ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Social Studies
GRADE LEVEL: Grade 5
CREATION DATE: March, 2003
Essential Question, Concept or Theme: A. Exploration: What motivated exploration? How were the explorers
Approx. Time Allotment:
financed?
PA Standards: 6.3.3 B, C, D, E, F; 6.4.3 C
Benchmark/Skills
Benchmark #1 Students will learn about the
exploration of the Americas ( Motivation and
Purpose).
 Power/land/resources
 Identify motivating factors for exploration
 Sea routes to Asia
 Acquisition and control of land areas
 Acquisition of resources
 Financing of Exploration
Social Studies Grade 5
Aligned Materials/
Resources/Technology
Assessment
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Maps
Quizzes
Diaries
Essays
Projects
Oral presentations
Tests
Newspaper
Dioramas
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Page 1
History Alive! America’s
Past; 2003
Trade books
Videos
Websites
Biographies
Maps
Atlases
Globes
Instructional Strategies
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-1-
Outlining
Students as teachers
Student pair share
Videos
Charts
Mapping
Letter writing
Posters
Electronic field trips
Compare/Contrast
Summarizing
Drama
SQ4R
Simulations
KWL charts
March, 2003
3
Essential Question, Concept or Theme: A. Exploration: What motivated exploration? What was the impact on
native populations? How were the explorers financed?
PA Standards: 6.3.3 B, C, D, E, F; 6.4.3 C
Benchmark/Skills
Benchmark #2 Students will examine the purposes
behind various explorations.
 Easier routes/new kingdoms/resources
 Impact of Exploration
 Conquering of native cultures/kingdoms
 Changing of Kingdoms
 Introduction of slave trade
Social Studies Grade 5
Assessment
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Maps
Quizzes
Diaries
Essays
Projects
Oral presentations
Tests
Newspaper
Dioramas
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Page 2
Aligned Materials/
Resources/Technology
History Alive! America’s
Past; 2003
Trade books
Videos
Websites
Biographies
Maps
Atlases
Globes
Approx. Time Allotment:
Instructional Strategies
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-2-
Outlining
Students as teachers
Student pair share
Videos
Charts
Mapping
Letter writing
Posters
Electronic field trips
Compare/Contrast
Summarizing
Drama
SQ4R
Simulations
KWL charts
March, 2003
3
Essential Question, Concept or Theme: A. Exploration: How were the explorers financed?
Approx. Time Allotment:
PA Standards: 6.3.3 B, C, D, E, F; 6.4.3 I
Benchmark/Skills
Benchmark #3 Students will examine the
financing of explorers.
 King/Queen influence
Social Studies Grade 5
Aligned Materials/
Resources/Technology
Assessment
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Maps
Quizzes
Diaries
Essays
Projects
Oral presentations
Tests
Newspaper
Dioramas
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Page 3
History Alive! America’s
Past; 2003
Trade books
Videos
Websites
Biographies
Maps
Atlases
Globes
Nonfiction accounts
Primary documents
Instructional Strategies
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-3-
Outlining
Students as teachers
Student pair share
Videos
Charts
Mapping
Letter writing
Posters
Electronic field trips
Compare/Contrast
Summarizing
Drama
SQ4R
Simulations
KWL charts
March, 2003
3
Essential Question, Concept or Theme: A. Exploration: What motivated exploration? What was the impact on native populations?
PA Standards:
7.3.6 D; 7.4.6 B
Benchmark/Skills
Benchmark #4 Students will be able to explain
the impact of exploration on selected…
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Approx. Time Allotment:
cultures
kingdoms
native people
politics
Social Studies Grade 5
Aligned
Materials/Resources/Technology
Assessment
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Maps
Quizzes
Diaries
Essays
Projects
Oral presentations
Tests
Newspaper
Dioramas
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Page 4
History Alive! America’s
Past; 2003
Trade books
Videos
Websites
Biographies
Maps
Atlases
Globes
Instructional Strategies
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-4-
Outlining
Students as teachers
Student pair share
Videos
Charts
Mapping
Letter writing
Posters
Electronic field trips
Compare/Contrast
Summarizing
Drama
SQ4R
Simulations
KWL charts
March, 2003
3
Essential Question, Concept or Theme:
A. Exploration: Who were some key explorers?
Approx. Time Allotment:
