Madison Public Schools
Grade 5 Social Studies
Written by:
Margaret Duffy
Julia Nicolette
Reviewed by:
Matthew A. Mingle
Director of Curriculum and Instruction
Janine Loconsolo
Supervisor of Elementary Education
Approval date:
September 9, 2014
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
James Novotny
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
www.madisonpublicschools.org
Course Overview
Description
Grade 5 Social Studies traces the struggles of the American colonies to gain independence from
Britain and develop as a new nation. This course offers opportunities for students to develop as
critical thinkers as they explore the increasing tension between the colonies and Britain, the
resulting war, and the need to compromise in order to create a lasting government.
Goals
This course aims to:
● develop an understanding of key events and people of American history in the 1700’s;
● develop close reading strategies of non-fiction text and primary documents;
● use technology and real-life experiences to increase meaning of historical events;
● develop writing strategies as students compose a variety of written responses (i.e. journal
entries, letters, etc.);
● develop research skills, including the interpretation of charts, graphs, and timelines;
● develop an appreciation for the sacrifices made by the men and women of the 1700’s who
played an integral role in the founding of America.
Resources
Suggested activities and resources page
Unit 1 Overview
Unit Title: The Declaration of Independence
Unit Summary:
This unit explores the major events and the actions of specific individuals leading to the creation and
approval of the Declaration of Independence. Students will examine key passages from the
Declaration of Independence in order to develop a greater understanding of the document’s
relevance to the American Revolution.
Suggested Pacing: 18 lessons
Learning Targets
Unit Essential Questions:
● How did the Declaration of Independence establish a foundation for American government?
● When is it necessary for decisions to be made, and later justified?
● How can individuals make a difference in society? In history?
Unit Enduring Understandings:
● Many governments are created based on principle and the need for change.
● Leaders must often make decisions for the good of the group. Input from too many
individuals at once can hinder the decision-making process.
● People make sacrifices in order to make a difference and create change.
Evidence of Learning
Unit Benchmark Assessment Information:
Open-ended Questions: Declaration of Independence
Objectives
(Students will be able to…)
Describe the actions of
the Second
Continental Congress
Essential
Content/Skills
Content:
Olive Branch Petition,
George Washington as
Commander of
Continental Army,
create Continental
currency, gather
support from colonies,
form committee to
write a declaration
Suggested
Assessments
Imagine you are a
delegate at the Second
Continental Congress.
Write a letter home
explaining the
accomplishments of
the Congress and
what you feel is the
most important
accomplishment.
Skills:
Identify and evaluate
Congress’s decision to
choose George
Washington
Standards
(NJCCCS CPIs, CCSS, NGSS)
6.1.8.D.3.c
Analyze the impact of George
Washington as general of the
American revolutionary forces
and as the first president of the
United States
Pacing
3 lessons
6.1.8.A.2.a
Determine the role of religious
freedom and participatory
government in various North
American colonies
6.1.8.A.2.b
Explain how and why early
government structures developed,
and determine the impact of these
early structures on the evolution
of American politics and
institutions
Pull key information
from informational
texts.
5.RI.3
Explain the relationships or
interactions between
two or more individuals, events,
ideas, or concepts in a historical,
scientific, or technical text based
on specific information in the text.
Explain the
significance and
reasons for the Battles
at Lexington and
Concord
Content:
April 18-19, 1775,
John Hancock,
Samuel Adams, Paul
Revere, “...shot heard
round the world..”Concord Hymn
Skills:
Identify reasons why
British planned to
attack
Read and interpret
poem “The Midnight
Ride of Paul Revere”
and the “Concord
Hymn
Identify the 13
colonies on a map of
North America
Locate important
cities within each
colony
Evaluate the impact
Thomas Paine’s
Common Sense had on
Content: 13 colonies,
Philadelphia,
Lexington, Concord,
Boston, New York City
Complete cause and
effect chart to show
why fighting broke
out at Lexington and
Concord
Create a map that
traces Paul Revere’s
Ride.
Explain how events
may have turned out
differently if Paul
Revere had not made
this ride.
Use maps to locate
colonies and cities.
Color blank map of 13
colonies, label cities.
