NEWARK PUBLIC SCHOOLS
Unit Summaries:
SOCIAL STUDIES
Grade 5
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, Chairperson
Mr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. Hasan
Mr. Alturrick Kenney
Ms. Eliana Pintor Marin
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Sabu Rashidi
Mr. Jordan Thomas, Student Representative
NEWARK PUBLIC SCHOOLS ADMINISTRATION
2013-2014
Cami Anderson, State District Superintendent
Chief of Staff & General Counsel: Charlotte Hitchcock
Assistant Superintendent: Mitchell Center
Assistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany Hardrick
Assistant Superintendent: Roger Leon
Assistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb Perkins
School Business Administrator: Valerie Wilson
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD
Program and Instruction Committee
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Rashidi
Dr. Caleb Perkins, NPS Special Assistant of Curriculum
Valerie Merritt, NPS Director of Board Relations
Newark Public Schools
Grade 5 Unit 2
“The Road to Revolution”
Summative Assessment
Assessment: Students will create a 5 minute presentation in defense of their opinion, citing evidence from the texts read in class
as well as independent research, on their response to the following question: Which factor was the most important in the
decision of the thirteen colonies to declare independence in the American Revolution?
Essential Questions
Enduring Understandings
What were the social, economic, and political roots of the
- The Revolution grew out of ideological differences between
American Revolution?
England and the colonies based on teachings during the
Enlightenment.
-Taxation played a large role in the American Revolution and is
still a critical issue today.
-When government no longer meets the needs of the people, the
people take necessary action to seek out new ways to have those
needs met.
Focus Questions
Week 1:
Week 2:
Week 3:
What were the causes and effects of the
To what extent did the Enlightenment
What rights did the British have to tax the
French and Indian War?
lead to ideas of political equality among colonists as well as the right of the
How did the French and Indian War
many colonists?
colonists to resist those efforts?
change the balance of power in North
How successful were the colonial actions
America?
and propaganda in regards to Parliament
mandates?
Week 4:
Week 5:
What are the main ideas of the
Which factor was the most compelling
Declaration of Independence?
in the decision of the thirteen colonies
to declare independence in the
American Revolution?
Learning Objectives
-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
-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.
- 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.
-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they
represent.
-Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-Draw evidence from informational texts to support analysis, reflection, and research.
-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
-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.
-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
Examples of Content-Specific Vocabulary/Terms
Revolution
Patriot
Loyalist
natural rights
Congress
Parliament
Proclamation
duty
Repel
boycott
propaganda
militia
Delegate
diplomat
dominion
assembly
Resolution
Crown
equality
divine
Legislative
convention
levy
providence
Standards Alignment:
CCSS RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9, RI.5.10, RF.5.4, W.5.2, W.5.9, SL.5.1, SL.5.4, SL.5.5,
L.5.1, L.5.2, L.5.3, L.5.4, L.5.5, L.5.6
NJCCCS 6.1.8.A.3.a, 6.1.8.B.3.a, 6.1.8.C.3.a, 6.1.8.D.3.a, 6.1.8.D.3.b
Newark Public Schools
Grade 5 Unit 3
The War for Independence
Summative Assessment
Essential Questions
What factors determine the outcome for a struggle for
independence?
What impact did the American Revolution have on the
United States and the World?
Enduring Understandings
The struggle for independence is influenced by economics,
geography, leadership, technology, and determination.
Defeating the British made other countries take notice of the
United States.
Focus Questions
Week 2: military strategy
Week 3: foreign policy
Week 4: Women, Africans Americans,
and Loyalists
Week 5: Victory and aftermath
Week 6: state constitutions
Week 7: What were some of the
challenges faced by the new nation?
Week 8: Articles of Confederation
Week 1: 2nd CC and GW
Learning Targets
-Use historical thinking skills such as sourcing, contextualizing, close reading, and corroborating to answer historical
questions.
-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
-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.
- 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.
-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view
they represent.
-Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-Draw evidence from informational texts to support analysis, reflection, and research.
-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
-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.
-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance
the development of main ideas or themes.
Academic Vocabulary
Content-Specific Vocabulary/Terms
Standards Alignment:
CCSS RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9, RI.5.10, RF.5.4, W.5.2, W.5.9, SL.5.1, SL.5.4, SL.5.5,
L.5.1, L.5.2, L.5.3, L.5.4, L.5.5, L.5.6
NJCCCS
6.1.8.A.3.a, 6.1.8.A.3.b, 6.1.8.A.3.c, 6.1.8.A.3.d, 6.1.8.A.3.g, 6.1.8.B.3.a, 6.1.8.B.3.c, 6.1.8.B.3.d, 6.1.8.C.3.b, 6.1.8.C.3.c,
6.1.8.D.3.a, 6.1.8.D.3.b, 6.1.8.D.3.c, 6.1.8.D.3.e
Newark Public Schools
Grade 5 Unit 4
Forging a New Nation
Summative Assessment
Essential Questions
How did the foundations of American constitutional
government evolve?
What is the legacy of our founding documents?
Enduring Understandings
Focus Questions
Week 1: Early Years
Week 2:
Week 3: Constitutional Convention
Week 4: Compromises
Week 5: Bill of Rights
Week 6: Ratification Debate
Week 7: First Presidency
Week 8: Federalists vs Anti federalists
Learning Targets
-Use historical thinking skills such as sourcing, contextualizing, close reading, and corroborating to answer historical
questions.
-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
-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.
- 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.
-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view
they represent.
-Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-Draw evidence from informational texts to support analysis, reflection, and research.
-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
-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.
-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance
the development of main ideas or themes.
Academic Vocabulary
Content-Specific Vocabulary/Terms
Standards Alignment:
CCSS RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9, RI.5.10, RF.5.4, W.5.2, W.5.9, SL.5.1, SL.5.4, SL.5.5,
L.5.1, L.5.2, L.5.3, L.5.4, L.5.5, L.5.6
NJCCCS
Newark Public Schools
Grade 5 Unit 5
Growth and Discord
Summative Assessment
Essential Questions
How do emerging nations grow geographically,
economically, socially, politically, and culturally?
Why did slavery influence politics and the growing
discord between the North and the South?
Enduring Understandings
Focus Questions
Week 1:
Week 2:
Week 3:
Week 4:
Week 5:
Week 6:
Week 7:
Week 8:
Learning Targets
-Use historical thinking skills such as sourcing, contextualizing, close reading, and corroborating to answer historical
questions.
-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
-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.
- 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.
-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view
they represent.
-Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-Draw evidence from informational texts to support analysis, reflection, and research.
-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
-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.
-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance
the development of main ideas or themes.
Academic Vocabulary
Content-Specific Vocabulary/Terms
Standards Alignment:
CCSS RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9, RI.5.10, RF.5.4, W.5.2, W.5.9, SL.5.1, SL.5.4, SL.5.5,
L.5.1, L.5.2, L.5.3, L.5.4, L.5.5, L.5.6
NJCCCS