GRADE 5 U.S. HISTORY 1607 - 1806
Pacing Calendar 2015-2016
FIRST BENCHMARK ASSESSMENT DATE:
SECOND BENCHMARK ASSESSMENT DATE:
NOVEMBER 2-6, 2015
FEBRUARY 22 -26, 2016
Social Studies Process Skills for Organizing and Analyzing Information
Process Standards:
1. Identify, analyze, and interpret primary
and secondary sources and artifacts.
2. Distinguish between fact and opinion in
examining documentary sources
3. Recognize and explain how different
points of view have been influenced by
social, political, economic, historic and
geographic changes.
4. Construct timelines of key events,
periods, and historically significant
individuals.
5. Explain the relationships between
geography and the historical
developments by using maps, graphs,
charts, visual images, and computerbased technologies.
6. Develop discussion, debate, and
persuasive writing and speaking skills,
focusing on historic issues and
demonstrating how different viewpoints
of historic events.
Writing Literacy:
One Sentence Summary
One Sentence Summary Frames
One Word Summary
Quick Writes
Ticket-Out-the-Door
Tweet It!
RAFT Writing
Resources, Websites and Activities
Graphic Organizers
Interactive Graphic Organizers
Graphic Organizers Print Outs
Organizing and Analyzing Information
GIST
History Frames
History Frame Form
History Frame Pyramid
Mind Maps
Mind Map Examples for Geography
Mind Map Forms
One Sentence Summary
One Word Summary
Power Thinking Chart for Geography
Prediction with Evidence
Problem-Solution Chart
Think Pair Share
Three Minute Pause
Three Minute Pause Chart
Analyzing an Historic Event
APPARTS
Five Themes Analysis for Geography
Five Themes Note-taking for Geography
H Diagram
PERSIA
SOAPS
Venn Diagram
Venn Variation
Venn Diagram Alternative Forms
Word Splash
Word Walls
Primary Source Material and Document Based
Questions
National Archives—Teaching Documents
Lesson Plans
1. Key Decisions in U.S. History Vol. 1 (from
Social Studies Coordinator)
2. Literary Selections/Books correlated to
curriculum (district purchase)
3. Websites
U.S. History Resources (Excellent Source)
American History Power Points, Lesson
Plans, and Activities
District Power Point Resources
100 Milestone Documents
Power Point Palooza
Mr. Nussbaum’s Interactive History
U.S. History
HistoryTeacher.net
Kidport 5th Grade
History Animated--American Revolution
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 1
1st NineWeeks
August 19 – October 14
OC³ and Essential Questions
Content Standard 1:
1. Examine the economic and political reasons and
motivations for English exploration and
settlement in Virginia as evidenced through the
competition for resources and the gaining of
national wealth and prestige at Roanoke and
James Towne.
2. Analyze the economic, political, and religious
reasons and motivations of free immigrants and
indentured servants from the British Isles who
came to Virginia.
3. Explain the contributions, relationships, and
interactions of John Smith, Powhatan, and John
Rolfe to the establishment and survival of the
James Towne settlement including the Starving
Times and the development of tobacco as
Virginia’s cash crop.
4. Identify and explain the reasons for the English
commitment to the permanent settlement of
James Towne as evidenced through the
foundational events of 1619 including the
introduction of
A. representative government with the meeting of
the House of Burgesses,
B. private ownership of land, and
C. Africans as laborers; initially as indentured
servants and later lifetime slavery.
Topics/Content
Geography Review – August 20-22
1. Continents
2. Oceans
3. Exploration—European Countries
4. Where colonists settled in America
Power Points--Interactive Activities
Roanoke – August 25-26
1. Roanoke
Roanoke was Started in 1585--Song
2. Sir Walter Raleigh
James Towne (Jamestown) -- August 27-Sept. 9
1. James Towne
2. John Smith
3. Starving Time
4. Chief Powhatan
5. John Rolfe
6. Cash Crop/Tobacco
7. Indentured Servants
8. Slavery
9. House of Burgesses
Notebook: Virginia Colony Flowchart
Essential Questions: Colonial America
1. How did the colonial region affect their way of
life?
2. Why did Jamestown move inland?
3. Why did people come to the Americas?
4. How did Native Americans help colonists?
5. What became an important cash crop to the
colonies and who introduced it to the colonies?
6. What is the difference between indentured
servants and slaves?
Flowchart Notes—Early English Settlements
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Instructional Time:
August 20 – September 9
Textbook, Resources and Activities
Old Book: Chapter 5, lesson 1
pages 156-163 (skip lesson 2)
New Book: Pages 62-65, Pages 72-79,
lesson 2
Colonial Era Illustrated Timeline
Figure It Out with a Partner: Colonial
Representative Government
ATLAS
 Our Country’s History Atlas 22-31
 Student Activities worksheets 10, 12-15
Activity: James Towne
Historic James Towne
James Towne--Understanding Both Sides
When studying the Jamestown settlement, spend
time also looking at the lifestyles and struggles of
the Native Americans by taking the class to the
above website to see maps, drawings and digs
going on at the capitol of the Powhatan chiefdom.
This site was put together by the Werowocomoco
Research Group and is an ongoing project to study
the history of the time and further the understanding
of peoples of the present.
Writing Prompt—The Starving Time
Imagine you are a hardworking James Towne
settler. How would you feel if the people who
weren’t doing the work, still got to share the food?
This is the food that you worked to provide. How do
you think this problem could be solved?
