Winston-Salem/ Forsyth County Schools



Winston-Salem/ Forsyth County Schools

Recommended 5th Grade Pacing Guide/Curriculum Document

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North America:

United States History, Canada, México, & Central America

Developed 2008

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*for a detailed set of Graphic Organizers, go to the following website:

Introduction

The goal of the 5th grade North American Studies pacing guide/curriculum document is to establish a realistic pacing, based on 145-160 actual instructional days, full of suggested ideas to successfully cover the curriculum during the school year; the document should undergo review and revisions as necessary. Relevant (and helpful) information is included for teachers to use based on best teaching practices that are research-based, so that teachers can use such resources to modify their instruction and empower them to develop features (such as Essential Questions) on their own.

Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong academic students and prepare them in the best way possible to succeed in a global society.

How can the Pacing Guides be used?

• To guide instructional pacing so that key areas receive proper attention by including helpful information such as…

o Suggested number of days per unit

o Thematic concepts in each unit

o Key Terms/People/Places/Events – factual material to recognize and recall

o Vocabulary to help build a child’s knowledge of academic words through word walls and word maps

o Target Goals for students to accomplish by the end of units

o Global connections that can be extensions of the NC Standard Course of Study

o The NC Standard Course of Study for easy reference

• To establish quarterly benchmark goals for the units of study that will ensure a rich and complete curriculum. Students who transfer from one school to another during the school year can best be served by shared pacing between our schools.

• To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global connections, vocabulary, and examples of target goals)

• Pacing Guides will be made public to students and parents via website:

• Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This is a living document and must continue to be perfected as years go by.

Table of Contents

Pages…

4-5. Overview of Pacing Guide Features & Curriculum Document

6-21. WSFCS Pacing Guide/Curriculum Document for 5th grade North American Studies: Quarters 1-4

7. Pacing Guide for 5th grade North American Studies

8. Core Curriculum: a top 100 list of Terms/People/Places/Events

9-21. Curriculum Document for 5th grade North American Studies

Appendix:

• NC DPI’s Bloom-Marzano Hybrid Taxonomy of Cognitive Levels (to help develop effective questions)

• An Item Shells Approach to Formulating Questions for Each Cognitive Level

We extend deep gratitude and appreciation to all the 5th grade teachers who provided feedback and suggestions for this document.

2008-2009 WS/FCS Recommended 5th Grade Pacing Guide

at a Glance

|Unit |1st Q |2nd Q |3rd Q |4th Q |Current Adoption |

| | | | | |Harcourt |

|Introduction to 5th grade-opening of school |√-5 days | | | |[Units] |

|Overview of North American Geography & Regions/ In Focus: CG 1 |√-11-12 days | | | |1 (lessons 1,2, &|

| | | | | |4) |

|North America’s People & Movement |√- 8-9 days | | | |1 |

|In Focus: CG 1 | | | | |(lessons 3 & 5) |

|Early History of the United States (pre-Columbian-1840s)/ In Focus: CG 4 |√-13-14 days |√-19-20 days (begin with | | |2 |

| |(stop before American Rev.) |American rev.) | | | |

|History of the United States: Civil War to Present (1840s-today)/ In Focus: CG| |√-19-20 days (stop at Great |√-19-20 days (begin with FDR)| |3 |

|4 | |Depression) | | | |

|Politics & Society in North America/ In Focus: CG 2 | | |√-19-20 days | |4 |

|(if possible) History of Canada, Mexico, & Central America | | | |*√-6-7 days | |

|The Diversity of People & Beliefs in North America | | | |√-19-20 days |5 |

|In Focus: CG 3 | | | |*(13-14 days if unit on | |

| | | | |“History of Canada, Mex. & | |

| | | | |C. America is taught) | |

|Economic Decisions & Resources in North America | | | |√-11-12 days |6 |

| | |

| | |

| |Early History of the United States (pre-Columbian-1840s) / In Focus: CG 4 |

|UNIT OF STUDY/THEME: | |

| | | | |

|Suggested | 32-34 |Unit Essential Question |Why was the use of land so important to people throughout the early history of the United States? (address how land impacted |

|# of Days | | |decisions) |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & Terms/People/Places/ |Vocabulary Builder |Examples of Target Goals & Global |

| | |Events | |Connections |

|Settlement: |4.01 Define the role of an historian and|Concepts: |Vocabulary: |Students should be able to: |

|Who were some of the earliest civilization |explain the importance of studying |adaptation |historian |provide specific examples of how settlers,|

|groups in N. America? |history. |artifacts |ancestors |European colonizers, Africans (slaves), |

|How did tribes in the US & Canada use the |4.02 Explain when, where, why, and how |civilizations |civilization |and immigrants all had to adjust to their |

|environment to their advantage? |groups of people settled in different |tribal life |confederation |new surroundings |

| |regions of the United States. |spreading religion |bartering |see how land is used to gain/maintain |

|Exploration: |4.03 Describe the contributions of |imperialism |navigation |power |

|How did European explorers change North |people of diverse cultures throughout |slavery |expedition | |

