Northampton County Schools FifthGradeSocial Studies Curriculum Map 2012-2013DRAFT
Subject: Social Studies
Timeframe Needed for Completion: 12 weeks
Grade Level: 5th
Grading Period: 2nd /3rd nine weeks
Unit Title: Native Americans
Big Idea/Themes: Diversity and Change
Understandings:
 Diverse historical people influence regions over time.
 Communities and regions are often developed due to necessity for survival and to preserve values and traditions.
 Historical sources from multiple points-of-view may be used to develop an understanding of what happened in the past.
Social Studies
5.H.1 Analyze the chronology of
key events in the United States
5.H.1.1 Evaluate the relationships
between European explorers
(French, Spanish, English) and
American Indian groups based on
accuracy of historical information
(beliefs, fears, and leadership)
5.H.1.2 Summarize the political
economic and social aspects of
colonial life in the thirteen
colonies
5.H.1.3 Analyze the impact of
major conflicts and battles and
wars on the development of our
nation through reconstruction
5.H.2 Understand the role
prominent figures in the United
States
Informational Texts
1.Quote accurately
from a text when
explaining what the
text says explicitly and
when drawing
inferences from the
text.
2. Determine two or
more main ideas of a
text and explain how
they are supported by
key details; summarize
the text.
3. Explain the
relationships or
interactions between
two or more
individuals, events,
ideas, or concepts in a
historical, scientific, or
technical text based on
specific information in
the text.
4. Determine the
Language Arts
Writing
Speaking/Listening
1. Write opinion pieces
1. Engage effectively in a range of collaborative
on topics or texts,
discussions (one-on-one, in groups, and teacher-led) with
supporting a point of
diverse partners on grade 5 topics and texts, building on
view with reasons and
others‟ ideas and expressing their own clearly.
information.
a. Come to discussions prepared, having read or studied
a. Introduce a topic or
required material; explicitly draw on that preparation and
text clearly, state an
other information known about the topic to explore ideas
opinion, and create an
under discussion.
organizational structure b. Follow agreed-upon rules for discussions and carry out
in which ideas are
assigned roles.
logically grouped to
c. Pose and respond to specific questions by making
support the writer‟s
comments that contribute to the discussion and elaborate
purpose.
on the remarks of others.
e opinion presented.
d. Review the key ideas expressed and draw conclusions in
2. Write
light of information and knowledge gained from the
informative/explanatory discussions.
texts to examine a topic 2. Summarize a written text read aloud or information
and convey ideas and
presented in diverse media and formats, including visually,
information clearly.
quantitatively, and orally.
b. Develop the topic
3. Summarize the points a speaker makes and explain how
with facts, definitions,
each claim is supported by reasons and evidence.
concrete details,
4. Report on a topic or text or present an opinion,
quotations, or other
sequencing ideas logically and using appropriate facts and
information and
relevant, descriptive details to support main ideas or
Northampton County Schools FifthGradeSocial Studies Curriculum Map 2012-2013DRAFT
meaning of general
5.H.2.1 Summarize the
academic and domaincontributions of the founding
specific words and
fathers to the development of our
phrases in a text
country
relevant to a grade 5
topic or subject area.
5.H.2.2 Explain how key
5. Compare and
historical figures have exemplified contrast the overall
values and principles of American structure (e.g.,
democracy
chronology,
comparison,
5.H.2.3 Compare the changing
cause/effect,
roles of women and minorities of
problem/solution) of
American society from Preevents, ideas, concepts,
colonial to Reconstruction
or information in two
or more texts.
5.C.1 Understand how increased 6. Analyze multiple
accounts of the same
diversity resulted from
event or topic, noting
migration settlement patterns
important similarities
and economic development in
and differences in the
the United States
point of view they
5.C.1.1 Analyze the change in
represent.
leadership, cultures, and everyday 7. Draw on information
life of American Indian groups
from multiple print or
before and after European
digital sources,
exploration
demonstrating the
ability to locate an
5.C.1.2 Exemplify how the
answer to a question
interactions of various groups
quickly or to solve a
have resulted in borrowing and
problem efficiently.
sharing of traditions and
8. Explain how an
technology
author uses reasons and
evidence to support
5.C.1.3 Explain how the
particular points in a
examples related to the
topic.
d. Use precise language
and domain-specific
vocabulary to inform
about or explain the
topic.
e. Provide a concluding
statement or section
related to the
information or
explanation presented.
3. Write narratives to
develop real or
imagined experiences or
events using effective
technique, descriptive
details, and clear event
sequences.
a. Orient the reader by
establishing a situation
and introducing a
narrator and/or
characters; organize an
event sequence that
unfolds naturally.
4. Produce clear and
coherent writing in
which the development
and organization are
appropriate to task,
purpose, and audience.
(Grade-specific
expectations for writing
types are defined in
themes; speak clearly at an understandable pace.
5. Include multimedia components (e.g., graphics, sound)
and visual displays in presentations when appropriate to
enhance the development of main ideas or themes.
