5th Grade Social Studies Curriculum
Ms. Anna Maria Corino
E-mail: acorino@livingston.org
Visit the Riker Hill Elementary School website to check out homework, upcoming
tests, quizzes, announcements, other websites to help your child, and much
more!
In Social Studies, students are expected to have a 3 ring binder,
notebook and dividers. They should also have highlighters and post it notes. In
class, we will be using a variety of sources for our information; therefore there will
not be a ‘textbook’ coming home. We do use a book in class as well as an atlas
but it does not come home.
The binder will hold information from various sources, which I will copy for
your child. These can be highlighted and written on as we take notes and pull
apart information. Students will be practicing reading strategies they learn in
reading workshop.
Each unit will include various forms of assessments. These will include
written informal assessments, open book quizzes, periodic tests and projects.
Students will be given at least one week’s notice for quizzes and/or tests.
Students will receive a study guide for tests and quizzes as well.
Homework will not be assigned every night. However, it is suggested that
students reread what we go over in class that day. This will better prepare them
for upcoming assessments. Students who are absent and/ or miss class due to
lessons must come see me for what they missed.
There will also be a current events aspect of our class. Students will be
expected to follow current events through the news, newspapers or on line news
links and report back. (Information will be given to your child.) Class will also read
Time for Kids and other child friendly forms of current events.
The curriculum spans from The Age of Exploration to the Civil War. The
overview of each unit is below.
Please check my website daily as I will post homework, class notes and
websites for the corresponding unit and other valuable information.
The fifth grade Social Studies topics to be covered are:
 The Age of Exploration
The Era of Settlement and Colonization
 The Revolutionary War
 The Government and Constitution
 Westward Expansion and the Civil War
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Evaluating Procedures:
Quizzes/Classwork...40%
Tests/Projects...50%
Homework...10%
Homework Policy
Homework is given periodically Monday through Thursday. If a student is
absent, it is their responsibility to find out what work he or she missed. It is
always encouraged to go online to check out the homework that was assigned at:
www.livingston.org
Select “Riker Hill Elementary School”; Click on the “Teacher Pages” tab and then
click on my name.
Make up work
Students who miss 1-2 days should submit make-up work within one day upon
return to school, or as arranged with me. Students are responsible for getting,
completing and submitting the make-up work. I am happy to assist students in
this if asked.
Quiz/ Test Policy
Students will be given at least one week advance notice for all quizzes/ tests. I
will provide each student with a study guide for tests and quizzes. Each
student should review all class notes in binder nightly in preparation for a
upcoming assessments. There will also be open notebook quizzes from time to
time.
** If your child needs extra help, please let me know. I am more than happy and
willing to assist your child any way I can to ensure that he or she has a
productive and successful school year!
First Marking Period
(Unit 1 and 2)
Unit 1: Worlds Meet: The Age of Exploration
(1498-1700)
Why do people and countries explore and continue to
explore?
Students will understand that:
 Perspectives and motivations on exploration are varied
and diverse.
 Life and events in the past relate to the present and the
future.
Students will discuss:
 Why do people and countries explore?
 To what extent are the motivations for exploration the same today as they
were in the past?
Students will be able to:
 Analyze how events are related over time.
 Formulate questions to analyze different points of view of European
exploration.
 Use effective strategies for locating information.
 Summarize information in written, graphic and oral formats.
Students will know:
 The consequences of the age of exploration.
 There are many people affected by exploration and as such, there are
many perspectives.
 There are new areas of exploration and modern day explorers.
 Technology and education helped to advance the age of exploration.
 Many different explorers from the past and present and their
characteristics.
 That they can look at the age of exploration through different lenses:
political, cultural and economic.
Unit 2: The Era of Settlement and Colonization
(1585-1759)
In what ways did the colonies develop and change to create the American
culture?
Students will understand that:
 Perspectives on colonization are varied and diverse.
 The desire for individual freedom was a common factor in the settlement
and governing of the colonies.
 Early colonial differences became larger problems as the nation
developed.
Students will discuss:
 In what ways was the settlement of the colonies purely a chance event?
 To what extent did geography affect settlement and economic
development in the American colonies?
 Was the reliance on slavery in the colonies inevitable?
 To what extent is the culture of each colonial region dependent upon past
experiences?
Students will know:
 The different reasons for settling in each colony
 Political, economic, social and cultural differences among and within the
colonies.
 Different colonial leaders who established different governing structures.
 How slavery developed and affected the economy and culture.
 Perspectives on colonization.
Second Marking Period
(Unit 3 and 4)
Unit 3: The People Rise- The Revolutionary War
(1745-1783)
What causes revolution?
Students will understand that:
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Individuals or groups of people can change the course o government
positively or negatively.
People protest government in different ways.
Revolution encompasses varied and diverse perspectives.
Revolution and actions have far reaching consequences.
Students will discuss:
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Was the American Revolution inevitable?
To what extent was the American character developed through
struggle, compromise and tolerance?
In what ways does having a common idea unite people of varying
viewpoints?
Students will know:
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The French and Indian War caused Britain to go in debt, which led to
them levying taxes against the colonists.
Why people are taxed.
The meaning behind “Taxation without Representation!”
The causes leading to the war
The colonist’s form of protests
American and British leaders
Major events of the Revolutionary Era
The Declaration of Independence as a defining document
Unit 4: A Nation is Born- The Government and Constitution
1776-1791
Does compromise strengthen or weaken government structures?
Students will understand that:
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Governments invariably balance the needs of the country against the
freedom of the individual.
The Constitution is the identity which unites Americans.
The most effective documents are adaptable and dynamic.
Students will discuss:
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To what extent did the experiences of the Patriots affect the
formation of our government?
Are laws necessary?
How is our Constitution relevant to past, present and future issues?
Why is compromise both good and bad?
Students will know:
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Government involves people acquiring and using power and authority.
Individuals and groups make, enforce and apply rules and laws.
Citizens have rights, roles and responsibilities.
Reasons for replacing the Articles of Confederation
Compromise is essential when forming a government.
Struggles the founding fathers faced in developing the Constitution at
the Philadelphia Convention
The founding fathers
Three branches of government and the balance of power
Characteristics of effective American leaders
Third Marking Period
(Unit 5 and 6)
Unit 5: A Nation Expands and Divides: Westward Expansion
and Causes of the Civil War
(1820-1865)
In what ways did Westward Expansion cause the Civil War?
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Students will understand that:
Perspectives on slavery are varied and diverse.
People migrate and settle for a variety of reasons.
Geography impacts and is impacted by human activity.
Economics is a motivating factor for societies.
Students will discuss:
 Was the Civil War inevitable?
 In what ways did enslaved people maintain their humanity, family and
culture?
 To what extent was Westward Expansion inevitable?
 To what extent do people choose economic gain over ethics?
Students will know:
 Manifest destiny
 Territorial expansion
 Lewis and Clark Expedition
 California Gold Rush
 Treatment of Native Americans
 How slavery in the U.S. developed over time from 1600’s – 1860’s and
became part of the economy and culture.
 Colonial perspectives on slavery differed.
 Overview of the events leading to the Civil War.