Social Studies Pacing Guide
5th Grade Overview
Overarching Theme: America’s Past
In Grade 5, students learn about the history of the United States from its early beginnings to the
present with a focus on colonial times through the industrial revolution.
Historical content includes:
o the colonial and revolutionary periods
o the establishment of the United States, and issues that led to the Civil War
o the roots of representative government in the nation as well as the important ideas in
the Declaration of Independence and the U.S. Constitution
o the fundamental rights guaranteed in the Bill of Rights
Students will use critical-thinking skills including sequencing, categorizing, and summarizing
information and drawing inferences and conclusions throughout the year.
Alief ISD 2011
Grade 5
1
A L I E F
Independent
School District
GRADE 5 SOCIAL STUDIES - UNITED STATES HISTORY
Unit 1: Exploration and Colonization
Time: 6 Weeks
Hook ideas here!
Universal
Generalizations
Organizations seek
out new opportunities
that will help them
survive and improve.
Line ideas here!
Unit Understandings
concepts:
colonization, empire
Developed 2005
Student-Friendly TEKS
(1) History. The student
understands the causes and
effects of European colonization in
the United States beginning in
1565, the founding of St.
Augustine. The student is expected
to:
(A) explain when, where, and why
groups of people explored,
colonized, and settled in the United
States, including the search for
religious freedom and economic
gain;
Revised 2012
Sinker ideas here!
Topics/Content
England established
colonies in America
to increase its wealth
and to compete with
other countries that
were seeking empires
in the New World.
Social Studies Pacing Guide
Founding the 13 Colonies
(Nations)

Political Motives

Economic Motives

Social Motives

Early Settlements
Unit Questions
Why was England
interested in creating an
empire?
vocabulary:
exploration, colony, empire,
charter, stock, empire
Resources
Essential Resources
History Alive! America’s Past,
Lesson 4 – Why Europeans
Left for the New World
Modified Lesson Plan: HA L4
Motivations for Exploration
Supplemental Resources
Leveled Text (Early America)
p. 21-28
Lesson Plan: Exploration and
Colonization
Text, Ch. 5, Lessons 1-3
Text, p.181
Map, Colonial Settlement to
1750
-National Geographic Reading
Expeditions Series
-Benchmark Education Series
Thinking Map Connections
Thinking Map Connections
Instructional Considerations: HA Lesson 4: Try to focus on reasons for colonization to support 8th grade.
People are often
willing to move to
improve their lives and
seek out new
opportunities.
Alief ISD 2011
Grade 5
Many English
colonists settled in
the New World hoping
to escape poverty and
(1) History. The student
understands the causes and
effects of European colonization in
the United States beginning in
1565, the founding of St.
Founding the 13 Colonies
(Settlers)

Political Motives

Economic Motives

Social Motives
What factors motivate
people to leave their
mother country and
establish colonies in a new
land?
Essential Resources:
History Alive! America’s Past,
Lesson 6 – Early English
Settlements
2
make better lives for
themselves.
Augustine. The student is expected
to:
concepts:
economic factors , social
factors, political factors
settlement
motivation
(A) explain when, where, and why
groups of people explored,
colonized, and settled in the United
States, including the search for
religious freedom and economic
gain;

Early Settlements
Text, Ch. 5, Lessons 1-3
Text, p.181
vocabulary:
pilgrim, motivation,
persecution
Supplemental Resources
Lesson Plan: English Colonies
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
Thinking Map Connections
Thinking Map Connections
Instructional Considerations: HA Lesson 6: Jamestown is very important in support of 8th grade. Roanoke is not as important and if possible, include Mayflower
Compact and VA House of Burgesses.
Where you live affects
how you live.
Geographic
differences among
the colonies
contributed to the
development of three
distinct, economic
regions.
concepts:
region, geographic factors,
economy
(7) Geography. The student
understands the concept of regions
in the United States. The
student is expected to:
(C) locate on a map important
political features such as the ten
largest urban areas
in the United States, the 50 states
and their capitals, and regions
such as the Northeast, the
Midwest, and the Southwest;
(6) Geography. The student uses
geographic tools to collect,
analyze, and interpret data. The
student is expected to:
(A) apply geographic tools,
including grid systems, legends,
symbols, scales, and compass
roses, to construct and interpret
maps;
(10) Economics. The student
understands the basic economic
patterns of early societies in the
United States. The student is
Alief ISD 2011
Grade 5
Geographic Influences on
the Colonies

