Social Studies Grade Pacing Guide 2013-2014
History
First-Six Weeks
(August 27- October 8)
Priority
Supporting
Standards
Standards
5.H.1.1
5.H.2.3
Geography and
Environmental
Literacy
Second-Six Weeks
(October 9-November 21)
Priority
Supporting
Standards
Standards
5.H.1.2
5.H.1.3
5.H.2.3
5.G.1.1
5.G.1.2
5.G.1.4
Third-Six Weeks
(November 22-January 17)
Priority
Supporting
Standards
Standards
5.H.1.3
5.H.1.2
5.H.2.1
Economics and
Financial
Literacy
5.C&G.1.1
5.C&G.1.2
5.C&G.1.3
Civics and
Government
5.C.1.1
Culture
5.C.1.2
5.C.1.4
5.C.1.3
Fourth-Six Weeks
(January 22-March 6)
Priority
Supporting
Standards Standards
5.H.1.3
5.G.1.3
5.G.1.4
5.E.1.1
5.E.1.2
5.E.1.1
5.C&G.2.1
5.C&G.2.2
5.C&G.2.3
5.C&G.2.4
5.C.1.2
5.C.1.4
5.C.1.3
Fifth-Six Weeks
(March 7-April 28)
Priority
Supporting
Standards Standards
5.H.1.3
5.H.2.3
Six-Six Weeks
(April 29-June 11)
Priority
Supporting
Standards
Standards
5.H.1.3
5.H.2.3
5.G.1.2
5.G.1.4
5.E.1.1
5.E.1.2
5.C&G.2.2
5.C&G.2.1
5.C&G.2.2
5.C&G.1.3
5.C&G.2.4
5.C.1.4
5.C.1.4
5.C.1.2
5.C.1.4
5.C&G.2.3
Teachers are encouraged to guide students in drawing parallels between contemporary issues and their historical origins.
Elementary Teacher Leaders of Nash Rocky Mount Schools
developed this pacing guide with the help of maps from various
other counties. Since this is the first year of teaching using this
document, the pacing guide is a working document that will
continue to be developed and updated as needed.
Page 1
5.G.1.3
Social Studies Grade Pacing Guide 2013-2014
throughout the year.
Priority Standards
North Carolina Essential Standards
Supporting Standards
5. H.1.1 Evaluate the relationships
between European explorers (French,
English and Spanish) and American Indian
groups, based on the accuracy of historical
information (beliefs, fears and leadership).
5. C.1.4 Understand how cultural
narratives (legends, songs, ballads,
games, folk tales and art forms) reflect the
lifestyles, beliefs and struggles of diverse
ethnic groups.
5. C.1.1 Analyze the change in leadership,
cultures, and everyday life of American
Indian groups before and after European
exploration
5. C.1.2 Exemplify how the interactions of
various groups have resulted in borrowing
and sharing of traditions and technology.
1st 6 Weeks
Conceptual Lenses
Continuity
Change
Exploration
5. H.2.3 Compare the changing roles of
women and minorities on American
society from Pre-Colonial through
reconstruction
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?




The positive and negative effects of the relationships between European explorers and American Indian groups.
Internal and external forces that affected change (leadership, culture, everyday life) to Native Americans during early European exploration.
Early exploration and settlement patterns.
The cultural, political, and social impact of diverse cultural groups on the development of a new nation.
Concepts (What students need to know)
Skills (What students must be able to do)
Page 2
RBT Level
Social Studies Grade Pacing Guide 2013-2014



How European explorers and American Indian groups
interacted with each other and perceived each other.
Key American Indian groups before and after European
exploration.
Aspects of culture and everyday life among American
Indian groups