Page 2
7. In the headright system
A. the children of Puritans were allowed to vote in
church elections
B. (Answer) an attempt was made to solve a
labor shortage by giving land to immigrants
C. separate legal codes were developed for
slaves and indentured servants
D. votes were given to all adult males who owned
property
Explanation: Established in Virginia in 1618, the
headright system attempted to fill the huge labor
demands of tobacco plantation agriculture by
encouraging immigration. Colonists already living in
Virginia were granted two 50-acre tracts of land. In
addition, new immigrants and those paying for the
passage of another received 50 acres. The promise
of land brought many to the colonies despite the
harsh conditions and difficult labor.
Illustrated Writing Prompt
Illustrate one of the reasons settlers chose the
James Towne site. Be sure to include a caption for
your picture.
WEBSITES
U.S. History Resources (Excellent Source)
13 Colonies--Roanoke
The James Towne Online Adventure
The James Towne Online Adventure Game
ACTIVITIES
 Journal Writing-TE pg. 160 DI journal writing
activities and Quick Study Book pg. 38
 Mysteries of History: The Lost Colony
pages. 15-26
 Key Decisions of American History Book
pgs. 8-23
 Read Aloud and Primary Sources Book pgs.
40-49
 Plymouth Play (On SS website)
 Trouble in Jamestown -- Play
 Event Organizer page TR70
READING SUGGESTIONS
Blood on the River by Elisa Lynn Carbone
The Lost Colony by Jane Yolen and Heidi Stemple
Dear America: Journey to the New World by
Kathryn Lasky
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 3
1st NineWeeks
August 19 – October 14
OC³ and Essential Questions
Topics/Content
Content Standard 1: The student will examine
James Towne Settlement and Plimoth Plantation
as the foundations of American culture and
society.
1. Pilgrims—religious motivations
Pilgrim’s Journey
2. William Bradford
3. Plymouth
Arrival on the Mayflower PP
4. Plimoth Plantation
17th Century English Village
Images of Plimoth
Plimoth Virtual Fieldtrips
5. Mayflower Compact
6. Relationship with Native Americans
7. Samoset
8. Squanto and Chief Massasoit: Which colony
did they help?
9. Wampanoag’s
10. Puritans
5. Use specific textual evidence from primary and
secondary sources to summarize the successes
and challenges the settlement of Plimoth
Plantation experienced in regards to their
approach to
A. Religious motivations for migration,
B. Governing institutions as established by the
Mayflower Compact,
C. Relationship with Native Americans, and
D. The contributions of the Pilgrims, William
Bradford, Chief Massasoit, and Squanto.
Essential Questions
1. Why did the Wampanoag and Pilgrims get along
despite their differences?
2. Explain how the Puritans applied the
experiences of earlier English colonists to the
growth of the Massachusetts Bay Colony.
Instructional Time: September 10-19
Textbook, Resources and Activities
Old Book: Chapter 5, lesson 3, pages 168-175
New Book: Pages 80-89, Lesson 3
Activity: Plimoth Plantation
Figure It Out with a Partner: Peril and Courage—
The Mayflower Experience
SCHOLASTIC Interactive Maps—pages 30-33
WEBSITES
U.S. History Resources (Excellent Source)
American History Power Points, Lesson Plans, and
Activities
Notebook: 13 Colonies
District Power Point Resources
Power Point: The Pilgrims Arrive
Mr. Nussbaum’s Interactive History
Power Point Palooza
Rockingham School District Technology Resources
13 Colonies - Roanoke
James Towne Online Adventure
U.S. History Resources Excellent Source)
Plimoth Plantation Playing and Learning
ACTIVITY:
Fish Heads and Snake Skins: The Pilgrims at Plymouth
WRITING ACTIVITY:
Pilgrim Postcard
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 4
BOOKS:
Who’s that Stepping on Plymouth Rock by Jean Fritz
If You Sailed on the Mayflower by Ann McGovern
SAFARI VIDEO SUGGESTIONS
Who’s that Stepping on Plymouth Rock?
Dear America: A Journey to a New World
Plimoth Plantation
Cultural Interaction Between English Explorers/Settlers and American Indians
English
American Indians
 Established settlements and claimed ownership of land
 Taught farming techniques to European settlers
 Learned farming techniques from American Indians
 Believed that land was to be shared or used but not
owned
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 5
1st NineWeeks
August 19 – October 14
OC³ and Essential Questions
Topics/Content
Content Standard 2: The student will compare
and contrast the developments of the New
England Colonies, the Middle Colonies, and the
Southern Colonies based on economic
opportunities, natural resources, settlement
patterns, culture, and institutions of selfgovernment.
1. Compare and contrast the three colonial
regions in regards to natural resources,
agriculture, exports, and economic growth
including the different uses of the labor systems
use of indentured servants and slaves.
2. Analyze the similarities and differences of selfgovernment in the three colonial regions
including the role of religion in the establishment
of some colonies, the House of Burgesses in
Virginia, and town hall meetings in New
England.
5. Draw specific evidence using informational
texts and analyze the contributions of important
individuals and groups to the foundation of the
American system including Roger Williams, the
Puritans, William Penn and the Quakers, Lord
Baltimore, and James Oglethorpe.
Colonial Regions: Geography, Religion, Leaders
1. Northeast Colonies -- September 22-23
 Geography
 Town Hall Meetings in New England
 Roger Williams
 Puritans
 William Penn
 Quakers
2. Middle Colonies – September 29 – October 3
 Lord Baltimore
 House of Burgesses
3. Southern Colonies –October 6 - 10
 James Oglethorpe
Instructional Time: Sept. 22-Oct. 15
Textbook, Resources and Activities
Old Book: Ch. 5 Lesson 4, pages 176-185
New Book: Pages 104 - 111
Figure It Out with a Partner: Colonial
Settlement Patterns
Activity: Thirteen Colonies
 My Colonial Organizer
 13 Colonies Mnemonic
 Life in the Colonies pg. 35-49
WEBSITES
U.S. History Resources (Excellent Source)
American History Power Points, Lesson Plans,
and Activities
District Power Point Resources
Mr. Nussbaum’s Interactive History
Power Point Palooza
Essential Questions
1. Summarize the impact of religion on the
founding of the New England Colonies.