Differences among the
three Colonial Regions

Influences on Economic
Activities

Population Distribution
Differences Between
North and South
vocabulary:
economy, region, triangular
trade, slavery, plantation
What effect did geography
have on the development
and character of the three
separate colonial regions?
Essential Resources:
History Alive! America’s Past,
Lesson 7 – Comparing the
Colonies
Lesson 8 – Facing Slavery
Lesson Plan: Geographic
Differences
Text, Ch.6, Lessons 1, 2, and 4
Supplemental Resources
Leveled Text (Early America)
p. 61-84; 85-92
Text, Ch. 5, Lesson 4
Text, p.198-199
Lesson Plan: Comparing
Colonies
Map of Colonial America, 1776
Interactive Map of the 13
colonies
3
expected to:
(A) explain the economic patterns
of various early Native-American
groups in the United States; and
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
(B) explain the economic patterns
of early European colonists.
Thinking Map Connections
Thinking Map Connections
(11) Economics. The student
understands the development,
characteristics, and benefits of the
free enterprise system in the
United States. The student is
expected to:
(A) describe the development of
the free enterprise system in
colonial America and the United
States;
Instructional Considerations: The focus should be on regions, not individual colonies. HA Lesson 7 sets the stage for the Civil War. Geography impacts the differences in the
colonial regions, and different regions have different reasons for colonization. HA Lesson 8 sets the stage for the South’s dependence on slave labor and thus the conflict between
the North and South over slavery. Focus on plantation system, cash crops, and cotton.
When creating
something new,
people tend to follow
familiar examples.
The English colonists
brought democratic
ideas and institutions
with them to the new
world.
concepts:
self-government,
representative government,
institution
(14) Government. The student
understands the organization of
governments in colonial America.
The student is expected to:
History and Government

Colonial Institutions

Historic Documents

Self-Government
(A) identify and compare the
systems of government of early
European colonists,
including representative
government and monarchy; and
vocabulary:
democracy, institution, self
government, representative
government, Mayflower
Compact, House of
Burgesses
(B) identify examples of
representative government in the
American colonies,
including the Mayflower Compact
and the Virginia House of
Burgesses.
Was self-government an
original idea that
developed in the Colonies?
Essential Resources:
Lesson Plan: How Democracy
Came to the 13 Colonies
Text, pp. 162, 170
Supplemental Resources
Lesson Plan: Democracy to
the Colonies
Thinking Map Connections
Thinking Map Connections
Instructional Considerations:
Alief ISD 2011
Grade 5
4
A L I E F
Independent
School District
GRADE 5 SOCIAL STUDIES - UNITED STATES HISTORY
Unit 2: The American Revolution
Time: 6 Weeks
Hook ideas here!
Universal
Generalizations
Attempts to control
people without giving
them a say may lead
to resentment and
conflict.
Line ideas here!
Unit Understandings
concepts:
rebellion, protest
Developed 2005
Revised 2012
Sinker ideas here!
Student-Friendly TEKS
Resources
Topics/Content
Increasing conflict
over British
restrictions led to a
desire among the
colonies for
independence from
Britain.
Social Studies Pacing Guide
(2) History. The student
understands how conflict between
the American colonies and Great
Britain led to American
independence. The student is
expected to:
Causes of the Revolution

French and Indian War

Proclamation of 1763

British Attempts to
Control the Colonies

Colonial Protests

Significant People
(A) identify and analyze the causes
and effects of events prior to and
during the
American Revolution, including the
French and Indian War and the
Boston Tea Party;
vocabulary:
backcountry, Proclamation of
1763, Parliament,
resentment, repeal, boycott,
patriot, loyalist, militia,
Minutemen
Unit Questions
Could the American
Revolution have been
avoided?
(B) identify the Founding Fathers
and Patriot heroes, including John
Adams, Samuel Adams, Benjamin
Franklin, Nathan Hale, Thomas
Jefferson, the Sons of Liberty, and
George Washington, and their
motivations and contributions
during the revolutionary period;
Unit 2 Literature Connections
Essential Resources:
LRE Bio Cards
Research Databases People
Research Databases Concepts
History Alive! America’s Past,
Lesson 10 – Growing Tensions
Between the Colonies and
Britain
Lesson Plan: Growing
Tensions
Text, Ch. 7, Lesson 3
Text, Ch. 8, Lessons 1-2
Supplemental Resources
-Leveled Text (Early America)
p. 93-100
Overview of Events Leading to
the American Revolution
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
Thinking Map Connections
Thinking Map Connections
Instructional Considerations: HA Lesson 10 strongly supports 8th grade. Be sure to include boycott into vocabulary.
Alief ISD 2011
Grade 5
5
People tend to justify
their actions based on
ideals or principles.
The Declaration of
Independence
separated the
colonies from British
rule by publicly
declaring the
colonists’ complaints
and their vision of a
just government.
concepts:
unalienable rights, consent of
the governed, independence
(2) History. The student
understands how conflict between
the American colonies and Great
Britain led to American
independence. The student is
expected to:
Declaring Independence

