5th Grade- 1st Marking Period
Estimated
Timelines
3-5 weeks
Area of
Weakness
5.4 The student will read
fiction and nonfiction with
fluency and accuracy.
a) Use context to clarify
meaning of
unfamiliar words.
b) Use knowledge of
root words, prefixes,
and suffixes.
c) Use dictionary,
glossary, thesaurus,
and other wordreference materials.
ALA 1.3.5
ALA 2.1.1
ALA 2.4.3
ALA 2.4.4
ALA 4.1.1
ALA 4.1.4
ALA 4.3.2
ALA 4.3.3
Ideas
Refer to your schools SOL scores to link these 2 SOL content
areas.
US History to 1877
Geography
USI.2 The student will use maps, globes, photographs,
pictures, and tables to
b.)locate and describe the location of the geographic regions of
North America: Coastal Plain, Appalachian Mountains, Canadian
Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin
and Range, and Coastal Range;
Http://ushistory.pwnet.org
Context Clue Games
http://www.quia.com/rr/151544.html
http://www.toonuniversity.com/flash.asp?err=191
http://www.manatee.k12.fl.us/sites/elementary/samo
set/ccdirect.htm
Video
http://www.gamequarium.org/cgiin/search/linfo.cgi?id=4253
Books
Almost to Freedom by Vaunda Micheaux Nelson
Baloney by Sciezka
Skippyjon Jones by Judy Schachner
Weslandia by Paul Fleischman
CONT.)
5.4 The student will read
fiction and nonfiction with
fluency and accuracy.
a) Use context to clarify
b)
c)
Exploration to Revolution: Pre-Columbian Times to the
1770s
USI.3 The student will demonstrate knowledge of how early
cultures developed in North America by
a)
meaning of
unfamiliar words.
Use knowledge of
root words, prefixes,
and suffixes.
Use dictionary,
glossary, thesaurus,
and other wordreference materials.
b)
locating where the American Indians (First Americans) settled,
with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains
(Sioux), Southwest (Pueblo), and Eastern Woodland
(Iroquois);
describing how the American Indians (First Americans) used
their environment to obtain food, clothing, and shelter.
First Americans (Native Americans)
http://www.kidinfo.com/American_History/Native_A
mericans.html
Inuit
http://www.historyforkids.org/learn/northamerica/be
fore1500/history/inuit.htm
Kwakiutl
http://encyclopedia.kids.net.au/page/kw/Kwakiutl_my
thology
http://bigorrin.org/kwakiutl_kids.htm
http://encyclopedia.kids.net.au/page/kw/Kwakiutl
Lakota (Sioux)
http://encyclopedia.kids.net.au/page/kw/Kwakiutl
Pueblo
Correlate
http://www.bigorrin.org/pueblo_kids.htm
http://www.historyforkids.org/learn/northamerica/be
fore1500/history/pueblo.htm
Iroquois
http://bigorrin.org/iroquois_kids.htm
http://www.bigorrin.org/mohawk_kids.htm
USI.4 The student will demonstrate knowledge of European
exploration in North America and West Africa by
a)
b)
c)
Correlate
describing the motivations, obstacles, and accomplishments of
the Spanish, French, Portuguese, and English explorations;
describing cultural interactions between Europeans and
American Indians (First Americans) that led to cooperation
and conflict;
identifying the location and describing the characteristics of
West African societies (Ghana, Mali, and Songhai) and their
interactions with traders.
United Streaming- Spanish Explorers. Watch
video, use an atlas to map out Francisco
Coronado’s route through the southwest to
search for the City of Gold. ( It also helps to
tell them that was the same thing Nicholas
Cage was looking for in National Treasure 2)
2nd Marking Period
Suggested
Timeline
2-3 weeks
Area of
Weakness
5.5 The student will read and
demonstrate comprehension
of fiction.
Suggested Areas of Focus
USI.5 The student will demonstrate knowledge of
the factors that shaped colonial America by
b.)Describe character
development in fiction
and poetry selections.
c.)Describe the development
of plot and explain how
conflicts are resolved.