2. Explain how events in England affected the
founding of the Middle and Southern Colonies.
3. Outline the similarities and differences of the
settlers in each region.
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Rockingham School District Technology
Resources
Page 6
1st NineWeeks
August 19 – October 14
OC³ and Essential Questions
Content Standard 2: The student will compare
and contrast the developments of the New
England Colonies, the Middle Colonies, and the
Southern Colonies based on economic
opportunities, natural resources, settlement
patterns, culture, and institutions of selfgovernment.
6. Analyze and compare the daily life in the
colonies as experienced by different social
classes including large landowners, craftsmen
and artisans, farmers, women, enslaved and
freed African Americans, indentured servants,
merchants, and Native Americans, noting
important similarities and differences in the
points of view they represent.
1. Compare and contrast the three colonial
regions in regards to natural resources,
agriculture, exports, and economic growth
including the different uses of the labor
systems use of indentured servants and
slaves.
3. Explain the international economic and cultural
interactions occurring because of the triangular
trade routes including the forced migration of
Africans in the Middle Passage to the British
colonies. )
Essential Questions
1. Compare and contrast the geography of the
New England, Middle, and Southern Colonies.
2. Analyze the advantages and disadvantages of
working as an apprentice.
3. Describe a common triangular trade route.
4. Compare the different types of jobs available to
colonists.
Topics/Content
1.
2.
3.
4.
5.
6.
Artisan
Colonial Economies
Large Landowners
Craftsmen
Farmers
Women
 Arrival of women created permanent
settlements.
 Most black women worked as cooks.
7. Enslaved and Freed African Americans
8. Indentured Servants
9. Merchants
10. Native Americans
11. Cultural Interactions of Triangular Trade Route
Triangular Trade Route Map
12. Middle Passage
13. Comparison of 3 Colonial Regions
 Cities, Towns
 Charleston
 Philadelphia
 New York City
 Savannah
 Williamsburg
 Providence
 Baltimore
 Farms, Plantations
14. Daily Colonial Life
15. Slavery in the Colonies
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Instructional Time: October 20-31
Textbook, Resources and Activities
Old Book: Chapter 6, pages 200-227
New Book: Pages 112-129
SCHOLASTIC Interactive Maps—pages 38
Figure It Out with a Partner: Colonial Economic
Activity, 1750
Figure It Out with a Partner: Colonial Trade with
England
Figure It Out with a Partner: Triangular Trade
Routes
Figure It Out with a Partner: Slavery in the
Colonies
Activity: Colonial Live
WEBSITES
U.S. History Resources (Excellent Source)
American History Power Points, Lesson Plans,
and Activities
District Power Point Resources
The History of the New England Colonies
The History of the Middle Colonies
The History of the Southern Colonies
Kid Zone from Colonial Williamsburg
ACTIVITIES
 My Colonial Organizer
 Travel Brochures
 Infomercials-sell your colony
Page 7

Black and White Poem -- Use with 2 voices
poem
 Working Hands – Slave or Indentured Servant
 Key Decisions in U.S. History pgs. 24-30
 Read Alouds and Primary Sources pgs. 50-53
and 59-60 (SF)
 Colonial History Pockets Book pgs. 39-42
 Document-Based Questions Book-pgs. 26-31
(SF)
SAFARI VIDEO SUGGESTIONS
 Early Settlers (colonies)
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 8
Geographic Differences Among the Colonies
Many factors shape a region’s economy and the way its settlers make a living. One of the most important is its physical geography–the climate,
soil, and natural resources of the region. The geography of the American colonies varied from one colony to another. For example, in some areas,
farmers could dig into rich, fertile soil. In others, they could not stick their shovels in the ground without hitting rocks.
New England
Middle Colonies
(Mid-Atlantic)
Southern Colonies
Climate
Moderate summers, cold winters: New
England had a short growing season and rocky
soil. Colonists took advantage of other
opportunities in the region.
Climate
Mild winters and moderate climate, wide
and deep rivers: The longer growing season
of the Middle Colonies–the “breadbasket
colonies”–allowed farmers to grow cash crops
of grain.
Climate
Humid climate with mild winters and hot
summers: The South had a nearly year-round
growing season. The use of enslaved Africans
allowed Southern planters to produce cash
crops of tobacco and rice.
Geographic Features
Appalachian Mountains, Boston harbor, hilly
terrain, rocky soil, jagged coastlines
Geographic Features
Appalachian Mountains, coastal lowlands,
harbors and bays
Geographic Features
Appalachian Mountains, Piedmont, Atlantic
Costal Plain, good harbors, and rivers
Regional Exports
Dried Fish
Whale Oil
Shipbuilding industry
Wood Products
Regional Exports
Grain
Fish
Wood Products
Regional Exports
Tobacco
Cotton
Rice
Bread, flour, grain (other than rice)
Indigo
Commerce
New England was distinguished by its small
farming towns and profitable fishing and trade.
Farms and Cites
Middle Colony farms produced large cash
crops that fueled trade in its coastal cities.
Plantations & Slavery
The South’s plantation economy and large
number of enslaved Africans made it different
from the other regions.
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 9
2nd NineWeeks
October 19 – December 18
OC³ and Essential Questions
Content Standard 2: The student will compare
and contrast the developments of the New
England Colonies, the Middle Colonies, and the
Southern Colonies based on economic
opportunities, natural resources, settlement
patterns, culture, and institutions of selfgovernment.