|America? (socially & physically) |the history of US |independence |mission/ missionaries |Global Connections: |

| |4.04 Describe the causes and effects of |revolution |colony |Students can better understand all the |

|Colonial Period |the American Revolution, and analyze |democracy |cash crop |indigenous groups of North America |

|How did the colonists in North America use |their influence on the adoption of the |freedom |dissent |Exploration= English, French, Spanish, |

|land & natural resources to maintain their |Articles of Confederation, Constitution,|turning points |charter |Portuguese, & Dutch. |

|power? (can address political, social, or |and the Bill of Rights. | |indentured servant |Understand slavery’s existence throughout |

|economi |4.05 Describe the impact of wars and |Terms/People/Places/Events: |plantation |history & different societie |

| |conflicts on United States citizens |Olmec civilization |representation | |

| |(American Revolution) |Middle Passage |protest | |

| |4.08 Trace the development of |borderlands |backcountry | |

| | |triangular trade routes |boycott | |

| | |naval stores |revolution | |

| | |Minutemen |mercenary | |

| | |Patriots & Loyalists |constitution | |

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2008-2009 WS/FCS Recommended 5th Grade Pacing Guide

at a Glance

|Unit |1st Q |2nd Q |3rd Q |4th Q |Current Adoption |

| | | | | |Harcourt |

|Introduction to 5th grade-opening of school |√-5 days | | | |[Units] |

|Overview of North American Geography & Regions/ In Focus: CG 1 |√-11-12 days | | | |1 (lessons 1,2, &|

| | | | | |4) |

|North America’s People & Movement |√- 8-9 days | | | |1 |

|In Focus: CG 1 | | | | |(lessons 3 & 5) |

|Early History of the United States (pre-Columbian-1840s)/ In Focus: CG 4 |√-13-14 days |√-19-20 days (begin with | | |2 |

| |(stop before American Rev.) |American rev.) | | | |

|History of the United States: Civil War to Present (1840s-today)/ In Focus: CG| |√-19-20 days (stop at Great |√-19-20 days (begin with FDR)| |3 |

|4 | |Depression) | | | |

|Politics & Society in North America/ In Focus: CG 2 | | |√-19-20 days | |4 |

|(if possible) History of Canada, Mexico, & Central America | | | |*√-6-7 days | |

|The Diversity of People & Beliefs in North America | | | |√-19-20 days |5 |

|In Focus: CG 3 | | | |*(13-14 days if unit on | |

| | | | |“History of Canada, Mex. & | |

| | | | |C. America is taught) | |

|Economic Decisions & Resources in North America | | | |√-11-12 days |6 |

|In Focus: CG 5 | | | | | |

|Technology in North America | | | |√-7-8 days |7 |

|In Focus: CG 6 | | | | | |

1. North America

2. the Caribbean

3. Central America

4. Continental Divide

5. the Rockies

6. West

7. Southwest

8. Midwest

9. Southeast

10. Northeast

11. Ring of Fire

12. Irish Potato Cop Failure (1800s)

13. internet

14. Olmec Civilization

15. Middle Passage

16. triangular trade routes

17. Patriots & Loyalists

18. Manifest Destiny

19. Indian Renoval Act

20. Mexican American War

21. Industrial Revolution

22. Eli Whitney

23. interchangeable parts

24. cotton gin

25. Underground Railroad

26. Abraham Lincoln

27. Emancipation Proclamation

28. Reconstruction

29. transcontinental railroad

30. Jane Addams

31. Spanish-American war

32. Panama Canal

33. the Lusitania

34. Harlem Renaissance

35. Great Depression

36. Franklin Roosevelt

37. the New Deal

38. Adolph Hitler & Nazis

39. Pearl Harbor

40. Holocaust

41. John F. Kennedy

42. Vietnam War

43. Ronald Reagan

44. Brown vs. Board of Education

45. Cesar Chavez

46. Al-Qaeda

47. Declaration of Independence

48. Bill of Rights

49. legislative branch

50. executive branch

51. judicial branch

52. British Commonwealth

53. Prime Minister-Canada

54. Nobel Peace Prize (and North American winners)

55. Pilgrims-Puritans

56. vaqueros

57. 1848 gold rush

58. Arab Americans

59. Asian Americans

60. American Indians

61. African Americans

62. Christians

63. Muslims

64. Buddhists

65. Judaism

66. Hinduism

67. Poor Richard’s Almanack

68. Quebec

69. Mexico City

70. Diego Rivera

71. totem poles

72. ecotourism

73. NAFTA

74. market economy

75. free enterprise

76. Wall Street

77. Information Age

78. NASA

79. Thomas Edison

80. Lewis Lattimer

5th Grade– North America

| UNIT OF STUDY/THEME: | Overview of North American Geography & Regions/ In Focus: CG 1 |

| | | | |

|Suggested | 11-12 |Unit Essential Question |How can the five themes of Geography help you better understand North America? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & Terms/People/Places/ |Vocabulary Builder |Examples of Target Goals & Global |

| | |Events | |Connections |

|Location: |1.01 Describe the absolute and relative |Concepts: |Vocabulary: |Students should be able to… |