ALA 4.1.3
ALA 4.2.4
a)
b)
c)
d)
Correlate
describing the religious and economic events and
conditions that led to the colonization of America;
comparing and contrasting life in the New England,
Mid-Atlantic, and Southern colonies, with emphasis
on how people interacted with their environment;
describing colonial life in America from the
perspectives of large landowners, farmers, artisans,
women, indentured servants, and slaves;
identifying the political and economic relationships
between the colonies and England.
Ideas
STAR site
Websites
http://www.history.org/kids/
http://library.thinkquest.org/J002611F/
http://cybersleuthkids.com/sleuth/History/US_History/Colonial_Period/index.htm
http://www.academickids.com/encyclopedia/index.php/Coloni
al_America at the bottom on the page has links for early
exploration and colonial clip art.
http://www.socialstudiesforkids.com/wwww/us/uslistcolonial.h
tm
Games
http://www.quia.com/jg/66108.html - matching game
http://www.quia.com/rr/4049.html Colonial Millionaire
Game
Quiz
http://www.quia.com/jq/61229.html
Web quests
http://www.hfmgv.org/educational/smartfun/colonial/in
tro/
http://www.bristolvaschools.org/mwarren/JourneytoColonialTi
mes.htm create a brochure
Books
Jean Fritz’ books
2-3 weeks
5.6 The student will read
and demonstrate
comprehension of
nonfiction.
Websites
c.)Locate information to
support opinions,
predictions, and
conclusions.
d.) Identify cause-andeffect relationships.
Revolution and the New Nation: 1770s to the Early
1800s
USI.6The student will demonstrate knowledge of
the causes and results of the American Revolution
by
ALA 4.2.3
ALA 2.1.3
ALA 2.2.3
a)
b)
c)
Correlate
d)
identifying the issues of dissatisfaction that led to
the American Revolution;
identifying how political ideas shaped the
revolutionary movement in America and led to the
Declaration of Independence, with emphasis on the
ideas of John Locke;
describing key events and the roles of key
individuals in the American Revolution, with
emphasis on George Washington, Benjamin
Franklin, Thomas Jefferson, Patrick Henry, and
Thomas Paine;
explaining reasons why the colonies were able to
defeat Britain.
http://www.kidinfo.com/American_History/American_Revolutio
n.html
http://www.pocanticohills.org/revolution/revolution.htm
eBooks
The American Revolution for Kids: A History with 21 Activities
By Janis Herbert
Books
…If you lived at the time of the American Revolution - By Kaye
Moore
George Washington: and the American Revolution by Don
Abnett
What do you know about the American Revolution by Lynn
George
Revolutionary War Days: Discover Past with exciting projects,
games, and activities, and recipies by David King
Phillis Weatley by Don McLeese
3rd Marking Period
Timeline
3-5 weeks
Area of Weakness
5.7The student will demonstrate
comprehension of information
from a variety of print resources.
Suggested Areas of Focus
USI.7 The student will demonstrate knowledge of
the challenges faced by the new nation by
b.) Organize information on charts,
maps, and graphs.
ALA 1.1.6
ALA 2.1.2
ALA 3.1.4***
a)
b)
c)
d)
Correlate
identifying the weaknesses of the government
established by the Articles of Confederation;
identifying the basic principles of the new
government established by the Constitution of
the United States and the Bill of Rights;
identifying the conflicts that resulted in the
emergence of two political parties;
describing the major accomplishments of the first
five presidents of the United States.
Ideas
Bill of Rights Games
http://www.ohiokids.org/games/ah/dd01f.html
http://www.quia.com/cc/67829.html
http://www.quia.com/jfc/67829.html
Bill of Rights Graphic Organizer
http://lshs.leesummit.k12.mo.us/lshsmedia/LMC/Bill%20of%20
Rights%20Redux%202/BoRGraphicOrg.html
Bill of Rights Smartboard
http://www.elko.k12.nv.us/ecsdtc/SMART%20Lessons/bill%20
of%20rights.notebook
Books
The Bill of Rights by Taylor-Butler
The Bill of Rights in Translation: What it really means by Leavitt,
Amie Jane
Graphic Novel- The Bill of Rights by Norman Pearl
Presidents
http://www.bing.com/images/search?q=Presidents+graphic+or
ganizers&FORM=IGRE&qpvt=Presidents+graphic+organizers#fo
cal=37d478d762871901529af468ec2f8b3c&furl=http%3A%2F%
2Fwww.nonags.org%2Fmembers%2Fdasaunders%2Factivities%
2Fcomcast%2Factivities%2Funit3%2Frev%2Freasonsdraw.jpg
Never mind anything else – this covers it all!