Lexington and Concord

Ideas in the Declaration
of Independence

Adopting the Declaration
of Independence

Significant People
(B) identify the Founding Fathers
and Patriot heroes, including John
Adams, Samuel Adams, Benjamin
Franklin, Nathan Hale, Thomas
Jefferson, the Sons of Liberty, and
George Washington, and their
motivations and contributions
during the revolutionary period;
vocabulary:
traitor, Common Sense,
grievances, independence,
Were the colonists justified
in declaring
independence?
Essential Resources:
LRE Bio Cards
Research Databases People
Research Databases Concepts
History Alive! America’s Past,
Lessons 11- To Declare
Independence or Not
Lesson 12- The Declaration of
Independence
Lesson Plan: The Declaration
of Independence
(15) Government. The student
understands important ideas in the
Declaration of Independence, the
U.S. Constitution, and the Bill of
Rights. The student is expected to:
Supplemental Resources
(A) identify the key elements and
the purposes and explain the
importance of the Declaration of
Independence;
Text, Ch. 8, Lesson 3
Text, Ch. 9, Lesson 1
Leveled Text (Early America)
p. 101-108
18th Century Documents
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
Thinking Map Connections
Thinking Map Connections
Instructional Considerations: Lesson Plan: The Declaration of Independence2: Unable to locate video linked in lesson plan. HA Lesson 11 supports 8th grade. Focus on
Franklin and Adams. The debate gives students an opportunity to learn about the people, the reasons, and defend their positions. HA Lesson 12 is also supportive of 8th grade. Be
sure to include grievances in the vocabulary and try to discuss some of the following: Magna Carta and the Mayflower Compact,
Victory is often
achieved due to more
than one factor.
Alief ISD 2011
Grade 5
The Colonies
prevailed during the
American Revolution
because they
received support from
other countries, used
effective strategy and
were fighting on their
(2) History. The student
understands how conflict between
the American colonies and Great
Britain led to American
independence. The student is
expected to:
(A) identify and analyze the causes
and effects of events prior to and
The Revolutionary War

Loyalists and Patriots

Strengths/Weaknesses
of the British and
Colonists

Significant People

Battle of Saratoga

French Allies

Yorktown

Treaty of Paris 1783
Could the British have won
the Revolutionary War?
Essential Resources:
History Alive! America’s Past,
Lesson 13 – The Revolutionary
War
Text, Ch. 9, Lessons 2-3
LRE Bio Cards
6
own soil.
concepts:
war, treaty, turning point, ally
during the
American Revolution, including the
French and Indian War and the
Boston Tea Party;
(B) identify the Founding Fathers
and Patriot heroes, including John
Adams, Samuel Adams, Benjamin
Franklin, Nathan Hale, Thomas
Jefferson, the Sons of Liberty, and
George Washington, and their
motivations and contributions
during the revolutionary period;
(C) summarize the results of the
American Revolution, including the
establishment of the United States
and the development of the U.S.
military.
vocabulary:
advantages, mercenaries,
treaty, ally
Research Databases People
Research Databases Concepts
Supplemental Resources
Leveled Text (Early America)
p. 109-116
Lesson Plan: Loyalists v.
Patriots (LRE)
Lesson Plan: Loyalists vs.
Patriots
Lesson Plan: Colonies
Revolutionary War
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
The Road to Revolution Game
Thinking Map Connections
Instructional Considerations: Lesson Plan: The Declaration of Independence2: Unable to locate video linked in lesson plan. HA Lesson 13 is important and strongly supports
8th grade.
Alief ISD 2011
Grade 5
7
A L I E F
Independent
School District
GRADE 5 SOCIAL STUDIES - UNITED STATES HISTORY
Unit 3: The Constitution and The Bill of Rights
Time: 6 Weeks
Hook ideas here!
Universal
Generalizations
When doing
something new,
people often learn by
trial and error.
Line ideas here!
Unit Understandings
concepts:
confederation, central
government, convention,
compromise
Developed 2005
(3) History. The student
understands the events that led
from the Articles of
Confederation to the creation of
the U.S. Constitution and the
government it established. The
student is expected to:
(A) identify the issues that led to
the creation of the U.S.
Constitution, including the
weaknesses of the Articles of
Confederation; and
(B) identify the contributions of
individuals, including James
Madison, and others such as
George Mason, Charles Pinckney,
and Roger Sherman who helped
create the U.S. Constitution.
(15) Government. The student
understands important ideas in the
Declaration of Independence, the
U.S. Constitution, and the Bill of
Rights. The student is expected to:
(B) explain the purposes of the
U.S. Constitution as identified in
the Preamble;
Revised 2012
Sinker ideas here!
Student-Friendly TEKS
Topics/Content
The Constitution was
written to create a
more effective
government for the
United States.
Social Studies Pacing Guide
Need for a Stronger
Government