|Use North America’s geography to describe |location of major landforms, bodies of |geography |absolute location |refer back to the five themes of geography|

|the difference between absolute & relative |water, and natural resources in the |location |relative location |as they explore N.A. |

|location. |United States and other countries of |climate |landforms |identify major geographic locations in |

| |North America. |regions |natural resources |North America. |

|Place: |1.02 Analyze how absolute and relative |movement |renewable |understand how human decisions are |

|How can climate help us better understand |location influence ways of living in the|human-environmental relationships |industry |impacted by their environment. |

|what it’s like to live in different parts of|United States and other countries of |resources |plains | |

|NA? |North America. | |plateaus |Global Connections: |

| |1.03 Compare and contrast the physical |Terms/People/Places/Events: |inlets |Students can compare NC’s geography to |

|Regions: |and cultural characteristics of regions |North America |gulfs |other areas of N.A. |

|What are some major regions you remember |within the United States, and other |Canada |population density |Students can show prior knowledge by |

|from North Carolina? |countries of North America. |Mexico |rural |connecting terms & vocabulary to other |

| |1.05 Explain how and why population |The Caribbean |urban |parts of the world. |

|Movement: |distribution differs within and between |Central America |physical environment |Students can address modern environmental |

|How can climate explain the movement of |countries of North America. |Great Lakes |adapt |issues. |

|people? |1.06 Explain how people of the United |Gulf of Mexico |modify | |

| |States and other countries of North |Hudson Bay |bodies of water | |

|Human-Environment Interactions: |America adapt to, modify, and use their |Lake Nicaragua |mountain ranges | |

|How do people modify the environment for |physical environment. |Continental Divide | | |

|their benefit? | |The Rockies | | |

| | |Mexican Plateau | | |

| | | | | |

| UNIT OF STUDY/THEME: | North America’s People & Movement/ In Focus: CG 1 |

| | | | |

|Suggested | 8-9 |Unit Essential Question | How has the movement of people, throughout North American history, defined the different regions? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Terms/People/Places/ | |Connections |

| | |Events | | |

|Regions: |1.03 Compare and contrast the physical |Concepts: |Vocabulary: |Students should be able to: |

|What characteristics define the regions of |and cultural characteristics of regions |diversity |regional |understand which human & physical traits |

|North America? |within the United States, and other |culture |cultural traits |define a region. |

|How does the economy define a region? |countries of N. America. |regions |per capita income |identify the regions of North America & |

| |1.04 Describe the economic and social |push factors |Hispanic |within the US. |

|Migration: |differences between developed and |pull factors |tradition |explain how ideas have moved across time. |

|For what reasons might your family migrate? |developing regions in North America. |inventions |economy | |

| |1.05 Explain how and why population | |developing country |Global Connections: |

|Immigration: |distribution differs within and between |Terms/People/Places/Events: |developed country |What immigrant groups have settled NC over|

|How has immigration to the United States |countries of North America. |West |migration |its history? |

|changed over time? |1.07 Analyze the past movement of |Southwest |immigration |How many languages are spoken at home by |

| |people, goods, and ideas within and |Midwest | |students in WS/FCS? |

|Moving Goods & Ideas: |among the United States, Canada, Mexico,|Southeast | |What language classes can you take? |

|What do moving goods & moving ideas have in |and Central America and compare it to |Northeast | |Have students consider what websites, TV, |

|common? |movement today. |Ring of Fire | |movies, & magazines they might see from |

| | |Central America | |other countries/languages. |

| | |Irish Potato crop failure (1800s) | | |

| | |railroads | | |

| | |air travel | | |

| | |radio | | |

| | |television | | |

| | |internet | | |

| UNIT OF STUDY/THEME: | Early History of the United States (pre-Columbian-1840s) / In Focus: CG 4 |

| | | | |

|Suggested | 32-34 |Unit Essential Question |Why was the use of land so important to people throughout the early history of the United States? (address how land impacted |

|# of Days | | |decisions) |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & Terms/People/Places/ |Vocabulary Builder |Examples of Target Goals & Global |

| | |Events | |Connections |

|First Settlers of North America: |4.01 Define the role of an historian and|Concepts: |Vocabulary: |Students should be able to: |

|Who were some of the earliest civilization |explain the importance of studying |adaptation |historian |provide specific examples of how settlers,|

|groups in N. America? |history. |artifacts |ancestors |European colonizers, Africans (slaves), |

|How did tribes in the US & Canada use the |4.02 Explain when, where, why, and how |civilizations |civilization |and immigrants had to adjust to their new |

|environment to their advantage? |groups of people settled in different |tribal life |confederation |surroundings. |

| |regions of the United States. |religion |bartering |see how land is used to gain/maintain |

|European Exploration: |4.03 Describe the contributions of |imperialism |navigation |power. |

|How did European explorers change North |people of diverse cultures throughout |slavery |expedition |understand what was “revolutionary” about |

|America? (socially & physically) |the history of US |independence |mission/ missionaries |the American Rev. |

