Curriculum Map



5th Social Studies

Teacher: Trina Thrush, Laura Waltz, Nora McCaslin, Amber Bauer

|Month |Content/Essential Questions |Skills |Activities/Resources |Assessment |

|August |ECONOMICS |[pic]4.A.2. Power Indicator: Explain that individuals |Resources |-Create a business plan |

| | |in all economies must answer the fundamental economic |-Newspapers |-Quiz |

| |1. What are different allocation methods for scare |questions of what to produce, how to produce, and for |-TV news clips | |

| |goods and services, such as prices command, |whom to produce |-LMC books and videos | |

| |first-come-first-served, sharing equally, rationing, | |-Books from literacy coaches | |

| |and lottery? |.[pic]4.C.4. Explain how regions in North America | | |

| |2. What are the three fundamental economic questions |become interdependent when they specialize in what |Activities | |

| |and what do they mean? (a. What to produce, b. how to |they produce best and then trade with other regions |Hot Shot Business computer game | |

| |produce, c. for whom to produce) |inside and outside North America to increase the |StudyIsland | |

| | |amount and variety of goods and services available. | | |

| | | | | |

| | |[pic]4.A.1. Compare different allocation methods for | | |

| | |scarce goods and services such as prices, command, | | |

| | |first-come-first served, sharing equally, rationing | | |

| | |and lottery. | | |

| | | | | |

| | |[pic]4.C.5. Explain the general relationship between | | |

| | |supply, demand, and price in a competitive market. | | |

| | | | | |

| | |[pic]4.C.6. Power Indicator: Explain why competition | | |

| | |among producers/sellers results in lower costs and | | |

| | |prices, higher product quality, and better customer | | |

| | |service. | | |

| | | | | |

| | |[pic]4.C.7. Explain why competition among | | |

| | |consumers/buyers results in higher product prices. | | |

| | | | | |

| | |[pic]4.B.3. Explain how education, specialization, | | |

| | |capital goods, and the division of labor affect | | |

| | |productive capacity. | | |

| | | | | |

|September |GEOGRAPHY AND MAP SKILLS |[pic]3.A.1 Power Indicator: Use coordinates of |-KWL chart |Formal Assessment |

| |1. What determines a region in the United States? |latitude and longitude to determine the absolute |-maps of North America |-create a board game, report, or travel guide book |

| |2. How do the characteristics of different physical |location of points in North America. |-globes |about a region of states (region project) |

| |environments affect human activities in North America?| |-maps of the United States |-states and capitals test |

| | |[pic]3.A.2 Power Indicator: Use maps to identify the |-World Maps |-locate major regions and landforms on a map (quiz) |

| | |location of: |-pictures from different regions |-U.S. States test |

| | |a. the three largest countries of North America. |-TV clips of the weather across the US |-History Alive Lesson One Assessment |

| | |c. the Rocky and Appalachian Mountain systems. |- Longitude and Latitude Man "story" | |

| | | |-Region Project -design a game, travel guide book, or |Informal Assessments |

| | |[pic]7.B.5 Compare points of agreement and |share a traditional report about one of the five |-observation of students during activity centers |

| | |disagreement among sources. |regions |-class discussions |

| | | |-activity centers | |

| | |[pic]7.C.8 Communicate research findings using line |-region notes on overhead | |

| | |graphs and tables. |-read aloud picture book, Scrambled States of America | |

| | | |by Laurie Keller | |

| | |[pic]3.A.2 b, d, e Power Indicator: Use maps to |-Scrambled States group activity | |

| | |identify the location of: |-class set of Kids Discover magazines: Maps | |

| | |b. the 50 states of the United States. |-"Hurricane Hunt" partner activity | |

| | |d. the Mississippi, Rio Grande, and St. Lawrence |-regions videos: "Pacific States" | |

| | |Rivers. |-States/capitals foldables | |

| | |e. the Great Lakes. |-Inspector Gadget Field Trip video series | |

| | | |-Study Island | |

| | |[pic]3.B.3 Power Indicator: Describe and compare the |-read and discuss Dr. Seuss The Sneetches | |

| | |landforms, climates, population, culture and economic |-History Alive Lesson One | |