Skills:
Using maps to locate
places, use scale to
determine distance
between places,
interpret map
symbols (cities,
boundaries, etc.)
Content:
Thomas Paine,
Common Sense
Write a newspaper
review of Thomas
Paine’s booklet,
Common Sense.
6.1.8.C.3.a
Explain how taxes and
government regulation can affect
economic opportunities and assess
the impact of the on relations
between Britain and its North
American Colonies
3 lessons
5.RI.5
Compare and contrast the overall
structure (e.g., chronology,
comparison, cause/effect,
problem/solution) of events, ideas,
concepts, or information in two or
more texts.
6.1.4.B.1
Compare and contrast
information that can be found on
different types of maps, and
determine when the information
may be useful.
1 lesson
6.1.8.D.3.d
Analyze how prominent
individuals and other nations
contributed to the causes,
3 lessons
the Second
Continental Congress
Skills:
Pull key information
from informational
texts.
Explain the impact
this booklet will have
on the public.
5.W.1
Write opinion pieces on topics or
texts, supporting a point of view
with reasons and information.
Read, interpret, and
paraphrase excerpts
of Common Sense
Describe the role of
Thomas Jefferson and
other committee
members in the
writing of the
Declaration of
Independence
Content:
Thomas Jefferson,
Benjamin Franklin,
John Adams, Robert
Livingston, Roger
Sherman
Write a paragraph
explaining why
Thomas Jefferson is
credited with writing
the Declaration of
Independence.
6.1.8.D.3.d
Analyze how prominent
individuals and other nations
contributed to the causes,
execution, and outcomes of the
American Revolution.
Skills:
Pull key information
from informational
texts.
Create a historical
plaque for Thomas
Jefferson’s desk.
(Social Studies Alive!
Interactive Notebook
pg. 71)
6.1.8.D.3.b
Explain why the Declaration of
Independence was written and
how its key principles evolved to
become unifying ideas of
American democracy.
Research on internet
to find facts about
specific individuals.
Explain the
challenges faced by
the Second
Continental Congress
in approving the
Declaration of
Independence
execution, and outcomes of the
American Revolution.
Content:
debate, compromise,
slavery
Skills:
Pull key information
from informational
texts.
2 lessons
5.W.2
Write informative/explanatory
texts to examine a topic and
convey ideas and information
clearly.
Writing activity:
Imagine that you are
a delegate to the
Second Continental
Congress. Do you
think you would sign
the Declaration of
Independence?
Explain your ideas.
Compare and contrast
delegates views
regarding slavery
6.1.8.A.2.a
Determine the role of religious
freedom and participatory
government in various North
American colonies.
2 lessons
6.1.8.A.2.b
Explain how and why early
government structures developed,
and determine the impact of these
early structures on the evolution
of American politics and
institutions.
5.W.1
Write opinion pieces on topics or
texts, supporting a point of view
with reasons and information.
Analyze the four
main parts of the
document and explain
the importance of
each
Content:
The Declaration of
Independence,
grievances against
King George III,
Skills:
Paraphrase main
passages of document
Identify the purpose
of each part of the
document
Create a 4-square
poster that explains
each part (in own
words) and contains
illustrations or
symbols to show each
part’s meaning.
Work in groups to
create and present
skits to explain key
excerpts from the
Declaration of
Independence (Social
Studies Alive! Lesson
Guide pg. 151). Write
reflection of
experience
6.1.8.A.3.a
Examine the ideals found in the
Declaration of Independence, and
assess the extent to which they
were fulfilled for women, African
Americans, and the Native
Americans during this time
period.
6.1.8.D.3.b
Explain why the Declaration of
Independence was written and
how its key principles evolved to
become unifying ideas of
American democracy.
5.W.4
Produce clear and coherent
writing in which the development
and organization are appropriate
to task, purpose, and audience.
4 lessons
Unit 2 Overview
Unit Title: The American Revolution
Unit Summary: This unit explores the major battles of the American Revolution, along with key
figures who made a difference in the war. Students will examine the roles and perspectives of
various socioeconomic groups and determine how these groups were impacted by the war. Students
will also understand the outcome of the war.
Suggested Pacing: 25 lessons
Learning Targets
Unit Essential Questions:
● When is war justified?