| |4.04 Describe the causes and effects of |revolution |colony |gain a better grasp of protected freedoms.|

|Colonial Period: |the American Revolution, and analyze |democracy |cash crop |explain how industry changed the world. |

|How did the colonists in North America use |their influence on the adoption of the |freedom /slavery |dissent | |

|land & natural resources to maintain their |Articles of Confederation, Constitution,|turning points |charter |Global Connections: |

|power? (political, social, or economic |and the Bill of Rights. | |indentured servant |Students can better understand all the |

|practices) |4.05 Describe the impact of wars and |Terms/People/Places/Events: |plantation |indigenous groups of North America. |

| |conflicts on United States citizens |Olmec civilization |representation | |

| |(American Revolution) |Middle Passage |protest | |

| | |borderlands |backcountry |Exploration: English, French, Spanish, |

| | |triangular trade routes |boycott |Portuguese, & Dutch. |

|American Revolution: | |naval stores |revolution |Understand slavery’s existence throughout |

|Why did the American colonists revolt? |4.08 Trace the development of the United|Minutemen |mercenary |history & in different societies. |

| |States as a world leader and analyze the|Patriots & Loyalists |constitution |Examine how the American Revolution |

|The New Nation: |impact of its relationships with Canada,|Manifest Destiny |delegate |influenced other revolutions in South |

|What was the biggest gain for newly |Mexico, and selected countries of |Louisiana Purchase |compromise |America & France. |

|independent America? |Central America. |Lewis & Clark |ratify |Discuss which US lands belonged to Mexico |

|Did the Bill of Rights work for everyone? | |Andrew Jackson |pioneer |before the Mexican-American War (as well |

|(in US and in relation with other people) | |Indian Removal Act |human rights |as our purchase of Florida from Spain). |

|What was the most important invention of the| |Trail of Tears | | |

|Industrial Revolution? | |Mexican American War | | |

| | |Erie Canal | | |

| | |Industrial Revolution | | |

| | |Eli Whitney | | |

| | |interchangeable parts | | |

| | |cotton gin | | |

| | |Morse code | | |

| | |agricultural inventions | | |

|UNIT OF STUDY/THEME: | History of the United States: Civil War to Present (1840s-today)/ In Focus: CG 4 |

| | | | |

|Suggested | 38-40 |Unit Essential Question |How has the legacy of the Civil War determined modern U.S. history? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & Terms/People/Places/ |Vocabulary Builder |Examples of Target Goals & Global |

| | |Events | |Connections |

|The Road to Civil War: | 4.02 Explain when, where, why, and how |Concepts: |Vocabulary: |Students should be able to: |

|What were the main reasons the South |groups of people settled in different |segregation |fugitive |understand what led to the Civil War AND |

|seceded? |regions of the United States. |compromise |secede |why it was a turning point in US history. |

|Why do you think the North won? |4.03 Describe the contributions of |free state/ slave state |emancipate |analyze why Reconstruction did not work. |

|Why did Reconstruction not work? |people of diverse cultures throughout |abolish (abolition) |assassinate |connect the failure of Reconstruction to |

| |the history of the United States. |civil war |reservation |the Harlem Renaissance & the civil rights |

|The Beginning of Modern America: |4.05 Describe the impact of wars and |frontier life |skyscraper |era. |

|What role did technology play in changing |conflicts on United States citizens, |movement (forced removal) |blockade |assess how FDR’s decisions helped the US |

|America? |including but not limited to, the Civil |industrialization |armistice |get out of the Depression. |

|How did migration & immigration change |War, World War I, World War II, the |imperialism |alliance |determine how the US has faced the great |

|America? |Korean War, the Vietnam War, Persian |(voting) rights |military draft |struggles after WWII (USSR, Vietnam, |

|How did the US “flex” its muscles between |Gulf War, and the twenty-first century |(expanding the federal) government |trench warfare |terrorism, etc.). |

|the 1880s-1919? |war on terrorism. |space & arms races |suffrage | |

|Looking at the US during the 1920s, why do |4.06 Evaluate the effectiveness of civil|terrorism |stock market |Global Connections: |

|you think the stock market crash was called |rights and social movements throughout | |rationing |Discuss varying views from online sources |

|the “Great Depression? |United States' history that reflect the |Terms/People/Places/Events: |internment camps |that explore reactions to the civil war. |

|What do you think was FDR’s greatest |struggle for equality and constitutional|Underground Railroad |concentration camps |Connections can be made to how the slave |

|accomplishment? |rights for all citizens. |Abraham Lincoln |communism |issue, or race relations, was handled |

| | |Emancip.Proclamation |free world |elsewhere in the Americas. |

|America & the World: | |Ulysses Grant |cold war |Certain events can be expanded to look at |

|What was the biggest lesson we can learn |4.07 Compare and contrast changes in |Robert E. Lee |arms race |the reaction from foreign countries: |

|from WWII? |rural and urban settlement patterns in |key CW battles |cease-fire |Spanish-American War, Mexico & Zimmermann |