Analyze multiple sources from varying points of view.
Evaluate relationships between American Indians and
European Explorers
o Beliefs
o Fears
o Leadership
Analyze American Indian groups before and after European
explorers.
o Leadership
o Culture
 Everyday life
Essential Vocabulary
Content Vocabulary
Exploration
Perception
Culture
League
Historian
confederation
Algonquian
Iroquoian
longhouses
barter
Aleut
Inuit
culture
diversity
civilization
navigation
expedition
missionary
astrolabe
chronometer
compass
cartographers
Page 3
Understanding
Analyzing
Evaluating
Social Studies Grade Pacing Guide 2013-2014
ancestors
Page 4
Social Studies Grade Pacing Guide 2013-2014
Resources
Suggested Product Tasks



Create a set of GPS like directions for the Trail of
Tears and be prepared to share. Include
illustrations if needed.
Debate whether or not the Europeans should
have forced the Native Americans to move.
Create a travel guide to use during the early
American West.
Page 5
Suggested Thinking Maps
Mulit-Flow Map On everyday life of American Indian
groups before and after European exploration.
Tree Map On the key American groups of Indians
o Algonquian
o Iroquois
o Plains
o Pueblos
o Navajo
o Northwest coast
Social Studies Grade Pacing Guide 2013-2014
Priority Standards
5. H.1.2 Summarize the political, economic
and social aspects of colonial life in the
thirteen colonies.
5. G.1.1 Explain the impact of the physical
environment on early settlements in the
New World.
5. G.1.4 Exemplify migration within or
immigration to the United States in order to
identify push and pull factors (why people
left/why people come).
5. C.1.3 Exemplify how the movement of
goods, ideas and various cultural groups
influenced the development of regions in
the United States.
North Carolina Essential Standards
Supporting Standards
5. H.1.3 Analyze the impact of major
conflicts, battles and wars on the
development of our nation through
reconstruction.
5. H.2.3 Compare the changing roles of
women and minorities on American
society from Pre-Colonial through
reconstruction.
5. G.1.2 Explain the positive and negative
effects of human activity on the physical
environment of the United States, past
and present.
5. C.1.2 Exemplify how the interactions of
various groups have resulted in borrowing
and sharing of traditions and technology.
5. C.1.4 Understand how cultural
narratives (legends, songs, ballads,
games folk talks and art forms) reflect the
lifestyles, beliefs and struggles of diverse
ethnic groups.
Page 6
2nd 6 Weeks
Conceptual Lenses
Migration
Settlement Patterns
Social Studies Grade Pacing Guide 2013-2014
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?




Push/Pull Factors.
Political, social, and cultural characteristics of the colonies.
The effect of physical environment on settlement patterns.
The role of cultural groups in the development of regions.
Concepts (What students need to know)





Daily life in the colonies varied based upon the cultural
background of the inhabitants.
Political and economic structures varied among the colonies.
The physical environment impacted settlement patterns and
daily life in the New World.
Migration and settlement patterns are affected by push/pull
factors.
Regions (formal and informal) are defined by unifying
characteristics (human, physical,economic).
Skills (What students must be able to do)





Summarize political, economic, and social aspects of thirteen
colonies.
Explain impact of physical environment
Exemplify migration and immigration to the colonies.
Identify push/pull factors
Exemplify the role cultural groups played in regional
development.
Page 7
RBT Level
Understanding
Analyzing
Social Studies Grade Pacing Guide 2013-2014
colony
slavery
borderlands
presidio
mission
cash crop
dissent
triangular trade routes
Middle Passage
charter
indentured servant
religious toleration
plantation
naval stores
Text Resources
Other Resources
Unit 2 Lesson 4 & 5 of Harcourt SS Text
www.eharcourtschool.com
Content Vocabulary
Suggested Thinking Maps
Page 8
Social Studies Grade Pacing Guide 2013-2014
Page 9
Social Studies Grade Pacing Guide 2013-2014
Priority Standards
5. H.1.3 Analyze the impact of major
conflicts, battles and wars on the
development of our nation through
reconstruction.
5. H.2.1 Summarize the contributions of
the "Founding Fathers" in the development
of our country.
5. C&G.1.1 Explain how ideas of various
governments influenced the development
of the United States government (Roman,
Greek, Iroquois, European, and British).
5. C&G.1.2 Summarize the organizational
structures and powers of the United States
government (legislative, judicial, and
executive branches of government).
5. C&G.1.3 Analyze historical documents
that shaped the foundation of the United
States government.
North Carolina Essential Standards
Supporting Standards
5. H.1.2 Summarize the political,
economic, and social aspects of colonial life in the
thirteen colonies.
5. C&G.2.1 Understand the values and principles of a
democratic republic.
5. C&G.2.2 Analyze the rights and
responsibilities of the United States
citizens in relation to the concept of
"common good" according to the United States
Constitution (Bill of Rights).
5. C&G.2.3 Exemplify ways in which the rights,
responsibilities and privileges of citizens are protected
under the United States Constitution.
5. C&G.2.4 Explain why civic participation is important
in the United States.
Page 10
3rd 6 Weeks
Conceptual Lenses
National Identity
Government Systems
Conflict
Social Studies Grade Pacing Guide 2013-2014
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?
 Influence of conflict on the political, social, and economic development of the United States.
 Founding Fathers.
 Founding documents.
 How self-government in other parts of the world influenced the development of the United States government.
 Branches of government.
 United States government was structured to meet the needs of the people.
Concepts (What students need to know)