PA Standards: 8.1.6 D; 8.2.6 A, B, C, D; 8.3.6 A, B, C, D
Benchmark/Skills
Benchmark #5 Students will be able to
know and describe key people involved in
exploration.
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Explorers
Western European Explorers
Indigenous Peoples
Ancient North and South American
cultures
Social Studies Grade 5
Aligned Materials/
Resources/Technology
Assessment
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Maps
Quizzes
Diaries
Essays
Projects
Oral presentations
Tests
Newspaper
Dioramas
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Page 5
History Alive! America’s
Past; 2003
Trade books
Videos
Websites
Biographies
Maps
Atlases
Globes
Instructional Strategies
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-5-
Outlining
Students as teachers
Student pair share
Videos
Charts
Mapping
Letter writing
Posters
Electronic field trips
Compare/Contrast
Summarizing
Drama
SQ4R
Simulations
KWL charts
March, 2003
3
Essential Question, Concept or Theme: A. Exploration: What motivated exploration? What was the impact on native
populations? How were the explorers financed?
PA Standards: 6.3.3 B, C, D, E, F; 6.4.3 I ; 7.3.6 D; 7.4.6 B; 8.1.6 D; 8.2.6 A, B, C, D; 8.3.6 A, B, C, D
Adaptations/Inclusion Techniques
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Flexible grouping
Use of technology
Essay prompt given prior to test
Use of outline
Close ended task
Oral activities rather than written
Study guides
Social Studies Grade 5
Enrichment Strategies
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Technology presentations
Student as teacher
Page 6
Approx. Time Allotment:
Remediation Strategies
 Modified assignments
 Reteaching activities
 Student checklist for
accountability
 Teach to
strength/intelligence or learning
style
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-6-
Multicultural/Interdisciplinary
Connection
Math-calculating distances on maps
Art and Media
Literature and novels
Newspapers
Anthology
Music
Music
Multiple perspectives
Read alouds
Triangular trade
March, 2003
3
Essential Question, Concept or Theme: B. Colonization: Why did people leave their homes and come to America?
What groups of people came to America seeking religious freedom? How did geography affect the colonization?
PA Standards: 5.1.6 B, D, M; 6.3.3 B, C, D, E, F; 7.1.6 B; 7.3.6 C; 7.4.6 A, B; 8.3.6 A, B, C, D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 Maps
 History Alive!
Benchmark #1
America’s Past; 2003
 Quizzes
Students will learn about the colonization of the
 Maps
 Diaries
Americas.
 Atlases
 Essays
 List groups of people who came to the Americas.
 Globes
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Projects
 Identify leaders of the groups
 Nonfiction accounts
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Oral
presentations
 Explain impact of geographic location of colonies
 Primary documents
 Tests
on development
 Videos
 Newspaper
 Order chronologically settlement of colonies
 Biographies
 Dioramas
 Identify and explain importance of historical
 Timelines
documents: Mayflower Compact, Fundamental
Orders of Connecticut, Penn’s Treaty
 Explain conflict and cooperation between settlers
and Native Americans
 Determine factors in the success and failure of
colonies
 Explain reasons for settling in America and why
they left native countries
 Describe the types of commerce and industry in
the different colonies (shipbuilding, craftmanship,
tobacco/plantations, whaling, slave trade, small
farming)
 Development a system of slavery
 Compare and contrast types of homes, education,
communities (i.e.., village city, plantation), dress
 Identify key individuals who have impact on the
colonies (Hutchinson, Pocahontas, Zenger)
Social Studies Grade 5
Page 7
Approx. Time Allotment:
Instructional Strategies
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-7-
Outlining
Students as teachers
Student pair share
Videos
Charts
Mapping
Letter writing
Posters
Electronic field trips
Compare/Contrast
Summarizing
Drama
SQ4R
Simulations
KWL charts
March, 2003
3
Essential Question, Concept or Theme: B. Colonization: Why did people leave their homes and come to America? What
groups of people came to America seeking religious freedom? How did geography affect the colonization?
PA Standards: 5.1.6 B, D, M; 6.3.3 B, C, D, E, F; 7.1.6 B; 7.3.6 C; 7.4.6 A, B; 8.3.6 A, B, C, D
Adaptations/Inclusion Techniques