4. Analyze and explain the relationships and
interactions of ongoing encounters and
conflicts between Native Americans and the
British colonists involving territorial claims
including King Phillip’s War.
Topics/Content
1. Colonial Desire for More Land—Conflict with
Native Americans
2. King Phillip’s War
 King Phillip (known as Metacomet)
3. French and Indian War
4. More Conflict with Native Americans
 Pontiacs Rebellion
5. King George III
6. Purpose of the Proclamation of 1763
7. Appalachian Mountains
8. Treaty of Paris 1763
Content Standard 3: The student will examine
the foundations of the American nation laid
during the Revolutionary Era through the
contributions of historic individuals and groups,
the spreading of the ideals found within the
Declaration of Independence, and the significant
military and diplomatic events of the
Revolutionary War that resulted in an
independent United States.
1. Research and examine the causes and
effects of significant events leading to armed
conflict between the colonies and Great
Britain drawing evidence from informational
texts about the following events including
A. The Proclamation of 1763 by King George
III in restricting the perceived rights of the
colonists to Native American lands which
they believed they had earned by fighting
during the French and Indian War,
Instructional Time: Nov. 3-7
Textbook, Resources and Activities
Old Book: Ch. 7-Lesson 3, pages 246-251
New Book: Pages 130-139
ATLAS
Atlas pages 32-33 worksheet 16
American Revolution Illustrated Timeline
Figure It Out with a Partner: French and Indian
War Organizer
Activity French and Indian War
WEBSITES
U.S. History Resources (Excellent Source)
American History Power Points, Lesson Plans,
and Activities
District Power Point Resources
Mr. Nussbaum’s Interactive History
Power Point Palooza
Rockingham School District Technology
Resources
PBS Social Studies Teacher
History Webisodes
Freedom—A History of US
ACTIVITIES
 Begin constructing “Road to Revolution”
timeline with information on page 251
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 10
Essential Questions: French and Indian War
1. Identify the cause of conflicts over land among
the British, French, and Native Americans.
2. Describe the beginning of the French and Indian
War.
3. Explain how the British were able to win the
French and Indian War.
4. Analyze the major effects of the French and
Indian War.
5. What was the cause and effect of the war?
6. What did France do with the land it held that
angered the colonists?
7. What did the British do after the war?
8. What group was affected by the American
expansion of territory after the war?
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
 Read Aloud and Primary Sources pg. 66
(SF)
 Key Decisions in U.S. History pgs. 31, 34
 Note Taking Event Chart TR70
ADDITIONAL VIDEO SUGGESTION
The War that Changed America
(first 30-40 minutes)
Page 11
2nd NineWeeks
October 19 – December 18
OC³ and Essential Questions
Content Standard 3: The student will examine
the foundations of the American nation laid
during the Revolutionary Era through the
contributions of historic individuals and groups,
the spreading of the ideals found within the
Declaration of Independence, and the significant
military and diplomatic events of the
Revolutionary War that resulted in an
independent United States
1. Research and examine the causes and
effects of significant events leading to armed
conflict between the colonies and Great
Britain drawing evidence from informational
texts about the following events including
B. The Sugar and Stamp Acts as the first
direct taxes levied by Parliament on the
American colonists,
D. The Quartering Act as a way for the British
government to share the costs of
defending the colonies and of controlling
the growing colonial discontent,
C. The boycotts of British goods and the
efforts of the Committees of
Correspondence as economic means of
protesting British policies the colonists
thought were violating their rights to
govern themselves including the right of
self-taxation in hopes of getting the acts
repealed,
E. The Boston Massacre as a sign the
colonists were beginning to change
protest tactics from peaceful means to
direct, physical confrontation,
F. Colonial arguments that there should be
no taxation without representation in
Parliament,
G. The Boston Tea Party and issuance of the
Coercive Acts (the Intolerable Acts) as
Topics/Content
American Revolution for Kids
1. King George III
2. Colonists Taxed by Parliament
 Stamp Act
King’s M&M’s Activity
 Sugar Act
3. No Taxation without Representation
You Tube—No More Kings
No More Kings Activity
4. Benjamin Franklin—Join or Die
5. Boycott
6. Townshend Act
7. Quartering Act: British charge colonists for cost
of defending them from Native Americans
8. Boycott
9. Daughters of Liberty
10. Mercy Otis Warren
11. Boston Massacre
12. Crispus Attucks
13. John Adams
14. Samuel Adams
15. Committee of Correspondence
16. Boston Tea Party
Boston Tea Party Music Cartoon
You Tube School House Rock
17. Sons of Liberty
18. Coercive Acts (Intolerable Acts)
19. Patriots
20. Loyalists
21. First Continental Congress
22. Minutemen
23. Patrick Henry and his quote
24. Paul Revere, William Dawes, Samuel Prescott
25. Lexington and Concord
26. Shot Heard ‘Round the World
You Tube School House Rock
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Instructional Time: Nov. 10-Dec. 19
Textbook, Resources and Activities
Old Book: Unit 4, Chapter 8
New Book: Pages 140-159
Activity: Events Leading to the American
Revolution
Figure It Out with a Partner: Tarring and
Feathering
Figure It Out with a Partner: British Action and
Colonial Reactions
Figure It Out with a Partner: Paul Revere
Engraving and the Boston Massacre
Figure It Out with a Partner – Franklins Join or
Die
Figure It Out with a Partner: Letter to Benjamin
Franklin 1769 (Thomson’s Vision for the British
Empire)
Figure It Out with a Partner: - Tea Act and
Boston Tea Party
AMERICAN REVOLUTION POWER POINTS
including lessons, games, resources
The National Park Service—American
Revolution
ATLAS
Our Country’s History Atlas pg. 32-35
S.A. 16-17
Page 12
punishment for destroying private
property,
H. The British raids on Lexington and
Concord, which provoked colonial armed
resistance resulting in the siege of the
British in Boston, and
Notebook: King George and George Washington
Portraits
WEBSITES
U.S. History Resources (Excellent Source)
American History Power Points, Lesson Plans,
and Activities
.