Weaknesses of the
Articles of Confederation

Problems in the New
Nation

Federalists and AntiFederalists
Constitutional Convention

Calling the Convention

The Founding Fathers

The Great Compromise

The Three Fifth’s
Compromise

Ratification
vocabulary:
ratify, founding fathers,
delegate Federalists and
Antifederalists
Unit Questions
Why was a new
Constitution needed after
the American Revolution?
Resources
Essential Resources:
Text, Ch. 10, pp. 338-347, 350355
History Alive! America’s Past,
Lesson 14 – The Constitution
LRE Bio Cards
Research Databases People
Research Databases Concepts
Lesson Plan: Constitution
Supplemental Resources
Leveled Text (Early America)
p.125-140
Overview of the Articles of
Confederation
Constitutional Convention
Compromises Overview
Thinking Map Ideas
5.3A, 5.15B, 5.3B
(18) Citizenship. The student
understands the importance of
individual participation in the
democratic process at the local,
state, and national levels. The
student is expected to:
(A) explain the duty individuals
Alief ISD 2011
Grade 5
8
have to participate in civic affairs at
the local, state, and national levels;
Instructional Considerations: HA Lesson 14 is a strong support for 8th grade. Include the weakness of the Articles of Confederation.
Successful
compromise can result
in strong, lasting
agreements.
The Constitution
endures because it
balances power,
fosters compromise
and provides for
change.
concepts:
checks and balances,
branches of government,
executive, legislative, judicial
(16) Government. The student
understands the framework of
government created by the U.S.
Constitution of 1787. The student
is expected to:
(A) identify and explain the basic
functions of the three branches of
government;
Constitution and Bill of
Rights

Checks and Balances

The Three Branches of
Government
Why does the Constitution
still work?
Essential Resources:
Text, Ch. 10, pp. 348-349
History Alive! America’s Past,
Lesson 14 – The Constitution
vocabulary:
preamble, cabinet, treaty,
veto, unconstitutional
Research Databases Concepts
Supplemental Resources
(B) identify the reasons for and
describe the system of checks and
balances outlined in the U.S.
Constitution;
Lesson Plan: Constitution
Endures
Lesson Plan: Constitution
Lesson Plan: Constitution &
Bill of Rights
How Do Checks and Balances
Protect Our Rights?
Thinking Maps Ideas
5.16A, 5.16B
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
Instructional Considerations: HA Lesson 14 is a strong support for 8th grade. Include the weakness of the Articles of Confederation.
Dividing power helps
to prevent misuse of
power.
Alief ISD 2011
Grade 5
The Bill of Rights
protects the rights
and liberties of
Americans from the
abuses of
(20) Citizenship. The student
understands the fundamental
rights of American citizens
guaranteed in the Bill of Rights and
other amendments to the U.S.
Constitution. The student is
The Bill of Rights