Flexible grouping
Use of technology
Essay prompt given prior to test
Use of outline
Close ended task
Oral activities rather than written
Study guides
Social Studies Grade 5
Enrichment Strategies
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
Approx. Time Allotment:
Remediation Strategies

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
Technology presentations
Student as teacher
Page 8
Modified assignments
Teach to learning style
Graphic aids
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-8-
Multicultural/Interdisciplinary
Connection
Math-calculating distances on maps
Art and Media
Literature and novels
Newspapers
Anthology
Music
Multiple perspectives
Read alouds
Triangular trade
March, 2003
3
Essential Question, Concept or Theme: C. Military Conflicts/Resolutions (Revolutionary War/War of 1812): What events led to
the Declaration of Independence/Revolutionary War? What was the impact of these events on the United States Constitution?
PA Standards: 8.1.6 A, B, C, D; 8.3.6 A, B, C, D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 History Alive!
Benchmark # 1 Students will explain the
 Maps
America’s Past; 2003
cause/effect connections of the events leading  Quizzes

Maps
to the American Revolution. (French /Indian
 Diaries
 Atlases
War, Stamp Act, Townsend Acts, Boston
 Essays
 Videos
Massacre, Pontiac’s Rebellion, Boston Tea
 Projects
 Trade books
Party, Intolerable Acts,Thomas Paine’s
 Oral presentations
 Primary source
Common Sense).
 Tests
documents
 Newspaper
 Biographies
 Identify the key players of the Declaration
 Dioramas
 Globes
of Independence. (Thomas Jefferson, John
Adams, Benjamin Franklin, John
Hancock)
Approx. Time Allotment:
Instructional Strategies
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Social Studies Grade 5
Page 9
-9-
Outlining
Students as teachers
Student pair share
Videos
Charts
Mapping
Letter writing
Posters
Electronic field trips
Compare/Contrast
Summarizing
Drama
SQ4R
Simulations
KWL charts
March, 2003
3
Essential Question, Concept or Theme: C. Military Conflicts/Resolutions (Revolutionary War/War of 1812): What events led to
the Declaration of Independence/Revolutionary War? What was the impact of these events on the United States Constitution?
PA Standards: 8.1.6 A, B, C, D; 8.3.6 A, B, C, D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 History Alive! America’s
Benchmark # 2 Students will describe
 Maps
Past; 2003
key people and events of the battles of
 Quizzes

Maps
the American Revolution.
 Diaries
 Atlases
 Lexington and Concord (Paul Revere  Essays
 Videos
and William Dawes)
 Projects
 Trade books
 Ticonderoga I and II (Cannons)
 Oral presentations
 Primary source documents
 Bunker Hill (Whites of their eyes)
 Tests
 Biographies
 Brandywine
 Newspaper
 Globes
 Germantown/Princeton
 Dioramas
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Explain how the Battle of Saratoga
was the turning point of the War
Yorktown
Identify the key players on the
American side in the Battles (George
Washington, Marquis de Lafayette,
John Bugoyne)
Identify the key players on the
British side in the Battles (William
Howe, Charles Cornwallis)
Explain the significance of the winter
at Valley Forge
Identify key concepts and terms
(mercenaries, militia, minutemen,
redcoats, “shot heard around the
world,” boycott, “taxation without
representation.”, treason, First
Continental Congress)
Social Studies Grade 5
Approx. Time Allotment:
Instructional Strategies
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Page 10
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Outlining
Students as teachers
Student pair share
Videos
Charts
Mapping
Letter writing
Posters
Electronic field trips
Compare/Contrast
Summarizing
Drama
SQ4R
Simulations
KWL charts
March, 2003
3
Essential Question, Concept or Theme: C. Military Conflicts/Resolutions (Revolutionary War/War of 1812): What events led to
the Declaration of Independence/Revolutionary War? What was the impact of these events on the United States Constitution?
PA Standards: 8.1.6 A, B, C, D; 8.3.6 A, B, C, D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 History Alive!
Benchmark # 3 Students will understand and explain
 Maps
America’s Past; 2003
the events, documents and important political and
 Quizzes