Social, political, and economic issues that were a source of
conflict during colonial time period.
The significance of the American Revolution.
The role of specific significant battles in the American
Revolution.
Contributions made by the “Founding Fathers”.
How ideas about self government influenced the development
of the United States.
Organizational structures of the branches of the United States
government.
Skills (What students must be able to do)





RBT Level
Analyze major conflicts, battles, and wars.
Summarize role of “Founding Fathers”.
Explain how the United States system of government was
developed.
Understand how the ideas of various governments contributed
to the development of the United States government.
Summarize structures and powers of United States
government
 Judicial
 Legislative
 Executive
Essential Vocabulary
Content Vocabulary
Self-government
Founding Fathers
Historical Documents
Conflict
Branches of Government
Revolution
Conflicts
Battles
Nation
Reconstruction
Summarize
Contribution
Page 11
Understanding
Analyzing
Social Studies Grade Pacing Guide 2013-2014
Founding Fathers
Resources
Suggested Product Tasks
http://williamslibrary.wikispaces.com/5th+grade+Founding+Fathers
Suggested Thinking Maps
Multi-Flow Map
The Magna Carta:
http://www.uintahbasintah.org/usdocuments/doc62.pdf
English Bill of Rights>:
http://www.uintahbasintah.org/usdocuments/doc63.pdf
The Bill of Rights:
http://www.uintahbasintah.org/usdocuments/doc61.pdf
Unit 5 in Harcourt Horizons United States History, Canada. Mexico, and Central
America
http://www.clrn.org/weblinks/browse.cfm?id=94
US History Timeline App
Page 12
Social Studies Grade Pacing Guide 2013-2014
North Carolina Essential Standards
Priority Standards
Supporting Standards
5. G.1.3 Exemplify how technological advances
5. E.1.1 Summarize the role of international trade between
(communication, transportation and agriculture) have allowed
the United States and other countries through
people to overcome geographic limitations.
Reconstruction.
5. E.1.2 Explain the impact of production, specialization,
technology and division of labor on the economic growth of the
United States.
5. H.1.3 Analyze the impact of major conflicts, battles and wars
on the development of our nation through reconstruction.
5. C.1.3 Explain how the movement of goods, ideas and
various cultural groups influenced the development of regions
in the United States.
5. E.1.1 Summarize the role of international trade between the
United States and other countries through Reconstruction.
5. C&G.2.2 Analyze the rights and responsibilities of the
United States citizens in relation to the concept of "common
good" according to the United States Constitution (Bill of
Rights).
4th 6 Weeks
Conceptual Lenses
 Technology and Innovation
 Human Environment
Interactions
 Movement
5. C.1.4 Understand how cultural narratives (legends,
songs, ballads, games folk talks and art forms) reflect the
lifestyles, beliefs and struggles of diverse ethnic groups.
5. G.1.4 Exemplify migration within or immigration to the
United States in order to identify push and pull factors (why
people left/why people come).
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?