Individual Rights

Rights Guaranteed by
the Bill of Rights
vocabulary:
amendment, liberties, rights
Was the Bill of Rights a
necessary addition to the
Constitution?
How are the rights of
Americans protected?
Essential Resources:
History Alive! America’s Past,
Lesson 15 – The Bill of Rights
Research Databases Concepts
9
government.
expected to:
concepts:
rights
(A) describe the fundamental rights
guaranteed by each amendment in
the Bill of Rights, including
freedom of religion, speech, and
press; the right to assemble and
petition the government; the right
to keep and bear arms; the right to
trial by jury; and the right to an
attorney; and
of the accused, ratify, jury,
bail
(B) describe various amendments
to the U.S. Constitution such as
those that extended voting rights of
U.S. citizens.
Lesson Plan: Bill of Rights:
Reasons and Responsibilities
Worksheet 1, Worksheet 2,
Worksheet 3
Text, Ch. 10, 354
Supplemental Resources
Lesson Plan: Bill of Rights
Thinking Maps Ideas
5.15C, 5.20A, 5.20A
(15) Government. The student
understands important ideas in the
Declaration of Independence, the
U.S. Constitution, and the Bill of
Rights. The student is expected to:
(C) explain the reasons for the
creation of the Bill of Rights and its
importance.
(USH 19A, 19B, 25C)
Instructional Considerations: HA Lesson 15 supports 8th grade. Include applications for freedom of speech and press.
Alief ISD 2011
Grade 5
10
A L I E F
Independent
School District
GRADE 5 SOCIAL STUDIES - UNITED STATES HISTORY
Unit 4: Manifest Destiny
Time: 5 Weeks
Hook ideas here!
Universal
Generalizations
Groups of people seek
out new opportunities
that will help them
survive and improve.
Line ideas here!
Unit Understandings
Social Studies Pacing Guide
Developed 2005
Revised 2012
Sinker ideas here!
Resources
Student-Friendly TEKS
Topics/Content
Unit Questions
Unit 4 Literature Connections
Americans were
willing to endure
hardships in order to
acquire land and
expand economic
opportunities.
concepts:
migration, push/pull factors
(4) History. The student
understands political, economic,
and social changes that occurred
in the United States during the
19th century. The student is
expected to:
Motives for Moving West

Land

Resources/markets

Religious freedom
vocabulary:
wagon train, gold rush, FortyNiners
(C) identify reasons people moved
west;
(USH 6B)
Why were the pioneers
willing to risk their lives to
settle the West?
Essential Resources:
History Alive! America’s Past,
Lesson 17 – The Diverse
Peoples of the West.
Text, Ch. 13, pp. 438-445
Supplemental Resources
Westward Expansion Mural
Transparency
Lesson Plan: Enduring
Hardships
Alt Lesson Plan: Enduring
Hardships
Thinking Maps Ideas
5.4C
Discovery Ed Streaming:
-Westward Expansion: The
Pioneer Challenge
-National Geographic Reading
Expeditions Series (ESL books
-National Geographic Theme
Sets Series (ESL books)
Instructional Considerations: HA Lesson 17 is not directly correlated to 8th grade.
Alief ISD 2011
Grade 5
11
Organizations seek
out opportunities that
will help them survive
and improve.
Manifest Destiny led
to the expansion and
settlement of
American territory to
the Pacific Ocean.
concepts:
expansion, Manifest destiny,
frontier, territory
(4) History. The student
understands political, economic,
and social changes that occurred
in the United States during the
19th century. The student is
expected to:
(D) identify significant events and
concepts associated with U.S.
territorial expansion, including the
Louisiana Purchase, the expedition
of Lewis and Clark, and Manifest
Destiny;
(7) Geography. The student
understands the concept of regions
in the United States. The
student is expected to:
(A) describe a variety of regions in
the United States such as political,
population, and economic regions
that result from patterns of human
activity;
(USH 6A, 6D)
The Roots of Manifest
Destiny