|Why did the US government feel it was |the United States, Canada, Mexico, and |John Wilkes Booth |segregation |telegram, US Marines in Nicaragua, Panama |

|necessary to stop communism? |selected countries of Central America. |Reconstruction |integration |Canal, Cuban independence & acquiring |

|Which groups benefited from the civil rights|4.08 Trace the development of the United|John Rockefeller |civil rights |Puerto Rico. |

|movement? |States as a world leader and analyze the|transcontinental railroad |nonviolence |Examine how different countries sided |

| |impact of its relationships with Canada,|tenement |terrorism |during the Cold War. |

|Explain which challenge you think is the |Mexico, and selected countries of |Jane Addams |coalition |Current views from abroad of the US & rest|

|greatest one the US is now facing? (may |Central America. |the Great Migration |terrorism |of North America. |

|address terrorism, the environment, | |Spanish-American war |hijack | |

|population growth, economy, etc.) | |Theodore Roosevelt |interdependence | |

| | |The Maine |globalization | |

| | |Panama Canal |urban sprawl | |

| | |the Lusitania |labor unions | |

| | |Woodrow Wilson | | |

| | |Harlem Renaissance | | |

| | |the Great Depression | | |

| | |Franklin Roosevelt | | |

| | |the New Deal | | |

| | |Adolph Hitler & Nazis | | |

| | |Pearl Harbor | | |

| | |Internment camps | | |

| | |Holocaust | | |

| | |John F. Kennedy | | |

| | |Cuban Missile Crisis | | |

| | |Vietnam War | | |

| | |Ronald Reagan | | |

| | |Mikhail Gorbachev | | |

| | |Brown v. Board of Ed | | |

| | |Martin Luther King Jr | | |

| | |Malcolm X | | |

| | |César Chavez | | |

| | |NAFTA | | |

| | |Al-Qaeda | | |

| UNIT OF STUDY/THEME: | (if possible) History of Canada, Mexico, & Central America |

| | | | |

|Suggested |*(6-7) |Unit Essential Question |What has democracy meant to the other nations of North America? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & Terms/People/Places/ |Vocabulary Builder |Examples of Target Goals & Global |

| | |Events | |Connections |

|Independence: |3.01 Locate and describe people of |Concepts: |Vocabulary: |Students should be able to: |

|What issues were important to Haitian |diverse ethnic and religious cultures, |independence |hemisphere |see how independence and freedom were not |

|independence? |past and present, in the United States. |democracy |indigenous |just happening in the US. |

|How similar was the struggle for | |military juntas |bilingual |understand why |

|independence in Middle America to US? |3.04 Hypothesize how the differences and|one-party rule |nationalism |many countries in NA |

| |similarities among people have produced |ecotourism |dictatorship |have traditionally |

|History: |diverse American cultures. |societal hierarchies |foreign policy |lacked a democratic |

|Why is 5 de Mayo a national holiday in | |multi-linguistic |rainforests |history. |

|Mexico? |3.06 Compare and contrast the roles | |ecotourism |see how the US has played a significant |

|What were the causes of the Mexican |various religious and ethnic groups have|Terms/People/Places/Events: |outsourcing |role in the history of its neighbors. |

|Revolution? |played in the development of the United |Middle America | | |

|How did US presence in Cuba & Nicaragua make|States with those of Canada, Mexico, and|Spanish Empire | |Global Connections: |

|an impact? |selected countries of Central America. |Touissant L’Overture (Haiti) | | |

|What benefits does Canada receive by staying| |“Padre” Hidalgo (Mex.) | |This unit is deigned to be global in |

|in the British Commonwealth? |4.01 Define the role of an historian and|Central American Federation-1830s | |nature. |

|Why did the US become involved in Nicaragua |explain the importance of studying |5 de Mayo | | |

|during the 1980s? |history. |Mexican Revolution (Pancho Villa-Gen. | | |

|How has democracy worked in Latin America? | |Zapata) | | |

| |4.07 Compare and contrast changes in |Marines in Nicaragua | | |

| |rural and urban settlement patterns in |Panama Canal zone | | |

| |the United States, Canada, Mexico, and |Augusto Sandino | | |

| |selected countries of CA |British commonwealth | | |

| |4.08 Trace the development of the US as |Contras | | |

| |a world leader and analyze the impact of|Oscar Arias | | |

| |its relationships with neighbors. |NAFTA & CAFTA-DR | | |

| UNIT OF STUDY/THEME: | Politics & Society in North America/ In Focus: CG 2 |

| | | | |

|Suggested |19-20 |Unit Essential Question |Why do people form groups? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & Terms/People/Places/ |Vocabulary Builder |Examples of Target Goals & Global |

| | |Events | |Connections |

|Historical Documents: | 2.01 Analyze major documents that |Concepts: |Vocabulary: |Students should be able to: |

|When you look at the Mayflower Compact, |formed the foundations of the American |self-governing |republic |understand why people would want to form a|

|Declaration of Independence, Constitution, &|idea of constitutional government. |majority rule |grievance |government, political parties, families, |

|Bill of Rights—what important ideas help |2.02 Describe the similarities and |federal system |amending |and school systems. |