5.6 The student will read and
demonstrate comprehension of
nonfiction.
a) Use text organizers, such as
type, headings, and graphics,
to predict and categorize
information.
STAR site
Expansion and Reform: 1801 to 1861
USI.8 The student will demonstrate knowledge of
westward expansion and reform in America from
1801 to 1861 by
a)
ALA 3.1.6
ALA 3.1.3
ALA 4.1.6
b)
c)
Correlate
d)
describing territorial expansion and how it
affected the political map of the United States,
with emphasis on the Louisiana Purchase, the
Lewis and Clark expedition, and the acquisitions
of Florida, Texas, Oregon, and California;
identifying the geographic and economic factors
that influenced the westward movement of
settlers;
describing the impact of inventions, including the
cotton gin, the reaper, the steamboat, and the
steam locomotive, on life in America;
identifying the main ideas of the abolitionist and
suffrage movements.
Lewis and Clark Games & Activities
http://www.nationalgeographic.com/west/
http://www.nps.gov/archive/jeff/lewisclark2/activities&kids/A
ctivitiesAndKidsMain.htm
Invention Websites
Cotton gin
http://score.rims.k12.ca.us/score_lessons/cotton_gin/pages/re
ading.html
Reaper
http://www.lib.niu.edu/2000/ihy000446.html
steamboat
http://www.kidscanmakeadifference.org/Newsletter/nf2001b.
htm
Steam locomotive
http://ushistory.pwnet.org/resources/I.8.c.php
4th Marking Period
Suggested
Timeline
3-5 weeks
Area of Weakness
5.6b,e The student will read
and demonstrate
comprehension of nonfiction.
b.)Identify structural patterns
found in nonfiction.
e.)Identify compare-andcontrast relationships.
Suggested Area of Focus
Websites
Civil War and Reconstruction: 1860s to
1877
USI.9 The student will demonstrate
knowledge of the causes, major events,
and effects of the Civil War by
a)
b)
c)
Correlate
d)
e)
f)
5.7 The student will
demonstrate comprehension
of information from a
variety of print resources.
a.) Develop notes that include
important concepts,
summaries, and identification
of information sources.
Ideas
describing the cultural, economic,
and constitutional issues that divided
the nation;
explaining how the issues of states’
rights and slavery increased sectional
tensions;
identifying on a map the states that
seceded from the Union and those
that remained in the Union;
describing the roles of Abraham
Lincoln, Jefferson Davis, Ulysses S.
Grant, Robert E. Lee, Thomas
“Stonewall” Jackson, and Frederick
Douglass in events leading to and
during the war;
using maps to explain critical
developments in the war, including
major battles;
describing the effects of war from the
perspectives of Union and
Confederate soldiers (including black
soldiers), women, and slaves.
USI.10 The student will demonstrate
knowledge of the effects of Reconstruction
on American life by
Correlate
a)
b)
identifying the provisions of the 13th,
14th, and 15th Amendments to the
Constitution of the United States and
their impact on the expansion of
freedom in America;
describing the impact of
Reconstruction policies on the South.
http://www.socialstudiesforkids.com/subjects/civilwar.htm
http://edtech.kennesaw.edu/web/civwar.html
http://americancivilwar.com/kids_zone/causes.html
http://www.radford.edu/sbisset/civilwar.htm
Gettysburg
http://www.nps.gov/archive/gett/gettkidz/kidzindex.htm
Books
Nettie’s Trip South by Ann Warren Turner
Pink & Say by Patricia Pollacco
The Lincolns: A scrapbook look at Abraham and Mary
Civil War Recipies: Adding and Subtracting simple fractions by Lynn
George
Civil War days: Discover the past with exciting projects, games, activities
by David King
Red Legs: A drummer boy of the Civil War by Ted Lewin
Kids During the American Civil War by Lisa Wroble