The Northwest
Ordinance

The Louisiana Purchase

Lewis and Clark
Westward Expansion

The Texas Revolution

The Mexican War

The California Gold
Rush

Territorial Acquisitions

Significant People
vocabulary:
annex, expedition
How did Americans
expand to the Pacific
Ocean in such a short
span of time?
Essential Resources:
History Alive! America’s Past,
Lesson 16 – Manifest Destiny
Text, Ch. 10, p.342
Text, Ch. 11, pp. 370-379
Text, Ch. 13, p. 433-436
Lesson Plan: Manifest Destiny
Research Databases Concepts
Supplemental Resources
Leveled Text (Expanding &
Preserving the Union) p. 21-44
Boundaries of the United
States, 1650-1907 (animated)
How and why did America
expand westward?
Lesson Plan: Westward
Expansion
Thinking Maps Ideas
5.4D
Discovery Ed Streaming:
- Gone West: The Growth of a
Nation
- United States Expansion
-National Geographic Reading
Expeditions Series (ESL books)
- National Geographic Theme
Sets (ESL books)
-Benchmark Education Series
(ESL books)
Instructional Considerations: HA Lesson 16 supports 8th grade. Focus on the map on page 161 and include the following vocabulary words if possible:
acquisition, cession, Manifest Destiny, and annex. (Louisiana Purchase doubled the size of the United States.)
Alief ISD 2011
Grade 5
12
Greed often causes
people to ignore the
needs of others.
Manifest Destiny
benefited the new
American nation while
destroying Native
American societies.
concepts:
economic growth, frontier
(24) Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired from a variety
of valid sources, including
electronic technology. The student
is expected to:
(B) analyze information by
sequencing, categorizing,
identifying cause-and-effect
relationships, comparing,
contrasting, finding the main idea,
summarizing,
making generalizations and
predictions, and drawing
inferences and conclusions;
Impact of Westward
Expansion

Native American
Removal

Economic Growth

Railroads
Significant People
vocabulary:
reservation, removal, Trail of
Tears
Was Manifest Destiny fair
for everyone? Why or why
not?
Essential Resources:
History Alive! America’s Past,
Lesson 16 – Manifest Destiny
Text, Ch. 11, pp. 404-407
Lesson Plan: Displacement of
Native Americans
Supplemental Resources
History Alive! America’s Past,
Lesson 17 – The Diverse
Peoples of the West.
Thinking Maps Ideas
5.24B
Discovery Ed Streaming:
- Native America: Expansion
-Native America: Removal
-America’s Era of Expansion
and Reform , 1817-1860 (The
Indian Removal Act 1830)
-National Geographic Reading
Expeditions Series (ESL books)
- National Geographic Theme
Sets (ESL books)
-Benchmark Education Series
(ESL books)
Instructional Considerations: HA Lesson 16 supports 8th grade. Focus on the map on page 161 and include the following vocabulary words if possible:
acquisition, cession, Manifest Destiny, and annex. (Louisiana Purchase doubled the size of the United States.)
Alief ISD 2011
Grade 5
13
A L I E F
Independent
School District
GRADE 5 SOCIAL STUDIES - UNITED STATES HISTORY
Unit 5: The Civil War
Time: 6 Weeks
Hook ideas here!
Universal
Generalizations
People from different
regions may have
different ideas or
goals, which can lead
to conflict.
Line ideas here!
Unit Understandings
Social Studies Pacing Guide
Developed 2005
Revised 2012
Sinker ideas here!
Student-Friendly TEKS
Resources
Topics/Content
Unit Questions
Unit 5 Literature Connections
Conflict between the
North and South
increased as a result
of economic
differences.
concepts:
sectionalism, economic
differences, geography
(4) History. The student
understands political, economic,
and social changes that occurred
in the United States during the
19th century. The student is
expected to:
(E) identify the causes of the Civil
War, including sectionalism, states’
rights, and slavery, and the effects
of the Civil War, including
Reconstruction and the 13th, 14th,
and 15th amendments to the U.S.
Constitution;
Economic Issues

Differences in
Geography

Plantation economy in
the South

Industry in the North

Tariff issues
vocabulary:
plantation, industry,
immigrant
Did different ways of life
make conflict between the
North and South
unavoidable?
Essential Resources:
History Alive! America’s Past,
Lesson 18 – The Causes of the
Civil War.
Text, Ch. 14, pp. 464-465
Research Databases Concepts
Supplemental Resources
Leveled Text (Expanding &
Preserving the Union) p. 109116
Overview of Sectionalism
Lesson Plan: Causes of Civil
War
Thinking Maps Ideas
5.4E, 5.4E
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
Instructional Considerations: HA Lesson 18 strongly supports 8th grade.
People may have very
strong opinions about
issues that affect their
way of life.
Alief ISD 2011
Grade 5
The North and South
had differing views
over the issue of
slavery, which divided
the country before the
Civil War.
(4) History. The student
understands political, economic,
and social changes that occurred
in the United States during the
19th century. The student is
expected to:
concepts:
(E) identify the causes of the Civil
War, including sectionalism, states’
Slavery