District Power Point Resources
Essential Question: Revolutionary War
1. How did Great Britain impose its political and
economic control over the colonies?
2. Identify the causes of the Stamp Act and the
Townshend Acts.
3. Identify the contributions of significant individuals
during the revolutionary period, including the
Sons of Liberty and the Daughters of Liberty.
4. Explain how British taxes led to greater
cooperation among the colonists.
5. Evaluate the effect of the colonists’ protests.
6. Identify the effects of the first battles of the
American Revolution.
7. Identify the contributions of significant individuals
during the revolutionary period, including Paul
Revere.
8. Identify and describe key events in the American
Revolution, including the battles of Lexington and
Concord, and Bunker Hill.
9. Analyze and interpret maps to explain historical
events.
Mr. Nussbaum’s Interactive History
Writing Prompt
Write a Speech for a patriot’s or loyalist’s point of
view in defense of their position.
Power Point Palooza
Rockingham School District Technology
Resources
Think Quest—American Revolution
PBS Social Studies Teacher
History Webisodes
www.libertykids.com/
www.kidport.com
ACTIVITIES
 Continue “Road to Revolution” Timeline
 Debate: Loyalists and Patriots Debate
 King’s M&M’s
 Road to War Activity T-Chart
 Boston Tea Party Play
 Trouble in Boston
 Read aloud and Primary Sources pgs. 7079 (SF)
 Key Decisions in U.S. History pgs. 40-50
 The American History Series:The
American Revolution pgs. 4-6, 9-11
 Timeline Activity
 Compare and Contrast Boston Tea Party &
Boston Massacre
 Document Based Questions pg. 34 (SF)
READING SUGGESTIONS
John, Paul, George & Ben by Lane Smith
George vs. George by Rosalyn Schanzer
Jean Fritz books
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 13
George Washington’s Teeth by Deborah Chandra
SAFARI VIDEO SUGGESTIONS
America: The Story of US - Video
Liberty Kids series
PRIMARY SOURCES
 Paul Revere’s Inscription of Boston Massacre
 Crossing the Delaware
 Compare and Contrast the pictures of George
Washington and King George (SmartBoard
slide)
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 14
Great Britain’s reasons for control:
Great Britain’s reasons for taxation:
Sources of colonial dissatisfaction:
 Great Britain desired to remain a world power.
 Pay for French/Indian War
 Colonists had no representation in Parliament.
 In the American colonies, Great Britain’s desire to
remain a world power led to war with the French
known as the French/Indian War.
 To help pay to maintain troops in the colonies
 Great Britain wanted strict control over colonial
legislatures.
 Colonies opposed taxes.
 Great Britain imposed taxes like the Stamp Act to
raise necessary funds to pay the cost of the
French/Indian War.
 The Proclamation of 1763, which followed the
French/Indian War, restricted the western
movement of settlers.
Growing Conflict Between Great Britain and Colonists
Colonial Reaction
British Action
1763- Proclamation of 1763 forbids colonial settlement west of
the Appalachians.
1764- Sugar Act cuts in half the import duty on foreign
molasses but enforces law strictly.
1765- Quartering Act requires colonists to furnish food and
lodging for British troops.
1765- Stamp Act passed
1766- Repeal of Stamp Act. Parliament passes Declaratory
Act stating its right to tax the colonists
1767- Townshend Acts impose duties on paper, tea, paint,
lead, and other items.
Suspension of the New York Assembly for its refusal to
enforce Quartering Act
Colonists protest; some ignore the law.
Colonists raise cry of "no taxation without representation" and
boycott British products.
Colonial assemblies pass resolutions. Colonists boycott
British products. Sons of Liberty attack stamp agents. Stamp
Act Congress sends Declaration of Rights and Grievances to
Parliament.
Boycott of British goods
Boycott ended
New York refuses to enforce Quartering Act.
Colonists ignore Declaratory Act.
Colonial assemblies pass resolutions challenging Parliament's
right to tax them. Colonists boycott British products.
Sons of Liberty enforce boycotts.
Colonists rally to the support of New York. Numerous protests
held.
Boston Massacre – March 1770
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 15
2nd NineWeeks
October 19 – December 18
OC³ and Essential Questions
Content Standard 3: The student will examine
the foundations of the American nation laid
during the Revolutionary Era through the
contributions of historic individuals and groups,
the spreading of the ideals found within the
Declaration of Independence, and the significant
military and diplomatic events of the
Revolutionary War that resulted in an
independent United States.
1. Research and examine the causes and
effects of significant events leading to armed
conflict between the colonies and Great
Britain drawing evidence from informational
texts about the following events including
I. The publication of Thomas Paine’s
pamphlet, Common Sense, which made a
rational argument for colonial
independence.
2. Draw evidence from the Declaration of
Independence to identify and explain the
colonial grievances which motivated the
Second Continental Congress to make
arguments for and to declare independence
from Great Britain and establish the ideals in
American society of equality, inalienable
rights, and the consent of the governed.
5. Analyze and explain the relationships of
significant military and diplomatic events of
the Revolutionary War including the
leadership of General George Washington,
the experiences at Valley Forge, the impact
of the battles at Trenton, Saratoga, and
Yorktown, as well as the recognition of an
independent United States by Great Britain
through the Treaty of Paris.