|protect people? |differences among the local, state, and |separation of powers |due process |differentiate between varying perspectives|

|Why did the Founding Fathers think that |national levels of government in the |due process of law |budget |on the issues/topics listed above. |

|powers needed to be separated? |United States and explain their |naturalization |veto | |

|Why is it necessary, at times, to amend |legislative, executive, and judicial |sharing powers |jury |Global Connections: |

|laws? |functions. |family |naturalized citizen |Identify struggles for freedom that exist |

| |2.03 Recognize how the United States |government |cabinet |around the world today. |

|Political Parties: |government has changed over time. | |political party |Use separation of powers as a way to give |

|Why were political parties formed? |2.04 Compare and contrast the government|Terms/People/Places/Events: |public agenda |students a quick look at Iraq today and |

| |of the United States with the |Mayflower Compact |primary election |how power sharing is important to a new |

|Governments in North America: |governments of Canada, Mexico, and |Thomas Jefferson |society |government. |

|In what ways did people design different |selected countries of Central America. |Declaration of Independence |parliamentary democracy | |

|governments in North America? |2.05 Assess the role of political |preamble |prime minister | |

| |parties in society. |Constitutional Convention |presidential democracy | |

|Societies in North America: |2.06 Explain the role of public |Bill of Rights |proportional representation |Students can pick a country and compare |

|How is education treated differently in |education in the United States. |Amendments |elementary education |/contrast political parties with the US. |

|North America? | |legislative branch |secondary education |(also: governments.) |

|What are some common traits that North |2.07 Compare and contrast the |executive branch |nuclear family | |

|American families share? |educational structure of the United |judicial branch |extended family |You can address matrilineal societies in |

| |States to those of Canada, Mexico, and |justices |single-parent family |parts of the world. |

| |selected countries of Central America. |British Commonwealth |blended family | |

| |2.08 Describe the different types of |Prime Minister - Canada | | |

| |families and compare and contrast the |Oscar Arias Sánchez | | |

| |role the family plays in the societal |Nobel Peace Prize | | |

| |structures of the United States, Canada,| | | |

| |Mexico, and selected countries of | | | |

| |Central America. | | | |

| UNIT OF STUDY/THEME: | The Diversity of People & Beliefs in North America/ In Focus: CG 3 |

| | | | |

|Suggested | 19-20 |Unit Essential Question | What roles have different groups played throughout North America? |

|# of Days |*(13-14) | |(make sure you can have students address how groups mix or interact) |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & Terms/People/Places/ |Vocabulary Builder |Examples of Target Goals & Global |

| | |Events | |Connections |

|Historical Contributions: | 3.01 Locate and describe people of |Concepts: |Vocabulary: |Students should be able to: |

|Which ethnic group’s contribution to US |diverse ethnic and religious cultures, |ethnicity |ethnic group |identify the various groups in the US |

|history surprised you? |past and present, in the United States. |immigration |nomad |throughout history and today. |

|Which ethnic groups make up your community |3.02 Examine how changes in the movement|cultures |communication |identify ways new technology has helped |

|or school? |of people, goods, and ideas have |customs & traditions |almanac |people to better understand cultures that |

| |affected ways of living in the United |faith |cultural region |are different. (telegrams, radio, TV, |

|Innovation: |States. |movement (nomadic life) |pluralistic |movies & computers) |

|How has technology improved communication? |3.03 Identify examples of cultural |transportation |cultural diversity |identify the different regions in the US. |

| |interaction within and among the regions|communication |bilingual |Discuss what sets them apart and what |

|Diversity: |of the United States. | |craft |traits are common. |

|Which US region would you most like to |3.04 Hypothesize how the differences and|Terms/People/Places/Events: |mural | |

|visit? |similarities among people have produced |Pilgrims-Puritans |heritage (celebrations) | |

|Using examples from history, how can |diverse American cultures. |ranchos |bluegrass music | |

|speaking more than one language help a group|3.05 Describe the religious and ethnic |vaqueros |Motown | |

|of people interact with others? |impact of settlement on different |1848 gold rush |reservations | |

|Which form of North American arts attracted |regions of the US |Muslims |toleration (religious & social) | |

|you? |3.06 Compare and contrast the roles |Arab Americans |refuge | |

| |various religious and ethnic groups have|Asian Americans | | |

| |played in the development of the US with|American Indians | | |

| |Canada, Mexico, & C.A. |African Americans | | |

| |3.07 Describe art, music, and craft |Hispanic Americans | |Global Connections: |

| |forms in the United States and compare |Christians | |This unit is global in nature, but… |

| |them to various art forms in Canada, |Buddhists | |look at migration & immigration issues |

| |Mexico, and selected countries of |Judaism | |around the world. (ex: China today, |

| |Central America. |Sikhism & Hinduism | |illegal immigrants going into Mexico, |