Economic necessity in
the South

Abolitionists in the North

Fugitive Slaves

Uncle Tom’s Cabin

Resisting Slavery
vocabulary:
fugitive, slave code,
Was slavery an economic
or moral issue?
Essential Resources:
History Alive! America’s Past,
Lesson 18 – The Causes of the
Civil War.
Text, Ch. 14, pp. 466-475
Research Databases Concepts
14
abolitionism, slavery
rights, and slavery, and the effects
of the Civil War, including
Reconstruction and the 13th, 14th,
and 15th amendments to the U.S.
Constitution;
Underground Railroad
Supplemental Resources
Lesson Plan: Conflict of North
and South
Thinking Maps Ideas
5.4E
(USH 7C)
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
Instructional Considerations: HA Lesson 18 strongly supports 8th grade.
The failure of
compromise may
make conflict
necessary.
The failure of
compromise led to
the division of the
North and South and
the beginning of the
Civil War.
concepts:
compromise, states rights,
secession, civil war
(4) History. The student
understands political, economic,
and social changes that
occurred in the United States
during the 19th century. The
student is expected to:
(E) identify the causes of the Civil
War, including sectionalism, states’
rights, and slavery, and the effects
of the Civil War, including
Reconstruction and the 13th, 14th,
and 15th amendments to the U.S.
Constitution;
Failure of Compromise

Slavery in the territories

Compromises to
preserve balance in
Congress

Growing political
differences

Secession and War
vocabulary:
free state, slave state,
Confederacy,
Could there ever be a
compromise over the issue
of slavery?
Essential Resources:
History Alive! America’s Past,
Lesson 18 – The Causes of the
Civil War.
Text, Ch. 14, pp. 476-487
Lesson Plan: Failure to
Compromise and Civil War
Supplemental Resources
Leveled Text (Expanding &
Preserving the Union) p. 117124
(USH 8B)
Lesson Plan: Failure to
Compromise
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
Instructional Considerations: HA Lesson 18 strongly supports 8th grade.
Winners in a conflict
usually impose their
will on the losers.
Alief ISD 2011
Grade 5
The victory of the
North led to several
amendments
designed to insure
the rights of African
Americans.
(4) History. The student
understands political, economic,
and social changes that occurred
in the United States during the
19th century. The student is
expected to:
concepts:
amendment, segregation
(E) identify the causes of the Civil
War, including sectionalism, states’
rights, and slavery, and the effects
Civil War Amendments

13th Amendment

14th Amendment

15th Amendment

Segregation in the South
vocabulary:
sharecropping
Did the Civil War bring the
ex-slaves to full equality as
Americans?
Essential Resources:
Lesson Plan: Civil War
Amendments
Supplemental Resources
Leveled Text (Expanding &
Preserving the Union) p. 125132
15
of the Civil War, including
Reconstruction and the 13th, 14th,
and 15th amendments to the U.S.
Constitution;
Text, Ch. 14, pp. 519-521
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
Instructional Considerations:
Alief ISD 2011
Grade 5
16
A L I E F
Independent
School District
GRADE 5 SOCIAL STUDIES - UNITED STATES HISTORY
Unit 6: The Industrial Revolution
Time: 7 Weeks
Hook ideas here!
Universal
Generalizations
New ideas and
innovations can lead
to great progress and
change.
Line ideas here!
Unit Understandings
Business innovation,
inventions, and new
technology created an
economic and
transportation
revolution in America.
concepts:
industrialization,
interchangeable parts,
manufacturing, free
enterprise, technology
inventions/Innovations,
mass production
Student-Friendly TEKS
(11) Economics. The student
understands the development,
characteristics, and benefits of the
free enterprise system in the
United States. The student is
expected to:
(B) describe how the free
enterprise system works in the
United States; and
(C) give examples of the benefits
of the free enterprise system in the
United States.
(13) Economics. The student
understands patterns of work and
economic activities in the United
States. The student is expected to:
(D) describe the impact of mass
production, specialization, and
division of labor on the economic
growth of the United States;
(23) Science, technology, and
society. The student understands
the impact of science and
technology on society in the United
States. The student is expected to:
(A) identify the accomplishments of
notable individuals in the fields of
science and technology, including
Benjamin Franklin, Eli Whitney,
John Deere, Thomas Edison,
Alexander Graham Bell, George
Washington Carver, the Wright
Brothers, and Neil Armstrong;
Alief ISD 2011
Grade 5
Social Studies Pacing Guide
Developed 2005
Revised 2012
Sinker ideas here!
Topics/Content
The Economic Revolution