● What impact does war have on individuals? On society?
● Can individuals make a difference in war?
● What are the benefits to declaring war?
● What are the detriments to declaring war?
● What are the outcomes of the war?
Unit Enduring Understandings:
● Individuals can make a huge difference in the world.
● From strife and hardship, a new government can form.
Evidence of Learning
Unit 2 Benchmark Assessment Information
Objectives
(Students will be able to…)
Explain the differing
ideals and beliefs of
Americans during the
Revolutionary War
Essential
Content/Skills
Content: Patriots,
Tory, Whig, Loyalists,
Sovereignty,
Federalist,
Anti-Federalist
Skills: identify the
underlying ideals of
each side during the
war
Explain the major
important battles of
the war and the
outcomes of each
Content:
The Battles of Bunker
Hill, Long Island,
Trenton (Princeton),
Encampment at
Valley Forge, Battle of
Yorktown
Suggested
Assessments
5.SL.4
Report on a topic or text or present
an opinion, sequencing ideas
logically and using appropriate
facts and relevant, descriptive
details to support main ideas or
themes; speak clearly at an
understandable pace.
2-3
lessons
Research and present
project on a battle
5.SL.4
Report on a topic or text or present
an opinion, sequencing ideas
logically and using appropriate
facts and relevant, descriptive
details to support main ideas or
themes; speak clearly at an
understandable pace.
15 lessons
5.SL.5
Include multimedia components
(e.g., graphics, sound) and visual
displays in presentations when
appropriate to enhance the
development of main ideas or
themes.
Identify strategies
used by each side
Analyze why each
battle was considered
a victory or defeat
5.W.4
Produce clear and coherent
writing in which the development
and organization are appropriate
to task, purpose, and audience.
Analyze timelines to
understand the “big
picture”
Content: Students will
research various
people such as
General Washington,
General Burgoyne,
Marquis de Lafayette,
Baron Von Steuben,
General Cornwallis ,
Benjamin Franklin,
John Adams, Patrick
Henry, Samuel
Adams,
Pacing
Given a side, students
will defend their
views on the
American Revolution,
specifically those of
Patriot and Loyalist
and be able to
articulate those
justifications through
debate
Skills:
Pull key information
from non-fiction texts
Describe the key
people and the roles
they played in the
war
Standards
(NJCCCS CPIs, CCSS, NGSS)
Research and present
project on a
prominent individual
Prepare a political
cartoon showing the
viewpoint of an
individual at the time
6.1.8.D.3.d
Analyze how prominent
individuals and other nations
contributed to the causes,
execution, and outcomes of the
American Revolution.
3 lessons
5.W.4
Produce clear and coherent
writing in which the development
and organization are appropriate
to task, purpose, and audience.
Skills:
Internet research
skills into the various
contributions made
by individuals in the
war
Close-reading of
biographies and
nonfiction texts
Analyze the roles that
many different people
contributed to the
war effort, and their
impact.
Content:
Students will research
various people such
as:
Rachel Wells, Mercy
Otis Warren, Molly
Pitcher, Mary
Katherine Goddard,
Students can role play
various people from
the Revolutionary
war period and
present what life
would be like for them
during this time.
6.1.8.D.3.e
Examine the roles and
perspectives of various
socioeconomic groups (e.g., rural
farmers, urban craftsmen,
northern merchants, and
southern planters), African
Americans, Native Americans,
3 lessons
Deborah Sampson,
Salem Poor, Phillis
Wheatley, James
Armistead
and women during the American
Revolution, and determine how
these groups were impacted by the
war.
Skills:
Internet research
Interpret non-fiction
text and analyze
important
information
Identify that
America’s victory was
a direct result of help
from allies
Content:
Benjamin Franklin
sent as an ambassador
to France,
France sent troops
and ships, Dutch
banks loaned America
money, Spain sends
support
Students can make a
cause and effect chart
showing the
consequences of allies’
becoming involved in
the war effort
Content:
Treaty of Paris,
consequences of
Treaty of Paris for
allies as well as the
Native Americans
Skills:
Map skills
1 lesson
5.W.4
Produce clear and coherent
writing in which the development
and organization are appropriate
to task, purpose, and audience.