6. Identify and explain the contributions and
points of view of key individuals and groups
involved in the American Revolution including
Topics/Content
1.
2.
3.
4.
5.
6.
7.
8.
Second Continental Congress
George Washington
Continental Army
Olive Branch Petition: King George’s rejection of
this led to what
Thomas Paine
Common Sense
Declaration of Independence Lesson Ideas and
Power Point
You tube Video-Declaration of Independence
Committee of Five to Write the DOC
 Benjamin Franklin--Connecticut
 John Adams--Connecticut
 Roger Sherman--Connecticut
 Robert Livingston—New York
 Thomas Jefferson--Virginia
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Instructional Time: Jan. 6-16
Textbook, Resources and Activities
Begin this lesson by reading page 51 in
Key Decisions in American History
Old Book: Chapter 9 lesson 1, pages 296-300
New Book: Pages 160-165
Figure It Out with a Partner: Washington
Becomes Commander of Continental Army
Activity: Declaration of Independence
WEBSITES
U.S. History Resources (Excellent Source)
American History Power Points, Lesson Plans,
and Activities
District Power Point Resources
Mr. Nussbaum’s Interactive History
Power Point Palooza
Rockingham School District Technology
Resources
Liberty Kids
U.S. History.org
PBS Liberty Series—The American Revolution
ACTIVITIES
 In Other Words – DOI Writing Activity
 RAFT Writing – American Revolution
RAFT Form
Page 16
Patrick Henry, Samuel Adams, John Adams,
Abigail Adams, Paul Revere, Benjamin
Franklin, Thomas Jefferson, Mercy Otis
Warren, Phyllis Wheatley, the Sons and
Daughters of Liberty, patriots, and loyalists
by drawing information from multiple sources.
Essential Questions
1. Describe the decisions made by the second
Continental Congress.
2. Evaluate the impact of Thomas Paine’s
Common Sense.
3. Analyze the main argument in the Declaration of
Independence.
4. Explain why signing the Declaration of
Independence was a dangerous act.
 DOI History Speaks pgs. 16-31 (include
political cartoon on SS website)
 Continue “Road To Revolution” timelinecomplete before winter break.
 “Break up Letter” After viewing the YouTube
video of Too Late to Apologize, ask students to
compose a “break up” letter to King George III
after viewing video. You tube Video-Too Late
to Apologize
SAFARI VIDEOS
Horrible Histories: Revolting Revolutions
School House Rock/American Revolution
Revolutionary War Heroes
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 17
3rd NineWeeks
January 5 – March 11
OC³ and Essential Questions
Content Standard 3: The student will examine
the foundations of the American nation laid
during the Revolutionary Era through the
contributions of historic individuals and groups,
the spreading of the ideals found within the
Declaration of Independence, and the significant
military and diplomatic events of the
Revolutionary War that resulted in an
independent United States.
5. Analyze and explain the relationships of
significant military and diplomatic events of the
Revolutionary War including the leadership of
General George Washington, the experiences
at Valley Forge, the impact of the battles at
Trenton, Saratoga, and Yorktown, as well as
the recognition of an independent United
States by Great Britain through the Treaty of
Paris.
6. Identify and explain the contributions and
points of view of key individuals and groups
involved in the American Revolution including
Patrick Henry, Samuel Adams, John Adams,
Abigail Adams, Paul Revere, Benjamin
Franklin, Thomas Jefferson, Mercy Otis
Warren, Phyllis Wheatley, the Sons and
Daughters of Liberty, patriots, and loyalists by
drawing information from multiple sources.
Essential Questions
1. Explain how Washington was able to force the
British from Boston.
2. Analyze the causes and effects of American
victories at Trenton and Saratoga.
3. Summarize the contributions of African
American Patriots.
4. Describe ways in which women helped support
the American Revolution.
5. Explain how other nations helped the
Continental Army..
6. Analyze the significance of the American victory
at Yorktown.
Instructional Time: Jan. 20-Feb. 6
Topics/Content
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Hessians/Mercenaries
Nathan Hale
Battle of Trenton
Battle of Saratoga
African Americans’ Contribution
 James Armistead
Women’s Contribution
 Mary Ludwig Hayes
 Deborah Sampson
 Phillis Wheatley’s Writings
Winter at Valley Forge
Marquis de Lafayette
Yorktown Victory
Cornwallis
Treaty of Paris
Interactive Map
American Revolution War Song
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Textbook, Resources and Activities
Old Book: Chapter 9 lessons 2 and 3
New Book: Pages 166-181
Figure It Out with a Partner: British and Colonial
Advantages and Disadvantages
Figure It Out with a Partner: England and
Colonies Face Off
WEBSITES
U.S. History Resources (Excellent Source)
American History Power Points, Lesson Plans,
and Activities
Animated Battle of Yorktown from Mount Vernon
Resources
Mr. Nussbaum’s Interactive History
Power Point Palooza
Rockingham School District Technology
Resources
Liberty Kids
U.S. History.org
PBS Liberty Series—The American Revolution
ACTIVITIES
 Read Alouds and Primary Sources pg. 82
(SF)
 1781 Yorktown Play
 American History Series: The American
Revolution pg. 50
Page 18
SAFARI VIDEOS
Horrible Histories: Revolting Revolutions
School House Rock/American Revolution
Revolutionary War Heroes
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 19
3rd NineWeeks
January 5 – March 11
OC³ and Essential Questions
Content Standard 3: The student will examine
the foundations of the American nation laid
during the Revolutionary Era through the
contributions of historic individuals and groups,
the spreading of the ideals found within the
Declaration of Independence, and the significant
military and diplomatic events of the
Revolutionary War that resulted in an
independent United States.