Economic growth in the United States as a result of production, specialization, technology, and division of labor.
Technological innovations that helped to overcome geographic limitations.
How the movement of goods, ideas, and people affected regional development.
Economic, political, and social impact of the War of 1812 ,the Mexican War, and the Missouri Compromise.
Concepts (What students need to know)
Skills (What students must be able to do)
Page 13
RBT Level
Social Studies Grade Pacing Guide 2013-2014






How technological advances in communication, agriculture, and
transportation allowed people to overcome geographic limitations.
Key economic terms such as production, specialization, division of
labor, economic growth.
The impact of social, political, and economic issues that were a
source of conflict.
Geographic regions are defined by unifying characteristics
(physical, human, economic).
The role of supply and demand in a market economy
Major imports and exports in the United States.





Exemplify technological advances that allowed people to
overcome geographic limitations during the time period.
Explain economic growth during the time period.
Analyze economic, political, and social impact of War
of1812 and Mexican War.
Explain regional development.
Summarize international trade.
Essential Vocabulary
Production
Specialization
Division of Labor
Economic Growth
Technology
Economy
Free enterprise
Entrepreneur
Goods
Trade
Settlement
Sectionalism
Acquittal
homesteader
Resources
Suggested Product Tasks
Page 14
Understanding
Analyzing
Content Vocabulary
transportation
agriculture
transcontinental railroad
human, capital, and natural resource
Production
Specialization
Labor
Suggested Thinking Maps
Social Studies Grade Pacing Guide 2013-2014
Harcourt Horizons: United States History….
Harcourt Social Studies: The United States….
http://www.radford.edu/~sbisset/civilwar.htm
http://pinzler.com/ushistory/timeline6.html
https://sites.google.com/site/stewart45resourcesforss/fifthgrade/economics-strand

Paideia Seminar

Plan strategies to solve the problems people faced on
the Oregon Trail
Use toontastic or use self made comic books to create
and explain a non linguistic representation so that
limited English speaking students will understand the
causes, important events, an effects of the War of

http://www.takechargeamerica.org/financial-educationresources/educator-resources/fifth-grade-lesson-plans/
Page 15
Multi - flow map
Cause and Effect map of The War of 1812
Flow map for movement of goods
Social Studies Grade Pacing Guide 2013-2014
North Carolina Essential Standards
Priority Standards
Supporting Standards
5. H.1.3 Analyze the impact of major conflicts, battles
5. H.2.3 Compare the changing roles of women and minorities on
and wars on the development of our nation through
American society from Pre-Colonial through reconstruction.
reconstruction.
5. C&G.1.3 Analyze historical documents that shaped the
5. C&G.2.1 Understand the values and principles of a
foundation of the United States government.
democratic republic.
5. C&G.2.4 Explain why civic participation is important in the United
5. C&G.2.2 Analyze the rights and responsibilities of
States.
the United States citizens in relation to the concept of
"common good" according to the United States
5. C.1.2 Exemplify how the interactions of various groups have
Constitution (Bill of Rights).
resulted in borrowing and sharing of traditions and technology.
5. C.1.4 Understand how cultural narratives (legends,
songs, ballads, games folk talks and art forms) reflect
the lifestyles, beliefs and struggles of diverse ethnic
groups.
5th 6 Weeks
Conceptual Lenses
Conflict
Power and Authority
Common Good
Rights and Responsibilities
5. C.1.4 Understand how cultural narratives (legends, songs,
ballads, games folk talks and art forms) reflect the lifestyles, beliefs
and struggles of diverse ethnic groups.
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?