Skills:
Identify key assets
from other countries
that aided America in
the war
Explain the
consequences of the
Treaty of Paris
6.1.8.D.3.d
Analyze how prominent
individuals and other nations
contributed to the causes,
execution, and outcomes of the
American Revolution.
Students can color on
a map the land that
became the United
States, Florida given
to the Spanish
6.1.8.D.3.f
Analyze from multiple
perspectives how the terms of the
Treaty of Paris affected United
States relations with Native
Americans and with European
powers that had territories in
North America.
1 lesson
Unit 3 Overview
Unit Title: Early American Government (Constitution and Bill of Rights)
Unit Summary: This unit examines the founding of the Early American government, the
Constitution, and the Bill of Rights. In this unit students will examine the compromises that checks
and balances that were put in place early on in our country’s history to ensure an effective
democracy.
Suggested Pacing: 16 lessons
Learning Targets
Unit Essential Questions:
● What is a democracy?
● Which should have more power, the states or the federal government?
● What principles should our country be founded upon?
● What is fair, just and right?
● How do we keep each of the three branches of government from becoming too powerful?
● What were some of the issues faced by the delegates at the Constitutional Convention?
● How did states differ over these issues?
Unit Enduring Understandings:
● Our country is founded on principles.
● Our government is based on compromise.
● The Constitution was written based on compromise.
● Our government consists of branches with a system of checks and balances that keeps each
branch from becoming too powerful.
Evidence of Learning
Unit Benchmark Assessment Information: Open-ended questions
https://docs.google.com/a/madisonnjps.org/document/d/1CQf_vcYu6mWpdormuzREnkbAM9n6P
oyqWFe1wXmXTUc/edit
Objectives
(Students will be able to…)
Analyze the strengths
and weaknesses of the
Articles of
Confederation
Essential
Content/Skills
Content:
The Articles of
Confederation, Shay’s
Rebellion
Suggested
Assessments
Write a paragraph
outlining weaknesses
in the Articles of
Confederation
Skills:
Identify problems
with Articles of
Confederation
Understand the
Constitution is a
direct result of the
difficult compromises
that had to be made
based on a state’s
population and slave
population.
Content: Census from
1790 ( see resources)
Explain the results of
the Constitutional
convention
Content:
Constitutional
Convention, The
Great Compromise,
Three branches of
government, system
of checks and
balances, ratification
process
Skills: Read a chart
and apply
information from it,
take a position on a
subject and express
your point of view
articulately
Content:
Legislative BranchSenate and House of
Representatives,
making of laws,
foreign affairs, power
to impeach
Hold a Mock
Constitutional
Convention. Assign
each student as a
delegate to a state.
Have them read
census info. from
1790 (closest we can
get) and represent
their state at the
Constitutional
Convention.
6.1.8.A.3.b
Evaluate the effectiveness of the
fundamental principles of the
Constitution (i.e., consent of the
governed, rule of law, federalism,
limited government, separation of
powers, checks and balances, and
individual rights) in establishing
a federal government that allows
for growth and change over time.
Make a chart showing
the system of checks
and balances
6.1.8.A.3.b
Evaluate the effectiveness of the
fundamental principles of the
Constitution (i.e., consent of the
governed, rule of law, federalism,
limited government, separation of
powers, checks and balances, and
individual rights) in establishing
a federal government that allows
for growth and change over time. Explain what the
Great Compromise
was and how did it
help form America
today.
Content:
Executive Branchcarrying out the laws,
veto, foreign affairs,
treaties, pardons,
calling Congress for
meetings, nominating
judges
1 lesson
2 lessons
2 lessons
5.RI.3
Explain the relationships or
interactions between two or more
individuals, events, ideas, or
concepts in a historical, scientific,
or technical text based on specific
information in the text. Create a poster
outlining the power of
the legislative branch
6.1.8.A.3.b
Evaluate the effectiveness of the
fundamental principles of the
Constitution (i.e., consent of the
governed, rule of law, federalism,
limited government, separation of
powers, checks and balances, and
individual rights) in establishing
a federal government that allows
for growth and change over time.
