NOTSUREKNOWIT!!!!!!DEFINITION IN MY OWN WORDScontinentcultureregiontheory?artifactmigratenomadicnatural resourcescarceabundancearidhumidName: _____________________________________________________________ VOCABULARY KNOWLEDGE RATING SCALEUNIT: THREE WORLDS MEET PART 2TermDON’TKNOW! NOTSUREKNOWIT!!!!!!DEFINITION IN MY OWN WORDSAge of Discoveryexplorersmerchantsmutiny?revolt ??expeditionnavigation civilizationempiremonarchcolonycargoColumbian Exchange conquestNorthwest PassageName: _____________________________________________________________VOCABULARY KNOWLEDGE RATING SCALEUNIT: COLONIZATION AND SETTLEMENTTermDON’TKNOW! NOTSUREKNOWIT!!!!!!DEFINITION IN MY OWN WORDScharterRoanoke IslandJamestownpilgrimMayflower Compact??PuritansHouse of Burgessescash cropplantationsartisanapprentice:indentured servantslaverytriangular trade routeMiddle PassageName: _____________________________________________________________VOCABULARY KNOWLEDGE RATING SCALEUNIT: AMERICAN REVOLUTION PART 1TermDON’TKNOW! NOTSUREKNOWIT!!!!!!DEFINITION IN MY OWN WORDSParliament?representationStamp Act?.repeal?liberty?Sons/Daughters of Liberty?tariffTownshend Actsboycott?rebellion?intolerableIntolerable ActsPatriotsLoyalists (Tories)?militias?minutemen?.?Name: _____________________________________________________________ VOCABULARY KNOWLEDGE RATING SCALEUNIT: AMERICAN REVOLUTION PART 2TermDON’TKNOW! NOTSUREKNOWIT!!!!!!DEFINITION IN MY OWN WORDSrevolution American RevolutionContinental ArmypetitiondeclarationDeclaration of IndependenceinfluentialCommon SensepassionatemercenariesallytraitorstreatyName: ________________________________________VOCABULARY KNOWLEDGE RATING SCALEUNIT: A NEW NATIONTermDON’TKNOW! NOTSUREKNOWIT!!!!!!DEFINITION IN MY OWN WORDSArticles of ConfederationUS Constitutionlegislative branchexecutive branchjudicial branchchecks and balancesratifyFederalistsAnti-federalistsamendmentBill of Rightspolitical partycompromiseName: ________________________________________VOCABULARY KNOWLEDGE RATING SCALEUNIT: Expansion and Reform TermDON’TKNOW! NOTSUREKNOWIT!!!!!!DEFINITION IN MY OWN WORDSpioneerfrontierManifest DestinynegotiateLouisiana PurchaseNorthwest PassageneutralWar of 1812Monroe DoctrineStar Spangled BannernationalismIndian Removal ActreservationIndustrial RevolutiontechnologyreformName: _____________________________________________ VOCABULARY KNOWLEDGE RATING SCALEUNIT: Civil War and Reconstruction Part 1TermDON’TKNOW! NOTSUREKNOWIT!!!!!!DEFINITION IN MY OWN WORDSsectionalismslave codesUnderground Railroadfree stateslave statestates’ rightsMissouri CompromiseFugitive Slave LawCompromise of1850Kansas-Nebraska ActsecedeConfederacyUnionborder statecivil warName: __________________________________________________VOCABULARY KNOWLEDGE RATING SCALEUNIT: Civil War and Reconstruction Part 2TermDON’TKNOW! NOTSUREKNOWIT!!!!!!DEFINITION IN MY OWN WORDSblockadeAnaconda PlanFirst Battle of Bull RunrebelsretreatBattle of AntietamcausalitiesdraftEmancipation ProclamationBattle of GettysburgGettysburg Addresssiegetotal warReconstructionCROSSWORDS ACROSS AMERICASTUDENT RECORD SHEETUNITTOPICTHE NEW WORLDNatives of North AmericaEuropean ExplorersColonial LifeBIRTH OF THE NATIONIndians and SettlersThe Colonists ProtestThe Revolutionary WarThomas JeffersonGeorge WashingtonTHE NEW NATIONThe ConstitutionTHE COUNTRY GROWSLewis and Clark The Oregon TrailTexas The California Gold RushCIVIL WAR AND AFTERSlaveryFrederick DouglassAbraham LincolnFighting the Civil WarReconstructionWomen’s RightsThe Fate of the IndiansAnalyzing Pictures Text: ___________________________________________________________ Page # ____Author: ______________________________Illustrator: _______________________________Describe with Detail: Look closely at the picture on the page. Describe what you see with as much detail as possible. What images do you recognize? What colors are used? Where are the images place on the page. Describe what you SEE and complete the statement: When looking at this picture, I see…Identify and Interpret: Identify basic information about the picture. What is being communicated? What mood does the picture convey? Given what you see and what you know about image, what do you think it means? What message, if any, do you think the illustrator is trying to express? Complete the statements: The message/s this image sends to me is….I think the creator is trying to say…Evaluate and Reflect: What do you think might have been the intended purpose of this image? What do you think might be the possible impact of this image? What questions do you have after analyzing this image? What more do you want to know? Complete the statements: Based on my analysis of this image, I believe the impact of this image might have been… From analyzing this image, I have learned….Some questions I have are….Name: _________________________________ HR: _______ Date:_________“I AM” POEMUNIT: _______________I am a _____________________________________________________________.I hear _____________________________________________________________.I see______________________________________________________________.I wonder __________________________________________________________.I am a ____________________________________________________________.I pretend _________________________________________________________.I feel ____________________________________________________________.I touch __________________________________________________________.I worry __________________________________________________________.I cry ____________________________________________________________.I am a ___________________________________________________________.I understand ______________________________________________________.I say _____________________________________________________________.I dream __________________________________________________________.I try _____________________________________________________________.I hope ___________________________________________________________.I am a _________________________________________________________________________.Amistad Commission Interactive CurriculumThe state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. New Jersey educators with a school email address have access to this curriculum free of charge. Registration can be found on the homepage of the NJ Amistad Curriculum.The following units contain information to support our grade 5 curriculum:1. Social Studies Skills 2. Indigenous Civilization (1000-1600) 3. Ancient Africa (3000-1492) 4. The emerging Atlantic World (1200-1700) 5. Establishment of a New Nation and Independence to Republic (1600-1800) 6. The Constitution and Continental Congress (1775-1800)7. The Evolution of a New Nation State (1801-1860)8. The Civil War and Reconstruction (1861-1877)9. Post Reconstruction and the origins of the Progressive EraNew Jersey Student Learning StandardsSocial StudiesResourcesPrimary and Secondary SourcesDocsteach- is an interactive website developed by the National Archives which includes thousands of primary sources. The site features seven tools designed to teach specific historical thinking skills—weighing evidence, interpreting data, focusing on details, and more. Each employs interactive components including puzzles, scales, maps, flow charts, and others that teachers and students can tailor to their needs.Library of Congress?- offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching.New Jersey Historical Commission?- provides short videos clips about important people, places, and events that are integral to New Jersey's history. In addition, the Educational Resources section offers topical frameworks to support the instruction of New Jersey History at the elementary, middle, and high school levels. In addition to background information and ideas for classroom instruction, there are related primary and secondary source materials and links included in the document.Smithsonian Source?- is a resource for teaching American history in grades 5 through 12. It includes the following: Images of artifacts and documents organized by historical theme, videos designed to introduce students of all ages to artifact analysis, document based questions and teacher-created lesson plans.Curriculum DevelopmentAnnenburg- America’ History in the Making?- explores American history content and classroom applications through the integrated use of video, text, classroom activities, and Web-based interactive activities. There are 22 units.Annenburg-?Bridging World History?- explores world history content and classroom applications through the integrated use of video, text, classroom activities, and Web-based interactive activities. There are 26 units.Digital History?- offers teachers and students information and resources about American history including an online textbook, interactive timeline, multimedia, and primary source materials. It was developed in collaboration with the University of Houston, the Chicago Historical Society, and the Museum of Fine Arts in Houston. HYPERLINK "" Electronic New Jersey?- contains 23 curriculum units about New Jersey history and its relationship to major themes in U. S. and Global History. Electronic New Jersey provides students and teachers with access to content, instructional activities, and assessments using source materials drawn primarily from the Rutgers University Special Collections and University Archives, as well as other New Jersey repositories and high quality online learning sites.The?New Jersey Amistad Curriculum?provides a range of instructional tools (e.g., primary and secondary sources, activities, assessments) regarding African-American history and the contributions of African-Americans to our society. This web-based tool is free to New Jersey educators.Teaching History?- is designed to help K–12 history teachers access valuable resources and materials. Funded by the U.S. Department of Education, the Center for History and New Media (CHNM).World History for Us All?– contains a world history curriculum for middle and secondary school teachers designed by San Diego State University and the National Center for History in the Schools of UCLA. The website contains a complete, ready-made curriculum, including lesson plans, PowerPoint presentations and other classroom resources.Source: ................
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