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.