1 lesson
Create a poster
outlining the power of
the executive branch
6.1.8.A.3.b
Evaluate the effectiveness of the
fundamental principles of the
Constitution (i.e., consent of the
governed, rule of law, federalism,
limited government, separation of
powers, checks and balances, and
individual rights) in establishing
1 lesson
Skills:
Close reading of text
Apply how this relates
to your life
Describe the role and
power of the
Executive Branch
6.1.8.A.3.d
Compare and contrast the Articles
of Confederation and the United
States Constitution in terms of the
decision-making powers of
national government
Pacing
5.W.1
Write opinion pieces on topics or
texts, supporting a point of view
with reasons and information.
Skills: Close text
reading
Describe the role and
power of the
Legislative Branch
Standards
(NJCCCS CPIs, CCSS, NGSS)
a federal government that allows
for growth and change over time.
Skills:
Close reading of text
Apply how this relates
to your life
Describe the role and
power of the Judicial
Branch
Content:
Interpreting the laws,
Supreme Court
Create a poster
outlining the power of
the judicial branch
6.1.8.A.3.b
Evaluate the effectiveness of the
fundamental principles of the
Constitution (i.e., consent of the
governed, rule of law, federalism,
limited government, separation of
powers, checks and balances, and
individual rights) in establishing
a federal government that allows
for growth and change over time.
1 lesson
Rewrite the words to
the Constitution in
modern diction
6.1.8.A.3.b
Evaluate the effectiveness of the
fundamental principles of the
Constitution (i.e., consent of the
governed, rule of law, federalism,
limited government, separation of
powers, checks and balances, and
individual rights) in establishing
a federal government that allows
for growth and change over time.
1 lesson
Explain in paragraph
form why the Bill of
Rights was considered
necessary by so many
people.
6.1.8.A.3.c
Determine the role that
compromise played in the creation
and adoption of the Constitution
and Bill of Rights.
1 lesson
Students engage in a
debate on whether or
not the Bill of Rights
was necessary.
5.W.1
Write opinion pieces on topics or
texts, supporting a point of view
with reasons and information.
Write the ten
amendments in your
own words. Next to
each, have students
explain what each
means and why it is
necessary.
6.1.8.A.3.c
Determine the role that
compromise played in the creation
and adoption of the Constitution
and Bill of Rights.
Skills:
Close reading of text
Apply how this relates
to your life
Analyze the words to
the Preamble of the
Constitution
Content: The
PreAmble to the
Constitution- “We the
People” as opposed to
“We the States”
Skills:
Analyze and interpret
the Preamble to the
Constitution
Evaluate the need for
a Bill of Rights
Content: Federalist
Papers, Ratification
process, Bill of Rights
Skills:
Identify why the Bill
of Rights was
necessary
Explain the meaning
of each of the first ten
amendments to the
Constitution
Content: Bill of Rights
Skills: Explain what
each Amendment
means
3 lessons
Unit 4 Overview
Unit Title: National Community Action Project
Unit Summary: In this unit, students will work collaboratively using various media forms to identify
and research a national issue of their choosing. Students will use critical thinking, speaking, and
listening skills as they create and present a plan to address the issue.
Suggested Pacing: Fourth Marking Period
Learning Targets
Unit Essential Questions:
●
Unit Enduring Understandings:
●
Evidence of Learning
Unit Benchmark Assessment Information:
Objectives
(Students will be able to…)
Essential
Content/Skills
Suggested
Assessments
Standards
(NJCCCS CPIs, CCSS, NGSS)
6.1.4.A.2
Explain how fundamental rights
guaranteed by the United States
Constitution and the Bill of Rights
(i.e.., freedom of expression,
freedom of religion, the right to
vote, and the right of due process)
contribute to the continuation and
improvement of American
democracy.
6.1.4.A.16
Explore how national and
international leaders, businesses,
and global organizations promote
human rights and provide aid to
individuals and nations in need.
6.3.4.A.2
Contact local officials and
community members to acquire
information and/or discuss local
issues.
6.3.4.A .3
Select a local issue and develop a
group action plan to inform school
and/or community members
about the issue
6.3.4.B.1
Plan and participate in an
advocacy project to inform others
about environmental issues at the
local or state level and propose
possible solutions
6.3.4.C.1
Develop and implement a group
initiative that addresses an
economic issue impacting
children.
Pacing