| | |characteristics of places and regions in North | | |

| | |America. | | |

| | | | | |

| | |[pic]3.B.4 a-c Explain how climate is influenced by: | | |

| | |a. earth-sun relationships | | |

| | |b. landforms | | |

| | |c. vegetation | | |

| | | | | |

| | |[pic]3.B.5 Explain, by identifying patterns on | | |

| | |thematic maps, how physical and human characteristics | | |

| | |can be used to define regions in North America. | | |

| | | | | |

| | |[pic]3.B.6 a-e Use distribution maps to describe the | | |

| | |patterns of renewable, nonrenewable and flow resources| | |

| | |in North America including: | | |

| | |a. forests | | |

| | |b. fertile soil | | |

| | |c. oil | | |

| | |d. coal | | |

| | |e. running water | | |

| | | | | |

| | |[pic]3.B.7 a-b Power Indicator: Analyze reasons for | | |

| | |conflict and cooperation among regions of North | | |

| | |America including: | | |

| | |a. trade | | |

| | |b. environmental issues | | |

| | | | | |

| | |[pic]3.C.8 Explain how the characteristics of | | |

| | |different physical environments affect human | | |

| | |activities in North America. | | |

| | | | | |

| | | | | |

| | |[pic]7.A.2. Locate information in a variety of sources| | |

| | |using key words, related articles and | | |

| | |cross-references. | | |

| | | | | |

| | |[pic]7.B.7. Power Indicator: Organize key ideas by | | |

| | |taking notes that paraphrase or summarize. | | |

| | | | | |

| | |[pic]3.C.8. Explain how the characteristics of | | |

| | |different physical environments affect human | | |

| | |activities in North America. | | |

| | | | | |

| | |[pic]3.C.9. a-e Analyze the positive and negative | | |

| | |consequences of human changes to the physical | | |

| | |environment including: | | |

| | |a. Great Lakes navigation | | |

| | |b. Highway systems | | |

| | |c. Irrigation | | |

| | |d. Mining | | |

| | |e. Introduction of new species. | | |

| | | | | |

|October/ |NATIVE AMERICANS |NATIVE AMERICANS |NATIVE AMERICANS |NATIVE AMERICANS |

|November | |[pic]1.B.2. Explain how American Indians settled the |-create 2-dimensional artwork depicting the |Formal Assessment |

| |1. How did the environment impact their settlement |continent and why different nations of Indians |traditional homes built by Native Americans in |-presentation of 2-dimensional Native American shelter|

| |patterns, culture, and traditions? |interacted with their environment in different ways. |different regions. |-History Alive Lesson 2 and 3 Assessments |

| | | |-read aloud several Native American legends from | |

| | |[pic]2.B.2. Power Indicator: Compare life on Indian |different tribes. |Informal Assessment |

| | |reservations today with the cultural traditions of |-discuss how the environment directly effected the |-observation of students |

| | |American Indians before the reservation system. |everyday lives of Native Americans |-discussion |

| | | |-textbook and corresponding CD | |

| | |[pic]2.A.1. a-f Compare the cultural practices and |-LMC books | |

| | |products of diverse groups in North America including:|-History Alive Lesson 2 | |

| | |a. artistic expressions |-History Alive Lesson 3 | |

| | |b. religion | | |

| | |c. language | | |

| | |d. food | | |

| | |e. clothing | | |

| | |f. shelter | | |

| | | | | |

| | |EXPLORERS | | |

| | |[pic]1.B.3. Power Indicator: Explain why European | |EXPLORERS |

| | |countries explored and colonized North America. |EXPLORERS |Formal Assessment |

| |EXPLORERS | |-Cactus pear intro activity |-timelines |

| | |[pic]3.D.10. Use or construct maps of colonization and|-Early Explorers Video |-plot voyages on a map (trading card project) |

| |1. Why did European countries explore and colonize in |exploration to explain European influence in North |-resources/books from the LMC for research-globes and |-research and report on a specific explorer |

| |North America? |America. |maps of the world |-quiz on vocabulary and specific explorers |

| | | |-copy of the Explorer "trading card" / "fast facts" |-take home project |

| | | |- read aloud play about Columbus' 1st Voyage, "Indian |-History Alive Lesson 4 and 5 Assessments |

| | | |Summer" | |

| | | |-History Alive Lesson 4 |Informal Assessments |

| | | |-History Alive Lesson 5 |-map of explorers' routes |

| | | | |-sunken treasure activity |

| | | | |-class discussions |

|November |EARLY AMERICAN COLONIES |[pic]3.D.10. Use or construct maps of colonization and|-maps of the early American colonies |Formal Assessment |

|/December |(colonies and colonial life) |exploration to explain European influence in North |-"Roanoke: The Lost Colony" story book |-develop/set up own colony |

| | |America. |-"Fact or Fiction" Feast to clear misconceptions about|-chapter reading skills handouts |

| |1. What was the major reason for developing early | |the "first thanksgiving" |-quiz on vocabulary and content |

| |colonies in North America and who developed them? | |-History Alive Lesson 6 |-timelines |

| |2. How did the relationships between Europeans and | |-"Dear America: A Journey to the New World" video |-write a theory about "what happened at Roanoke" |