4. Draw specific evidence from informational texts
and analyze the formation, benefits, and
weaknesses of the first American national
system of government under the Articles of
Confederation including conducting and
winning the Revolutionary War and
management of the western territories
Instructional Time: Feb. 9-11
Topics/Content
1. Articles of Confederation
 Provided ability to deal with foreign countries
 Provided for a weak national government
 Gave Congress no power to tax or regulate
commerce among the states
 Provided for no common currency
 Gave each state one vote regardless of size
 Provided for no executive or judicial branch
2. Shays’ Rebellion
3. Northwest Ordinance of 1787
Textbook, Resources and Activities
Old Book: Chapter 10, lesson 1
New Book: 184-195
Figure It Out with a Partner: Articles of
Confederation and Government Powers
Figure It Out with a Partner: Northwest
Ordinance of 1787
WEBSITES
U.S. History Resources (Excellent Source)
American History Power Points, Lesson Plans,
and Activities
District Power Point Resources
Content Standard 4: The student will examine
the formation of the American system of
government following the American Revolution.
1. Draw specific evidence from informational texts
and examine the issues and events
encountered by the young nation that led to the
Constitutional Convention in Philadelphia in
1787 including a weak national government,
the Northwest Ordinance, and civil unrest as
typified in Shays’ Rebellion.
Mr. Nussbaum’s Interactive History
Power Point Palooza
Rockingham School District Technology
Resources
ACTIVITIES
Journal Writing-TE pg. 339 “leveled practice”
Essential Questions
1. Why was the Articles of Confederation written?
2. The Articles of Confederation was a constitution
written during the American Revolution to
establish the powers of the new government.
3. What the basic weakness of the Articles of
Confederation?
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 20
WEAKNESSES OF THE
ARTICLES OF CONFEDERATION
CORRECTION BY THE CONSTITUTION
There was no separate executive branch to carry out the laws of Congress.
A separate executive department was created, headed by the President. Its job
was to enforce the Constitution and laws enacted under it and to conduct
foreign relations.
There was no national judiciary to handle offenses against the central
government's laws and to settle disputes between states.
A judicial department was created, headed by a Supreme Court, to handle
offenses against federal laws, disputes between states, and cases involving
foreign diplomats.
Congress did not have the power to levy taxes. It could only requisition, or
request, contributions from the states.
Congress was given the power to levy and collect taxes, thus freeing it from
dependence upon financial contributions by the states.
Congress could not regulate interstate and foreign commerce.
Congress was given the power to regulate commerce between the states and
with foreign nations, thus enabling it to make enforceable trade treaties with
foreign nations.
The states, as well as Congress, had the power to coin money.
Only Congress was given the right to coin money and regulate its value, in
order to provide a single national monetary standard.
Congress was in no position to support an army and navy, since it could not
collect taxes. It had to depend on the support of state militias.
Congress, with power to tax, could afford to create a national army and navy,
thereby freeing the central government from dependence upon state militias. In
addition, state militias were put under the control of Congress.
It was difficult to pass laws under the Articles, since at least nine states had to
approve each proposal.
Under the Constitution, the process of lawmaking was made easier. Bills
needed only a simple majority vote of Congress to become laws.
The requirement of unanimous consent of all the states made amendment of
the Articles almost impossible.
The Constitution provided for amendment by two-thirds of Congress and threefourths of the states. This made change more possible, although still difficult.
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 21
3rd NineWeeks
January 5 – March 11
OC³ and Essential Questions
Content Standard 4: The student will examine
the formation of the American system of
government following the American Revolution.
2. Examine the contributions and leadership of
George Washington, James Madison, George
Mason, and Gouverneur Morris as evidenced in
the great issues, debates, and compromises of
the Constitutional Convention including the
Virginia Plan and the New Jersey Plan, slavery,
the Three-fifths Compromise, and the Great
Compromise.
3. Determine the main purposes of the United
States government as expressed in the
Preamble and as evidenced in the United
States Constitution including the principles
reflected in the separation of powers, checks
and balances, and shared powers between the
federal and state governments, and the basic
responsibilities of the three branches of
government.
Instructional Time: Feb. 12-27
Topics/Content
1.
2.
3.
4.
Constitutional Convention
James Madison
John Adams
Abigail Adams: Letter to John Adams (quote
concerning the women)
Letter and Questions
5. George Washington
6. Benjamin Franklin
7. George Mason
8. Gouverneur Morris
9. Virginia Plan
10. New Jersey Plan
Comparison of Virginia and New Jersey Plan
11. Great Compromise
12. Three-Fifths Compromise
13. Issue of Slavery
14. The Constitution
We the People Song Story of the Constitution
and singing of the Preamble
15. The Preamble
You Tube School House Rock
16. 3 Branches of Government
17. Reasons for 3 branches
18. Define each branches’ duties
19. Separation of Powers
20. Checks and balances
Textbook, Resources and Activities
Old Book: Chapter 10, lesson 2
New Book: Pages 196-203
Figure It Out with a Partner: From Declaration of
Independence to Bill of Rights
Figure It Out with a Partner -- Separation of
Powers Scale
Figure It Out with a Partner -- Separation of
Powers
ATLAS
Our Country’s History Atlas
pages 36-39
S.A. 18-19
WEBSITES
U.S. History Resources (Excellent Source)
American History Power Points, Lesson Plans,
and Activities
District Power Point Resources
Mr. Nussbaum’s Interactive History
Reader’s Theater: The Preamble
Power Point Palooza
Rockingham School District Technology
Resources
Congress for Kids
Ben’s Guide to the Constitution
iCivics.org
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 22
ACTIVITIES
 Writing Activity-TE pg.346 “leveled practice”
 We the People lessons 8-16
 Great Compromise Simulation
 Read Alouds and Primary Sources pg. 80-81
and 86-87 (SF)
 Presidents and U.S. Governments CD-3
Branches Raps
 Key Decisions in U.S. History pgs. 57-67
 Learn Preamble-Preamble Activity Worksheet
SAFARI VIDEOS
3 Branches of Government
Shh! We are Writing the Constitution
History of American Government
Goals of the Preamble
from the Preamble
Explanation
Form a more perfect Union
Create a nation in which states work together
Establish justice
Make laws and set up courts that are fair
Insure domestic tranquility
Keep peace within the country
Provide for the common defense
Safeguard the country against attack
Promote for the general welfare
Contribute to the happiness and well-being of all the people
Secure the blessings of liberty to ourselves and our posterity
Make sure future citizens remain free
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 23
3rd NineWeeks
January 5 – March 11
OC³ and Essential Questions
Content Standard 4: The student will examine
the formation of the American system of
government following the American Revolution.