Inventions/Inventors

Innovations

Transportation
Revolution

Interchangeable Parts

Free Enterprise

Mass Production
vocabulary:
cotton gin, canal, National
Road, mechanical reaper,
transcontinental railroad,
telegraph
Unit Questions
Why did the United States
have an economic
revolution in the 1800s?
Resources
Essential Resources:
History Alive! America’s Past,
Lesson 20 – Industrialization
and Modern America
Text, Ch. 14, pp. 408-415
Text, Ch. 16, pp. 536-545
LRE Bio Cards
Research Databases People
Research Databases Concepts
Lesson Plan: Innovations &
Inventions
Supplemental Resources
Power Point: Eli Whitney, the
Cotton Gin, and
Interchangeable Parts
Economic Growth, 1800-1860
Lesson Plan: Producing Goods
Faster
Thinking Maps Ideas
5.13D, 5.13D, 5.23A, B & C
-National Geographic Reading
Expeditions Series (ESL books)
- National Geographic Theme
Sets (ESL books)
17
(B) identify how scientific
discoveries, technological
innovations, and the rapid growth
of technology industries have
advanced the economic
development of the United States,
including the transcontinental
railroad and the space program;
(C) explain how scientific
discoveries and technological
innovations in the fields
of medicine, communication, and
transportation have benefited
individuals
and society in the United States;
(D) predict how future scientific
discoveries and technological
innovations could affect society in
the United States.
(USH 27A, 27B)
Instructional Considerations: HA Lesson 20 does not strongly support 8th grade.
New ideas and
innovations can lead
to great progress and
change.
The American nation
prospered and
expanded as its
economy changed
during the 1800s.
(4) History. The student
understands political, economic,
and social changes that occurred
in the United States during the
19th century. The student is
expected to:
The Impact of the Industrial
Revolution

Factory System

Connecting East and
West

Economic Growth

Monopolies
concepts:
economic growth,
transportation, standard of
living, corporation, monopoly
(F) explain how industry and the
mechanization of agriculture
changed the American way of life;
vocabulary:
How did the Industrial
Revolution transform
America?
Essential Resources:
History Alive! America’s Past,
Lesson 20 – Industrialization
and Modern America
Text, Ch. 17, pp. 562-570
Supplemental Resources
Lesson Plan: Industrial
Revolution
Alt Lesson Plan: America
Prospered
Thinking Maps Ideas
5.4F, 5.4F & 5.4G
-National Geographic Reading
Expeditions Series (ESL books)
- National Geographic Theme
Sets (ESL books)
Instructional Considerations: HA Lesson 20 does not strongly support 8th grade.
Alief ISD 2011
Grade 5
18
Progress is often
accompanied by
problems.
The Industrial Era
created big changes
in America, including
many social, political,
and economic
problems.
concepts:
labor, working conditions,
child labor, immigration,
urbanization
(4) History. The student
understands political, economic,
and social changes that occurred
in the United States during the
19th century. The student is
expected to:
(F) explain how industry and the
mechanization of agriculture
changed the American way of life;
(G) identify the challenges,
opportunities, and contributions of
people from various American
Indian and immigrant groups.
The Problems of Industry

Workers/conditions

Unions

Immigrants

Urbanization
vocabulary:
tenement, prejudice, labor
union, strike, settlement
house
Did the Industrial
Revolution mean progress
for everyone?
Essential Resources:
History Alive! America’s Past,
Lesson 20 – Industrialization
and Modern America
HA Modified Lesson Plan:
Industrial Era
Research Databases Concepts
Text, Ch. 17, pp. 571-577
Text, Ch. 18, pp. 602-603
Supplemental Resources
What was the effect of the
Industrial revolution on factory
workers?
-National Geographic Reading
Expeditions Series (ESL books)
- National Geographic Theme
Sets (ESL books)
Instructional Considerations: HA Lesson 20 does not strongly support 8th grade.
Alief ISD 2011
Grade 5
19