| |Native Americans change as more colonists arrived? | | |-History Alive Lesson 6 Assessment |

| | | | | |

| | | | | |

| | | | |Informal Assessment |

| | | | |-whole class and small group discussion |

| | | | |-observation of students |

|December/ |COLONIZATION IN NORTH AMERICA |[pic]3.D.10. Use or construct maps of colonization and|-textbook |Formal Assessments |

|January | |exploration to explain European influence in North |-maps of the 13 colonies |-Billboard Competition (History Alive Lesson 7 |

| |(French, English, Spanish colonization in the New |America. |-maps of North America |Activity) |

| |World) | |-notes on the overhead |-13 Colonies Test |

| |1. What were the lasting effects of Spanish, French, |[pic]1.A.1. Create time lines and identify possible |-videos from the LMC |-History Alive Lesson 7, 8, 9 Assessments |

| |and English colonization in North America, including |relationships between events. |-research materials from the LMC | |

| |cultural patterns evident today (such as language, | |- diagram the Triangle Trade route |Informal Assessments |

| |food, traditions, and architecture)? |[pic]1.B.4 Describe the lasting effects of Spanish, |-activity centers about daily life in the colonies |-observations during activity centers and History |

| |2.How were Africans affected by the development of the|French, and English colonization in North America |(clothing, food, shelter, jobs) |Alive activities |

| |Triangle Trade, cash crops, and plantations. |including cultural patterns evident today such as |-colonial occupation project -research and demonstrate|-class discussions |

| | |language, food, traditions, and architecture. |a colonial trade | |

| | | |-reading packet on colonial health and medicine | |

| | |[pic]2.B.3 Power Indicator: Describe the experiences |-History Alive Lesson 7 | |

| | |of African-Americans under the institution of slavery.|-History Alive Lesson 8 | |

| | | |-History Alive Lesson 9 | |

|February |INDEPENDENCE |[pic]1.A.1. Create time lines and identify possible |-Johnny Tremain video |Formal Assessments |

| |(The Revolutionary War, the Preamble, and the |relationships between events. |-The Crossing-video |-write a newspaper article describing an event or |

| |Declaration of Independence) | |-textbook |battle during the Revolutionary War |

| | |[pic]1.B.5 Power Indicator: Explain how the United |-copies of the Preamble and the Declaration of |-plot events on a timeline |

| |1. How did the Continental Congress and the Committees|States became independent from Great Britain. |Independence |-1st person narrative report/presentation on a famous |

| |of Correspondence help unify the colonies? | |-Boston Massacre - play |person from the Revolutionary era. |

| |2. How did the United States become independent from |[pic]5.B.3 Explain the significance of the Declaration|-Boston Tea Party - play |-writing prompts |

| |Great Britain? |of Independence and the United States Constitution. |-Patriots and Loyalists - play |-quizzes and tests |

| |3. How does the Declaration of Independence express | |-Crossing the Delaware - play |-History Alive Lesson 10-12 Assessments |

| |the minds of Americans? | |-PowerPoint presentation of famous Revolutionary sites| |

| | | |in Boston, MA |Informal Assessments |

| | | |-poem "The Midnight Ride of Paul Revere" |-class discussions |

| | | |    (and an audio copy of it) |-observations of students |

| | | |-the Big Six research method in library | |

| | | |-History Alive Lesson 10 | |

| | | |-History Alive Lesson 11 | |

| | | |-History Alive Lesson 12 | |

| | | |-History Alive Lesson 13 | |

|March |CREATING A GOVERNMENT | | | |

| |(the Democratic Process and writing the Constitution) |[pic]5.A.2. a-e Power Indicator: Explain the essential|-copies of the Constitution and the Bill of Rights |Formal Assessment |

| | |characteristics of American democracy including: |-School House Rock "America Rock" video |-quiz/test |

| |1. What is the purpose, the process, the significance,|a. the people are the source of the government's |-textbook |-create an Amendment Book |

| |and the content of the Constitution of the United |authority |-class set of Kids Discover Magazine |-History Alive Lesson 14, 15 Assessments |

| |States |b. all citizens have the right and responsibility to |-History Alive Lesson 14 | |

| |2. What is an amendment and why did the Constitutional|vote and influence the decisions of the government |-History Alive Lesson 15 |Informal Assessment |

| |Convention provide the opportunity for them? |c. the government is run directly by the people or | |-observations of students during activity centers and |

| | |through elected representatives | |group work |

| |AMERICAN GOVERNMENT |d. the powers of government are limited by law | |-notebook (with graphic organizers and notes from the |