| | |dugout | |European Union, etc.) |

| | |Poor Richard’s Almanack | |understand ethnic groups & minority groups|

| | |Mormons | |in Canada, Mexico, Central America & |

| | |New Orleans | |Caribbean. |

| | |Quebec | | |

| | |Mexico City | | |

| | |Diego Rivera | | |

| | |totem poles | | |

| | |mariachis | | |

|UNIT OF STUDY/THEME: | Economic Decisions & Resources in North America/ In Focus: CG 5 |

| | | | |

|Suggested |19-20 |Unit Essential Question |How do people in North America come to decisions on how to use resources? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & Terms/People/Places/Events |Vocabulary Builder |Examples of Target Goals & Global |

| | | | |Connections |

|Resources: |5.01 Categorize economic resources found|Concepts: |Vocabulary: |Students should be able to: |

|How do natural, human, and capital resources|in the N.A. states- human, natural, or |(economic) systems |human resource |differentiate the various forms of |

|help make an economy grow? |capital-& assess their long-term |(economic) resources |capital resource |economies. |

| |availability. |capital |raw material |understand surplus & deficit. |

|Economy: |5.02 Analyze the economic effects of the|wants vs. needs |surplus |apply to their city and NC different ways |

|How do we live in a more globally-connected |unequal distribution of natural |conservation |scarcity |to grow an economy. |

|economy? |resources in N. America. |profit |deforestation |see how technology is changing the ways |

|In which ways can we use Costa Rica’s |5.03 Assess economic institutions & how |tourism |export |business is done. |

|ecotourism to explain how North Carolina |well they enable people to meet their |interdependence |import | |

|uses ecotourism? (use pgs. 268 & 278) |needs. |globalization |economy |Global Connections: |

|How do different economies help societies? |5.04 Describe the ways in which the | |privatize |Look at European Union for a different |

|How does modern technology create a global |economies of N. America are |Terms/People/Places/Events: |specialization |approach to economies. |

|society? |interdependent and assess the impact of |ecotourism |technology |Examine areas of the world that are still |

|Why is division of labor helpful? |increasing international economic |stockholders |high-tech |more primitive in economics (bartering, |

| |interdependence. |NAFTA |diverse economy |agriculture-based). |

| |5.05 Evaluate the econ. influence of |command economy |production |Investigate how communism has affected |

| |discoveries, inventions, & innovations |traditional economy |consumption |Cuba. |

| |on interdependence. |subsistence economy |division of labor | |

| |5.06 Examine different economic systems |market economy | | |

| |-traditional, command, & |free enterprise | | |

| |market-developed in countries of N. |Wall Street | | |

| |America & assess their effectiveness in |Information Age | | |

| |meeting needs. |e-commerce | | |

| |5.07 Describe the ways N.A. states |Henry Ford | | |

| |specialize in economic activities | | | |

| |related to increased production & | | | |

| |consumption. | | | |

| |5.08 Cite effects of surplus & scarcity | | | |

| |in the American market. | | | |

|UNIT OF STUDY/THEME: | Technology in North America/ In Focus: CG 6 |

| | | | |

|Suggested |19-20 |Unit Essential Question |Why do you think that technology has been so important to the development of North America? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & Terms/People/Places/ |Vocabulary Builder |Examples of Target Goals & Global |

| | |Events | |Connections |

|Early Technologies: | 6.01 Explore the meaning of technology |Concepts: |Vocabulary: |Students should be able to: |

|How did technology help people settle North |as it encompasses discoveries from the |subsistence |technology |discuss how technology has changed lives |

|America? |first primitive tools to today's |consumers |navigation |throughout history. |

|In which ways did the Industrial Revolution |personal computer. |service |service industry |show how technology can be used to protect|

|create the modern lifestyle? |6.02 Relate how certain technological |security |national security |the environment. |

| |discoveries have changed the course of |(renewable) power |cultural borrowing |elaborate on how the world is becoming |

|Modern Technology: |history and reflect on the broader |intended vs. unintended effects |cultural diffusion |smaller due to new technologies. |

|How can we use technology to improve society|social and environmental changes that | |habitat | |

|and also protect the Earth? |can occur from the discovery of such |Terms/People/Places/Events: |consumer goods |Global Connections: |

|How can technology spread culture? |technologies. |NASA |genealogy |Focus on the global aspect of technology: |

|How can technology improve lives? |6.03 Forecast how technology can be |International Space Station | |phone operators & bio-medical services in |

| |managed to have the greatest number of |caravels | |India, government censure of internet in |

| |people enjoy the benefits. |Thomas Edison | |Iran & China, Euro- “Chunnel”, foreign |

| |6.04 Determine how citizens in the |Lewis Lattimer (see pg. 130) | |space programs, etc |

| |United States and the other countries of| | |Look at foreign approaches to |

| |N.A. can preserve fundamental values & | | |environmentalism. |

| |beliefs in a world that is rapidly | | | |

| |becoming more technologically oriented. | | | |

| |6.05 Compare and contrast the changes | | | |

| |that technology has brought to North | | | |

| |America | | | |

| |6.06 Predict future trends in technology| | | |

| |management that will benefit the | | | |

| |greatest number of people. | | | |

Appendix:

NC Department of Public Instruction’s

Cognitive Level Model: Bloom-Marzano Hybrid

(adopted-1989)

and

An Item Shells Approach to Formulating Questions for Each Cognitive Level

NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and Marzano)

NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.

Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills

|Knowledge |

|Defining problems: clarifying needs, discrepancies, or puzzling situations |

|Setting goals: establishing direction and purpose |

|Observing: obtaining information through one or more senses |

|Formulating questions: seeking new information through inquiry |

|Encoding: storing information through long-term memory |

|Recalling: retrieving information from long-term memory |

|Useful Verbs: list, name, label, recall, identify, match, choose |

|Organizing |

|Arranging information so it can be used effectively |

|Comparing: noting similarities and differences between or among entities |

|Classifying: grouping and labeling entities on the basis of their attributes |

|Ordering: sequencing entities according to a given criterion |

|Representing: changing the form but not the substance of information |

|Useful verbs: categorize, group, classify, compare, contrast |

|Applying |

|Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or principles that are required to solve a problem. |

|Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate |

| |

|Analyzing |

|Clarifying existing information by examining parts and relationships |

|Identifying attributes and components: determining characteristics or parts of something |

|Identifying relationships and patterns: recognizing ways in which elements are related |

|Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning |

|Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting them |

|Useful Verbs: outline, diagram, differentiate, analyze |

|Generating |

|Producing new information, meaning, or ideas |

|Inferring: going beyond available information to identify what reasonably may be true |

|Predicting: anticipating next events or the outcome of a situation |

|Elaborating: explaining by adding details, examples, or other relevant information |

|Useful Verbs: conclude, predict, explain, elaborate, infer |

|Integrating |

|Connecting and combining information |

|Summarizing: combining information efficiently into a cohesive statement |

|Restructuring: changing existing knowledge structures to incorporate new information |

|Useful Verbs: combine, summarize, design, imagine, generalize |

|Evaluating |

|Assessing the reasonableness and quality of ideas |

|Establishing criteria: setting standards for making judgments |

|Verifying: confirming the accuracy of claims |

|Useful Verbs: judge, evaluate, rate, verify, assess, define criteria |

An Item Shells Approach to formulating questions for each cognitive level (some examples)

KNOWLEDGE (Identifying):

Which _____________________________________ best defines __________________________________?

(fact, concept, principle, or procedure)

Which _____________________________________ is characteristic of ____________________________?

(fact, concept, principle, or procedure)

ORGANIZING (Classifying):

Which _____________________________________ is an example of ______________________________?

(fact, concept, principle, or procedure)

What completes this ________________________________________?

APPLYING (Problem Solving)

What is the true nature of the problem?

Which _____________________________________ is an example of ______________________________?

What is a possible solution?

ANALYZING:

What must _________________________________ consist of?

Given _____________________________________, what is the primary cause _____________________?

What is the relationship between ___________________________ and ___________________________?

GENERATING (Predicting):

What would happen if ______________________________________?

What is needed to solve this problem?

If ____________________________happens, what should be done to ____________________________?

On the basis of ____________________________, what should be done to ________________________?

INTEGRATING (Combining):

_________________________ and _____________________ will likely make/result in _________________?

How can ______________________________ best accomplish ___________________________?

EVALUATING (Judging):

What is most effective for ____________________________________?

Which _____________________________________ is better (worse) than ___________________________?

(fact, concept, principle, or procedure)

What is most effective method for _____________________________?

What is the most critical step in this procedure?

Which step in unnecessary in this procedure?

Which is the most effective (efficient) solution?

Why is _________________________ the most effective (efficient) solution?

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

“In Focus”:

Each chapter of the current adoption correlates to specific Competency Goals (CGs), but schools can instead focus on focused CGs that are natural fits for the given unit

• Days: in order to cover the entire curriculum, each unit contains an instructional window; however, instructors should look at the end of each quarter as a benchmark.

Current adoption: each unit has been aligned to the current textbook adoption; however, instructors should be teaching the SCOS instead of the textbook

Unit EQs: What is the key learning for this unit that serves as an “umbrella” for all the lessons? The unit EQ can address the Competency Goals (CG) that are in “In Focus” for the unit.

While the suggested number of days is important to cover the curriculum effectively, the numbers listed here are meant to provide a general “weight” to each unit’s place in a year.

“Lesson Essential Questions”= written in “student-friendly” language, contain a clear target for students, connect to other lesson EQs, and are a specific aspect of the Unit EQ.

EQs should drive instruction & be made visible for all students.

“Concepts”= broad topics of discussion that the “Terms/People/Place/Events”

Provide(s) specific examples to study & discuss; both are for teacher planning use.

“Vocabulary Builder”: content-based, students will use these terms regularly beyond the course; useful for students to refer to during a unit as a Word Wall

• “Target Goals”: a roadmap for unit mastery

• “Global Connections”: developing students for the global workforce through social studies.

Adapted from Thomas M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Boston: Allyn and Bacon, 1999.

Core Curriculum for 5th Grade US, Canada, Mexico & Central America—

a list of top 80 Key Terms/People/Places/Events (see units)

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