4. Explain the process of ratification of the United
States Constitution as well as compare and
contrast the viewpoints of the Federalists and
Anti-Federalists over the addition of a bill of
rights.
5. Examine the Bill of Rights and summarize the
liberties protected in all 10 amendments.
Instructional Time: March 2-12
Topics/Content
1.
2.
3.
4.
5.
6.
Ratification of the Constitution
Federal
Federalists
Anti-federalists
Amendment
Bill of Rights
Bill of Rights and the Constitution for Kids
Textbook, Resources and Activities
Old Book: Chapter 10, lesson 3
New Book: Pages 204-211
Figure It Out with a Partner: First Amendment
Freedoms Chart
Figure It Out with a Partner -- The Bill of Rights
Constitution and Bill of Rights Activities and Games
Figure It Out with a Partner -- Ratifying the
Constitution
Notebook: Our Rights
Notebook: Government Review
WEBSITES
U.S. History Resources (Excellent Source)
Power Point: Bill of Rights
Teacher Tube: Creating the Constitution
American History Power Points, Lesson Plans,
and Activities
District Power Point Resources
Mr. Nussbaum’s Interactive History
Power Point Palooza
Rockingham School District Technology
Resources
Congress for Kids
Ben’s Guide to the Constitution
iCivics.org
Oklahoma Bar Association Civic Lesson Plans
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 24
ACTIVITIES
 Key Decisions in U.S. History pg. 68-69
 We the People lessons 17-21
 Bill of Rights-Mnemonic
 Create Venn Diagram-Compare and Contrast
the views of Federalists and Anti-Federalists
Federalists
Anti-federalists

Supported removing some powers from the states and giving more
powers to the national government

Wanted important political powers to remain with the states

Favored dividing powers among three branches of government

Wanted the legislative branch to have more power than the
executive

Proposed a single person to lead the executive branch

Feared that a strong executive might become a king or tyrant

Believed a bill of rights needed to be added to the Constitution to
protect people’s rights
OCCT Test
Review
March 21–
April 11
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 25
4th Nine Weeks
March 21 – May 26
OC³ and Essential Questions
*Content Standard 5: The student will compare
and contrast the continued formation of the new
nation under the leadership of Presidents
Washington, Adams, and Jefferson.
1. Analyze the formation of the new government
and the presidential leadership qualities of
George Washington including the precedent
set by his decision not to seek a third term and
the impact of his Farewell Address.
2. Explain the impact of the presidential election
of 1800 regarding the peaceful transfer of
political power from one party to another.
3. Examine the transformative impact of the
Louisiana Purchase in 1803 upon the American
system in regards to the explorations by Lewis
and Clark and the concept of Manifest Destiny
as America expanded westward.
Instructional Time: End Date—May 26
Topics/Content
1. Presidential Leadership of George Washington
2. Farewell Address
Text and Summary of Main Points
3. Electoral College
4. Cabinet
5. Rise of Political Parties
6. District of Columbia: Washington, D.C.
7. Pierre L’Enfant
8. Benjamin Banneker
9. Impact of Presidential Election of 1800
10. Louisiana Purchase
 Jefferson bought land from France (the
Louisiana Purchase), which doubled the
size of the US
 In the Lewis and Clark expedition, they
explored the Louisiana Purchase and the
Mississippi River to the Pacific Ocean
11. Concept of Manifest Destiny
Textbook, Resources and Activities
Old Book: Chapter 11
New Book: 226-239
ATLAS
Our Country’s History Atlas
Pages 8-43 S.A. 19-24
WEBSITES
U.S. History Resources (Excellent Source)
American History Power Points, Lesson Plans,
and Activities
District Power Point Resources
Mr. Nussbaum’s Interactive History
Power Point Palooza
Essential Questions: Westward Expansion
1. What new territories became part of the United
States between 1801 and 1861?
Notebook: Lewis and Clark
Rockingham School District Technology
Resources
2.
Why did people move west?
PBS Teacher Resources: Lessons, Webisodes and
Websites
3.
Define Manifest Destiny. – It is the idea that
expansion was for the good of the country and
was the right of the country.
PBS Webisodes
You Tube—Elbow Room
ACTIVITIES
 Draw a map of the Louisiana Purchase and
trace the trail of Lewis and Clark.
 Simulate a journal entry for one of the
characters on the Louis and Clark trail.
SAFARI VIDEOS
Horrible Histories: Extraordinary Explorers
Moore Public Schools—Social Studies Department: Fifth Grade United States Studies 2015-2016
Page 26