5th Grade
Public Schools of Robeson County
Grade: 5
SOCIAL STUDIES
INSTRUCTIONAL ALIGNMENT
Unit 3: American Revolutionary War– 2nd Nine Weeks
Overview: Wars have transformed our society and students will understand how these wars influenced our nation’s political, social, and economic development. Students will know social and economic
issues as the cause of conflict that developed in the United States through Reconstruction. Students will investigate the battles that started, ended, and were turning points in wars through
Reconstruction. Social and economic issues will be explored such as slavery, taxation without representation, genocide, alliance, revolutions, and desire for self-government.
Essential Standard: 5.H. Analyze the chronology of key events in the United States.
5.G. Understand how human activity has and continues to shape the United States.
5.E. Understand how a market economy impacts life in the United States.
5.C&G. Understand the development structure and function of government in the United States.
5.C. Understand how increased diversity resulted from migration, settlement patterns, and economic development in the United States.
Clarifying Objective(s): 5.H.1.1-1.3,2.1; 5.G.1.4; 5.E.2.2; 5.C&G 2.1,2.4; 5.C.1.1-1.3
Pacing Guide:
Second Nine Weeks
4weeks
Unit of Study
Major Concepts
“American

Civilization
Wars”

Standard of
Living

Genocide

Freedom

Change

Rights &
Responsibilities

Taxation

5 Themes
Instructional Task
5.H.1.1
1. Define/Review
beliefs, fears, and
leadership.
2. Explain what
beliefs, fears, and
leadership mean.
3. Categorize the
Three Branches of
Government
Essential Question(s):

How have explorers and American Indian groups interacted with each other before, during, and after major
wars/battles?

How has the movement of people helped to shape the United States in times of war?

What has been the impact of the market economy in the United States in reference to American wars?

What is the development structure and function of government before, during, and after a war in the United States?

How has the increased diversity from migration, settlement patterns, and economic development been affected because of
wars in the United States?
Essential
Vocabulary
Pre: War, Power,
Leadership,
Revolution,
Freedom, Change,
Conflict
Instructional Resources
Text Resources:

Old text/workbooks

Newspapers (including online)

Library books

Encyclopedia

Magazines

Printables
Sample Assessment
Prompts
*Students should
identify causes of the
American Revolution
and identify possible
5th Grade
Public Schools of Robeson County








Conflict
Alliance
Independence
Invasion
Leadership
Power
Revolution
War
4.
5.H.1.2
1.
2.
3.
5.H.1.3
1.
2.
3.
4.
according to their
specific tasks when
relating to
American wars.
Compile
information about
European Explorers
and American
Indian groups and
assess their
relationship to
American Wars.
Define political,
economic and social
aspects of American
life.
Measure the impact
of colonial life to
possible American
wars.
Produce a
performance piece
based on the
political, economic
and social aspects of
American life.
Define /Review
conflict, battle, war,
and Reconstruction.
Explain the major
conflicts, battles,
and wars
throughout United
States history.
(Review)
Compare and
contrast the impact
of political,
economic, and social
aspects on a nation
before, during, and
after a major
conflict, battle,
and/or war.
(Review)
Critique and
summarize the facts
that led to the major
conflicts, battles,
and wars

Current: Genocide,
Invasion, 5Themes,
Rights
&Responsibilities,
Taxation, Alliance,
Independence,
Civilization,
Standard of Living
Introductory:
Genocide
Backcountry,
representation, protest,
boycott, Minutemen,
revolution, Patriot,
Loyalist, mercenary,
and turning point
Unit 2 Lesson 6 & 7 of Harcourt SS Text:
Make Inferences pages 82 & 85
Cause & Effect pages 83 & 84
Synthesize page 85
Skim & Scan pages 88, 89, & 91
Cause & Effect pages 88, 92, & 94
Summarize page 89
Digital Resources:

Discovery Education

Gaggle Tube

School Tube

http://americanhistory.about.com/library/timelines/bltimelineuswars.htm

http://americanhistory.about.com/od/warsanddiplomacy/u/warsandevents.htm

http://www.apples4theteacher.com/socialstudies/american-history/
Integration Opportunities & Additional Resources:
The Struggle for Independence (below level reader from Harcourt SS Textbook
Resources/also available online with audio capabilities)
Spying in the American Revolution (above level reader from Harcourt SS Textbook
Resources/also available online with audio capabilities)
www.readinga-z.com CCS pays for our subscription (Seeds of Revolution Level X) (Battling
for Independence Level Y) (Arrows Levels R, U, and Y / decoding ciphers) (Building a Nation
Level Z)
www.schooltube.com (Acts Leading to American Revolutionary War {1min:53sec}) (Shot
Heard ‘Round the World {3min:01sec} School House Rock)
www.youtube.com (American The Living Dream – Revolution in America by TMWMedia
{8min:13sec}) (The American Revolution: The Conflict Ignites Episode 1 – Part 1
{9min:46sec} Part 2 {9min:58sec} Part 3 {10min} Part 4 {9min:55sec} Part 5
{7min:39sec}by USSRman45)
www.smarttech.com Smart Board Downloads (ourRights) (George Washington: Father of our
Country) (The Road to Revolution) (The Causes of the American Revolution) (Independence
Day)
www.eharcourtschool.com primary sources (letters/Spy Letters of the American Revolution:
Benedict Arnold to John Andre) (art/the electric Ben Franklin) (art/Washington Crossing the
Delaware) (art/Kids Portrait – George Washington) (art/PBS: Fort Mose) (art/PBS: Boston
1774) (art/The Library of Congress: Statue of Captain Parker) (art/PBS: Liberty-The
American Revolution) (art/PBS: July 4, 1776: Announcing the Declaration of Independence)
(art/Teaching American History – Declaration of Independence) (art/Today in History:
February 22 {George Washington}) (art/Picture History: Patrick Henry’s Great Speech)
(artifacts/Library of Congress: American Treasures: Star Spangled Banner)
(artifacts/Monticello: The Home of Thomas Jefferson) (artifacts/Revolutionary America:
Who were we?) (documents/Digital History: Proclamation of 1763) (documents/From
Revolution to Reconstruction: Thomas Paine, Common Sense) (documents/George
Washington’s Papers) (documents/Library of Congress: American Memory {African
American Soldiers in Revolutionary War}) (documents/PBS: Proclamation of Earl of
Dunmore {slave troops}) (drawings/Picture History: Boston Massacre) (drawings/Memorial
Hall: Public Space: The Meeting House: an Original Sketch)
Literary Connections:
actions that the British
or the colonists might
have taken that could
have avoided war.
*Students should pick a
side (Loyalist or Patriot)
then they should write a
short speech in which
they try to persuade
other colonists to join
their side on the
conflict.
*Imagine that you are a
colonist who is against
British tax laws. Draw a
cartoon that encourages
others to boycott British
goods.
*Students should choose
one of the major battles
of the American
Revolution shown on
page 93. Students
should use the
information on the map
and their research to
write a paragraph giving
the important
information about the
battle, including when it
took place, and which
side won.
*Students can work
together in small groups
to create a skit where
they are members of the
Continental Congress
creating the Declaration
of Independence. They
must include why the
Declaration was so
important and what the
consequences would
have been if their side
had lost the American
Revolution.
*Imagine that you are in
camp with the soldiers
at Valley Forge. Write a
speech to lift the
soldier’s spirits.
5th Grade
Public Schools of Robeson County
throughout United
States history.
(Review)
5. Create a detailed
reenactment of the
time period of
Reconstruction and
then make a new
plan to reunite the
North
and the South fairly.
(Review)
5.H.2.1
1. Define/Review the
term “Founding
Fathers” and
explain where the
term originated
from.
2. Explain what it
means to contribute
to something.
3. Paraphrase the
views on war from
the Founding
Fathers.
4. Explain how the
“Founding
Fathers’” views
impacted American
wars.
5. Defend/Judge the
“Founding
Fathers’” conflicting
views on American
wars.
5.G.1.4
1. Define/Review
migration,
immigration, and
the term push and
pull factors.
2. Paraphrase the
terms migration,
immigration, and
the term push and
pull factors in the
classroom setting.
(Review)
3. Compare and
contrast the terms
migration and


Novel study (ask school librarian for grade level novels)
http://www.abookintime.com/
Public Schools of Robeson County
4.
5.
5.E.2.2
1.
immigration.
(Review)
Conclude how the
relationship between
immigration,
migration, and wars
affected the
everyday life of
Americans.
Defend/Compare
and Contrast the
various views of
different
immigrants (i.e.
Quakers, Irish,
English, Spanish,
etc.).
Define/Review costs,
benefits, spending,
borrowing, and
saving.
2. Define the
relationship between
costs and spending
to American wars.
3. Construct a plan
that would map out
a person’s financial
journey during
American wars.
5.C&G. 2.1
1. Define/Review
value, principle, and
democratic republic.
2. Analyze and
compare the major
governments in the
world and their
relationship to
American wars.
3. Critique the positive
and negative aspects
of other
governments (i.e.
how they handle
5th Grade
Public Schools of Robeson County
aspects of wars vs.
how the United
States handles
them).
4. Produce a detailed
explanation of how
values and
principles are
shaped by war
throughout history.
5.C&G.2.4
1. Define civic participation.
2. Explain how civic
participation affects the
process of entering/exiting
war.
3. Organize examples of citizen
participation in the United
States through history with a
focus on American wars.
5.C.1.1
1. Define/Review leadership,
cultures, and European
exploration.
2. Explain the reasoning
behind European exploration,
with an emphasis on American
wars.
3. Distinguish the difference
between conflicts pre/post
European explorers as they
relate to American wars.
5.C.1.2
1. Define/Review borrowing
and sharing of traditions and
technology, trade route, and
interactions.
2. Discuss the act of borrowing
and sharing of traditions and
technology between the
different governments and the
5th Grade
Public Schools of Robeson County
United States before, during,
and after a war.
3. Compile and express how
traditions are shared between
various groups as a result of
war.
5.C.1.3
1. Define/Review
movement, goods, ideas,
cultural groups, development,
cultural, politics, economy,
geographic and cultural
diversity, and region.
2. Give examples of
different types of
movement of goods,
ideas, and various
cultural groups and
explain how lack
of/limited supply of
goods affected the
various American
wars.
3. Conclude how
war affected the
success/failure of the
American
government.
4. Justify how
movements of goods,
ideas, and various
cultural groups
influenced the
development of
regions in the
United States during
times of war.
5. Combine
information found
on various
American wars and
assess the
5th Grade
Public Schools of Robeson County
relationship between
that war and
economic growth,
political systems,
and in social
structures.
5th Grade