6. Adapt speech to a variety of contexts and tasks, using
formal English when appropriate to task and situation.
Northampton County Schools FifthGradeSocial Studies Curriculum Map 2012-2013DRAFT
movement of goods, ideas, and
various cultural groups influenced
the development of regions in the
United States
5.C.1.4 Understand how cultural
narratives (legends, songs,
ballads, games, folk tales and art
forms) reflect the lifestyles,
beliefs, and struggles of diverse
ethnic groups
text, identifying which
reasons and evidence
support which point(s).
9. Integrate information
from several texts on
the same topic in order
to write or speak about
the subject
knowledgeably.
10. By the end of the
year, read and
comprehend
informational texts,
including history/social
studies, science, and
technical texts, at the
high end of the grades
4–5 text complexity
band independently and
proficiently.
standards 1–3 above.)
7. Conduct short
research projects that
use several sources to
build knowledge
through investigation of
different aspects of a
topic.
8. Recall relevant
information from
experiences or gather
relevant information
from print and digital
sources; summarize or
paraphrase information
in notes and finished
work, and provide a list
of sources.
9. Draw evidence from
literary or informational
texts to support analysis,
reflection, and research.
a. Apply grade 5
Reading standards to
literature (e.g.,
“Compare and contrast
two or more characters,
settings, or events in a
story or a drama,
drawing on specific
details in the text [e.g.,
how characters
interact]”).
b. Apply grade 5
Reading standards to
Northampton County Schools FifthGradeSocial Studies Curriculum Map 2012-2013DRAFT
Essential Questions:
What motivated exploration?
Vocabulary:
Navigation, expedition,
compass, revolution,
What would life have been like
loyalist, boycott,
for the Native Americans if the
protest, Indian
Europeans never came?
Removal Act,
confederation,
How can events in history have an ancestors, diversity,
impact on the land and the
civilization,
people?
chronological, conflict,
consensus, checks and
*How can events in history have balances, citizenship,
an impact on the land and the
democratic, rights,
people?
Constitution, Free state,
slave state, fugitive,
*When, where, why, and how did Underground Railroad,
different groups of people settle in secede, civil war,
informational texts (e.g.,
“Explain how an author
uses reasons and
evidence to support
particular points in a
text, identifying which
reasons and evidence
support which
point[s]”).
10. Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames
(a single sitting or a day
or two) for a range of
discipline-specific tasks,
purposes, and audiences.
Performance Tasks:
Students can compare
and contrast the land
routes of early people
map to a present-day
physical map of the
Americas. Students
should describe how the
geography of North
America was different
in prehistoric times
different from life today.
Materials:
http://dpssocialstudies.wikispaces.com/5th+Grade+Unit+5+The+American+Revolution
5th Grade Unit 5- The American Revolution
http://www.ehow.com/info_12084805_5th-gradeconstitutional-project.html
Founding Fathers Project
http://www.oradell.k12.nj.us/GradePages/Fifth/5.SS.htm
Students can choose a
Native American group
labeled on the Early
Cultures of North
Additional Student Activity options:
*Have students use the state abbreviations to identify each
Northampton County Schools FifthGradeSocial Studies Curriculum Map 2012-2013DRAFT
different regions of the United
States?
*How might the Native
Americans of the past have
influenced your life today?
emancipate,
assassinate, and
freedom
America map. Students
then research to learn
more about the groups
history, culture,
traditions, foods, and
other ways of life.
Students will compile
their findings into a
poster or presentation
and share it with the
class.
Students can work in
small groups to plan a
brief skit depicting an
event or process
described or illustrated
in this lesson, such as a
meeting of the Iroquois
League, the construction
of a tepee, or a whale
hunt. There should be a
narrator that introduces
the subject of the skit
and its history,
geographic, and cultural
background.
Imagine that you could
visit one of the Native
Americans groups
described in these
lessons. Write a letter
that describes the
group’s daily life
state labeled on the map. Have students write each state’s
name on a separate index card. Then guide students to sort
the cards into two piles – free states and slave states.
*Many state names have origins in American Indian
words. Have students research the name origins of the
following states discussed in this lesson: Missouri,
Kentucky, Kansas, and Nebraska. Encourage students to
identify other states with names based on American Indian
words.
*Write an article for either a Northern or a Southern
newspaper, as they might have appeared on the day after
the presidential election of 1860.
*Have students research the names, dates, and outcomes of
Civil War battles that took place in North Carolina.
*Have students write a paragraph describing how the
United States was different after the Civil War. Tell
students to include specific details about what changed and
what caused those changes.
*Imagine that you are the editor of a newspaper in
Kentucky. Write an editorial that argues why this
border state should secede or shy it should stay in
the Union and find a peaceful solution to the slavery
issue.
Northampton County Schools FifthGradeSocial Studies Curriculum Map 2012-2013DRAFT
Students should identify
causes of the American
Revolution and identify
possible 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.
Students should choose
one of the major battles
of the American
Revolution. Students
should use the
information on the map
and their research to
write a paragraph giving
the important
information about the
battle.