The transformation that took place in the United States during the time of the Civil War.
How the values and principles of a democratic society are exhibited during times of conflict and war.
The rights and responsibilities of United States citizens in relation to the concept of “Common
Good” established by the US Constitution (Bill of Rights).
How diverse ethnic groups use cultural narratives to reveal their values, lifestyles, beliefs, and struggles.
Concepts (What students need to know)

Economic, social and political issues that were a
Skills (What students must be able to do)

Analyze the impact of the Civil War on the United States.
Page 16
RBT Level
Understanding
Social Studies Grade Pacing Guide 2013-2014



source of conflict during the Civil War time period
and the impact on the development of the United
States.
The exclusion of certain groups from membership in
a democratic society leads to conflict.
The rights and responsibilities of citizens granted by
the United States Constitution as they relate to the
concept of the “common good”.
The historical background of cultural narratives in
order to
understand their context.
Republic
Principles
Secede
Essential Vocabulary



Understand democratic values and principles.
Analyze rights and responsibilities of citizens.
Understand cultural narratives as they relate to and reflect.
o Lifestyle
o Beliefs
o Struggles
Democracy
Election
Campaign
Democratic
Laissez-faire
Rights
Responsibilities
Laws
Amendment
Due process
Common good
Analyze
Bill of Rights
Constitution
Citizen
Civics
Civic participation
Page 17
Content Vocabulary
Analyzing
Social Studies Grade Pacing Guide 2013-2014
Text Resources
Other Resources
Suggested Thinking Maps
http://www.ccboe.com/teachers/sfulcher/roots.democracy.htm
Multi-Flow Map
Harcourt Horizons: United States
http://rileytipp.wikispaces.com/7.+Student+page
History….
Harcourt Social Studies: The
United States…
http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm
Constitution Ipad App
http://www.usconstitution.net/constkids4.html
http://betterlesson.com/directory/fifth_grade/government_and_civics
http://learningtogive.org/papers/paper11.html
Priority Standards
5. H.1.3 Analyze the impact of major
conflicts, battles and wars on the
development of our nation through
reconstruction.
North Carolina Essential Standards
Supporting Standards
5. H.2.3 Compare the changing roles of women
and minorities on American society from PreColonial through reconstruction.
5. G.1.2 Explain the positive and negative
effects of human activity on the physical
environment of the United States, past and
present.
5. G.1.3 Exemplify how technological advances
(communication, transportation
and agriculture) have allowed people to overcome
geographic limitations.
5. G.1.4 Exemplify migration within or
5. E.1.1 Summarize the role of
Page 18
6th 6 Weeks
Conceptual Lenses
Migration and Settlement
Democracy
Human Activity
Social Studies Grade Pacing Guide 2013-2014
immigration to the United States in order to
identify push and pull factors (why people
left/why people come).
5. C&G.2.3 Exemplify ways in which the
rights, responsibilities and privileges of
citizens are protected under the United
States Constitution.
international trade between the United States and
other countries through Reconstruction.
5. E.1.2 Explain the impact of production,
specialization, technology and division of
labor on the economic growth of the
United States.
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?




The impact of the Civil War on the political, social, and economic development of the United States during Reconstruction.
The ways human activity modified, improved, and exploited the physical environment.
Migration and settlement patterns of freed slaves during Reconstruction.
The role of the United States Constitution in protecting the rights, responsibilities, and privileges of citizens.
Concepts (What students need to know)




Impact of Reconstruction on the economic, social, and
political development of the United States.
The negative effects of human activity on the physical
environment of the United States as a result of the Civil
War.
The push/pull factors that influenced settlement patterns of
freed slaves after the Civil War.
Examples of how the United Sates Constitution identifies
the rights, responsibilities, and privileges of United States
Skills (What students must be able to do)




Analyze political, social, and economic impact of
Reconstruction.
Explain negative effects of human activity on the physical
environment because of the Civil War.
Exemplify settlement patterns of freed slaves.
Exemplify rights, responsibilities, and privileges protected
under the Constitution.
Page 19
RBT Level
Understanding
Analyzing
Social Studies Grade Pacing Guide 2013-2014
citizens.
Essential Vocabulary
Content Vocabulary
Reconstruction
Freedmen
Carpetbaggers
Sharecropper
Amendment
Resources
Suggested Product Tasks
Harcourt Horizons: United States History….
Harcourt Social Studies: The United States….
Page 20
Suggested Thinking Maps