| |(branches and functions) |e. basic rights of individuals are guaranteed by the | |overhead) |

| | |Constitution. | | |

| |1. What are the major responsibilities of each of the | | | |

| |three branches of the United States Government |[pic]6.A.1. Explain how an individual acquires United | | |

| |2. What are the essential characteristics of American |States citizenship: | | |

| |Democracy |a. birth | | |

| | |b. naturalization. | | |

| | | | | |

| | |[pic]5.A.1. a-c Power indicator: Explain major | | |

| | |responsibilities of each of the three branches of the | | |

| | |U.S. government: | | |

| | |a. the legislative branch, headed by Congress, passes | | |

| | |laws | | |

| | |b. the executive branch, headed by the president, | | |

| | |carries out and enforces the laws made by Congress | | |

| | |c. the judicial branch, headed by the Supreme Court, | | |

| | |interprets and applies the law | | |

| | | | | |

| | |[pic]5.B.3. Explain the significance of the | | |

| | |Declaration of Independence and the U.S. Constitution.| | |

| | | | | |

| | |[pic]6.B.2.a-d Explain the obligations of upholding | | |

| | |the United States Constitution including: | | |

| | |a. obeying laws | | |

| | |b. paying taxes | | |

| | |c. serving on juries | | |

| | |d. registering for selective service | | |

| | | | | |

| | |[pic]6.B.3a-d Power Indicator: Explain the | | |

| | |significance of the rights that are protected by the | | |

| | |First Amendment including: | | |

| | |a. freedom of religion | | |

| | |b. freedom of speech | | |

| | |c. freedom of the press | | |

| | |d. right of petition and assembly | | |

|April |EXPANSION AND INDUSTRIAL REVOLUTION(Louisiana |EXPANSION & INDUSTRIAL REVOLUTION |EXPANSION & INDUSTRIAL REVOLUTION |EXPANSION & INDUSTRIAL REVOLUTION |

| |Purchase, Industrial Revolution, Lewis and Clark, |[pic]1.C.6. Explain the impact of settlement, |-assembly line simulation activity |Formal Assessments |

| |Mexican American War) |industrialization, and transportation on the expansion|-assembly line simulation materials |-quizzes and unit test |

| | |of the United States. |-maps of the USA |-create a map of the early United States and it's |

| |1. How was the United States impacted by settlement, | |-Industrial Revolution video |growth |

| |industrialization, and transportation during the |IMMIGRATION |-textbook |-journal writing |

| |expansion period? | |-activity centers about Lewis and Clark's expedition, |-History Alive Lesson 16 Assessment |

| | |[pic]2.B.4. Describe the waves of immigration to North|their findings, and the implications of it | |

| |IMMIGRATION |America and the areas from which people came in each |-read-aloud the children's book, "The Bobbin Girl" |Informal Assessments |

| |Describe the waves of immigration to North America and|wave. |-History Alive Lesson 16 |-observations during group work and simulation |

| |the areas from which these people came. | |-Houghton Mifflin Social Studies Book, Chapter 15 |activity |

| | |[pic]2.B.5. Power Indicator: Compare reasons for |-Lyddie read aloud |-observations during class discussions |

| |What were the various reasons for immigrants to move |immigration to North America with the reality | | |

| |to North America? |immigrants experienced upon arrival. | | |

| | | | | |

| |Analyze reasons for conflict and cooperation among |[pic]3.B.7.a-c Power Indicator: Analyze reasons for | | |

| |regions of North America including immigration. |conflict and cooperation among regions of North | | |

| | |America including: | | |

| | |a. trade | | |

| | |b. environmental issues | | |

| | |c. immigration | | |

|May |WESTWARD EXPANSION |[pic]1.C.6. Explain the impact of settlement, |-pictures/power point of sites along the Oregon Trail |Formal Assessment |

| |(Pioneers and the Westward Movement) |industrialization, and transportation on the expansion|- maps of westward trails |-Journal project (create a journal as if you were on |

| | |of the United States. |-copies of journals from pioneers |one of the westward trails |

| |1. What affect did the westward expansion have on the | |-videos from the LMC |-map/pattern quiz |

| |economy of the United States? | |-music (anthology tape/CD with textbook) |-plan a trip, pack essential items |

| | | |-children's book "Lewis and Papa" |-identify parts of a wagon |

| |2. What are the purposes and patterns of movement in | |-pioneer computer simulation game |-unit test |

| |the mid-1800's | |-create a journal describing life along one of the |-History Alive Lesson 17 Assessment |

| | | |trails. | |

| | | |-History Alive Lesson 17 |Informal Assessments |

| | | | |-observations during activity centers and group work |

| | | | |-observations during class discussions |

| | | | | |

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