Maps
cultural figures of the early United States.
 Diaries
 Atlases
 Key Events (Articles of Confederation,
 Essays
 Videos
Constitutional Convention, War of 1812,
 Projects
 Trade books
Technological advances)
 Oral presentations
 Primary source
 Key Political leaders (Dolly Madison, James
 Tests
documents
Monroe)
 Newspaper
 Biographies
 Key cultural figures (Francis Scott Key, Benjamin  Dioramas
 Globes
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Banneker)
Constitutional Convention
Bill of Rights
Approx. Time Allotment:
Instructional Strategies
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Social Studies Grade 5
Page 11
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Outlining
Students as teachers
Student pair share
Videos
Charts
Mapping
Letter writing
Posters
Electronic field trips
Compare/Contrast
Summarizing
Drama
SQ4R
Simulations
KWL charts
March, 2003
3
Essential Question, Concept or Theme: C. Military Conflicts/Resolutions (Revolutionary War/War of 1812): What events led to
the Declaration of Independence/Revolutionary War? What was the impact of these events on the United States Constitution?
PA Standards: 8.1.6 A, B, C, D; 8.3.6 A, B, C, D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 History Alive! America’s
Benchmark #4 Students will understand
 Maps
Past; 2003
and explain the important people, places
 Quizzes
 Maps
and events leading up to and through the  Diaries
 Atlases
expansion of the Early United States.
 Essays
 Videos
 Key events (Louisiana Purchase,
 Projects
 Trade books
Indian Removal Act, Trail of Tears)
 Oral presentations
 Primary source documents
 Key political leaders (Thomas
 Tests
 Biographies
Jefferson, Andrew Jackson, James
 Newspaper
 Globes
Monroe, Osceola)
 Dioramas
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Key cultural figures (Daniel Boone,
Sacajawea, Merriwether Lewis and
William Clark, Sequoia)
Impact on Native peoples, family
structure, political structure
Impact on growth of the nation
(Appalachians, Wilderness Road,
Cumberland Gap)
Social Studies Grade 5
Approx. Time Allotment:
Instructional Strategies
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Page 12
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Outlining
Students as teachers
Student pair share
Videos
Charts
Mapping
Letter writing
Posters
Electronic field trips
Compare/Contrast
Summarizing
Drama
SQ4R
Simulations
KWL charts
March, 2003
3
Essential Question, Concept or Theme: C. Military Conflicts/Resolutions (Revolutionary War/War of 1812): What events led to
the Declaration of Independence/Revolutionary War? What was the impact of these events on the United States Constitution?
PA Standards: 6.3.3 B, C, D, E, F; 6.4.3 C ; 7.3.6 D; 7.4.6 B; 8.1.6 A, B, C, D; 8.3.6 A, B, C, D
Adaptations/Inclusion Techniques







Flexible grouping
Use of technology
Essay prompt given prior to test
Use of outline
Close ended task
Oral activities rather than written
Study guides
Social Studies Grade 5


Enrichment Strategies
Remediation Strategies
Technology presentations
Student as teacher



Page 13
Modified assignments
Teach to learning style
Graphic aids
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
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- 13 -
Math-calculating distances on
maps
Art and Media
Literature and novels
Newspapers
Anthology
Music
Multiple perspectives
Read alouds
Triangular trade
March, 2003
3
Social Studies Grade 5
Page 14
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March, 2003
3